# Teacher held · Foundation mathematics Days 145 and 150

Keep this page, [the key](TEACHER-KEY.md) and teacher-only print sheet from children until use. A child can use speech, AAC, large marks, touchable cards or direct an adult. Provide equivalent ordered information if a sensory route is inaccessible and document it. Record **first child-controlled** unit/count/comparison, any frame or prompt, and later correction. No one short set certifies the achievement standard.

## Day 145 · fresh pattern

Prepare six broad cards in this exact order, with three blank places after them:

**STAR / BAR / BAR / STAR / BAR / BAR / ___ / ___ / ___**.

Do not state the unit. Give one STAR and two BAR spare cards, plus an additional distractor DOT. Ask child to:

1. Show the shortest part that repeats and point to two complete occurrences.
2. Fill three empty places. Save first order before comment.
3. Translate that same pattern into a different accessible form, for example one gentle tap and two silent beats, or one tactile dot and two broad lines. A child who cannot/hears no sound uses marks; score order, not performance.
4. Explain whether the single DOT distractor belongs next and why.

Keep the [A4 teacher-only pattern card](teacher-held-pattern.svg) or [PDF](teacher-held-pattern.pdf) hidden until administration. If a printed symbol is difficult to distinguish, use exact spoken/tactile labels; do not replace the three-position structure.

## Day 150 · fresh count and comparison

Precount **17 identical broad tiles for A**, scattered, and **14 identical broad tiles for B**, in a visually long close row. Check both sets out of children's view. Do not leave numeral or total on the child-facing tray. Ask child to:

1. Count A with a tracked path and choose/write its numeral, if numerals are taught.
2. Count B independently; determine which has more, using one-to-one matching or reliable count.
3. Give a reason tied to counted tiles, not row length, colour or a design guess.
4. Show one quantity another way, such as 10-and-some-more in a broad ten frame, marks, tally of one-to-one pairs or another accurate collection.
5. Answer: “Does a greater piece count tell us which paper stand will hold a card better? What safe test would tell us?”

If a tile is dropped or hidden, stop and reprepare; do not score faulty materials. Do not physically test a stand during this maths check. The child may pass and try a different day. Use [the key](TEACHER-KEY.md) only after the first response.

## Recording grid

| Component | First exact action/words and mode | Adult prompt or access move | Count/unit evidence | Next teaching date |
|---|---|---|---|---|
| 145 unit and two cycles |  |  |  |  |
| 145 next three and translation |  |  |  |  |
| 150 A quantity and representation |  |  |  |  |
| 150 B quantity and comparison reason |  |  |  |  |
| 150 claim boundary and safe next test |  |  |  |  |

Original SubjectNest check and print sheet © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.