# Teacher copy · Foundation mathematics W29–30 exact answers and next moves

Consult after the first response to the [fresh tasks](ASSESSMENT.md). Keep the record of any correction separate.

| Day/component | Exact response or acceptable evidence | If not yet secure |
|---|---|---|
| 145 repeated unit | **STAR, BAR, BAR** is the shortest stated unit in the six-card row; positions 1–3 and 4–6 match. | Frame three places and slide frame over two cycles. Practise with a *different* three-symbol row, then remove frame. |
| 145 next three | **STAR, BAR, BAR**, in that order. DOT does not fit this repeated unit at position 7. | Put one unit under the other and compare corresponding positions; ask for prediction before moving any card. |
| 145 translation | One mark/sound/touch followed by two matching distinct lines/rests, repeated twice, preserves order. A different medium may use a named action rather than literal silence. | Move one source card at a time to one target card. Check six positions, not only the first three. |
| 150 counts | A = **17**, B = **14**; A has **three more**. “A has more” with accurate matching/counting is sufficient if difference is not yet the target. | If count skips/doubles, use two indexed ten frames and move each broad tile exactly once. Then use different quantities for follow-up. |
| 150 representation | 17 may be shown as ten filled places plus seven, seventeen one-to-one marks, or an accurately matched collection; 14 is ten plus four. | Match numeral, spoken count and objects with a tracked path; keep access/language support separate from quantity. |
| 150 design inference | The set with more tiles is **not necessarily** the stronger stand. A fair, safe card-holding test is needed. | Compare what counting measured with what a holding test would measure; model one different paper stand trial later. |

If a child counts accurately but says the longer-looking row has more, focus on paired correspondence despite spacing. If a child identifies a pattern by colour only, repeat it using labels/tactile form. Document the chosen next lesson, then use **new** examples to check transfer. This is formative evidence, not a grade or disability/language label.

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