# Desk run-through · Foundation mathematics Weeks 31–32

**29 September 2026 · authored draft, no children observed.** I followed the [teacher scripts](LESSONS.md), [learner routes](LEARNER-CARDS.md), [exact material list](MATERIALS.md), [checks](STUDENT-CHECKS.md) and [public key](teacher/KEY-AND-NEXT.md) as if preparing and running selected days. This is a paper/asset simulation, not evidence of classroom learning, disability access, curriculum approval or lesson timing with a real group.

| Role and pass | What I actually did | Finding / change / remaining limit |
| --- | --- | --- |
| Teacher, Day 151 and Day 154 | Gathered broad paper pieces and loose numerals from P151/P154, read each six-step script, checked 3+4+5+7+4+2 = 25 minutes, and traced the point when totals can be said. | The setup distinguishes a truly empty pocket from an unknown hidden set. Day 154 must keep both square sets identical except spacing; the teacher sheet says to pre-count 14 and 18 and reveal only after the first child count. Preparation and class transitions may take more than 25 minutes; local teachers can extend the block. |
| Learner, Day 152 and Day 157 | Followed each A, B and C option with cards, drawn marks and adult-directed movement, checking that the route still asks for number order or named parts and whole. | All three routes can show the same target without requiring speech or precise pencil control. Day 157's `5+2` and `3+4` each give 7; an adult must not silently make the child's choices. A real child's route preference and access needs were not tested. |
| Teacher and learner, fresh Check A | Recreated an A collection of 12 identical broad cards and B of 19; paired once and found seven unmatched B cards. Kept those quantities on the teacher-held card and out of the child prompt. Checked 11, 12, 13 and zero on an unlabelled track. | Child copy now leaves the set totals undisclosed. The public answer key and teacher print remain reachable by URL, so this is a fresh **formative** case only if a child has not already seen them. A teacher should collect the first child-controlled response before feedback or use a new local parallel case. |
| Teacher and learner, Day 159 and fresh Check B | Reset between the two practice stories and again between the separate new checks. Traced 6+2=8 and 8−3=5 for practice, then 6+3=9 and 8−5=3 for check; identified START, action, END in each. | The check values are distinct from Day 159 and the twenty worked swaps. The card explicitly requires a reset; otherwise an incorrect combined set would make the check invalid. |
| Time-poor supporter | Took the paper-only home option for Day 156 and drew 4 starting boxes and 3 arriving boxes, then asked for an action and counted end. | It needs no internet, purchase, photograph or family information. The adult should read the action faithfully and let the child decide/move; the pack does not verify home use. |
| Potential funder / rights reviewer | Followed the ACARA workbook URL and exact row/crosswalk trail, inspected the source ledger and separated ACARA's short quoted descriptions from original SubjectNest scenarios/assets. | The pack names four exact Foundation number descriptions and their **partial** opportunities. It does not claim an approved state syllabus, complete term/year, observed child progress, reviewed translation, First Nations content or accessibility certification. |

## Print and automated inspection

- Regenerated five original 210 × 297 mm SVGs and PDFs from [print/generate_print.py](print/generate_print.py). Rendered a five-page contact sheet and separately rendered the teacher-held checks after its final text edit. Visual inspection found readable labels, visible card/track boundaries, ample page margins and no clipping at A4 scale. `pdfinfo` confirms one A4 page each; `pdftotext` extracts selectable words. These PDFs are **untagged**; [full text/tactile alternatives](print/TEXT-ALTERNATIVES.md) remain the accessible route and must be adapted locally.
- Ran [verify_pack.py](verify_pack.py) against the pinned official workbook: exact source hash, four source rows and wording, ten days/timed routines, thirty routes, twenty swaps, both fresh checks, five SVG/PDF pairs, internal links and [manifest hashes](manifest.json). This catches artifact drift, not quality of real delivery.
- Arithmetic spot checks: 19−12=7; 4+3=7; 5+2=7; 3+4=7; 9−4=5; 6+2=8; 8−3=5; 6+3=9; 8−5=3. Compared Day 155/160 values with routine practice and swaps for inadvertent reuse.

## Required human follow-through

An Australian Foundation/Prep educator must review the local sequence, actual group duration, supervision and individual adjustments. Test the aids with the children and assistive technology that will use them; commission professional Braille or language work as needed. Collect authentic child responses privately and revise the next case from that evidence. Keep those real records out of this public repository.