Public fresh… | Foundation Maths · T4 W31–32 · Learner checks

Both cases are new relative to Days 151–154 and 156–159 practice and worked swaps. This page and the separately located teacher-targeted key are publicly accessible by URL. They are not secure exams, a Year 1 test or a school reporting instrument. A teacher who needs a first encounter collects a child's response before sharing feedback, or writes a new local parallel if this page was already seen. Use broad supervised pieces, a neutral read-aloud, large print, full-word tactile labels, AAC or child-directed adult movement. Capture the first child-controlled count, action and reason, noting any content help separately from neutral access support. Do not score speed, speech clarity, grip or memory of an equation.

Check A · Day 155 · New number display

At an invented paper astronomy display, tray A holds identical broad star cards spread into a long row. Tray B holds identical broad star cards close together. A third pocket is truly empty. Your teacher has prepared the sets. Loose numeral cards and a blank 0–20 track are provided. Neither the staff setup counts nor the worked key are shown before the child's first response.

Show which numeral belongs to the empty pocket and explain what zero means here.
Count or match tray A and tray B using a tracked path. Choose a numeral for each. Say which tray has more cards, giving counted or matched evidence rather than row length.
Put the teacher-provided three-card group in order on the blank 0–20 track. Show which is between the other two. You may use 0 and 20 as labelled anchors; the teacher does not point to the answer positions.

Equivalent response routes: A place large cards and numerals; B make one mark per card and label the counted marks; C direct an adult to move/pair pieces and give the explanation through speech, sign or AAC. Each route must show zero, both quantities, the comparison and the ordered trio. If the materials become faulty, stop, reprepare and restart without scoring the faulty attempt. Passing is allowed; return another day.

Check B · Day 160 · Two new inventory changes

These are two separate made-up paper inventory stories. Reset the tray between them. In the first, an exhibition table has 6 large blank badge cards. A helper adds 3 more badge cards. In the second, a model boat club has 8 large blank flag cards. A helper takes away 5 into a USED pocket. Neither story describes a real person or real school stock.

Act out or represent the badge-card story: show START, what was ADDED and END. How many are at the end? Tell how you counted or recognised the groups.
Clear the tray. Act out or represent the flag-card story: show START, what was TAKEN AWAY and END. How many are left? Tell which cards the question asks about.
Explain why the two changes needed different movements. A numeral may be shown if taught, but the model and quantity are the evidence.

Equivalent response routes: A move large cards through a start/change/end mat; B draw one clear mark per card and circle the added or removed part; C direct an adult to move broad pieces and dictate/sign/AAC the same start, action, end and reason. The teacher checks exact initial sets privately. Do not preview the separately located public worked key before the first response. A school can substitute a different invented case with the same mathematical target if prior access matters.