This key is publicly accessible by URL. It supports formative feedback only, not secure exams or a national/state grade. Collect a first child-controlled response before showing an answer. Record neutral access support separately from content prompting, and save a later corrected response as later evidence. Accept an accurate count, one-to-one matching, subitising of small parts, a child-directed adult movement, ordered tactile markers or AAC explanation when these preserve the same mathematical target. Do not turn a single response into a fixed ability or learning-style label.
Daily practice answer boundaries
| Day | Exact outcome and reason to hear/see | Targeted next move |
|---|---|---|
| 151 | Truly empty pocket = 0; six circles = 6; fourteen squares = 14. Zero is a known empty amount, not an unknown covered count. | Contrast an empty open pocket with a covered pocket; count a new small set before naming its numeral. |
| 152 | 9 < 10 < 11 and 16 < 17 < 18; 10 and 17 are between their neighbours. Track anchors are 0, 10, 20. |
Place each numeral one step at a time on a shorter section, then return to the full track. |
| 153 | Sixteen identical tiles remain 16 after rearrangement because none arrived or left. The last word of a one-to-one count gives the total. | Move each tile into one counted place and compare first/second layout using the same tiles. |
| 154 | A = 14, B = 18; B has more, although A is longer-looking. Four extra B cards are visible after matching, but the difference is optional. | Match one-to-one until one group runs out; separate spacing from quantity. |
| 155 | Use fresh Check A worked key below, after capture only. | Do not rehearse its values as warm-up. |
| 156 | START 4 signs, ADD 3 signs, END 7. The arrival changes the amount; no sign was removed. | Keep the three arriving cards in a separate pocket, then move and recount. |
| 157 | Parts 5 + 2 and 3 + 4 each make whole 7. The part labels may change without changing the total. | Use a broad ten frame; point to each visible part, then the whole. |
| 158 | START 9 programme cards, TAKE AWAY 4 to USED, END 5 left. 9 is original whole; 5 labels the remaining tray. |
Read “left” again and physically separate USED from REMAINING. |
| 159 | Story A six game cards + two arriving = 8. Story B eight stage tickets with three leaving = 5. Verbs and movement decide the model. | Give a different short story and ask for an IN or OUT arrow before finding the ending count. |
| 160 | Use fresh Check B worked key below, after capture only. | Preserve initial model and subsequent correction separately. |
Check A · Day 155 · worked answer
Private setup before administration: Put 12 identical broad star cards in spread tray A and 19 in compact tray B; leave the third pocket empty. Provide numeral choices 0, 11, 12, 13, 18, 19, 20 and a blank track. Give the three-card order group 11, 12, 13 separately. Do not state the tray totals, point to correct numeral choices or expose the reference strip. The truly empty pocket matches 0. Tray A = 12, B = 19. B has more cards, supported by one-to-one matching (seven B cards remain unmatched) or reliable tracked counts; its short packed layout does not reduce its quantity. On the 0–20 track, 11, 12, 13 occur in that order, so 12 is between 11 and 13. An optional representation is ten cards and two more for 12, or ten and nine for 19; this is not required to establish the key target. The child may give “B has more” without naming a difference, if count/matching evidence is sound.
Feedback moves: If zero is called “unknown”, show the open empty pocket and a covered pocket, then ask which has a known amount. If row length controls the answer, pair A/B cards and ask what remains. If 12 is placed before 11, re-establish the sequence on a short segment, then return to the full track. If an adult has provided the counts, record the support honestly and obtain a new child-controlled set later.
Check B · Day 160 · worked answer
First story: start 6 badge cards, add 3, end 9. The three new cards move into the tray; a child may count all nine or recognise a small part and count on, provided their model shows the same nine. Second story: start 8 flag cards, take away 5 into USED, end 3 flags left. The five in USED are removed, not the requested remaining amount. These are two distinct invented sets; reset between them. Equations 6 + 3 = 9 and 8 − 5 = 3 can annotate the models at the child's taught point but are not required to pass the modelling target.
Feedback moves: If the child says “three” in the first story because only the arriving group was counted, point to START and ADD, then ask what the end tray contains. If the child says “five” in the second story, ask whether the question asks for USED or LEFT. If the final number is right but no action is shown, provide a new add/take story after feedback so the child can model the change independently. If the pieces were faulty, reprepare and do not score the prior attempt.
Record only what was observed
Use day | exact first child-controlled words/action | count/matching/model evidence | access support | content hint | later correction | next teaching case. These prompts sample selected ACARA Foundation number descriptions; they do not establish a full achievement standard, a disability or language label, classroom impact, or an approved Queensland Prep assessment result. No real child data goes in this public repository.
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