# Desk run-through · Foundation mathematics Weeks 33–34

**29 September 2026 · authored draft, no child or class observed.** I used the [teacher scripts](LESSONS.md), [learner cards](LEARNER-CARDS.md), [materials](MATERIALS.md), printed PDFs, [checks](STUDENT-CHECKS.md) and [public key](teacher/KEY-AND-NEXT.md) as a teacher, learner and potential supporter/funder would. This is a paper and screen simulation. It is **not** a classroom trial, a physical water/balance test, an individual access test or evidence of student progress.

| Role / case | What I actually ran or inspected | Finding, correction or remaining limit |
| --- | --- | --- |
| Teacher, Days 161–164 | Matched every card recipe to the ready-to-cut PDF sheets, then sorted the ten P164 cards by outline (six oval/four spear) and separately by symbol (three shown/seven not drawn). Checked all counts on the page and in the teacher key. | The two sorts use the **same ten** cards. The wording says “no symbol drawn” rather than asserting a real plant lacks flowers; labels describe fictional drawings only. A teacher still needs to cut/raise the cards and inspect ambiguous prints before class. |
| Learner, Day 163 | Followed A (sort), B (trace/mark) and C (child-directed adult placement) using the twelve displayed edge cards, verifying eight smooth/four jagged and that every route asks the same sort, count and evidence. | Colour does not decide the category. The jagged/smooth outlines were visually distinct in the rendered PDF. This does not prove tactile identifiability for a particular child; local access review is required. |
| Teacher and learner, fresh Check A | Inspected the two teacher-held check cutout sheets and privately counted five ROUND and eight NARROW outlines. Compared the two groups by matching; three narrow cards remain. Read the child prompt separately to confirm it does not state either total. | The answer is limited to **these thirteen cards**, not nearby real plants. The check sheet and public key remain accessible by URL, so collect a first response before feedback or substitute a fresh local set after prior access. |
| Teacher and learner, Days 166–167 | Inspected the A4 practice strip diagram at original vector sizes and traced the required alignment in the script: prepared 80/125 mm pair; equal 110/110 mm pair; different 75/115 mm pair. Checked the generated SVG strip widths against their stated millimetres. | The child compares the **physical** aligned strips, without reading units. I did not print/cut a physical set, so final printed lengths and handling must be verified locally at 100% print size. |
| Teacher and learner, Days 168–170 | Walked through the exact water-transfer and balance decision trees and the three-station Check B. Inspected that the transfer/balance diagrams are neutral guides and contain no pictorial answer. | Actual cups, water, parcels and a balance were **not** available or operated in this desk run. Capacity/mass outcomes therefore remain conditional on an educator's private physical preflight. The pack says to defer an unsafe/unclear station and never score the drawing as direct comparison. Three stations may need more transition time than the scheduled 25 minutes. |
| Time-poor supporter | Took Day 161's no-cost home route: draw two fictional broad leaf-outline categories, ask only which shape is on those cards and how many. | No local organism knowledge, internet, purchase, photo or personal data is needed. Home capacity/mass work is **not** assigned; direct comparison stays at a supervised educator station. |
| Potential funder / rights reviewer | Traced three exact ACARA code/row/wording references through the pinned workbook, [crosswalk](CURRICULUM-CROSSWALK.md) and [source/rights ledger](SOURCE-AND-RIGHTS.md); separated official wording from original cards, scripts and data. | Claims remain a **partial mathematics sample**. No Science or Design attainment, complete Foundation year, state approval, classroom effect, validated translation, First Nations cultural content or accessibility certification is implied. |

## Automated and visual checks

- Generated **13 original single-page A4 SVG/PDF aids** with [print/generate_print.py](print/generate_print.py), rendered every PDF, inspected a full-page contact sheet, and checked the mats and card sheets for page margins, legible labels, visible outlines and no clipping. The two fresh-check cutout sheets are clearly marked teacher held. All PDFs have selectable text but are **untagged**; [full text/tactile alternatives](print/TEXT-ALTERNATIVES.md) supply an accessible source for adaptation.
- [verify_pack.py](verify_pack.py) checks the official workbook SHA and exact three rows, ten six-part 25-minute scripts, thirty routes, twenty swaps, two fresh checks and worked key, every A4/PDF/text aid, visual card counts, practice strip geometry, local links and [SHA manifest](manifest.json). A passing check proves internal artifact consistency only.
- Independent arithmetic/logic spot checks: `7+4=11`, `5+4=9`, `8+4=12`, `2+4+1+3=10`, `5+8=13`, `8−5=3` unmatched cards, `125>80`, `115>75`, `145>95`, and `15>3`. Capacity and mass comparisons **cannot** be proved by arithmetic alone; the teacher preflight validates the actual pair.

## Required local follow-through

An Australian Foundation/Prep educator should check their state/territory sequence, prepare the broad tactile/picture cards, inspect printed strip sizes, preflight safe actual cups and a stable balance, adapt the route to individual children, and collect authentic responses privately. If the equipment is unavailable or a result unclear, teach the vocabulary and defer the direct-comparison assessment until a real accessible station is available. Keep real child records out of this public repository.