# Public fresh formative checks · learner-facing prompts

These invented cases are **new relative to the ten daily routines and twenty worked swaps**. This page and the separately located teacher-targeted key are publicly accessible by URL; they are **not secure exams** or a school reporting instrument. A teacher needing a first encounter collects the child's response before feedback or prepares a new parallel case if this page was already seen. Give neutral read-aloud, large print, raised full-word labels, AAC or child-directed adult movement. Record the **first child-controlled** sort/comparison/reason and any content help separately from access support. Passing and a later revisit are allowed. Do not score speech, grip, speed or neatness.

## Check A · Day 165 · New fictional observation cards

Your teacher has a fresh set of broad **made-up plant-sketch cards**. Every card has one clearly drawn leaf outline: either ROUND or NARROW. There is one card per picture. Your teacher has checked the set privately. The question is: **“Which outline is drawn more often on these cards?”**

1. Put every card in one of the two labelled groups. Point to or name the drawn feature that decided each group.
2. Count or one-to-one match each group. Show how many cards are in each and which group has more. Give counted or matched evidence, not a guess from how spread out the cards are.
3. Tell what this result lets us say **about these cards**. Does it tell us how many round-leaf plants grow nearby? Explain briefly, or choose between “these cards” and “all nearby plants” with a reason.

**Equivalent response routes:** A move large cards into two broad trays; B make one tracked mark per card in two labelled columns; C direct an adult to move/pair pieces and use speech, sign or AAC for the reason. Each route shows the same sort, two quantities, comparison and limited claim. If a card is ambiguous or missing, the teacher repairs the set and restarts without scoring the faulty attempt.

## Check B · Day 170 · Three new shelter comparisons

This is a **pretend toy-shelter** task with three different attributes. Your teacher has checked the real objects privately. An adult handles the water and balance while you direct the comparison. There is no need to use number units or lift anything.

1. **Length:** Two broad paper doorway strips, P and Q, are given. Line up one end of each and decide which is longer. Point to the ends that show it.
2. **Capacity:** Tell the adult how to transfer water from a full clear cup R into an empty clear cup S over a tray. Which cup can hold more? Explain what the **actual water and spare space** showed. Do not decide from cup height in a picture.
3. **Mass:** Direct the adult to put sealed large parcels T and U on a stable two-pan balance. Which parcel has more mass? Explain what the **actual pan movement** showed. Do not decide from how large a parcel looks.

**Equivalent response routes:** A point and move the strips while directing the adult for water/balance; B direct the same physical actions then mark the observed end/space/lower pan on the accessible sheet; C direct all actions using speech, sign or AAC and receive a neutral description of any result not visually accessible. All routes name the attribute and reason from the **real direct comparison**. A drawing alone can rehearse the words but is not direct-comparison evidence. If any physical station is unclear or unsafe, stop that station, repair/retest and obtain a later fresh observation instead of scoring it. The separately located public worked key is used after the first response.

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