This key is publicly accessible by URL. The two checks are fresh formative first-encounter prompts, not secure exams, standardised scores or full curriculum judgements. Collect a first child-controlled action before showing the answer. Note neutral access support separately from content prompting; record a later correction as later evidence. Accept accurate card placement, one-to-one matching, tracked counting, child-directed adult action, speech, sign or AAC where the same mathematical target is visible. Do not assign a fixed ability or learning-style label from a single response.
Daily practice answer boundaries
| Day | Exact staff answer and what proves it | Next teaching move |
|---|---|---|
| 161 | Eleven fictional cards: round outline 7, pointed 4; round is more on these cards. | If a child guesses from row length, pair the cards once; ask what the card pictures, not real plants, show. |
| 162 | Nine cards: flower symbol drawn 5, no flower symbol drawn 4; shown group is more. | Keep the “not drawn” label, ask which visible mark supports sorting. |
| 163 | Twelve outline cards: smooth edge 8, jagged edge 4; smooth group is more. | Use an unmistakable raised or thick-line edge and let the child choose a tracked count path. |
| 164 | Ten cards: oval 6, spear 4; separately, flower symbol shown 3, not drawn 7. Four-way construction 2+4+1+3=10 verifies both sorts. |
Reassemble the same ten cards before changing the question; if totals change, locate a misplaced card. |
| 165 | Use new Check A below after first response only. | Do not rehearse its values in a warm-up. |
| 166 | When left ends meet, the 125 mm prepared strip extends beyond the 80 mm one; child says longer length, not adult-preparation numerals. | If a child compares far tips on staggered strips, realign the ends. |
| 167 | The two 110 mm strips are equal after alignment despite initial offset. After aligning 75 mm and 115 mm, the 115 mm strip is longer. | Keep strips straight and show same start line. |
| 168 | Only after teacher preflight: full A fits into B with spare room; B has greater capacity for this water. | If result is unclear, replace pair or pouring setup. Never infer from picture height. |
| 169 | Only after teacher preflight: identical large envelope H (12 A4 sheets) tips its pan down relative to L (2 sheets); H has greater mass. | Use a stable balance and child-directed adult placement; do not require hefting. |
| 170 | Use new Check B below after first response only. | Any failed station is invalid, not a child error. |
Check A · Day 165 · worked answer
Teacher-held preparation: Draw 13 large fictional leaf-outline cards, each with exactly one unambiguous shape: 5 ROUND outlines and 8 NARROW outlines. Use identical card size/material, spread the smaller group if you want to test evidence versus layout, but do not tell the child the totals. Show only the question and the actual cards. The correct sort has five ROUND and eight NARROW, so NARROW is more on these thirteen cards, evidenced by tracked counts or three unmatched narrow cards after pairing. The result cannot establish how many real nearby plants have either leaf shape because no local plant population was observed or sampled. A Foundation-age response such as “only our cards” is enough for the claim boundary; scientific sampling vocabulary is not required.
Response moves: If “round is more” is based on a longer row, pair one from each group and ask what remains. If a card is mis-sorted, ask which drawn outline the given question names and let the child correct later; preserve the first attempt. If the child asserts a real local species or frequency, repeat “What did we actually look at?” and make a new card-only case. A teacher-provided answer count is content help, not independent evidence.
Check B · Day 170 · worked answer with mandatory preflight
Station 1 length: Prepare broad same-width paper strips P 95 mm and Q 145 mm long, measured by an adult before use. Keep those numbers off the child prompt. After aligning one end, Q extends past P and is longer. If print scaling changes the physical relation, use the actual aligned strips and remake as needed; no child millimetre reading is required.
Station 2 capacity: Choose large unbreakable clear plastic cups R and S, with R actually smaller than S. On a stable tray, privately fill R to its full usable brim, not a partial level, and pour it into empty S; all water must fit with visible spare space in S, without a spill that invalidates the observation. Reset and repeat at the child's direction. S has greater capacity on this verified pair. This answer is conditional on the observed transfer. If S fills or the result is obscured, replace/retest the cups and do not score the invalid station.
Station 3 mass: Put 3 A4 sheets in identical large sealed envelope T and 15 A4 sheets in identical envelope U. An adult privately verifies U tips down on either pan position of the stable two-pan balance; reset and operate at the child's direction. U has greater mass on the verified pair. If the balance sticks or fails to show a clear tip on both pan positions, repair/replace it and do not score the invalid station. No parcel lifting by a child and no loose weights are needed.
The child must identify length, capacity and mass as distinct attributes and base each comparison on the real aligned ends, completed pour or balance pan. A correct guess from cup height or parcel size is not sufficient evidence of direct comparison. A neutral adult description of a real outcome can support access; if the adult says the conclusion instead of the observation, record content help. Timing for three stations may exceed 25 minutes with individual setup; extend locally rather than rush or score an unseen action.
Record only what was observed
Use day | exact first child-controlled sort/action/reason | physical result | access support | content hint | later correction | next case. No real child data belongs in this public repository. The three national codes are partial opportunities; this does not establish a full achievement standard, a local Science/Design outcome, disability or language label, classroom impact or Queensland-approved assessment.
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