29 September 2026 · authored draft, no child or class observed. I used the scripts, clean learner choices, material recipes, checks, public key, print aids and audio transcript as a teacher, learner and potential supporter/funder would. This is an offline desk/asset simulation, not a classroom trial, individual access test or evidence of improved learning.
| Role and case | What I actually did | Finding / correction / limit |
|---|---|---|
| Teacher, Days 171–174 | Counted broad-piece recipes and traced one-to-one dealing: 6 across 2 → 3 each; 8 across 2 → 4 each; 9 in groups of 3 → 3 groups. Followed the Day 174 room mat with fixed DESK A, DESK B and PUPPET landmarks. | Scripts ask separately for cards per group and number of groups. A “fair” arithmetic share is only a paper equality model. Room aid no longer prints the location answer in group areas, so the child describes the relation from fixed markers. Real classroom pacing and the size of printed cutouts still need local review. |
| Learner, Day 176–178 | Followed A, B and C routes on the pattern strip, including a whole two-position unit and whole three-position unit, not just a guessed next icon. Compared optional WAV transcript to broad TAP/CLAP word/tactile route. | Routes now ask for the same full continuation and unit. No hearing, speech, clapping, fine motor timing or colour discrimination is needed. The synthetic WAV has six cues in three alternating pairs; it has not been tested with children or individual listening equipment. |
| Teacher and learner, fresh Check A | Recreated the two separate ten-card stories: equal share gives five/five; separate grouping in pairs gives five groups of two. On the fixed room map, AREA 1 lies between two desks and AREA 2 beside puppet. Read the child prompt alone to ensure it does not print those relation words or link the staff key. | The case is new relative to the daily counts and worked swaps. Teacher-held setup/key remain public by URL, so collect first responses before feedback or substitute a new local case after prior access. If any piece or landmark is displaced, reset rather than score. |
| Teacher and learner, fresh Check B | Continued RECTANGLE–CIRCLE–CIRCLE twice with the same three-card unit. Inspected the separate child-facing new station drawing, traced four straight sides/corners on the rectangular route board and one continuous curved boundary on the circular platform marker, then checked a broad created shape. | Check B has a distinct ABB unit and fictional picture from routine practice. The drawing supplies observable boundaries without printing the shape answer. The public key is not linked from the child check page. |
| Time-poor supporter | Tried the no-cost paper option: two broad tray labels and six drawn card marks for Day 171; a two-symbol repeating strip for Day 176. | Both can be done without internet, purchase, personal story, photo or real classmate. Home participation and actual child engagement were not observed. |
| Potential funder / rights reviewer | Traced four exact ACARA v9 rows and official wording through the pinned workbook, crosswalk and rights ledger; separated official descriptions from original scenarios, vector art and synthesized audio. | Claims remain a partial Foundation mathematics sample. It does not establish state approval, an entire year, social fairness outcomes, real-world navigation, classroom effect, reviewed translation, First Nations content or accessibility certification. |
Print, audio and automated checks
- Generated eight original single-page A4 SVG/PDF aids from print/generate_print.py, rendered every PDF and visually inspected a page contact sheet plus the final location and fresh station pages. Labels, margins, broad cutouts and shape outlines are visible without clipping.
pdfinfoandpdftotextare checked by the verifier. PDFs are untagged; full text/tactile alternatives supply an adaptation source. - Generated the optional 16 kHz mono PCM tap/clap WAV from original audio code; checked file format, duration and six separated active cue regions against the exact transcript. This is structural/audio-file QA, not a claim that a person listened and approved the sound or that any child benefited.
- Ran verify_pack.py against the official workbook hash, four exact rows/wording, ten six-phase 25-minute scripts, thirty same-target routes, twenty swaps, two fresh checks, A4/card data/audio structure, all local links and SHA-256 manifest. Also ran Ruff on all pack Python and independent arithmetic/pattern spot checks. This proves internal consistency, not classroom effectiveness.
Required local follow-through
An Australian Foundation/Prep educator should check local state/territory sequencing, print/cut broad pieces safely, try the mat with actual children and assistive technology, supply reviewed tactile/AAC adjustments, collect authentic child responses privately and revise the next lesson. Keep real child data out of this public repository. Check the audio's volume and suitability on the actual playback device or use its paper route.