These invented tasks are new relative to routine lessons and the twenty worked swaps. The worked teacher key is separately published and publicly accessible, so these are not secure exams. If a child has seen a case, a teacher prepares a new local parallel. Give neutral read-aloud, broad tactile labels, AAC or child-directed adult movement. Collect the first child-controlled arrangement/reason before feedback, and note any adult content help separately from access support. A child may pass and return another day. Do not score speech, precise grip, handwriting or speed.
Check A · Day 175 · New paper-room sharing and place
The teacher has two separate made-up stories. Clear the broad mat between them. There is a fixed PUPPET marker and two fixed DESK markers on the paper-room map; no person must move.
- Share: Ten large blank pretend notice cards are for two labelled model reading-corner trays. Share them equally so neither tray has more. Show how many are in each, and how you checked they match.
- Group: Start again with a different set of ten large pictureless shape cards. Make groups of two cards in each group. Show how many complete groups you made and how many cards are in each.
- Place: On the room mat, put one completed group in GROUP AREA 1 and another in GROUP AREA 2. Describe each group's position in relation to the named fixed DESK A, DESK B and PUPPET landmarks. An adult may move the group exactly where you direct.
Equivalent response routes: A deal and place large cards; B make one mark per card inside broad labelled boxes, then direct physical placement on the mat; C tell an adult by speech, sign or AAC which card/group moves next and where. Every route must show equal share, equal-size groups and relative location. The teacher checks the exact physical set privately. If pieces are missing or landmarks moved, repair/reset and do not score the faulty attempt.
Check B · Day 180 · A new repeating strip and model-place shapes
These paper cards and the new station drawing are fictional. The teacher provides broad RECTANGLE and CIRCLE cards and three empty spaces. The drawing shows a route board and a platform marker; look at their boundaries before naming the shapes.
- Read, point to or feel this pattern: RECTANGLE, CIRCLE, CIRCLE | RECTANGLE, CIRCLE, CIRCLE | , , ___. Put the next three broad cards in order. Show the smallest part that repeats.
- In the pretend drawing, find the rectangular route board and circular platform marker. Name each shape and give one reason from a visible or tactile boundary: straight sides/corners or a continuous curved edge.
- Create one of these familiar shapes with a broad paper cutout, tracing or an adult who follows your instructions. Explain which feature makes your new shape match.
Equivalent response routes: A place/cut broad shapes; B draw/mark the unit and trace shape boundaries; C direct adult placement/creation and explain through speech, sign or AAC. Each route shows the entire repeating unit, three correct next positions, two reasoned shape names and one created matching shape. No sound, colour cue, real station or real personal object is needed. Do not preview a worked answer before the first response.
Original resource rights: © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit the source, link the licence and indicate changes.