# Public teacher-targeted worked key and response moves

This key is **publicly accessible by URL**. The Day 175/180 prompts are fresh formative first-encounter cases, **not secure exams**, standardised grades or full curriculum judgements. Record a first child-controlled response before showing an answer. Note neutral access support separately from content prompting; a later corrected attempt is later evidence. Child-directed adult movement, broad tactile placement, speech, sign, AAC or marks can carry equivalent mathematics. Never use a single response as a fixed learner label.

## Daily practice answer boundaries

| Day | Exact result and reason | Targeted next move |
| ---: | --- | --- |
| 171 | Six broad cards equally between two trays = **3 and 3**, none left. | Deal one to each in turn, then match/count both trays; ask what “same number” means here. |
| 172 | Eight tickets equally between two kiosks = **4 and 4**, none left. | Pair one for each kiosk; if only a final total is given, show both recipient groups. |
| 173 | Nine cards into groups of three = **3 complete groups**, **3 cards per group**. | Ask separately “how many groups?” and “how many in each?” with wide group frames. |
| 174 | Four cards make **2 groups of 2**; one tray is **between DESK A and DESK B**, the other **beside the fixed PUPPET**. | Keep fixed landmarks visible; ask which two objects define “between”. |
| 175 | Use new Check A worked answer below, after first response. | Do not rehearse its values as the day's warm-up. |
| 176 | Unit **CIRCLE–TRIANGLE**; six-card strip is three repeats; next **CIRCLE, TRIANGLE**. | Circle one whole two-part unit, then copy it rather than guessing one card. |
| 177 | Unit **TAP–CLAP**; six cues are three repeats; next **TAP, CLAP**. | Use printed/tactile word cards or child-directed adult cues if sound/gesture is inaccessible. |
| 178 | Unit **CIRCLE–CIRCLE–SQUARE**; six cards are two repeats; next **CIRCLE, CIRCLE, SQUARE**. | Ask for all three positions in the repeating unit. |
| 179 | Triangle roof: **three straight sides/corners**; circle window: **one continuous curved boundary, no corners**; oblong rectangle door: **four straight sides/corners**. Border unit **TRIANGLE–CIRCLE**, next TRIANGLE. A matching broad created shape has the named feature. | Trace the boundary, let child create an outline, and ask what feature supports the name; don't demand a polished drawing. |
| 180 | Use new Check B worked answer below, after first response. | Keep its strip and drawing away from routine practice. |

## Check A · Day 175 · worked answer

**Teacher-held setup:** Prepare **ten** identical broad blank notice cards and two identical labelled model reading-corner trays. Separately prepare **ten different broad pictureless shape cards** for grouping; the sets must not be mixed. Fix PUPPET, DESK A and DESK B on the room mat. The child shares first set equally between two trays: **5 cards each** and none left, shown by one-to-one dealing/matching or a reliable count. Reset. The child makes **5 groups of 2 cards** from the second ten-card set; “five” is the **number of groups** and “two” is **cards per group**. GROUP AREA 1 is in the open space between the two desk markers, so an appropriate description is “between DESK A and DESK B”; GROUP AREA 2 is adjacent to the puppet marker, so “beside PUPPET” describes it. Do not give those words before the first child description. The pupil need not use left/right or move their body. If the fixed landmarks move or a piece is missing, invalidate/reprepare the setup.

**Response moves:** If two trays have unequal counts, ask the child to pair one card across trays and see what remains; record the content cue. If “two groups” is given for the second story, point to each boxed group and separately ask how many cards per box. If “between” is used without two reference landmarks, ask “between which two?” after capturing the first response. Equality of paper pieces is the mathematical result, not a conclusion about real interpersonal fairness.

## Check B · Day 180 · worked answer

The three next cards are **RECTANGLE, CIRCLE, CIRCLE**. The smallest supplied repeating unit is **RECTANGLE–CIRCLE–CIRCLE**, and the existing six cards show two complete repeats. The fictional route board is a **rectangle** because its drawn boundary has four straight sides and four corners (with two visibly longer sides on this illustration). The fictional platform marker is a **circle** because it has one continuous curved boundary and no corners. A child-created rectangle with the intended straight sides/corners or circle with a closed curved boundary meets the creation target; accept broad cutouts, child-directed adult placement, tactile outlines or unpolished drawing when the reason is sound. Do not judge by colour, speed or neatness.

**Response moves:** If the child gives only the next RECTANGLE, ask them to box the complete three-position unit and copy all of it with a new practice strip later. If they call the circle a triangle, trace/feel the boundary and ask for corners/straight sides. If they name shapes correctly but cannot give a reason, build and discuss a new familiar object outline after feedback. Keep first and later responses separate. This sample does not prove mastery of every repeating pattern or shape.

## Record only what was observed

Use `day | exact first child-controlled action/words | counted or unit/shape evidence | access support | content hint | later correction | next case`. Do not put real child data in this public repository. These opportunities are partial national mathematics samples, not a state-approved assessment, social/fair-play judgement, disability or language label, or observed classroom effect.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source, link licence and indicate changes.