# Fresh learner-facing formative checks · Days 185 and 190

Your teacher supplies the **new broad paper cards/marks** described here and reads the question. These are **public formative checks, not secure exams**. Show your **first child-controlled** sort or model before feedback. You may point, move broad cards, make marks, say/sign/use AAC, or direct an adult's hands. An adult can read or move pieces without supplying a category, a count, a comparison or a result. A correct first idea can be **confirmed** by checking; you never need to pretend to change your mind. Nothing here asks about you or anyone else.

## Check A · Day 185 · A given picture question

Your teacher gives one **new sheet of thirteen wide pretend craft-label pictures**, each showing either an **ARC** icon or a **BAR** icon. The teacher asks this given question: **“Which icon appears more on these thirteen supplied pictures?”**

1. Sort **every** source picture once under ARC or BAR. Keep a visible way to see that no picture was missed or counted twice.
2. Show or tell how many are in each group and which group has more. Give a count or matching reason.
3. Finish: “My answer describes ______.” Say which exact source you counted. Do not make a claim about real craft materials, shops or people.

Choose a response route. Each route does all three tasks:

- **A · Card move:** place the broad pictures in two labelled rows, then pair or count.
- **B · Marks:** use one mark for each source picture, with separate labelled count rows.
- **C · Adult mover:** tell the adult where each picture goes, stop double use, then give both counts and a source-limited comparison.

**After feedback only:** use Day 185's *different* practice pictures in the learner cards. The first check answer is kept before the practice.

## Check B · Day 190 · Two new rechecks

Your teacher gives **two new paper stories**. Keep the sources separate.

**Story 1, compare:** Row A has a compact line of the same broad marks. Row B has a more spread line of the same marks. Before counting, you may predict which has more. Then match or count **the actual marks** in each row. Show both counts, which row has more, and whether your first idea was confirmed or revised. Explain with one-to-one matching or a count, not the space taken up.

**Story 2, add-to:** A pretend display begins with one group of broad icon cards. A second group is added. A separate display card states a proposed final number. Make START and ADD groups, find the checked END, compare it with the display card, and give your confirmed or corrected claim. Keep the source objects visible so the teacher can see your model.

Choose a response route. Each route must show **both** stories and a check method:

- **A · Card move:** pair Story 1 marks; move Story 2 START and ADD cards into an END group.
- **B · Mark trail:** mark each Story 1 source once; draw separate START and ADD rows for Story 2.
- **C · Adult mover:** direct the adult's pairing/counting and add-to moves; correct any doubled item.

**After feedback only:** use Day 190's different practice numbers and drawings in the learner cards. A change in thinking is welcome when evidence calls for it; confirmation is also an honest result.