# Fresh learner-facing formative checks · Days 195 and 200

Your teacher brings the new broad paper source for each check. These are **public formative checks, not secure exams**. Keep your **first child-controlled** count, model, picture sort or comparison before content feedback. You may point, sign, use AAC, speak, write, draw or tell an adult exactly where to move a card. Neutral reading and movement help with access; the number/feature/answer must be yours. A paper visitor is pretend. A checked first idea can be **confirmed** or **revised**. No task asks about your personal life or judges a whole year's learning.

## Check A · Day 195 · Explain three new paper sources

Your teacher gives a new paper page with three separate things. Keep them separate when you explain to a paper visitor or privately.

1. **Number source:** count the wide source marks once each. A separate claim card has a numeral. Does the numeral match the marks? Show how you checked, and say the numeral that does match.
2. **Shape and place:** find the familiar rounded shape in the paper picture. Trace or describe the boundary that gives its shape name. Describe its position relative to the fixed **BOARD** marker by naming that marker.
3. **Picture data:** your teacher gives the question “Which icon appears more on **this supplied picture sheet**?” Sort every PINE or SHELL picture once, show both counts and which is more, then say which exact source your result covers.

Choose a route. All three routes do **all three** source tasks:

- **A · Broad paper move:** move/count marks, trace a boundary, then sort/pair the picture cards.
- **B · Drawn trail:** make one mark per source, draw the shape feature/place and tally two labelled icon rows.
- **C · Adult mover:** direct an adult's exact count, boundary trace and sort; give the conclusions yourself.

**After feedback only:** Day 195's learner card has a different paper case. A first response stays visible before that practice.

## Check B · Day 200 · Four short transfer models

Your teacher gives a **new** page with four independent paper tasks. Work with the actual source, not a guessed display.

1. **Parts and whole:** two visible groups of broad icons are PART A and PART B. Show the amount in each part, combine to the WHOLE and explain why the whole uses each source icon once.
2. **Practical add-to:** a labelled START group and a new ADD group are pictured. Build the END. Compare your checked END to a separate display claim and say whether to confirm or repair it.
3. **Pattern:** a repeating strip is shown twice. Box/point to the **whole** part that repeats and show the next **whole** part in order, not only its first icon.
4. **Direct length:** two straight printed strips are on the **same** page. Align the left start marks (or trace from a common start) and say which is longer **on this page**, with a right-endpoint reason.

Choose a route. All three routes do **all four** tasks:

- **A · Broad pieces:** move the two parts and START/ADD groups, place a whole pattern unit, then overlay the length strips.
- **B · Mark/model:** draw separate source-to-count marks, a visible add-to model, all next pattern positions and common-start length traces.
- **C · Adult mover:** direct every part, add, pattern and strip-alignment move; correct any skipped or doubled item.

**After feedback only:** Day 200's learner card has different values and shapes. Say one next step you want to try, or say evidence was **not available**; no one should invent a portfolio sample.