Target/codes: show selected part-whole, add-to, repeating-unit and direct-length strategies on new fixed paper sources; AC9MFN04, AC9MFN05, AC9MFA01, AC9MFM01. Prepare: unseen Check B, teacher-managed source sheet, blank part/length mats. It samples these four ideas only.
- Welcome · 3 min. Say this is one small view of current strategies. Offer private response and neutral access; do not call it a whole-year grade.
- Access · 4 min. Place new broad parts, add-to marks, pattern strip and two printed length traces at equal scale. No worked values or unit before the first attempt.
- First models · 5 min. Child shows both parts and the whole, then models the new START plus ADD story. Capture first arrangement and any neutral support.
- Independent response · 7 min. Child continues the whole new pattern unit and directly compares the two new printed strip lengths by aligned starts. A/B/C routes preserve all four tasks.
- Evidence check · 4 min. Ask for one reason from each model. Record math cues separately; use the public worked key after first responses. Note strands not sampled today as not assessed here.
- Close · 2 min. Child chooses one next step; educator links it to actual first responses and earlier private evidence if available. Do not infer a year's mastery from the check.
The desk run-through reports artifact checks, not student or classroom outcomes. Queensland Prep educators should compare the partial crosswalk to current QCAA/school plans before use.