# Public teacher-targeted worked checks and response moves

This key is **public by URL; the checks are formative, not secure exams**. Gather a first child-controlled response before content feedback. If prior access matters, make a new local source and calculate a new key. Record neutral read-aloud/AAC/child-directed movement separately from an adult telling a count, category, feature, relation or result. Do not score speed, fine motor precision, speech or a false report of “changed thinking”. The four Check B tasks and three Check A tasks are **narrow samples**, not a Foundation year judgment.

## Check A · Day 195 · Exact source and worked answer

**Number:** the check page has **16 separate broad round marks** and an independent claim card **17**. A one-to-one trail accounts for sixteen, so the claim is **one too high** and the matching numeral is **16**. The marks did not change; only the claim is repaired. If a child first said 16, the recount confirms it.

**Shape/place:** the pictured familiar **CIRCLE** is **above fixed BOARD**. The shape reason is one continuous curved boundary with no straight side/corner. “Above” must name BOARD as landmark; “over there” is insufficient. The BOARD is a rectangle but naming it is optional here. A real child's own-body position is not sampled.

**Given picture question:** the independent fictional sheet has **14** picture sources: **9 PINE** and **5 SHELL**. A complete sort gives **PINE more by 4 in these fourteen supplied drawings**. Nine plus five checks the source total. This does not report real plants, shells, shops or preferences. A one-to-one pairing leaves four PINE unmatched; counted 9>5 is also valid.

| First response evidence | Next move |
| --- | --- |
| Count 16 tracked; claim 17 repaired; circle reason and above BOARD; all 14 data icons accounted for with 9/5 and source-limited comparison | Treat as three sampled strategies shown. Later transfer each to a fresh context; no broad mastery label. |
| Correct numeral guessed with a missing/duplicated source mark | Reset a *new* smaller source and use a DONE line, one object per mark. Do not call a lucky numeral independent counting evidence. |
| Circle named from colour, or “above” lacks fixed landmark | Trace a new circle/square boundary; ask “above what?” while keeping drawn markers fixed. |
| Picture sort right but says real people prefer PINE | Ask “Which exact drawings did we count?” Keep the data-source sentence distinct from the comparison. |

## Check B · Day 200 · Exact source and worked answer

**Part/whole:** PART A has **2** large square cards; PART B has **6** identical large square cards. **2 + 6 = 8** in the whole, with each source card used once. The child may rearrange as 6+2 while preserving eight, but must show both given parts. This is within ten and not an assessment of every partition.

**Add-to:** START has **7** wide circle cards; ADD has **3** more. A separate printed display claims **9** at END. The visible model gives **7 + 3 = 10**, so repair the display to **10**. A trackable seven-source and three-source trail is stronger than a bare ten.

**Pattern:** given twice: **SQUARE–CIRCLE–CIRCLE | SQUARE–CIRCLE–CIRCLE**. The whole repeating unit is **SQUARE–CIRCLE–CIRCLE**; the next complete unit is **SQUARE–CIRCLE–CIRCLE**. Accept drawn/placed/pointed positions in order. The child need not read those words independently.

**Direct length:** on the same A4 page, straight strip A is **145 SVG units** from its marked start and B is **230 SVG units** from the same horizontal start. At equal print scale, **B is longer** because its right endpoint extends beyond A's when starts align. Do not convert those SVG units into a classroom centimetre claim; different printer scaling invalidates a cross-sheet comparison.

| First response evidence | Next move |
| --- | --- |
| Both parts 2/6 and whole 8; 7+3 modeled as 10 with false 9 repaired; full SQUARE–CIRCLE–CIRCLE continuation; same-page strip B longer with aligned-start reason | Four narrow transfer samples demonstrated. Link one chosen next step to actual earlier private samples if available; record other strands **not assessed here**. |
| Whole eight but one part not named, or an icon counted twice | Make a new split with visible labelled PART A/B; match one source item to one whole mark. |
| Final ten said without START/ADD model | Hide the display claim and build a smaller new add-to story before revealing a claim card. |
| Gives only next SQUARE, not the whole unit | Box all three positions and ask what complete part repeats. Use a different unit in follow-up. |
| Says B longer because it starts farther right or is darker | Align left start marks on one page and compare only right endpoints; colour/thickness is irrelevant. |

**Handover discipline:** Record what the child actually did, which source was present and what adult cue, if any, occurred. Do not fabricate a listener's feedback, earlier work sample or full-year achievement. For Queensland Prep reporting, use the current school plan, QCAA ACiQ v9 resources and authentic evidence beyond these public check pages.