# Two fresh public formative music checks · learner copy

These are new low-stakes paper music puzzles to guide what an educator teaches next. Broad fixed cards, raised-cell strips, drawing, pointing, AAC, a neutral adult scribe and a pass are available. Optional sound comes **after** the first independent plan and only after local approval. No child must sing, hear a device, move, produce a long sound, perform publicly or tell a personal story. The [teacher key](teacher/KEY-AND-NEXT.md) stays separate until first responses are saved.

**Time and access:** If unfinished at the time limit, record **not yet observed** and offer another short sitting. Completion speed receives no score; a pass is not an incorrect answer.

## Check K · four postcard windows

**Day 25.** [K A4 SVG](check/fresh-k.svg) · [K A4 PDF](check/fresh-k.pdf) · [exact text/tactile route](print/TEXT-ALTERNATIVES.md). A fictional paper postcard has four numbered beat places. PULSE is **`X X X X`**. Starting RHYTHM is **`– X – X`**: there is a short sound at count 2, a short sound at count 4, and quiet at 1 and 3. Keep sounds at **2** and **4**. Keep count **3** quiet. Add **one** short sound so the rhythm now has **three** sound events while the pulse still has four places. Show both rows and explain which rhythm count changed. This is not a real postcard sound or a real message.

**Record without coaching:** first two-row score, changed count, four pulse places, three rhythm events, child's explanation and chosen route. An optional later sound is separate evidence. A correct card row cannot prove timed rhythmic playing or auditory discrimination.

## Check L · the paper ribbon display

**Day 30.** [L A4 SVG](check/fresh-l.svg) · [L A4 PDF](check/fresh-l.pdf) · [exact text/tactile route](print/TEXT-ALTERNATIVES.md). A new fictional paper ribbon has PULSE **`X X X X`** and RHYTHM **one short X at count 1, one single LONG band stretching across counts 2–3, and REST at count 4**. Without sounding it, answer four questions: (1) how many numbered beat places are there; (2) how many beat places are occupied by RHYTHM sound; (3) how many **separate** RHYTHM sound events are there; and (4) which numbered beat place is quiet? Point, draw, use cards/AAC, or direct a neutral adult to record. A wide band is one held event, not two separate X events.

**Record without coaching:** the four first answers, child's explanation of the band, route and any later observed sounding. A paper response cannot prove sustained sound production, listening, physical coordination or real-audience sharing.