Accept cards, drawing, pointing, AAC, neutral adult scribing or a pass. During M/N, record the first answer before modelling anything that solves it. No child owes an explanation for a route choice. Questions target original music structure, not Mathematics assessment.
| Day | Say or show |
|---|---|
| 31 | “Which four marks belong to one phrase? Where is A quiet?” |
| 32 | “What would it look like to use the whole A idea twice?” |
| 33 | “Can A and B trade places while each card keeps its own marks?” |
| 34 | “How can the second phrase change only at its final place?” |
| 35 | “Move the two new whole cards into the requested order. What stayed inside each?” |
| 36 | “Can two ending X marks become one wide sound plan?” |
| 37 | “Which score has more separate sound events? Are the beat places still there?” |
| 38 | “Choose a repeat, an order, or a changed phrase. What is your intended music idea?” |
| 39 | “Who made the real work? Would you like a willing person to receive your own score, rehearse or pass?” |
| 40 | “Keep the first phrase. Where does the one held card go in the second?” |
Record precisely: “Child placed two A cards” is supported by paper evidence. “Child heard a repeat,” “played a held ending,” “audience liked it,” and “met a Maths pattern outcome” need separate direct evidence or a different assessment. For AC9AMUFE01 name and permit a real work; for AC9AMUFP01 record an actually willing recipient and medium shared.