# Two fresh public formative checks · learner copy

These are low-stakes checks for choosing next teaching. Keep the [educator key](teacher/KEY-AND-NEXT.md) away from first responses. Broad fixed phrase cards, raised four-cell strips, drawing, pointing, AAC, a neutral scribe and a pass are available. No singing, sound source, device, physical movement, public performance or personal story is required. Optional approved sound follows an independent paper plan and is separately observed.

## Check M · postcard phrase order

**Day 35.** [M A4 SVG](check/fresh-m.svg) · [M A4 PDF](check/fresh-m.pdf) · [exact text/tactile route](print/TEXT-ALTERNATIVES.md). Two **new** four-beat phrase cards are C = **`X X – X`** and D = **`– X – –`**. The paper postcard music plan starts **C | D**: C first, D second. The maker now wants **D first and C second**. Move the **whole phrase cards**. Keep all four marks *inside each card* in their original order. Show both four-place groups after the move and explain what changed. This is an invented paper plan, not a real song or postcard signal.

**Record without coaching:** first complete eight-place plan, labels/positions, internal marks, child's reason and route. A correct card order cannot prove heard musical order or Mathematics attainment.

## Check N · the paper window finish

**Day 40.** [N A4 SVG](check/fresh-n.svg) · [N A4 PDF](check/fresh-n.pdf) · [exact text/tactile route](print/TEXT-ALTERNATIVES.md). The starting paper music plan has two identical four-beat phrases: **S | S = `X X – X / X X – X`**. Keep the **first** S exactly as it is. In the **second** S, replace its first two separate short X marks with **one LONG band across local counts 1–2**. Keep REST at local 3 and X at local 4. Show the new complete two-phrase plan and say/show whether the second phrase now has the same or fewer **separate sound events**. A long band is one event covering two beat places. No one has to hold their voice.

**Record without coaching:** first full eight-place score, band position, unchanged first phrase, second-phrase event-count choice, explanation and route. Paper only shows a planned duration and variation, not an actually sustained sound.