# Teacher-held public formative checks · Days 55 and 60

Public means the *source and scoring guidance are inspectable*, not that child responses are published. Keep these complete cards out of teaching, practice and printable aids until the first independent response. Give the same semantic wording by sight, literal read-aloud or broad fixed tactile labels. Neutral rereading is allowed and logged; do not hint at the answer. Record exact first response, adult prompt, route, source label and actual date if a genuinely approved local try occurs. Then consult the [separate key](TEACHER-KEY.md). The checks sample a small part of Foundation Science, not term or year mastery.

## Day 55 · fresh Case U: turning one outline

**Model-only card U, complete text:** “FICTIONAL PAPER CASE U. Two straight lines on a page are **7 cm apart**. One **oval outline measures 5 cm by 9 cm**. In View A, its **5 cm span lies across** the passage and its drawn border is inside the lines. In View B, the *same* oval is turned so its **9 cm span lies across**, crossing a line on the page. An arrow is drawn toward the passage. No oval object has been made, measured or moved in this classroom. The paper result is **NOT TESTED**.” This is fresh relative to fictional P/Q/T and all daily swaps.

**Exact nonvisual/tactile equivalent:** read all seven sentences; fix two broad strips labelled 7 CM GAP; one large secured oval outline labelled 5 BY 9; fixed View A 5 CM ACROSS and View B 9 CM ACROSS labels; arrow and NOT TESTED. The tactile model is paper geometry, not a real movement.

**First independent prompts:** (1) “What stayed the same and what changed between views?” (2) “What do the marks allow you to say, and what real result is unknown?” (3) “What could an adult safely check with an approved real large object and recorded date?” Optional actual route is a **different locally approved** large broad object/marked passage with locally measured dimensions, prediction recorded before gentle action and actual result recorded only if observed. Do not call its measurements U's measurements.

## Day 60 · fresh Case V: two drawn widths

**Model-only card V, complete text:** “FICTIONAL PAPER CASE V. A drawn passage is **11 cm wide**. Outline A is a broad rectangle marked **9 cm across**. Outline B is a broad rectangle marked **13 cm across**. The drawing labels both **SAME MATERIAL IN THIS STORY** and points both toward the same passage. A is drawn inside the lines and B crosses one line. There is no actual card, verified material, dated attempt or observed movement here. Mark real result **NOT TESTED**.” This is fresh relative to U, P/Q/T and daily swaps.

**Exact nonvisual/tactile equivalent:** read all seven content sentences; use fixed broad 11 CM GAP, A 9 CM, B 13 CM, SAME MATERIAL IN STORY, A DRAWN INSIDE, B CROSSES LINE and NOT TESTED cards. No small loose piece is needed.

**First independent prompts:** (1) “Which feature differs in the drawing, and which conditions does its author say are the same?” (2) “What can you say about the two outlines? What can you **not** say about real movement or the material?” (3) “If a teacher wanted to check real movement safely, what should be measured, held similar, predicted beforehand and recorded?” Optional real route again uses separately approved local large objects, verified material/width, actual gap/surface/action/date, and never imports V's story results. A mismatch or differing conditions is an observation/limit, not a child's failure.

**Record strip for either day:** child wording verbatim; MODEL / ACTUAL / ADULT REPORT; prompt and access; actual source/date/method if present; before prediction or NOT RECORDED; exact actual result or NOT TESTED; one unknown; next teaching move. Do not store a child's identifiable response in public files or claim a paper response is direct observation.