Use: 8–12 minutes with manipulatives in a small group or distributed across Days 5 and 10. A second, fresh example checks whether teaching transferred. This is formative evidence, not a Year 1 achievement-standard judgment. Record date, response mode, any prompt, and the next lesson. Give each item 0 = not yet with access available, 1 = accurate after prompt/model, 2 = accurate independently. Total /16 is only a planning aid; examine the pattern. Do not compare learners' speed or speech fluency.
| Item | Exact prompt | Key / acceptable evidence | Diagnostic next move |
|---|---|---|---|
| 1 | “Build 17. Show the numeral.” | 1 ten +7 ones or 17 individually verified; numeral 17 | If fragile, revisit 0–20 one-to-one and ten as a unit. |
| 2 | Show 2 strips +6 ones. “What number? What are the parts?” | 26; 2 tens, 6 ones; 20+6 | If 62/206, align parts to labelled mat then try 24. |
| 3 | “Make 30 from 2 tens and 10 ones.” | exchange to 3 tens+0 ones; total unchanged | If 210/12, audit one strip then exchange physically. |
| 4 | Show 3 strips+8 ones. “Choose 38, 83 or 308 and explain.” | 38; 30+8 | If reversed, contrast 38 and 83 with place columns; avoid claiming mastery of 83 from this check. |
| 5 | “Order 29, 32, 30, least first.” | 29, 30, 32 | If 32 first because 2>0, compare full tens first. |
| 6 | Show 4 strips+5 ones. “Name, then make one more.” | 45 then 46 | If recount error, count tens then loose ones with touch/check. |
| 7 | “Which is greater: 47 or 43? Show why.” | 47; equal 4 tens, 7 ones>3 ones | If guessed, pair the tens/ones and recheck on 42/46. |
| 8 | “Show 50 in tens and ones.” | 5 tens, 0 ones; or justified 4 tens+10 ones | If 5 ones, verify each strip has ten and show 5 versus 50. |
Interpretation: Items 1–3 concern foundations/exchange; 4 and 8 place value; 5 and 7 order/compare; 6 counting on. Any 0 calls for a brief concrete reteach and a fresh analogous task, not repetition of the same scored prompt. Mostly 1 means keep the scaffold and fade it deliberately. Mostly 2 in these items supports continuing beyond 50 toward at least 120, with further number-line/chart and alternative partition evidence. A child showing only written numeral skill should also get a concrete/visual task; one who can build accurately should get a numeral connection. Optional Day 10 alternative partition of 43 is stretch evidence, not required for a high score on this opening check.
Fresh transfer bank: 24 = 2 tens+4 ones; 36 = 3 tens+6 ones; 41 = 4 tens+1 one; 49+1 = 50; order 35, 39, 37 → 35, 37, 39. Choose a different item than the child already saw. Do not disclose answer keys on student copies.
Recording strip: Learner ID (school-managed) ; date ; item scores ///////; response mode ; adult prompt ; strongest evidence ; next teaching ; date of fresh recheck ___. Store under school policy.
Original assessment © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Source, broader code scope and ACARA's separate rights in README. Educator review pending.