Two learner checks · give… | Year 1 Maths · T1 W5–6 · Learner checks

These are small samples to help your teacher choose the next lesson. There is no timer or score. You may use strips, a hundred square, the chart/line, large digit cards, tactile marks, drawing, speech, sign or AAC. If an adult reads the story, that does not change your maths answer. Ask them to record whether they also gave a maths hint or moved pieces without your direction. Your teacher keeps the answer page separate and saves your first response before helping you revise.

Check 1 · after Day 25

Show 96 using verified groups of ten and loose ones. Name its numeral and point to its place on the 91–120 chart.
An invented paper-label drawing has one hundred square and three single labels. Name the total. What does the 0 in its numeral mean in the bundled model?
Put 108, 99, 104 in order from least to greatest. Give one reason about the quantities, not the size of the printed digits.
A drawing shows nine tens and ten loose ones. Trade once into ten full tens and again into a hundred square. Name the total after each trade. Did the amount change?

Pause here before feedback. Your teacher may use an unused fictional context for a later recheck.

Check 2 · after Day 30

A fictional display has one hundred square, one ten-strip and eight extra icon marks. Write or select the numeral; show an equal model with only strips and singles. Explain whether the two models have the same quantity.
Put 119, 106, 120 in order. Mark them on a 90–120 line or tell the teacher how to place them, with one reason for an adjacent pair.
A drawing shows one hundred square, one full strip and ten loose marks. Exchange the loose marks. Give the numeral and a second equal representation without the hundred square.
A learner placed 113 immediately after 103 on a line with one mark for each whole number. Do you agree? Explain using the one-step marks between them or the 103 and 113 models. This is about the specified one-step line; another scale would need different labels.

Optional reflection: “The model/line helped me check ___.” Pointing to the feature is enough. Your teacher records what was independent and what needs another example.