Use the case after its named teaching, only for components actually taught. First/later pairs use different complete arrangements; numerals are familiar, not secure. Ordinary examples, home/extra offers and supplied workspace presets do not reveal these complete arrangements. A child may independently choose the same values; check actual prior work before calling a case new. Choose a different arrangement or an honest smaller sample if needed, naming the actual change.
Read instructions without choosing a partition or completing an exchange. Prepare safe suitable materials or the original visual/text source. Keep source, empty own response and separate key in their proper roles. First response/support precedes feedback; later evidence follows another teaching example. Paper/tactile/virtual or directed adult movement can show partition choice but not unperformed physical action. Supplied source counts are data, not independently discovered counts.
| Family | First after | First source / own / key | Later source / own / key |
|---|---|---|---|
| A | Day 43 | Source / My response / Staff key | Source / My response / Staff key |
| B | Day 45 | Source / My response / Staff key | Source / My response / Staff key |
| C | Day 46 | Source / My response / Staff key | Source / My response / Staff key |
| D | Day 48 | Source / My response / Staff key | Source / My response / Staff key |
Source preparation and component decisions
A uses twelve marks with a first-job five, then fifteen with a first-job six. B uses four verified tens/six ones, then five tens/eight ones. C states34 with21/13 and a transfer of2, then42 with25/17 and a transfer of3. D proposes20/8 for29, then10/27 for37. Keep the complete recipes and staff keys away from prior ordinary modelling. Full fresh alternatives describe the actual source as given; reading a total supplies that information, so record what was given.
For each question, record independent mathematical choice / choice with a named maths prompt / not yet observed / access prevented observation. Preserve actual amount, source, adjustment, adult physical work and first/later timing. These describe this task now, not a fixed learner label. Change inaccessible format without changing the partition purpose. No total score or five-point reporting conversion. A correct whole does not settle a faulty exchange, and a supplied answer is not child-created reasoning.
Technique-specific current Queensland conditions and the whole-folio boundary are in the source note. All eight cases are resources, not compulsory daily quotas or proof of whole-code/year attainment.
Original SubjectNest teaching and drawings © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest by NeuroForgeIO Pty Ltd, version 0.1.0, source and licence; note changes. Curriculum and provider rights remain separate.
Modified from the named State of Queensland (QCAA) Years 1–2 techniques/conditions, October 2023, Year 1 standards elaborations, April 2025 and complexity/familiarity advice,2025. Original mathematical tasks/criteria are ours; adapted conditions and folio guidance retain © QCAA 2023/2025, CC BY 4.0 subject to QCAA copyright, exclusions/third-party notices and no endorsement. No source student work/media/marks/glossary is supplied.