# Choose a fresh look at the maths

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](a-first-source.md) / [My response](a-first-own.md) / [Staff key](a-first-key.md) | [Source](a-later-source.md) / [My response](a-later-own.md) / [Staff key](a-later-key.md) |
| B | Day 45 | [Source](b-first-source.md) / [My response](b-first-own.md) / [Staff key](b-first-key.md) | [Source](b-later-source.md) / [My response](b-later-own.md) / [Staff key](b-later-key.md) |
| C | Day 46 | [Source](c-first-source.md) / [My response](c-first-own.md) / [Staff key](c-first-key.md) | [Source](c-later-source.md) / [My response](c-later-own.md) / [Staff key](c-later-key.md) |
| D | Day 48 | [Source](d-first-source.md) / [My response](d-first-own.md) / [Staff key](d-first-key.md) | [Source](d-later-source.md) / [My response](d-later-own.md) / [Staff key](d-later-key.md) |

## 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](../AIDS.md) 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](../SOURCE-AND-RIGHTS.md). 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](https://creativecommons.org/licenses/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](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_technique_cond_yr1-2.pdf), [Year 1 standards elaborations, April 2025](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_se_yr1.pdf) and [complexity/familiarity advice,2025](https://www.qcaa.qld.edu.au/downloads/aciqv9/mathematics/assessment/ac9_maths_create_questions_complex_familiar_yr1.pdf). Original mathematical tasks/criteria are ours; adapted conditions and folio guidance retain © QCAA 2023/2025, CC BY 4.0 subject to [QCAA copyright](https://www.qcaa.qld.edu.au/copyright), exclusions/third-party notices and no endorsement. No source student work/media/marks/glossary is supplied.