# Staff key: d-first

Source and own response remain separate. Preserve first thinking and actual support before reading this key into feedback. A correct supplied value is not independent discovery.

## Question 1: Verdict

**Look for in this source:** Twenty and eight account for twenty-eight, one fewer than the stated twenty-nine; the claim does not fit.

**Next teaching for this question:** On a new stated whole eleven, model a proposed six/four account and locate the one missing member.

**Later invitation:** choose a new complete case after that teaching. Record changed quantity/arrangement and prior familiarity; do not repeat this exact answer until memorised.

## Question 2: Repair

**Look for in this source:** A justified repair retains stated whole twenty-nine: twenty/nine, twenty-one/eight or another valid account. Changing the stated whole to twenty-eight is a revised job, not a repair under this question constraint.

**Next teaching for this question:** Fix a new thirteen-whole plan with ten/two by matching the unaccounted member before relabelling.

**Later invitation:** choose a new complete case after that teaching. Record changed quantity/arrangement and prior familiarity; do not repeat this exact answer until memorised.

## Question 3: Two parts

**Look for in this source:** A different valid two-part account of twenty-nine, such as ten/nineteen or fourteen/fifteen, distinct from the repaired account.

**Next teaching for this question:** Move a boundary on a new twenty-one set and name both values.

**Later invitation:** choose a new complete case after that teaching. Record changed quantity/arrangement and prior familiarity; do not repeat this exact answer until memorised.

## Question 4: Three parts

**Look for in this source:** Any three nonnegative whole parts accounting for twenty-nine once, such as ten/ten/nine; no equal-sharing requirement.

**Next teaching for this question:** Place every member of a new sixteen set into exactly one of three places and recombine.

**Later invitation:** choose a new complete case after that teaching. Record changed quantity/arrangement and prior familiarity; do not repeat this exact answer until memorised.

Accept different supported valid partitions subject to the particular question constraints. Record each component independently, with actual source/range/support. Maths hints, access supports and adult physical acts stay distinct. No speed, neatness, voice or motor score; no five-point grade inferred from four questions.

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.