The teacher-targeted worked key is also public by URL. These are fresh practice cases relative to Cards A–G, not secure exams, grades or QCAA/school Unit 1 assessment instruments. A teacher should collect the first independent attempt before feedback and use new locally chosen values if prior access matters. Large text, exact read-aloud, tactile pieces, calculator, AAC/sign, typing and exact-word scribing are available; record a mathematical hint separately from an access support. All data are invented.
Check A · Day 5 · order, simplest form and part of all
A fictional community notice board contains 9 triangle markers and 15 circle markers. They are not people or actual site stock.
- Write triangle:circle and circle:triangle in their original and simplest whole-number forms. Label the order in words.
- Find the total marker count. What fraction of all markers are triangles? What fraction are circles? Simplify each fraction.
- Explain why triangle:circle is not the same comparison as triangle:all. Give an addition or multiplication check.
Check B · Day 10 · fixed total and drawing scale
A made-up event pack has 55 paper badges to split into two types, plain:striped = 4:7. A separate invented drawing says 1 cm on the plan represents 250 cm on a model wall. This is not a real site plan.
- Find the whole-number count of plain and striped badges. Show the number of equal ratio parts, the value of one part and a total/ratio check.
- State the plan:wall ratio with matching centimetre units. Find the model-wall distance for a 6 cm plan line, in centimetres and metres.
- A different model-wall distance is 10 m. How long would it be on this plan in centimetres? Check one scale direction by reversing your operation.
- State one reason these paper calculations cannot certify a real event pack or building plan.