# Two fresh formative checks · public learner copy

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.

1. Write **triangle:circle** and **circle:triangle** in their original and simplest whole-number forms. Label the order in words.
2. Find the total marker count. What fraction of **all markers** are triangles? What fraction are circles? Simplify each fraction.
3. 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.

1. 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.
2. State the plan:wall ratio with matching centimetre units. Find the model-wall distance for a **6 cm** plan line, in centimetres and metres.
3. 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.
4. State one reason these paper calculations cannot certify a real event pack or building plan.