These are fresh relative to the ten lesson source pairs. They and the worked teacher-facing key are publicly accessible, so they are not secure examinations. If prior access matters, a teacher must make a genuinely new local parallel. Use after the named day's lesson or in another approved slot: 2 minutes source orientation, 7 minutes independent first response, 3 minutes to name a limit; offer the locally agreed time/access support needed for fuller composition and record it separately. A correct answer in this short check is not a QCAA unit judgment or result. Keep your first response before feedback. All settings and prices are invented; no purchase or personal data is needed.
Check A · Day 15 · Origami display sheets
Public sign, by fictional Fold Gallery coordinator to workshop visitors: “Our 24-sheet pack always saves you money. Every maker gets the best deal with the bigger set.”
Fictional desk note: Pack S has 12 identical sheets for $15.60. Pack L has 24 for $27.60. Packs are bought whole. One maker needs 10 sheets; another needs 22 sheets. Delivery and paper quality are unknown.
Your response: (1) Identify maker/audience and the exact word that broadens the claim. (2) Calculate both per-sheet prices and each maker's lowest stated whole-pack outlay. (3) Rewrite the sign for both specified needs, preserving one unknown. Choose one route: A short editor memo with arithmetic; B labelled 12/24 rectangles and a dictated conclusion; C private spoken/AAC script with the four outlays written by a scribe or calculator printout. All routes need the same evidence.
Check B · Day 20 · Ceramic-pattern paper cards
Public mini-catalogue, by fictional Paper Kiln editor to adult makers: “Our $90 card box is the cheapest total and works for everyone. No need to read the other offer.” No actual ceramic material is supplied or handled.
Fictional desk note: Offer A costs $90 plus a mandatory $7 preparation charge. Offer B lists $100 with an 8% discount on the $100 base and no listed preparation charge. Both supply the same number of paper cards. Delivery and print quality are unknown.
Your response: (1) Identify the public text's maker/audience and one wording choice that pressures a decision. (2) Calculate both known totals, showing the discount base, then state the known difference. (3) Rewrite the catalogue line with a condition and an unanswered question. Choose one route: A a two-receipt annotation; B price and discount tiles with labelled totals; C an exact spoken/AAC comparison transcribed by a scribe. All routes need the same evidence.
Use and privacy: A learner can request exact read-aloud, Braille/large print, tactile numbers, AAC, typing, calculator or a directed scribe. Record whether assistance supplied access, a calculation step or a content answer. Never upload identifiable work to the public library. Teacher feedback key is openly viewable; these checks cannot establish unseen exam conditions.
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