# Two fresh-relative-to-lessons formative checks · learner copy

These **fictional cases are new relative to the ten lesson source pairs**. This page and its teacher-targeted worked key are **publicly accessible**, so these are **not secure exams** or QCAA instruments. A teacher should make a genuinely new local parallel if prior access matters. Use each after its named lesson or in another approved slot: **2 minutes source orientation, 8 minutes independent first response, 3 minutes for one limit**. Allow locally agreed access support and additional composition time; save the initial response before feedback. Log whether support supplied source access, a numerical hint or an answer. No real child, family, pay, investment or financial data is requested.

## Check A · Day 25 · Paper weather-vane cards

**Public catalogue caption:** A fictional Weather Play editor writes to adult makers, “Our $60 card set has a 25% mark-up, so exactly a quarter of each sale comes back to the project. The picture proves how it pays.” The imagined picture shows only a fan of finished paper cards; no actual photograph or sale exists.

**Desk note:** One invented set has **$45 stated production cost** and **$60 stated sale price**. Other expenses, tax and allocation of the price gap are unknown. Mark-up uses the cost base; gross price margin uses the sale-price base.

**Task:** Name maker/audience and one word or picture choice that enlarges the claim. Find the dollar gap, mark-up percentage **on cost** and gross price margin percentage **on sale price**. Revise the caption to state what is known and what the image cannot prove. Choose one equivalent route: **A** marked catalogue and two equations; **B** labelled cost/sale bars plus dictated correction; **C** private oral/AAC editor note with both denominator labels and a scribed calculation.

## Check B · Day 30 · Nookline's one-panel number

**Public explainer:** Fictional Nookline Papers tells imaginary readers, “A P/E of 10 pays 10% cash each year. The big `10` in our panel guarantees it.” The panel's visual makes a ratio look like a percentage; no real company, offer or graphic is supplied.

**Desk note:** One invented share has **$25 model price**, **$2.50 annual earnings per share** and a **stipulated one-year dividend of $0.50 per share**. No later dividend, fees, share-price change or investment suitability is known. Use `P/E = price ÷ earnings per share`; `dividend yield = dividend per share ÷ price ×100%` for this one-year model.

**Task:** Name maker/audience and how the single big `10` positions the reader. Calculate the ratio and one-year yield with units, then correct the explainer without promising future cash. Choose one equivalent route: **A** two-panel annotation; **B** labelled PRICE/EARNINGS/DIVIDEND cards; **C** private spoken/AAC correction with scribed equations. No one should buy, research or recommend a real share.

**Evidence boundary:** Two short, publicly available source cards cannot establish a school unit result, independent reading from a read-aloud, QCAA assessment conditions or real-world financial understanding. Use the school-approved record route for any actual learner response.

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