# Desk run-through · 29 September 2026

This records **author desk checks**, not a real teacher trial, student result, funder review, accessibility study or QCAA endorsement. The 25-minute allocations are plans and have not been clocked in a classroom.

## As a teacher

I opened [README](README.md), then followed [Day 21](LESSONS.md) with Card H and the wage-layers print. The two rates attach to separate hour counts; the $308 worked result and specific all-hours-at-overtime misconception are in the [public key](teacher/KEY-AND-NEXT.md). The ten scripts give a launch, model, guided step, independent choice and response, with three routes to the same mathematics, alternate contexts, optional home tasks and a next move. I inspected Day 25 and Day 30: the [learner checks](STUDENT-CHECKS.md) are separated from the publicly accessible key and use values new to the main learner cards. A teacher must keep a first independent response, note any content hint, select appropriate adjustments and author new values if prior key access affects interpretation.

The [QCAA crosswalk](SOURCE-AND-CROSSWALK.md) shows how this fortnight adds overtime/allowance, mark-up/percentage-change, stipulated exchange and share-measure examples to prior Topic 1 work. It also flags income-support calculations as **unaddressed** and the total planned 30 periods as only **12 h 30 min**, below the Topic 1 subtopic's notional 14 h. A school remains responsible for the rest of Unit 1 and its formal Unit 1–2 assessment program.

## As a learner

I solved Card K on paper before looking at the key: `$90−$72=$18`, then `$18/$72=25%` mark-up and `$18/$90=20%` gross margin. The two-base print labels each denominator, so the percentages can be explained without relying on colour. For Card M I followed the labelled directions: `AUD250×0.64=USD160` and `USD96÷0.64=AUD150`, with reverse operations. The card, print and optional workbook all say the rate is **invented and not a live quote**. I could use cards/diagram/calculator without entering personal financial data. Actual comprehension, tactile fit and screen-reader use by a learner have **not** been observed.

I also opened the original [offline rate switch](print/rate-switch.xlsx) in LibreOffice's headless renderer. Its Card M formula cells calculated USD160 and AUD150. Its alternate invented 0.80 row calculated USD200 and AUD120. In a temporary copy **outside the pack** I edited only the alternate rate from 0.80 to 0.70; the displayed outputs changed to USD175 and AUD137.14 (rounded for display). This confirms recalculation in that renderer; it does not show a student used the sheet or learned exchange conversion.

## As a potential funder/reuser

The [dated source snapshot](source-snapshot.json) identifies the official 2025 v1.3 Queensland senior syllabus and pages. The [rights ledger](SOURCE-AND-RIGHTS.md) separates original freely reusable lesson content from QCAA source and DejaVu font. Fictional wage, market and exchange inputs are clearly distinguished from current factual data. The public checks cannot be sold as secure exams or reported as QCAA instruments. There are no claimed translations, First Nations cultural authority, classroom outcomes or real financial recommendations. The pack is a usable **partial** two-week resource with inspectable limits, not a comprehensive Year 11 offering.

## Print and repair observations

I rendered all five authored A4 PDFs to a contact sheet and visually checked headings, scenario cautions, denominators, answer spaces, contrast, page edges and footer. The matching SVGs have title/description and each PDF has selectable text. The exact diagram content and possible tactile routes are in [text alternatives](print/TEXT-ALTERNATIVES.md). I exported the offline workbook to a **single A4 landscape page**, inspected it and centred the status column after an initial cramped result layout. The held-out check values were revised so their main inputs differ from Cards H–N; the separate worked key was recalculated. No physical embossing/Braille, specialist review, individual accommodation trial, live classroom run or teacher/funder interview has occurred. The official QCAA PDF rendered in the web source, but direct command-line download returned HTTP 403, so there is no claim to a byte hash of that external PDF.