Desk run-through · teacher… | Year 2 Maths · T1 W3–4 · Run Through

Performed 29 September 2026. This is a document and asset test by the author, not a classroom trial or evidence of learner outcomes. I followed the materials in the order a person would actually open them, traced the maps, recomputed totals, rendered both PDFs and checked them visually. Remaining live-user checks are listed below.

Teacher walkthrough

From README, opened Lessons, Map A learner table and route-grid.pdf. Day 11 needs one map and a counter; its 2 + 5 + 6 + 6 + 4 + 2 segments total 25 minutes. The card alternatives are visibly optional, so copying 30 cards for every learner is unnecessary.
Ran Day 12's model physically in the table: B2 → C2 → D2, arriving at the plant. Ran its exit C2 → C3 → B3, arriving at build table. This caught the need to name page top as up; that direction is printed in learner text and on the aid.
Ran Day 14's faulty note as written before editing: A1 → B1 art cart; the target water point is C1, so two right moves are needed. The script keeps the first note as evidence, then revises it.
Opened the Day 15 check only after the Map A rehearsal. Map B item 2 traces B3 → C3 → D3 → D2; item 4's false note reaches C4 box, then a second left step reaches B4 mat. The key gives exact next moves rather than a vague mark.
Set out a paper 100-square, ten-strips and singles for Day 17: 405 = 4H 0T 5O; opening one H gives 3H 10T 5O, preserving 405. The empty tens column was visible in the standard form. Day 18 ten exchange 372 = 3H 6T 12O sums to 372.
Checked staff/learner handoff: Student cards and student checks contain no staff-key link or worked Day 15/20 response. Teacher key is a separate file. Adult reading/scribing is allowed; mathematical prompting must be recorded.

Learner walkthrough

Tried D13-C without reading the key: from D4, left to C4, left to B4, up to B3, up to B2. That is four adjacent moves and reaches open mat. A different four-step order can also work; the teacher key accepts any verified route.
Tried D16-A by sketching two large squares, four ten-strips and six dots, then exchanging one square for ten strips. The resulting one square, fourteen strips and six dots total 246. The exchange mat has enough blank column area to draw or place pieces. A child can point or dictate instead of handwriting.
Tried the held-out Day 20 item 4: 608 and 680 have equal hundreds; zero tens versus eight tens decides, so 680 is greater. This also exposed a scope limit: this pack's ordering prompt is narrow evidence for AC9M2N01, not coverage “to at least 1000”.
Considered a child who cannot physically move counters: the script permits them to direct another person's moves; the adult should enact exactly, not repair silently. The text/tactile alternative makes the grid navigable without colour.

Potential funder or adopter walkthrough

Opened the crosswalk and checked all three codes and their Year 2 level against the pinned official workbook. The scope column openly distinguishes a content link from complete mastery or state adoption.
Opened the source and rights ledger. It identifies ACARA as the curriculum publisher, original SubjectNest assets as reusable under CC BY 4.0, DejaVu font terms, and the limits of local/cultural claims. There is no purchased worksheet or uncredited external illustration.
Opened the PDFs at A4 after vector render. Map A labels are within the grid, the second grid has room for tracing, and the H/T/O mat has room for physical pieces and written checks. The full text alternative provides the underlying information.
Read the rubric and next moves: the materials tell a teacher what to teach after a row/column swap, wrong exchange, or zero-place error. They do not promise student gains from a desk test.

Next review with people

Trial one Week 3 route lesson and one Week 4 exchange lesson with an educator and varied learners. Time each phase, observe whether “up” is interpreted from page top, whether print size and tactile layout work, and whether a learner can independently explain the unchanged quantity. Invite family feedback on the optional home card without collecting personal room layouts. Revise from anonymised evidence and verify any translation with a qualified speaker/educator before presenting it as accurate.