# Learner checks · keep closed until Day 15 or Day 20

Your teacher may read every word. You may use a counter, draw, point, speak, type, use AAC or direct an adult to move pieces. Show enough of your thinking for another person to follow it. The adult records which help they gave. These are new prompts; the practice cards use different places and numbers.

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## Day 15 · New Map B

This is an **imaginary** community activity room. Hold the title at the top. Columns A–D go left to right; rows 1–4 go top to bottom. One move goes to the next square up, down, left or right. No diagonal move.

| Row ↓ / Column → | A | B | C | D |
| --- | --- | --- | --- | --- |
| **1** | basket | window | poster | bench |
| **2** | ramp | table | plant | shelf |
| **3** | sink | open floor | desk | door |
| **4** | books | mat | box | clock |

1. **Find:** What is the full column-and-row label for the **plant**? Show the row and column you used.
2. **Follow:** Put your counter at **B3**. Move **right one, right one, up one**. Write, say or point to each square you enter. Where do you finish? Name the place there.
3. **Guide:** A friend starts at **A4** and wants to reach the **ramp**. Give a short route of one-square moves with a start and finish. Show the path.
4. **Repair:** A note says, “Start D4. Move left one. Finish at the mat.” Follow it exactly. Which place does the note actually reach? Rewrite the move so it reaches the mat, keeping the same start.

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## Day 20 · New number cards

You can use paper hundreds, ten-strips and singles, or draw them. `H` means hundreds, `T` tens and `O` ones.

1. **Show 608:** Build, sketch or describe its usual hundreds, tens and ones groups. What does the **0** tell you?
2. **Rename 608:** Open **one hundred** into tens. Record the new H/T/O grouping and a number sentence that checks it is still 608.
3. **Show 364 two ways:** Record the usual H/T/O grouping. Then open **one ten** into ones. Record the new grouping and show why the total stays 364.
4. **Order and explain:** Which is greater, **608** or **680**? Point to the first place where the digits differ and explain.

**Before you hand it in:** You may check your own route by tracing each move, and your own grouping by counting hundreds, tens and ones. Do not change an answer only because someone else has a different one; show your reason.