Do not include this file in the learner print packet or share its URL in a student-facing activity. These are worked examples, not the only valid spoken, tactile, diagram or AAC responses. For routes, start/finish and each adjacent move must agree; alternative routes are valid when the prompt allows them. Record if the adult read text, scribed, moved pieces at the learner's direction, or supplied a mathematical hint. Access support is not a mathematical error.
Daily teacher exits
| Day | Expected independent evidence | If it is missing |
|---|---|---|
| 11 | Book returns is A3; both column and row identified. | Rebuild a 2 × 2 grid and trace header/row labels before increasing size. |
| 12 | C2 → C3 → B3 build table; order matters. | Move one counter after each spoken word; reset if a child moves both at once. |
| 13 | D4 → C4, one left move. | Mark start/finish first, then draw the one arrow. |
| 14 | C3 → C2 → D2 plant. | Compare up then right with diagonal jump; count two adjacent steps. |
| 16 | 231 = 2H 3T 1O = 1H 13T 1O. |
Physically replace one hundred with ten tens; recount all tens. |
| 17 | 304 has zero tens; 340 has zero ones. | Build both with blank-column placeholders. |
| 18 | Yes: 4H 6T 12O = 400 + 60 + 12 = 472 = 4H 7T 2O. |
Bundle ten of the 12 ones to reveal the seventh ten. |
| 19 | 530 = 5H 3T 0O = 5H 2T 10O. |
Exchange exactly one ten for ten ones. |
Practice-card worked answers
| Card | Checkable answer or example route |
|---|---|
| D11-A | Puzzle shelf A2; display C4. |
| D11-B | Water point C1; one right is D1 quiet table. |
| D11-C | Any two distinct row-3 labels among A3 book returns, B3 build table, C3 doorway, D3 help desk; row alone has four possibilities. |
| D12-A | B2 → C2 → C3 doorway. |
| D12-B | D3 → C3 → B3 → B2 open mat. |
| D12-C | A4 → A3 → A2 → B2 open mat; reverse: left, down, down. |
| D13-A | One short route: B3 → C3 → D3 help desk (right, right). |
| D13-B | C1 → C2 → C3 → C4 display (down three). |
| D13-C | D4 → C4 → B4 → B3 → B2 open mat (left, left, up, up). Any valid four-move route is accepted. |
| D14-A | “Start C1; move right one; finish D1 at quiet table.” The original “table” could mean quiet table D1 or build table B3. |
| D14-B | Original A1 → B1 art cart. Repair with right two: A1 → B1 → C1 water point. |
| D14-C | Original D4 → C4 display. Repair with left two: D4 → C4 → B4 garden tray. |
| D15-A | Art cart B1, handwash C2; example B1 → C1 → C2. |
| D15-B | Example C4 → C3 → C2 → D2 plant. Other valid routes accepted. |
| D15-C | Open response; a valid repair supplies a fixed start, testable adjacent steps and a matching finish. |
| D16-A | 246 = 2H 4T 6O = 1H 14T 6O = 100 + 140 + 6. |
| D16-B | 372 = 3H 7T 2O = 2H 17T 2O = 200 + 170 + 2. |
| D16-C | 158 = 1H 5T 8O = 15T 8O = 150 + 8. Zero H can be stated. |
| D17-A | 405 = 4H 0T 5O = 3H 10T 5O; zero names no usual tens; 300 + 100 + 5 = 405. |
| D17-B | 506 = 5H 0T 6O = 4H 10T 6O; 400 + 100 + 6 = 506. |
| D17-C | 450 = 4H 5T 0O = 4H 4T 10O; usual ones digit 0. |
| D18-A | 372 = 3H 7T 2O = 3H 6T 12O; 300 + 60 + 12 = 372. |
| D18-B | 324 = 3H 2T 4O = 3H 1T 14O; 300 + 10 + 14 = 324. |
| D18-C | 472 = 4H 7T 2O = 4H 6T 12O; 400 + 60 + 12 = 472. |
| D19-A | 284 = 2H 8T 4O = 1H 18T 4O; more ten-packs are explicit in the second form. Also 28T 4O is true. |
| D19-B | 407 = 4H 0T 7O = 3H 10T 7O or 40T 7O; zero in the usual notation holds the tens place empty. |
| D19-C | 530 = 5H 3T 0O = 5H 2T 10O; both 500 + 30 and 500 + 20 + 10 are 530. |
| D20-A | 351 = 3H 5T 1O = 2H 15T 1O = 2H 14T 11O; first open one H, then one T. |
| D20-B | 620 = 6H 2T 0O = 5H 12T 0O or 62T 0O; zero means no loose ones in standard grouping. |
| D20-C | 278 = 2H 7T 8O = 1H 17T 8O or 2H 6T 18O; prove the selected exchange. |
Day 15 held-out check · Map B
| Item | Answer and evidence to retain | What it diagnoses |
|---|---|---|
| 1 | Plant is C2. Child traces column C and row 2, or otherwise consistently locates the intersection. | 2D location and both coordinates. |
| 2 | B3 → C3 desk → D3 door → D2 shelf. Final place shelf. | Ordered one-square moves; intermediate squares show whether a jump was guessed. |
| 3 | A4 → A3 sink → A2 ramp; “start A4, up one, up one, finish A2.” Another route that truly reaches ramp is allowed, though a short route is requested. | Child-authored start, ordered path and finish. |
| 4 | The faulty one-left move reaches C4 box. Repair: “Start D4; left one to C4; left one to B4; finish at the mat.” | Tests a claim against actual path and revises the missing move. |
The Day 15 check uses new labels and layout rather than Map A. Teacher may neutrally read “plant,” “right,” etc. Do not point in the intended direction. One question can be completed in a later quiet slot if the 10-minute sample is insufficient.
Day 20 held-out check · new number cards
| Item | Answer and evidence to retain | What it diagnoses |
|---|---|---|
| 1 | 608 = 6H 0T 8O; zero names no tens in the standard grouping. 6H 8O can be accepted if the child explicitly marks the tens place empty. |
Read/represent quantity and zero place. |
| 2 | 608 = 5H 10T 8O = 500 + 100 + 8. A drawing of five hundred groups, ten tens and eight ones is equivalent. |
Hundred-to-ten exchange and conservation. |
| 3 | 364 = 3H 6T 4O = 3H 5T 14O; 300 + 50 + 14 = 364. |
Ten-to-one exchange and check. |
| 4 | 680 is greater. Both have 6 hundreds, so compare tens: 8 tens > 0 tens. Ones do not decide this pair. | Number comparison by highest differing place. |
Formative rubric and next moves
Apply separately to location, ordered movement, route repair, standard place value, regrouping and explanation. Use the actual evidence rather than a single total score. This is a teaching rubric, not an ACARA achievement-standard judgement.
| Observation | Record | Next lesson move |
|---|---|---|
| Independent, checkable model/path and reason; another representation is also verified when invited | I plus exact example |
Offer a new context or more than one valid route/grouping; ask learner to test someone else's model. |
| Correct after a mathematical cue such as “check the tens column” or “move one square first” | P plus cue |
Repeat with concrete pieces/new map at next small-group start; fade the cue and resample. |
| Attempt reveals a specific mismatch (row/column swapped, move order reversed, hundred exchanged for one ten, zero omitted) | R plus work sample |
Use the matching repair below and resample on a different item. |
| Not seen, unfinished, or access route unavailable | N plus why |
Schedule a quiet accessible attempt; do not treat a blank as a wrong answer. |
Repairs to teach and recheck:
- Row/column confusion: trace a column downward and a row across with two strips; use their crossing point on a fresh 2 × 2, then 4 × 4 map.
- Route jump or wrong order: physically move a counter after each one-square verb; mark each visited square and compare first/revised route.
- Ambiguous directions: ask a different follower to enact only the recorded words; add the missing start, step count or distinct destination.
- One hundred becomes one ten: replace a 100-square with ten separate 10-strips and count to 100; compare sums before and after.
- One ten becomes one one: count ten single dots from a strip; bundle back to prove equivalence.
- Zero disappears: put an empty bordered card in the missing H/T/O column and compare 608 with 68 or 680; state the place name aloud.
- Correct numeral, unproved equivalence: ask the learner to connect objects, H/T/O words and an addition sentence. Keep the next number small enough to build accurately.
The teacher may collect a route photo or work sample only under school privacy practice. Never photograph names/real school layouts to fulfil this activity. For families, share a precise next task (“trace two moves on this imaginary map” or “open one paper ten into ten singles”) rather than a label about the child.