# Staff copy · answers, evidence and next teaching

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. |

<a id="day-15-held-out-check"></a>
## 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.

<a id="day-20-held-out-check"></a>
## 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.