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SubjectNest · Year 3 maths · Make it fit, then check

Staff selection guide · keep other sources closedYear 3 Maths · T1 W5–6 · Teacher · Readers / Teacher / Guide

Four different component families: length, mass, capacity, and estimation/additive check. Each has first/later/unused-reserve sources. Within a family the four component meanings, source format and response options are comparable; numerical facts differ. Across families they assess different skills and are not interchangeable parallel test scores. Grade/difficulty equivalence is not established by item count. A later task has changed numbers and may have changed support; record it rather than assume improvement.

After suitable teaching select only one complete stage. First response precedes any key, worked answer or computation hint. Explain words and neutrally describe all supplied facts if wanted, without giving a new mathematical choice. Keep other stages/reserves closed. Record exposure; if previously used, select a genuinely unused reserve rather than calling repetition unseen. Leave the own response sheet empty before actual use.

The estimate family uses a supplied grouped collection, not a hidden actual collection. It invites a purposeful rough estimate; it cannot establish that a child independently predicted an unseen physical count. Record whether exact computation preceded the estimate. It includes two-/three-digit additive reasoning, not whole financial/multiplicative modelling. All paper stages interpret supplied readings; physical measurement must be separately observed in ordinary practical tasks.

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