Teacher, learner and funder desk run-throughYear 3 Maths · T1 W3–4 · Run Through

Performed 29 September 2026. This is a document/asset test by the author, not a classroom trial or an outcome claim. I followed the same paths a user would take through the pack, physically traced coordinates in the tables, recomputed grouped quantities, rendered the PDFs and inspected the resulting pages.

Teacher view

1. Opened README, scripts, learner cards and Map A PDF. Day 11 needs one A4 map and a token. Its phases add to 25 minutes; one of the three cards fits the independent six-minute part. A rotating focus list keeps assessment feasible in a class.
2. Traced Day 12's reference example: meeting mat C3 to shade tree D2 means right one/up one on the page. Reversing the reference changes the sentence; that distinction is explicit in the model and key.
3. Built Day 13's three-square brief twice: hub B2, water B1, art C2. A new reader can recover all three from the labels/key. The printed aid has a separate blank 3 × 3 plan below Map A.
4. Tested Day 14's false claim against the source map: water point E1 is to the right of notice board C1; seats D4 are below, but not directly below, shade tree D2 because D3 intervenes. The script retains first/revised wording.
5. Kept Map B PDF closed until the Day 15 check. On opening it, item 2 has book stall B3 and art table D3 with C3 between; item 3 requires a new 3 × 3 plan. The separate staff key supplies next moves if a learner reverses reference or omits a key.
6. For Week 4, used labelled place cards: 24 306 is 2TT 4Th 3H 0T 6O; opening one TT yields 1TT 14Th 3H 0T 6O, still 24 306. The opening fortnight has already introduced five-digit place language, but this lesson models it again.

Learner view

• Tried D13-C on paper: recycling C3, bench B3 and gate B2 satisfy “left of” and “above.” A key with the three written names makes the map usable by another person. A tactile nine-square version carries the same information.
• Tried D16-B without a calculator: 35 071 = 30 000 + 5 000 + 70 + 1; one TT can become ten Th, making 20 000 + 15 000 + 70 + 1, still 35 071. The zero hundreds place remains explicit in the standard numeral.
• Tried Day 18 model with paper groups: 347+286 has 13 ones → one T and 3 O; then 13 tens → one H and 3 T; finally 6 H, 3 T, 3 O = 633. Its approximate 630 benchmark makes 633 reasonable.
• Tried Day 19 model across zero: 705 = 6H9T15O after two exchanges, so subtracting 3H6T8O leaves 3H3T7O = 337. Addition 337+368 returns 705.
• Tried the held-out Day 20 calculation only after practice: 624−187 can be regrouped as 5H11T14O; subtracting yields 437, and 437+187=624. This was absent from learner practice and lesson rehearsal.
• Considered a learner who cannot move cards: the adult can move one card at a time in response to the learner's exact directions, while recording any mathematical suggestion separately. There is no required timed handwriting or colour recognition.

Potential funder or adopter view

• Opened the exact crosswalk and checked code, Year 3 level and workbook rows against the pinned official import. The boundary column does not claim complete content coverage, especially for five-digit range or all additive cases.
• Opened the source and rights ledger: curriculum wording is credited to ACARA; the lesson words and maps are original/reusable; code and font terms are separate; fictional maps are not represented as real sites.
• Opened all three A4 PDFs. Labels remain inside 5 × 5 cells, the lower 3 × 3 space is usable for a learner-created plan, and the five-place mat has room for cards plus written proof. The practice text alternatives and separate held-out Map B alternative supply every named cell and prompt.
• Read the next-move rubric. It directs a teacher to rebuild a specific relation/exchange, not to assign a vague ability label.

Live review still needed

Pilot at least one map-creation lesson and one place-exchange lesson with an educator and learners with varied access needs. Time the six phases, ask a fresh person to decode a learner map without coaching, and observe whether ten-to-one exchange is understood rather than memorised. Print and use the PDFs at actual A4 size. Seek qualified review before any translation, state-specific claim or local cultural/place adaptation.