This file has every worked check. Learner files deliberately have no link to it. A learner may use speech, signed/typed language, pointing, AAC or a partner acting as hands. Record access support separately from mathematical prompts. Alternative maps/strategies are valid when they satisfy all stated constraints. Never reduce a child's judgement to one total mark; use the next-move table.
Daily exits
| Day | Expected evidence | Immediate next move if uncertain |
|---|---|---|
| 11 | D4 seats; not directly below shade tree D2 because open D3 lies between. | Trace column D and rows 2–4; ask what is named and what is open. |
| 12 | Compost B4 is one column left and one row above storage C5, using storage as reference. | Put labelled tokens on both cells and name which is the reference. |
| 13 | Centre mat B2, shade A2, notice B3. | Place centre first; read one relational clue at a time. |
| 14 | Tool shed B2 is above compost B4 in the same column, but not directly: B3 intervenes. | Put a token on each row of column B to clarify distance. |
| 16 | 43 020 = 4TT 3Th 0H 2T 0O; empty hundreds and ones; read “forty-three thousand and twenty.” |
Align all five place cards, including zero placeholders. |
| 17 | 50 080 > 50 008; equal through hundreds, then 8 tens > 0 tens. | Compare left to right in aligned columns. |
| 18 | 156 + 278 = 434; ones 6+8=14, tens 5+7+1=13, hundreds 1+2+1=4. |
Rebuild the newly exchanged hundred. |
| 19 | 503 − 268 = 235; 235 + 268 = 503. |
Show 503 as 4H9T13O, then remove 2H6T8O. |
Thirty practice routes · worked responses
| Card | Answer or one valid response |
|---|---|
| D11-A | Storage C5, notice board C1; both are column C. |
| D11-B | Any two of water point E1, art wall E3, recycling E5; column E alone names five cells, three of them landmarks. |
| D11-C | Garden bed A3, meeting mat C3; garden bed is left of mat on row 3, with B3 between. |
| D12-A | Shade tree D2 is one column right and one row above meeting mat C3. |
| D12-B | Tool shed B2 is two rows above compost B4 in the same column, not directly above. |
| D12-C | Art wall E3 is right of garden bed A3 in the same row, four columns apart; reversed, garden bed is left of art wall. |
| D13-A | Hub B2, water B1, art C2. Key names each marker. |
| D13-B | Quiet spot A2, plant A1, books B2. |
| D13-C | Recycling C3, bench B3, gate B2. |
| D14-A | Original is false; E1 water point is right of C1 notice board in the same row, two columns apart. |
| D14-B | “Below” is true; “directly” is false. Seats D4 are two rows below shade tree D2, with D3 between. |
| D14-C | Open; look for a first plan whose meaning cannot be independently decoded, then a revised labelled key that makes all three landmarks identifiable. The teacher need not make a child deliberately draw a confusing plan if they can explain what is missing from an unkeyed version. |
| D15-A | Compost B4; e.g. one column left and one row below meeting mat C3. |
| D15-B | Centre table B2, door A2, window B3; friend can recover all three from words. |
| D15-C | Open; both statements must be testable on Map A, and the false one repaired without changing the map invisibly. |
| D16-A | 21 408 = 2TT 1Th 4H 0T 8O = 1TT 11Th 4H 0T 8O; 10 000 + 11 000 + 400 + 8 = 21 408. |
| D16-B | 35 071 = 3TT 5Th 0H 7T 1O = 2TT 15Th 0H 7T 1O; total unchanged. |
| D16-C | 18 205 = 1TT 8Th 2H 0T 5O = 0TT 18Th 2H 0T 5O; 18 000 + 200 + 5 = 18 205. |
| D17-A | 40 250 > 40 205; first difference is tens: 5 tens versus 0 tens. |
| D17-B | 60 120 > 60 012; first difference is hundreds: 1 hundred versus 0 hundreds. In 60 012, hundreds place 0, tens 1; in 60 120, tens 2 and ones 0. |
| D17-C | 42 500 > 42 050; hundreds 5 versus 0. Example exchange for 42 050: 4TT 2Th 0H 5T 0O = 3TT 12Th 0H 5T 0O. |
| D18-A | 234 + 189 = 423 bookmarks; ones and tens exchanges, estimate about 420. |
| D18-B | 367 + 158 = 525 cards; ones and tens exchanges, estimate about 530. |
| D18-C | 408 + 176 = 584 tags; ones exchange 8+6=14, then tens 0+7+1=8, hundreds 4+1=5. Estimate about 580. |
| D19-A | 804 − 376 = 428 squares; 428 + 376 = 804. Exchange 804 to 7H9T14O. |
| D19-B | 730 − 284 = 446 markers; 446 + 284 = 730. Exchange one T into ten O: 7H2T10O, then one H into ten T: 6H12T10O. |
| D19-C | 612 − 275 = 337 slips; 337 + 275 = 612. Exchange to 5H10T12O before removing. |
| D20-A | 52 610 = 5TT 2Th 6H 1T 0O = 4TT 12Th 6H 1T 0O. |
| D20-B | 508 − 179 = 329 badges; 329 + 179 = 508. Exchange to 4H9T18O. |
| D20-C | 38 470 > 38 407, tens 7 > 0 after earlier places tie. Example 38 407 = 3TT 8Th 4H 0T 7O = 2TT 18Th 4H 0T 7O. |
Day 15 held-out check · Map B
| Item | Worked response | What to observe |
|---|---|---|
| 1 | C2 demo; column C and row 2 cross there. | Interprets new top view/legend. |
| 2 | Art table D3 is right of book stall B3, in the same row, with open C3 between; not directly next to it. | Uses a named reference and precision about separation. |
| 3 | On the new 3 × 3: rest B2, water B1, art C2; key labels all three. | Creates a representation from constraints that a follower can decode. |
| 4 | Original false: quiet area A2 is left of demo C2, two columns away, not right. Keep reference as demo. | Tests and repairs a positional claim without changing the data. |
The check uses a new fictional makers' fair, not Map A. Read labels neutrally; pointing at a target would be a mathematical cue. A visual impairment or motor support route may use the same 25-cell relationship as tactile squares. Record if the check extends beyond the allotted 10 minutes.
Day 20 held-out check · stock and regrouping
| Item | Worked response | What to observe |
|---|---|---|
| 1 | Read “forty-one thousand, two hundred and five.” 41 205 = 4TT 1Th 2H 0T 5O; zero holds the tens place. |
Naming, writing and representing beyond 10 000. |
| 2 | 41 205 = 3TT 11Th 2H 0T 5O; 30 000 + 11 000 + 200 + 5 = 41 205. |
One ten-thousand becomes exactly ten thousands; quantity conserved. |
| 3 | 41 250 is greater: TT, Th and H tie, then 5 tens > 0 tens. | Orders by highest differing place. |
| 4 | 624 − 187 = 437 blank cards remain. Exchange 6H 2T 4O → 5H 11T 14O, subtract 1H 8T 7O, then check 437 + 187 = 624. Count-up path 187→200 (+13)→600 (+400)→624 (+24) also totals 437. |
Three-digit regrouping and contextual/checking sentence. |
Formative rubric and next moves
Use this for map interpretation, relative relation, map creation/repair, five-digit place, exchange, and three-digit calculation separately. It is a teaching record, not an end-of-year ACARA judgement.
| Evidence seen | Record | Next move |
|---|---|---|
| Independent, checkable model plus an accurate reason | I and one exact example |
Offer another layout/number; ask child to test a peer's description or prove an alternative strategy. |
| Accurate only after a mathematical prompt (“which is the reference?”, “count the ten strips”) | P and prompt wording |
Start next small group with the same material but a fresh example, then fade cue and resample. |
| Specific mismatch (reversed reference, “directly” misused, key absent, zero omitted, exchange of one instead of ten, wrong regrouped total) | R and work sample |
Use the matched repair below; retain first and revised attempts. |
| Not yet seen, incomplete, or access format unavailable | N and why |
Offer an accessible quiet attempt later; do not score a blank as misconception. |
Targeted repairs:
- Reference reversed: put one token on each landmark, point to the object being described, then speak the relation relative to the named reference. Reverse the sentence deliberately and compare.
- “Directly” misused: place a token in every intervening cell; count whether any lies between the features.
- Map cannot be decoded: ask a different reader to place the labels from the learner's key only; add a missing key, page orientation or landmark name.
- Five-digit zero dropped: make five empty labelled pockets, place a zero/empty token in each empty place, and compare two near numerals aligned from left to right.
- TT becomes one Th: physically display ten thousand-cards from one ten-thousand envelope; count the value before and after.
- H/T/O regrouping lost: trade exactly ten objects at a time and recount the total after each trade, before performing subtraction.
- Answer without proof: request a labelled model and a reasonableness or inverse check; do not equate neat columns with understanding.
For family feedback, give a small next task (“test whether a landmark is directly left” or “exchange ten ones for one ten”), never a fixed ability label. Retain or photograph child work only under the school's privacy practice, without real school plans or names in this pack.