# Staff key · do not include in a learner packet

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`. |

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

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