29 September 2026; simulated use only. I followed the teacher sequence, clean cards, private key, exact crosswalk, rights record and original A4 mat. This is not child testing, a classroom pilot, an accessibility certification, a funder endorsement or an outcome measure.
| Lens | Concrete dry run | Change or remaining limit |
|---|---|---|
| New Year 4 teacher on Day 12 | Prepared a 0.20–0.30 strip with ten equal gaps and Text B. Used the 5+7+10+9+4 minute sequence, then checked a child's hypothetical 0.23 mark at the third gap against the staff page. | The teacher route now names endpoints, gap size, same-size paper and an exact next move if a child counts ticks instead of spaces. Real class transitions and local number scope still need teacher testing. |
| Student working without the key | Opened Day 18 learner card and blank mat, then attempted two of five panels. No worked decimal or shaded solution appeared on the learner card or mat. The prompt allowed a paper, tactile, AAC or child-directed placement route. | The separate staff key holds 2/5 = 4/10 = 0.4. A real learner may need further language or motor adjustment; no fixed “learning style” is assigned. |
| Teacher checking a misconception | Tried the false rule “2/5 must be 0.2 because the numerator is 2.” Splitting each fifth into two equal pieces on the same whole gave four of ten. The first false response remains in the note rather than being overwritten by the correction. | The key now explicitly warns against numerator-only guesses and changing whole size. A tidy poster without child explanation is insufficient evidence. |
| Quiet/private visitor | Rehearsed Day 19 with an adult acting as a fictional visitor. The result was marked a simulation, not real visitor feedback. A private real listener can participate only by choice and with an exact note. | The guide no longer claims a model proves a physical access route or real visitor preference. Consent and actual audience need classroom observation. |
| Potential funder or rights reviewer | Recalculated 0.47−0.42=0.05, 1.30−1.03=0.27, and equal-whole half/quarter/fifth correspondences. Opened the official-row crosswalk and inspected that the print PDF is A4 with selectable text and an original SVG. |
A clipped long PDF title was shortened to “A small exhibit others can use”; the SVG and text alternative were aligned. The embedded DejaVu font has a separate notice. No claim of full curriculum or learning gains is made. |
Verification limits: The mechanical verifier checks structure, exact pinned descriptions, hashes, local links, accessible SVG metadata and PDF page size. It does not decide text quality, teachability, local syllabus fit, learner comprehension or assistive-technology compatibility. A Year 4 educator should test timing and response notes; students and families should help check whether choices work in their contexts; specialists should review individual access and any real local material. No First Nations story, place, language or motif has been supplied as a generic example.
Original review record © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and note changes.