Keep this page with the teacher. Use the child's first response, the exact prompt/support and later revision as separate notes. A fluent explanation after adult modelling is useful practice but does not retroactively make the first response independent. These are formative project checks; the separate subject packs hold Day 15/20 unseen assessments. The learner cards contain no worked solution.
| Day | Mathematical / text answer boundary | If the child needs another move |
|---|---|---|
| 11 | Text A invites, B gives ordered steps, C explains. A 0–1 strip needs ten equal gaps; 0.7 is the seventh tenth gap from zero. The number is a model position. | Rebuild ten spaces with ten equal broad cards; ask which sentence helps a visitor start. |
| 12 | On 0.20–0.30 divided into ten equal hundredth gaps, 0.23 is third and 0.28 eighth. A heading helps locate the instruction; the visitor can test it. | Put 0.20 and 0.30 at ends first, then count spaces. If the text hides a step, ask the child to point where a new reader stops. |
| 13 | 1.3 = 1.30, so 1.03 is nearer 1; it is three hundredths after 1, whereas 1.3 is thirty hundredths after 1. A 0–2 tenths rail cannot locate 1.03 exactly without a close-up. | Align places in 1.03 and 1.30, then use two nested lines. Avoid deciding by numeral length. |
| 14 | Equal numerical increments need equal drawn gaps on a linear number rail. On 0.40–0.50, 0.42 is before 0.47 by 0.05. Text D is one invented opinion, not a real user study. | Repair scale with same-width cards. Ask whether the label, gap or evidence in the visitor sentence was the problem. |
| 15 | 0.65 is fifth of ten equal hundredth steps from 0.60 toward 0.70, halfway in that interval. Accept large print, tactile placement, speech or AAC with the same endpoints. | Build 0.60, 0.61 … 0.70 in order; retest on a different blank strip later. Record whether the adult placed under child direction. |
| 16 | With same-size wholes and equal parts, 1/2 = 5/10 = 0.5 = 0.50 at the midpoint. A larger physical strip cannot be silently substituted. | Align the two whole strips at both ends, then partition. If the labels are right but parts unequal, score model construction as not yet secure. |
| 17 | 1/4 = 25/100 = 0.25; 3/4 = 75/100 = 0.75, provided the wholes are fixed and each part equal. “I liked it” is an opinion, not proof of that equivalence. | Fold or partition 100 equal cells into four groups of 25; compare the two same-size wholes and revise the claim. |
| 18 | 2/5 = 4/10 = 0.4 = 0.40. Halve each fifth to make ten equal parts without changing the whole. A good visitor text supplies a step and an explanatory reason. | Ask for two pieces per fifth; count four tenths shaded and place 0.4 on a 0–1 rail. Avoid numerator-only decimal guesses. |
| 19 | 3/5 = 6/10 = 0.6 = 0.60 on matching wholes. The paper rail does not prove a physical route, access feature or real visitor preference. A short heading/step/reason/limit can serve a chosen audience. | Separate opinion from mathematical evidence; ask “which whole?” and “what can this model not tell us?”. |
| 20 | 4/5 = 8/10 = 0.8 = 0.80 on matching equal wholes. Record if the final audience was real, private or an invented role, and whether an edit followed actual feedback. | Show one fifth as two tenths on a different matching model, then invite the child to rebuild four fifths; keep the original attempt. |
Cross-check calculations: 0.47 − 0.42 = 0.05; 1.30 − 1.03 = 0.27; 0.65 − 0.60 = 0.05. Decimal and fraction equalities above are exact for the fixed whole, not rounded. A model with unequal panels or a changed whole is a useful counterexample; it is not evidence for the equivalence.
Recording sentence: “On Day , the learner first __ using . I supplied . The learner then . This supports __ partially; next I will __.” Store identifiable records only in the school's approved system. A private no-share choice is valid access, while a code about actual presentation cannot be inferred from a pretend audience. No single card establishes a Year 4 achievement standard.
Original SubjectNest staff key © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and note changes. Exact code/wording and limits retain ACARA's separate terms.