Format: 8 short tasks over Days 5 and 10 or a quiet 10–12-minute conference. Offer a 10-strip, hundred-grid, number line and accessible response route; these are concept aids, not disqualifying prompts. Mark each 0 = not yet with access, 1 = correct after a mathematical prompt/model, 2 = correct independently. Record which prompt was used. /16 is a planning shorthand, not a full Year 4 achievement score. Give a fresh analogous item after reteaching.
| Item | Exact prompt | Worked key | Next teaching if not yet |
|---|---|---|---|
| 1 | “Mark 3 of 10 equal parts of one whole. Write the fraction and decimal.” | 3/10 = 0.3 | Rebuild one whole as 10 equal parts; distinguish 3 pieces from 3 wholes. |
| 2 | “Which is greater, 0.8 or 0.5? Show why.” | 0.8; 8 tenths >5 tenths; difference 3 tenths optional | Use same-sized 10-strips side by side; pair shaded cells. |
| 3 | “A diagram has one whole and 4 tenths. Name it.” | 1.4, not 1.04 or 14 | Put 1, 4 in labelled whole/tenths columns, locate between 1 and 2. |
| 4 | “Mark 7/100 and write its decimal.” | 0.07; 7 cells of 100 | Use two place columns to retain zero tenths; contrast 0.7 (70 cells). |
| 5 | “Shade 10/100. Show a second name.” | 0.10 = 0.1 = 1/10, one complete row | Exchange ten hundredths for one tenth with same whole. |
| 6 | “Make 0.36 on a grid and give fraction.” | 3 full rows +6 cells = 36/100 | Count rows as tens of hundredths, then six; avoid 3 cells +6. |
| 7 | “Which is greater, 0.5 or 0.47? Explain.” | 0.5 =0.50; 50/100>47/100 by 3/100 | Align same whole and decimal places; do not compare digit strings by length. |
| 8 | “Order 1.08, 0.98, 1.8 from least to greatest.” | 0.98 <1.08<1.8 (=1.80) | Compare whole part first, then tenths/hundredths on equal-whole models. |
Decision rule: Items 1–3 expose tenths/whole foundations; 4–6 hundredths and equivalence; 7–8 magnitude. A 0 anywhere calls for a focused concrete reteach and a new parallel prompt, not a repeat of the scored one. A pattern of 1s suggests gradually fading prompts. Mostly independent 2s supports extending to further decimal representations, equivalent fractions and school-sequenced tasks; this pack alone does not establish AC9M4N01 or AC9M4N03 in full. Check whether the whole changed between representations before interpreting an error as place-value confusion.
Fresh recheck bank with keys: 6/10=0.6; 4/100=0.04; 30/100=0.30=0.3; 1 whole+9/100=1.09; order 0.7, 0.69, 0.71 → 0.69<0.7<0.71. Present only after teaching; keep the whole fixed. Oral/AAC/tactile explanation counts if mathematical relation is clear.
Record strip: learner ID (school-managed) ; date ; item scores ///////; response mode ; supplied aid/prompt ; strongest evidence ; next teaching ; recheck date ___. Store under school policy.
Original assessment © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; source and ACARA rights in README. Educator review pending.