29 September 2026. This was a simulated desk use review. We followed the teacher scripts, used the learner prompts without showing the key, solved the number/fraction cases independently, checked the held-out tasks, rendered and visually inspected both A4 aids, and ran the source/link/asset/hash verifier. No child, family, classroom teacher, access user, school or funder trial has occurred.
| Lens | Actual route and result | Critique / change or remaining limit |
|---|---|---|
| New teacher on Day 12 | Opened the 25-minute script and selected D12-B. The line 0.20–0.30 has ten equal gaps and eleven tick positions. Counting the left endpoint as “tick one” makes the eighth tick 0.27, not 0.28; the staff key and learner task agree. The exit 0.20 + 0.07 = 0.27 is separate. |
Script repeatedly says spaces, because counting marks was an avoidable misconception. A teacher must still check whether learners have secure tenths/hundredths from Days 1–10. |
| Learner using a large print or tactile line | Read the complete text route. Built eleven raised positions and counted ten gaps. Could mark 1.09 on a labelled 1.00–1.10 line after the check without depending on colour or fine pencil control. |
Human assistive-technology and pupil usability testing is still pending. An adult moving a marker must follow the learner's direction without pointing to the answer. |
| Day 15 check reader | Held-out Items 1–4 use 0.36, 1.07, 0.68/0.70 and an erroneous 0.06 at six tenths. The scripts and pre-check cards use other values. Correct positions are sixth and seventh hundredth gaps; difference is 0.02; six 0.1 gaps is 0.6. |
Day 15 A/B/C routes are labelled after check so the first response can be retained. This is one formative sample, not a final grade. |
| Caregiver with little time/material | D18-A needs a five-box strip on scrap paper, then a mark splitting each fifth into two; no printer, device, purchase or actual garden is required. A short home try can be separate from class timing. | Caregiver use has not been tested. A paper fraction drawn with unequal parts must be fixed before naming the fraction. |
| Day 20 check and mathematical audit | The unseen 2/5 transfer yields 4/10 = 40/100 = 0.40; fourth of ten equal gaps; 0.40 < 0.50 by 0.10; the false 2/5 = 2/10 fails because splitting each fifth doubles shaded pieces as well as all pieces. |
2/5 appears only in the check and later practice, not in modelled Days 16–19. Retest a new fraction after feedback. |
| Print and accessibility review | The first equal-whole draft put strips and a 100-grid in different physical-size outlines, contradicting the fixed-whole teaching goal. It was replaced with five identical 72 × 72 mm square wholes partitioned 2, 4, 5, 10 and 100 ways. PDFs are one-page A4 with selectable text; SVGs include title and description. | A screen-reader-tagged PDF, physical print test and co-designed tactile version have not been completed. The supplied text route is an interim access aid. |
| Potential funder and public-claims reader | Followed each partial code to exact official wording/row in crosswalk, then checked the source/rights ledger and manifest. Counted ten 25-minute lessons, thirty choice routes, two distinct unseen checks and two original A4 aid pairs. | The pack explicitly says partial Year 4 maths coverage. It makes no claim of classroom results, national/state approval, full-year completeness or tested translation. |
Arithmetic spot checks beyond the held-out tasks: 1.4 − 1.04 = 0.36; 1.9 − 1.09 = 0.81; 0.25 − 0.20 = 0.05; 0.75 − 0.60 = 0.15; 0.80 − 0.79 = 0.01. All are exact decimal differences of fixed-whole quantities. The verifier checks these as rational numbers so a textual typo becomes visible when keys change.
Teaching limit: The surrounding Year 4 course still needs other number, algebra, measurement, space, statistics and probability work, specialist review and local sequencing. These two weeks are practical additions, not the end of that work. Original review record © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.