# Fresh learner checks · open only on Days 15 and 20

These fictional numbers and settings are **unseen in practice**. The teacher may read the words neutrally, enlarge them or give tactile/AAC number cards. Record whether the operation and strategy were the learner's own, which prompts were given, and whether a calculator was used. Accept written, spoken, signed, pointed or typed explanations. Keep the [staff key](teacher/TEACHER-KEY.md) separate. A learner needing more time can finish in a recorded continuation; speed is not the mathematical target.

## Day 15 · Check A: Invented paper ticket pages

A printing plan draws **213 small tickets on each page** and proposes **14 pages**. No ticket is real and no event is booked.

1. Before calculating, give a nearby benchmark for the total and explain how you chose it. You may use `200×15` or another sensible rounded pair.
2. Find the **exact** number of drawn tickets. Show your method, including what the **ten pages** and **four pages** contribute if you split 14.
3. A proposed total is `29,820`. Decide whether this could be right and explain with your benchmark or place-value parts. Do not merely say “wrong”.

Hand in the first answer and any self-revision before comparing strategies.

## Day 20 · Check B: Invented label packets and shelf

A paper plan has **178 labels per packet** and **24 packets**. A fictional display shelf can hold **at most 4,500 labels**. The drawing says nothing about price, real shelf safety or whether any labels were made.

1. Estimate the total first. Show the rounded numbers you used and say whether your estimate is above or below the exact total you expect.
2. Find the **exact total** with an efficient written, tactile or spoken strategy. Show the contribution of **20 packets** and **4 packets** or a different inspectable method.
3. Check your product with an inverse multiplication/division fact or a second independent product route. Do not just copy the original answer backward.
4. Does the proposed total fit the **stated 4,500-label limit**? Give the difference or a clear inequality. Could you conclude it is the cheapest plan? Explain why or why not.

Hand in before discussing the key. This short sample does not establish full Year 5 achievement or a preferred calculation style.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes. All assessment counts are invented.