# Two-week mathematics evidence check

**Use:** Eight short items over Days 5 and 10 or a 10–12-minute conference. Provide equal-spaced number line and labelled four-quadrant grid. A mathematically valid tactile/AAC/verbal route counts; note if the teacher supplied a coordinate direction. Score 0 = not yet with access, 1 = correct after mathematical cue/model, 2 = correct independently. A /16 sum helps choose next instruction, **not** full Year 6 achievement. Observe sign meaning, axis order and generalisation separately.

| Item | Exact prompt | Worked key | If not yet |
| --- | --- | --- | --- |
| 1 | “Place -4, 0 and +3 on the line. Which is least?” | -4 left of 0 left of +3; least -4 | Walk/touch one equal tick at a time; check reference zero. |
| 2 | “Which is greater: -2 or -6? Explain.” | -2; it is 4 units to the right of -6 | Compare position, not unsigned digit size. |
| 3 | “A game balance starts at -3 and gains 5 credits. Show endpoint.” | +2, via -3,-2,-1,0,1,2 | Use five rightward moves; distinguish change from endpoint. |
| 4 | “What integer is five units below zero?” | -5 | Clarify meaning of below on this vertical reference scale. |
| 5 | “Plot (-3,4). Name its quadrant.” | 3 left, 4 up; Quadrant II | Rehearse (x,y), horizontal first, then vertical. |
| 6 | “Plot (2,-4). Name its quadrant.” | 2 right, 4 down; Quadrant IV | Mark sign of each axis and trace from origin. |
| 7 | “Start at (-2,-1), move right 5 and up 3. End?” | (3,2), Quadrant I | Update x: -2+5=3; y: -1+3=2 separately. |
| 8 | “Is (0,-3) in Quadrant III or IV? Explain.” | Neither; on negative y-axis | Teach axis boundary as not inside any quadrant. |

**Next teaching:** Items 1–4 expose integer line/reference; 5–6 signs and x-first order; 7 movement; 8 axis/quadrant boundary. Any 0 gets a short explicit model and a **new** analogous item, not the memorised answer. If mostly 1, fade labels and directional cues. If mostly 2, move to larger coordinates, different scales and school-sequenced financial and spatial tasks, preserving sign explanations. A child who plots but cannot name quadrant should not be treated as unable to locate points; plan a quadrant label lesson.

**Fresh recheck bank with keys:** -7 compared with -3 → -3 greater; start -2 then +6 → +4; (-4,-2) → Quadrant III; (3,0) → x-axis; from (1,3) left 4/down 5 → (-3,-2). Use different items from the initial check and record aids.

**Recording strip:** learner ID ___; date ___; scores ___/___/___/___/___/___/___/___; response mode ___; supplied model/prompt ___; clearest evidence ___; next lesson ___; recheck date ___. Store under school policy.

Original assessment © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Curriculum source and ACARA rights in [README](README.md). Educator review pending.