# Internal teacher, learner and funder run-through · Year 6 maths

**Status:** simulated desk use on 29 September 2026. No child, classroom or external funder was observed. These checks establish file readiness and expose next review needs; they do **not** establish learning impact, usability with real learners or funding merit.

| Role and task tried | What the desk run showed | Critique and adjustment |
| --- | --- | --- |
| Teacher preparing Day 11 | The factor-array lab, clear definitions, 25-minute timing and three routes can be prepared with paper or large counters. The teacher key keeps 1 and 16 classifications exact. | “Square” can be mistaken as opposite to “composite”. The lesson, routes and key put 16 in both properties and name 1's exception. |
| Learner reasoning on Day 12 | A full list for 18 stops before repeated rotated pairs; 23 prime needs a systematic stopping explanation, not a hunch. | The 10×10 grid cannot physically show 1×23. The aid and text alternative explicitly make the grid optional and accept a spoken/written pair. |
| Teacher using Day 14 | 28,29,36 require actual equal-row choices; `12×15=180` shows factor regrouping with a verified product. | A display-card task is hypothetical, not a school-capacity plan; context wording and ledger label it fictional. |
| Learner taking Day 15 check | New 27,37,64 and 31/33 values differ from model/practice before the check. Four items distinguish factor completeness, prime proof, square overlap and a constraint. | A speed-based score would conflate arithmetic reasoning and access. The staff page records first reason/access/hint, with `N` for unobserved. The check may need a later session if 10 minutes is insufficient. |
| Teacher preparing Week 4 | Same-length bars and 12-gap line align halves, thirds and quarters on a fixed unit. The 0–2 line has 12 gaps **per unit**. | The two printed lines use different physical scales. The aid and alternative explicitly warn not to move centimetre distances between them. A draft Day 16 prompt that implied gap6 on two differently scaled lines had the same value was corrected: `6/6=1` versus `6/12=1/2`. |
| Learner justifying Days 17–19 | `2/4=1/2=6/12` maps to one mark; `3/4=9/12>2/3=8/12`; `5/4=15/12<3/2=18/12`. A tactile or spoken gap sequence preserves the number-line reason. | Denominator-only slogans fail outside same-whole unit fractions. The scripts require equal whole and equivalent names instead of a memorised “larger number means smaller fraction” rule. |
| Learner taking Day 20 check | New `5/3=20/12` and `7/4=21/12` occupy adjacent 0–2 twelfth ticks. The 24-tile/12-tile contrast tests whether counts across **different wholes** are calculated before comparison. | This is demanding in ten minutes. A neutral read-aloud, blank tactile line or a later completion is valid, recorded distinctly from a mathematical hint. |
| Potential funder reviewing reuse | Original four print pairs, text/tactile alternatives, 30 daily routes, ten extras, separate fresh keys, exact ACARA rows, rights/source ledger and hashes are inspectable. | No claim of measured attainment, state approval, independent accessibility audit, classroom uptake or financial return is warranted. The start page and ledger state that boundary. |

## Arithmetic and print desk audit

- Factor examples checked by integer enumeration: 12=`1×12,2×6,3×4`; 18=`1×18,2×9,3×6`; 20=`1×20,2×10,4×5`; 21=`1×21,3×7`; 27=`1×27,3×9`; 37 has only `1×37`; 64=`8×8` and `2×32`; 31 prime and33=`3×11`. `12×15=180`.
- Fraction checks: 0–1 12-gap marks quarter3, third4, half6, two-thirds8, three-quarters9. On 0–2, `5/4` gap15, `3/2` gap18, `5/3` gap20, `7/4` gap21; gap21−20 is one-twelfth. Same 24-tile panel: 1/3=8, 1/2=12,3/4=18; different 12-tile half=6.
- Four PDF pages inspected after raster rendering at 1000px for text clipping, line position and contrast; `pdfinfo` confirms one-page A4, `pdftotext` selectable words and `pdffonts` embedded DejaVu subsets. Their text alternatives spell out the exact prompts, counts and blank status. User testing remains open.
- [Verifier](verify_pack.py) checks the pinned source code/row/wording, all ten lessons and 30 routes, separate seven-item checks, arithmetic, local links, aid structure and [manifest hashes](MANIFEST.sha256). It cannot judge classroom comprehension or timing in a real school.

**Next iteration:** use teacher and learner feedback to refine pacing and supports, recheck each target state/territory's implementation, then extend Week 5 onward. Preserve the unseen-check boundary during edits.