Formative fresh checks · Days… | Year 9 Maths · T1 W3–4 · Assessment

These two original sources are different from teaching examples, learner routes, print aids and extras. The prompts and worked key are publicly accessible, so they are formative rather than secure tests; change a case locally if prior access matters. They sample selected integer-exponent reasoning, not a Year 9 achievement-standard judgement, diagnosis, speed test or prediction about actual technology. Give a blank law aid, calculator, read-aloud, AAC or a directed scribe as needed, and record the mathematical prompt separately from access. Capture the first response before an edit. If no response can be observed, write not yet observed and revisit with a different fresh source. Give the learner a clean prompt before using the teacher worked key. Do not upload identifiable pupil work.

Check A Day 15 fresh number source

New fictional archive card, shown only today:

An imaginary paper archive has 4^3 first-part label strings and 4^2 second-part label strings. Each first part can pair with every second part. A separate box holds 5^4 equal paper cells, packed into equal groups of 5^2 cells. A tiny drawing uses a scale factor 10^−3 of one model unit. An editor writes: “The two label lists make 80 combined labels because 64+16=80; dividing powers should add exponents; the tiny scale is negative.” No real archive, labels or measured object exists.

Learner tasks:

Find the number of paired label strings using a same-base product rule and one arithmetic check. Explain why 64+16 answers a different question.
Find the number of groups of paper cells using a same-base quotient rule and give the unit of the answer.
Rewrite the scale factor as a positive fraction and decimal. Explain why its negative exponent does not mean a negative scale.
Write, direct or give a quiet oral/AAC two- or three-sentence correction for the fictional editor, identifying one false rule and the conditions for using the right rule.

Timing within Day 15: 2-minute frame, 5-minute exact reading, 6-minute first marks, 6-minute response, 4-minute self-audit, 2-minute collection. No question from this card is rehearsed earlier.

Check B Day 20 fresh variable source

New fictional branching-card note, shown only today:

A made-up story-card maker has p possible symbols for each independent slot, where p is a positive whole number. In one stage there are p^(m+1) choice strings; in a second independent stage there are p^(2m), with m a non-negative whole number. Every first string can pair with every second string. For the sample p=2, m=2, the maker wants a total count. A separate, unitless comparison uses q^2/q^5, where q may be any non-zero real number. An advertising sentence says: “The laws also work at q=0, and the number of possible pairs proves that every reader will use the game.” No game or readers have been observed.

Learner tasks:

Simplify the combined p expression, keeping the whole m+1 and 2m exponents grouped, and explain why the rule applies.
Check the combined count at p=2, m=2 using both source expressions and the simplified one. Give the unit model string pairs.
Rewrite q^2/q^5 without a negative exponent, test q=2, and explain what fails at q=0 in the original quotient.
Correct the advertising sentence so it states a mathematical domain and a model-versus-reader limit without claiming an observed outcome.

Timing within Day 20: 2-minute frame, 5-minute exact reading, 6-minute first marks, 6-minute response, 4-minute self-audit, 2-minute collection. Do not display the public key until after collection.

Private evidence strip