# Staff descriptive key · separate from fresh learner tasks

First preserve the response, actual range, mode, access adjustment, mathematical hint and whether physical marks/moves were directed by the child. Labels describe evidence at this time. No summed score, speed/neatness/motor/speech criterion, reporting-scale substitution, fixed ability type or whole-Year 1 verdict.

## E supported answers and alternatives

The exact original mark field contains **28 objects**. Fourteen true pairs count 2 through 28; another supported equal-group account covering the same 28 once can be valid. Four groups of seven, for example, may be justified with number knowledge, although the initially taught sequences are 2/5/10. Do not demand a strategy the child has not been taught. A correct one-by-one total supplies quantity/coverage evidence but does not by itself demonstrate the equal-group skip-count target.

For the own twos sequence, any clearly stated start and successive two-object increases with matching chosen representation are valid. Examples in the **key only** could start 3 then 5,7,9 or start 2 then 4,6,8. Accept object/shape/symbol forms, selected numerals and openly scribed explanation. An accurate continuation of someone else’s example is different from the child’s own creation. Mathematical grouping/rule choice remains the child’s; adult physical marking is named.

## F supported answers and alternatives

The exact new field contains **110 objects**. Eleven audited tens count 10 through 110; twenty-two fives or fifty-five pairs also cover 110. Different valid complete accounts are accepted. The number of groups is not the object total. A smaller or stopped collection is useful partial range, not independent 110 evidence.

Given successive 20,30,50 with a stated ten-object addition, the first break is 30 to 50: it adds 20 rather than 10. Replace third 50 with 40, giving 20,30,40; next would 50. Alternatively insert 40 between 30 and 50 and explicitly describe 50 as a later fourth stage. The key accepts that supported interpretation. Arbitrary alternative rules do not repair the **stated** rule, although other rules can be valid in the separate own creation.

Own sequence: child states an increase of 2,5 or 10 and creates consistent stages in a selected form; different starts/layouts are accepted. Record recognition, continuation and creation separately. A label prediction and an actually made/represented next stage are different observations.

## Descriptive component rubric and same-day teaching

| Dimension | Independently observed evidence | With prompts / not yet observed: next offer |
| --- | --- | --- |
| Group unit and coverage | Child chooses/establishes equal membership, verifies units and includes every object once. | New small counted/not-counted collection; audit one group before making further groups. If access blocked observation, change format rather than label the mathematics incorrect. |
| Cumulative count and unit meaning | Each skip count matches actual units; last count names all included objects, distinct from group count. | Connect one pair/five/ten to its member count, then two groups; move a completed-group pointer once per step on a new set. |
| Sequence recognition/continuation/creation | Child recognises a stated quantitative change, continues it and creates a new own consistent example; representations/labels agree. | Compare two different stages, add the specified unit, then ask for a new third/own creation. Do not replace the goal with an ABAB repeating pattern. Preserve which of the three actions was actually observed. |
| Checking and explanation | Child points to a unit, count transition or correspondence to justify/repair; decision and actual change distinguished. | One neutral “which group/step shows that?” with a new case, then fade. Record any concept hint; a prediction is not a performed change. |

Apply each dimension independently, noting actual range/support. A child can explain a total yet need sequence creation, or make a sequence yet need complete grouping coverage. Read-aloud/scribing/large or tactile access is named separately from choosing a mathematical answer. A supplied correct adult grouping cannot be credited as the child’s independent partitioning.

## New recheck and next lesson

Use offline teacher/RECHECKS.md only after a different teaching example. Retain first evidence and later revision separately. An accurate smaller set supports a new larger opportunity, not an immediate whole-range promotion. Schedule a fresh observation of the absent component on the same day or next suitable offer. The current Queensland AP/MC/WW/EX/BA folio standard is a separate school-reporting resource, not a conversion table for these four descriptions.

Original SubjectNest teaching expression © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit creator/source/licence and note changes. National/QCAA source expression and exclusions remain separate; no endorsement or human efficacy claim.