# Staff new rechecks · after a different teaching example

These are new situation/arrangement/component samples, not secure tests. Check actual prior child choices; a familiar numeral may recur, but do not claim a repeated exact task is new. Change the local collection arrangement or supported range if it was already completed and record that decision. No required handwriting/voice/motor performance; adult marks follow child direction and any mathematical hint is named.

## Recheck after E · A kit counter in two spaces

Prepare **22 actual unlabelled large marks** in an arrangement different from E, with waiting and counted spaces available but no supplied answer groups. Child chooses a unit, organises/counts all objects once and says/shows what the last count includes. One valid account:eleven pairs→22. Quantity/coverage from one-by-one counting is recorded separately from group skip counting.

Then give a new stated two-object change beginning with **7**:7,9,11; ask for next 13 with a representation, and ask for a different own three-stage twos creation. Recognition/continuation and creation are separate. The 7 start is explicit; no need to restart at 2. If only a numeral is copied, ask for actual added pair and collect a later different creation.

## Recheck after F · A new display counter

Prepare **80 actual marks**, with different spacing/orientation and no numbered groups. Child chooses fives/tens or a supported complete account, verifies equal membership and counts all objects once. Eight tens or sixteen fives give 80. A different smaller actual collection is openly partial.

Give a new stated five-object growth account **15,20,30**. Repair third value to 25, or explicitly insert 25 between 20 and 30 and treat 30 as the fourth stage. Explain with the five-object change, then create a new own short sequence. A different valid start/form is accepted for creation; the stated rule governs repair.

**After either:** capture first new response/support; compare the component rather than summed scores. If coverage remains uncertain, teach one-to-one group completion; if unit meaning is uncertain, open one group; if creation remains copied, offer a blank new start. No learning gain, effect size or complete-year mastery claim follows from a desk recheck.

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