origin/03-ASSESSMENT-AND-NEXT | Year 2 Maths · T2 W13–14

Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Assessment administration

Receive a component after genuine teaching opportunity and neutral familiarisation. Keep exact source, own work, staff models and next teaching separate. First/later names do not prove familiarity, independence, improvement or a grade. Each future staff page needs direct links to its neutral source, four-response page, matched aid/full alternative and four full NEXT pages.

Held families

1: A-first

Id

A-first

Family

Title

A-first neutral own job

Source

Fictional paper scene: First bookmark-table scene. There are 3 columns A to C, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: C2. The name-card is at A1; the spare-card is at C4. All cells inside the grid are open. Proposed instruction: 2 cells right, then 2 cells up. A supplied helper says: “This instruction records only four positions, including its start.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Source data

Source

Columns

Rows

Start

Target

Moves

1

right
2

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

This instruction records only four positions, including its start.

Features

Start

Target

Name-card

Spare-card

Questions

1: A-first-Q1

Id

A-first-Q1

Prompt

Name or mark the supplied start and target positions on this scene.

Criterion

Identifies start A4 and target C2 in the declared row/column convention.

Worked possible response

Start A4; target C2.

Own response

Empty own space.

Next id

N01

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: A-first-Q2

Id

A-first-Q2

Prompt

Follow the complete proposed instruction. Where does its final marker position land?

Criterion

Follows the full instruction in its stated order and identifies endpoint C2; no new feature or coordinate is invented.

Worked possible response

A4, B4, C4, C3, C2; final C2.

Own response

Empty own space.

Next id

N02

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: A-first-Q3

Id

A-first-Q3

Prompt

Give a complete legal route from the supplied start to the supplied target. A different route is welcome.

Criterion

A complete orthogonal path begins at A4, stays inside the grid and reaches C2; every amount/direction is stated, not just the destination.

Worked possible response

2 cells right, then 2 cells up; A4, B4, C4, C3, C2.

Own response

Empty own space.

Next id

N03

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: A-first-Q4

Id

A-first-Q4

Prompt

Is the supplied helper claim supported? Use positions or one-cell moves from this exact scene to explain.

Criterion

Rejects the four-position claim: four one-cell moves create five recorded positions including the start.

Worked possible response

Positions A4, B4, C4, C3, C2: five positions, four moves.

Own response

Empty own space.

Next id

N04

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N01 complete next teaching page
N02 complete next teaching page
N03 complete next teaching page
N04 complete next teaching page

Eligibility

Actual source reading may familiarise the paper scene neutrally. Record actual instruction/support and teach before using a component. Later is a new offer after a real teaching interval; no universal familiarity or progress is claimed.

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

2: B-first

Id

B-first

Family

Title

B-first neutral own job

Source

Fictional paper scene: First costume-label scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: B2. Target: D3. The name-card is at A1; the spare-card is at D4. Closed cells: C2. Do not enter or pass through them. Proposed instruction: 2 cells right, then 1 cell down. A supplied helper says: “Reaching D3 would make the whole proposed route legal.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Source data

Source

Columns

Rows

Start

Target

Moves

1

right
2

2

down
1

Closed

Visited

Endpoint

First closed

Claim

Reaching D3 would make the whole proposed route legal.

Features

Start

Target

Name-card

Spare-card

Questions

1: B-first-Q1

Id

B-first-Q1

Prompt

Name or mark the supplied start and target positions.

Criterion

Identifies start B2 and target D3 using the declared row/column labels.

Worked possible response

Start B2; target D3.

Own response

Empty own space.

Next id

N05

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: B-first-Q2

Id

B-first-Q2

Prompt

Which first attempted one-cell move in the proposed instruction would enter a closed cell? Name that cell.

Criterion

Identifies C2 as the first closed cell the proposed instruction attempts to enter; distinguishes an attempted step from an actual legal journey.

Worked possible response

The first right move attempts C2; it is closed. Stop a legal traversal before entering it.

Own response

Empty own space.

Next id

N06

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: B-first-Q3

Id

B-first-Q3

Prompt

Give a complete legal route from the supplied start to the target that avoids the closed cell.

Criterion

A complete orthogonal route starts at B2, stays inside the grid, avoids C2 at every step and ends at D3; no shortest-path requirement.

Worked possible response

1 cell down, then 2 cells right; positions B2, B3, C3, D3.

Own response

Empty own space.

Next id

N07

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: B-first-Q4

Id

B-first-Q4

Prompt

Does the supplied helper claim establish that the whole proposed route is legal? Use the full route and closure rule to explain.

Criterion

Rejects endpoint-only proof: the proposed path attempts C2, which is expressly closed. An endpoint match does not establish the legality of its preceding path.

Worked possible response

The endpoint can be D3 in a geometric replay, but the proposal passes through closed C2. It is not a legal journey.

Own response

Empty own space.

Next id

N08

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N05 complete next teaching page
N06 complete next teaching page
N07 complete next teaching page
N08 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

3: C-first

Id

C-first

Family

Title

C-first neutral own job

Source

Fictional label quantities: First archive quantities. First card: 304 labels. Second card: 340 labels. Third card: 403 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “304 and 340 have the same value because their digits are the same.” Use the whole values to represent, compare or order them. Own responses remain open.

Source data

Source

Values

Alternative first parts

Not supplied.

Claim

304 and 340 have the same value because their digits are the same.

Models

304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4.
340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0.
403 = 4 hundreds + 0 tens + 3 ones = 400 + 0 + 3.

Ordered

Questions

1: C-first-Q1

Id

C-first-Q1

Prompt

Represent the first-card quantity with hundreds, tens and ones; name the value of each part.

Criterion

Represents 304 as 3 hundreds, 0 tens, 4 ones; names 300, 0, 4 as their values.

Worked possible response

304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4.

Own response

Empty own space.

Next id

N09

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: C-first-Q2

Id

C-first-Q2

Prompt

Compare the first and second full quantities. Which is greater? Give a place-value reason.

Criterion

Correctly compares 304 and 340, reporting 340 as greater and explaining the highest place where their values differ.

Worked possible response

340 is greater; 304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4. 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0.

Own response

Empty own space.

Next id

N10

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: C-first-Q3

Id

C-first-Q3

Prompt

Order all three stated quantities from least to greatest and show a checking reason.

Criterion

Orders 304, 340, 403 using full values, with a place-value or correctly placed number-line check; units remain labels.

Worked possible response

304, 340, 403; 304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4. 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0. 403 = 4 hundreds + 0 tens + 3 ones = 400 + 0 + 3.

Own response

Empty own space.

Next id

N11

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: C-first-Q4

Id

C-first-Q4

Prompt

Is the supplied helper claim supported? Explain the actual value of the relevant places or groups.

Criterion

Rejects equal value from matching digit sets: 304 and 340 assign tens/ones different values and are unequal.

Worked possible response

304 and 340 have different place values: 304 = 3 hundreds + 0 tens + 4 ones = 300 + 0 + 4. 340 = 3 hundreds + 4 tens + 0 ones = 300 + 40 + 0.

Own response

Empty own space.

Next id

N12

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N09 complete next teaching page
N10 complete next teaching page
N11 complete next teaching page
N12 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

4: D-first

Id

D-first

Family

Title

D-first neutral own job

Source

Fictional label quantities: First bundle comparison. First card: 507 labels. Second card: 570 labels. Third card: 470 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 4 hundreds, 10 tens and 7 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “The first alternative has value 417.” Use the whole values to represent, compare or order them. Own responses remain open.

Source data

Source

Values

Alternative first parts

Claim

The first alternative has value 417.

Models

507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7.
570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.
470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0.

Ordered

Questions

1: D-first-Q1

Id

D-first-Q1

Prompt

Use the complete supplied alternative first-card model to find and represent its whole quantity. Explain why its grouping keeps that value.

Criterion

The full model [4, 10, 7] gives 507; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted.

Worked possible response

4 hundreds + 10 tens + 7 ones = 400 + 100 + 7 = 507; 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7.

Own response

Empty own space.

Next id

N13

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: D-first-Q2

Id

D-first-Q2

Prompt

Compare the first and second full quantities. Which is greater? Give a place-value reason.

Criterion

Correctly compares 507 and 570, reporting 570 as greater and explaining the highest place where their values differ.

Worked possible response

570 is greater; 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.

Own response

Empty own space.

Next id

N14

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: D-first-Q3

Id

D-first-Q3

Prompt

Order all three stated quantities from least to greatest and show a checking reason.

Criterion

Orders 470, 507, 570 using full values, with a place-value or correctly placed number-line check; units remain labels.

Worked possible response

470, 507, 570; 470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0. 507 = 5 hundreds + 0 tens + 7 ones = 500 + 0 + 7. 570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.

Own response

Empty own space.

Next id

N15

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: D-first-Q4

Id

D-first-Q4

Prompt

Is the supplied helper claim supported? Explain the actual value of the relevant places or groups.

Criterion

Rejects the actual helper claim and recovers 507 from all stated groups; the numeral/model place values, including the zero, support the explanation.

Worked possible response

4 hundreds+10 tens+7 ones =400+100+7=507, not 417.

Own response

Empty own space.

Next id

N16

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N13 complete next teaching page
N14 complete next teaching page
N15 complete next teaching page
N16 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

5: A-later

Id

A-later

Family

Title

A-later neutral own job

Source

Fictional paper scene: Later picture-route scene. There are 5 columns A to E, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: D5. Target: B2. The name-card is at A1; the spare-card is at E5. All cells inside the grid are open. Proposed instruction: 2 cells left, then 3 cells up. A supplied helper says: “The proposed instruction ends at B3.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Source data

Source

Columns

Rows

Start

Target

Moves

1

left
2

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

The proposed instruction ends at B3.

Features

Start

Target

Name-card

Spare-card

Questions

1: A-later-Q1

Id

A-later-Q1

Prompt

Name or mark the supplied start and target positions on this scene.

Criterion

Identifies start D5 and target B2 in the declared row/column convention.

Worked possible response

Start D5; target B2.

Own response

Empty own space.

Next id

N17

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: A-later-Q2

Id

A-later-Q2

Prompt

Follow the complete proposed instruction. Where does its final marker position land?

Criterion

Follows the full instruction in its stated order and identifies endpoint B2; no new feature or coordinate is invented.

Worked possible response

D5, C5, B5, B4, B3, B2; final B2.

Own response

Empty own space.

Next id

N18

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: A-later-Q3

Id

A-later-Q3

Prompt

Give a complete legal route from the supplied start to the supplied target. A different route is welcome.

Criterion

A complete orthogonal path begins at D5, stays inside the grid and reaches B2; every amount/direction is stated, not just the destination.

Worked possible response

2 cells left, then 3 cells up; D5, C5, B5, B4, B3, B2.

Own response

Empty own space.

Next id

N19

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: A-later-Q4

Id

A-later-Q4

Prompt

Is the supplied helper claim supported? Use positions or one-cell moves from this exact scene to explain.

Criterion

Rejects B3 as endpoint: the full proposed instruction ends at B2, supported by its ordered positions.

Worked possible response

From D5 left twice gives C5 then B5; up three gives B4, B3, B2. B3 is an intermediate position, not the final one.

Own response

Empty own space.

Next id

N20

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N17 complete next teaching page
N18 complete next teaching page
N19 complete next teaching page
N20 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

6: B-later

Id

B-later

Family

Title

B-later neutral own job

Source

Fictional paper scene: Later stage-label scene. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at E4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 2 cells up. A supplied helper says: “The endpoint alone proves this proposed route avoids every closed cell.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Source data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

The endpoint alone proves this proposed route avoids every closed cell.

Features

Start

Target

Name-card

Spare-card

Questions

1: B-later-Q1

Id

B-later-Q1

Prompt

Name or mark the supplied start and target positions.

Criterion

Identifies start A4 and target D2 using the declared row/column labels.

Worked possible response

Start A4; target D2.

Own response

Empty own space.

Next id

N21

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: B-later-Q2

Id

B-later-Q2

Prompt

Which first attempted one-cell move in the proposed instruction would enter a closed cell? Name that cell.

Criterion

Identifies B4 as the first closed cell the proposed instruction attempts to enter; distinguishes an attempted step from an actual legal journey.

Worked possible response

The first right move attempts B4; it is closed. Stop a legal traversal before entering it.

Own response

Empty own space.

Next id

N22

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: B-later-Q3

Id

B-later-Q3

Prompt

Give a complete legal route from the supplied start to the target that avoids the closed cell.

Criterion

A complete orthogonal route starts at A4, stays inside the grid, avoids B4 at every step and ends at D2; no shortest-path requirement.

Worked possible response

2 cells up, then 3 cells right; positions A4, A3, A2, B2, C2, D2.

Own response

Empty own space.

Next id

N23

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: B-later-Q4

Id

B-later-Q4

Prompt

Does the supplied helper claim establish that the whole proposed route is legal? Use the full route and closure rule to explain.

Criterion

Rejects endpoint-only proof: the proposed path attempts B4, which is expressly closed. An endpoint match does not establish the legality of its preceding path.

Worked possible response

The endpoint can be D2 in a geometric replay, but the proposal passes through closed B4. It is not a legal journey.

Own response

Empty own space.

Next id

N24

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N21 complete next teaching page
N22 complete next teaching page
N23 complete next teaching page
N24 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

7: C-later

Id

C-later

Family

Title

C-later neutral own job

Source

Fictional label quantities: Later display quantities. First card: 620 labels. Second card: 602 labels. Third card: 260 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “620 and 602 have the same value because their digits are the same.” Use the whole values to represent, compare or order them. Own responses remain open.

Source data

Source

Values

Alternative first parts

Not supplied.

Claim

620 and 602 have the same value because their digits are the same.

Models

620 = 6 hundreds + 2 tens + 0 ones = 600 + 20 + 0.
602 = 6 hundreds + 0 tens + 2 ones = 600 + 0 + 2.
260 = 2 hundreds + 6 tens + 0 ones = 200 + 60 + 0.

Ordered

Questions

1: C-later-Q1

Id

C-later-Q1

Prompt

Represent the first-card quantity with hundreds, tens and ones; name the value of each part.

Criterion

Represents 620 as 6 hundreds, 2 tens, 0 ones; names 600, 20, 0 as their values.

Worked possible response

620 = 6 hundreds + 2 tens + 0 ones = 600 + 20 + 0.

Own response

Empty own space.

Next id

N25

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: C-later-Q2

Id

C-later-Q2

Prompt

Compare the first and second full quantities. Which is greater? Give a place-value reason.

Criterion

Correctly compares 620 and 602, reporting 620 as greater and explaining the highest place where their values differ.

Worked possible response

620 is greater; 620 = 6 hundreds + 2 tens + 0 ones = 600 + 20 + 0. 602 = 6 hundreds + 0 tens + 2 ones = 600 + 0 + 2.

Own response

Empty own space.

Next id

N26

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: C-later-Q3

Id

C-later-Q3

Prompt

Order all three stated quantities from least to greatest and show a checking reason.

Criterion

Orders 260, 602, 620 using full values, with a place-value or correctly placed number-line check; units remain labels.

Worked possible response

260, 602, 620; 260 = 2 hundreds + 6 tens + 0 ones = 200 + 60 + 0. 602 = 6 hundreds + 0 tens + 2 ones = 600 + 0 + 2. 620 = 6 hundreds + 2 tens + 0 ones = 600 + 20 + 0.

Own response

Empty own space.

Next id

N27

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: C-later-Q4

Id

C-later-Q4

Prompt

Is the supplied helper claim supported? Explain the actual value of the relevant places or groups.

Criterion

Rejects equal value from matching digit sets: 620 and 602 assign tens/ones different values and are unequal.

Worked possible response

620 and 602 have different place values: 620 = 6 hundreds + 2 tens + 0 ones = 600 + 20 + 0. 602 = 6 hundreds + 0 tens + 2 ones = 600 + 0 + 2.

Own response

Empty own space.

Next id

N28

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N25 complete next teaching page
N26 complete next teaching page
N27 complete next teaching page
N28 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

8: D-later

Id

D-later

Family

Title

D-later neutral own job

Source

Fictional label quantities: Later bundle interpretation. First card: 508 labels. Second card: 580 labels. Third card: 805 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 4 hundreds, 10 tens and 8 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “508 means five hundreds and eight tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Source data

Source

Values

Alternative first parts

Claim

508 means five hundreds and eight tens.

Models

508 = 5 hundreds + 0 tens + 8 ones = 500 + 0 + 8.
580 = 5 hundreds + 8 tens + 0 ones = 500 + 80 + 0.
805 = 8 hundreds + 0 tens + 5 ones = 800 + 0 + 5.

Ordered

Questions

1: D-later-Q1

Id

D-later-Q1

Prompt

Use the complete supplied alternative first-card model to find and represent its whole quantity. Explain why its grouping keeps that value.

Criterion

The full model [4, 10, 8] gives 508; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted.

Worked possible response

4 hundreds + 10 tens + 8 ones = 400 + 100 + 8 = 508; 508 = 5 hundreds + 0 tens + 8 ones = 500 + 0 + 8.

Own response

Empty own space.

Next id

N29

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

2: D-later-Q2

Id

D-later-Q2

Prompt

Compare the first and second full quantities. Which is greater? Give a place-value reason.

Criterion

Correctly compares 508 and 580, reporting 580 as greater and explaining the highest place where their values differ.

Worked possible response

580 is greater; 508 = 5 hundreds + 0 tens + 8 ones = 500 + 0 + 8. 580 = 5 hundreds + 8 tens + 0 ones = 500 + 80 + 0.

Own response

Empty own space.

Next id

N30

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

3: D-later-Q3

Id

D-later-Q3

Prompt

Order all three stated quantities from least to greatest and show a checking reason.

Criterion

Orders 508, 580, 805 using full values, with a place-value or correctly placed number-line check; units remain labels.

Worked possible response

508, 580, 805; 508 = 5 hundreds + 0 tens + 8 ones = 500 + 0 + 8. 580 = 5 hundreds + 8 tens + 0 ones = 500 + 80 + 0. 805 = 8 hundreds + 0 tens + 5 ones = 800 + 0 + 5.

Own response

Empty own space.

Next id

N31

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

4: D-later-Q4

Id

D-later-Q4

Prompt

Is the supplied helper claim supported? Explain the actual value of the relevant places or groups.

Criterion

Rejects the actual helper claim and recovers 508 from all stated groups; the numeral/model place values, including the zero, support the explanation.

Worked possible response

508 means 5 hundreds,0 tens,8 ones=500+0+8. Fivehundreds and 8 tens would be 580. The alternative 4 hundreds+10 tens+8 ones also gives 508.

Own response

Empty own space.

Next id

N32

Eligibility

Teach this relationship, check actual opportunity and receive own words before staff models. Later requires a real teaching interval, not a day label.

Own routes

Whole neutral source initially closed in native same-page details; no criterion/worked/teacher content in that disclosure.
Four genuine empty own fields matching these four exact prompts; no preset answer or required typed completion.
Matched V13–20 paper/full alternative repeats this exact whole neutral source and four prompts, with four genuinely empty response regions. Ordinary seven-heading Desk paper is a different task.

Staff handoffs

matching complete neutral source
matching own four-response page
matched held SVG
matched full alternative
N29 complete next teaching page
N30 complete next teaching page
N31 complete next teaching page
N32 complete next teaching page

Eligibility

Held roles

Answers/criteria/fullNEXT/adult models remain staff-only. Complete source facts/labels and supplied helper claim are neutral input, not prefilled child responses.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

Complete next teaching

1: N01

Id

N01

Original component

A-first-Q1

Target criterion

Identifies start A4 and target C2 in the declared row/column convention.

New job title

Quiet music-card stage

Source

Fictional paper scene: Quiet music-card stage. There are 4 columns A to D, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: D1. The name-card is at A1; the spare-card is at D5. All cells inside the grid are open. Proposed instruction: 3 cells right, then 4 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Teacher moves

Read the full Quiet music-card stage scene and its labels neutrally. Point across the columns, then down the rows, without moving the target. Model the start label and ask which row/column identifies the target. Let a learner direct a helper; a mathematically chosen label is recorded as help.

Worked possible response

Start A5; target D1. The column names run left to right and row names top to bottom.

Guided source

Fictional paper scene: Quiet music-card stage—new guided scene. There are 4 columns A to D, left to right, and 3 rows 1 to 3, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: D3. Target: B1. The name-card is at A1; the spare-card is at D1. All cells inside the grid are open. Proposed instruction: 2 cells left, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

left
2

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Guided staff possible response

Start D3; target B1. The column names run left to right and row names top to bottom.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly names both positions and uses the declared row/column convention.

Observe and next

Record the exact relationship available in the response and the help, leaving absent evidence open. If it is missing, repeat that same relationship on a smaller complete source. If secure, change the scene/quantity or representation explicitly; do not infer annual mastery.

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

2: N02

Id

N02

Original component

A-first-Q2

Target criterion

Follows the full instruction in its stated order and identifies endpoint C2; no new feature or coordinate is invented.

New job title

Art-caption shelf game

Source

Fictional paper scene: Art-caption shelf game. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: E2. The name-card is at A1; the spare-card is at E4. All cells inside the grid are open. Proposed instruction: 4 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Follow every one-cell instruction in order and identify its endpoint.

Teacher moves

Put the marker at the stated start of Art-caption shelf game. Keep that initial position. For each instruction, model one neighbouring attempt in its stated direction; write the next position and compare the last recorded position with the proposed endpoint. Do not swap instruction order or infer success from the destination alone.

Worked possible response

Positions A4, B4, C4, D4, E4, E3, E2; final E2.

Guided source

Fictional paper scene: Art-caption shelf game—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Follow every one-cell instruction in order and identify its endpoint.

Guided staff possible response

Positions A4, B4, C4, D4, D3, D2; final D2.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Records the complete ordered route and exact endpoint.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

3: N03

Id

N03

Original component

A-first-Q3

Target criterion

A complete orthogonal path begins at A4, stays inside the grid and reaches C2; every amount/direction is stated, not just the destination.

New job title

Tool-label desk

Source

Fictional paper scene: Tool-label desk. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D1. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 3 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Teacher moves

On separate teacher work for Tool-label desk, plan a vertical-then-horizontal route and replay every cell. Name all amounts and directions; show that every visited cell is inside/open. Then accept a different complete legal route. A shorter route is not a separate criterion.

Worked possible response

3 cells up, then 3 cells right; positions A4, A3, A2, A1, B1, C1, D1. This stays inside. All cells in this source are open.

Guided source

Fictional paper scene: Tool-label desk—new guided scene. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: B4. Target: E2. The name-card is at A1; the spare-card is at E1. All cells inside the grid are open. Proposed instruction: 3 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Guided staff possible response

2 cells up, then 3 cells right; positions B4, B3, B2, C2, D2, E2. This stays inside. All cells in this source are open.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Gives a complete replayable legal route with amounts/directions and checks all visited cells.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

4: N04

Id

N04

Original component

A-first-Q4

Target criterion

Rejects the four-position claim: four one-cell moves create five recorded positions including the start.

New job title

Board-game message

Source

Fictional paper scene: Board-game message. There are 5 columns A to E, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: E2. The name-card is at A1; the spare-card is at E5. All cells inside the grid are open. Proposed instruction: 4 cells right, then 3 cells up. A supplied helper says: “The proposed instruction records seven positions including the start.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

The proposed instruction records seven positions including the start.

Features

Start

Target

Name-card

Spare-card

Invitation

Count the one-cell moves and all recorded positions including the start. Does the supplied helper count claim fit this full trace?

Teacher moves

Read the complete Board-game message and the supplied count claim. Record A5 before making any move. Replay every one-cell move, writing each newly reached position in order; keep a separate count of moves. The start is a position but not a move. There are seven moves and eight recorded positions. Compare that complete record with the helper claim only after receiving the learner’s own count and reason. Use large labelled cells, tactile labels or an exact directed helper; name any supplied counting choice as help.

Worked possible response

There are 7 one-cell moves and 8 recorded positions including the start: A5, B5, C5, D5, E5, E4, E3, E2. Record A5 before the first move; each move adds one newly recorded position. The helper count is one position short because it leaves out that starting position. The endpoint alone cannot answer a position-count question.

Guided source

Fictional paper scene: Board-game message—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 2 cells up. A supplied helper says: “The proposed instruction records five positions including the start.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

The proposed instruction records five positions including the start.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Count the one-cell moves and all recorded positions including the start. Does the supplied helper count claim fit this full trace?

Guided staff possible response

There are 5 one-cell moves and 6 recorded positions including the start: A4, B4, C4, D4, D3, D2. Record A4 before the first move; each move adds one newly recorded position. The helper count is one position short because it leaves out that starting position. The endpoint alone cannot answer a position-count question.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Rejects the actual supplied position-count claim using a complete ordered trace and explains that the number of recorded positions is one more than the number of one-cell moves because the start is included.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

5: N05

Id

N05

Original component

B-first-Q1

Target criterion

Identifies start B2 and target D3 using the declared row/column labels.

New job title

Library return mat

Source

Fictional paper scene: Library return mat. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D1. The name-card is at A1; the spare-card is at D4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 3 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Teacher moves

Read the full Library return mat scene and its labels neutrally. Point across the columns, then down the rows, without moving the target. Model the start label and ask which row/column identifies the target. Let a learner direct a helper; a mathematically chosen label is recorded as help.

Worked possible response

Start A4; target D1. The column names run left to right and row names top to bottom.

Guided source

Fictional paper scene: Library return mat—new guided scene. There are 3 columns A to C, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: C2. The name-card is at A1; the spare-card is at C4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 2 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
2

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Guided staff possible response

Start A4; target C2. The column names run left to right and row names top to bottom.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly names both positions and uses the declared row/column convention.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

6: N06

Id

N06

Original component

B-first-Q2

Target criterion

Identifies C2 as the first closed cell the proposed instruction attempts to enter; distinguishes an attempted step from an actual legal journey.

New job title

Garden-label map

Source

Fictional paper scene: Garden-label map. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: E2. The name-card is at A1; the spare-card is at E4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 4 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Trace until the first attempted closed cell and identify it. Do not claim the blocked step was legally completed.

Teacher moves

Put the marker at the stated start of Garden-label map. Keep that initial position. For each instruction, model one neighbouring attempt in its stated direction; stop before the first closed cell and name why it cannot be entered. Do not swap instruction order or infer success from the destination alone.

Worked possible response

First attempted closed cell B4. It is not a completed legal step.

Guided source

Fictional paper scene: Garden-label map—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Trace until the first attempted closed cell and identify it. Do not claim the blocked step was legally completed.

Guided staff possible response

First attempted closed cell B4. It is not a completed legal step.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Identifies the first attempted closed cell and stops a legal traversal before entering.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

7: N07

Id

N07

Original component

B-first-Q3

Target criterion

A complete orthogonal route starts at B2, stays inside the grid, avoids C2 at every step and ends at D3; no shortest-path requirement.

New job title

Transport story board

Source

Fictional paper scene: Transport story board. There are 4 columns A to D, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: D1. The name-card is at A1; the spare-card is at D5. Closed cells: B5. Do not enter or pass through them. Proposed instruction: 3 cells right, then 4 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Teacher moves

On separate teacher work for Transport story board, plan a vertical-then-horizontal route and replay every cell. Name all amounts and directions; show that every visited cell is inside/open. Then accept a different complete legal route. A shorter route is not a separate criterion.

Worked possible response

4 cells up, then 3 cells right; positions A5, A4, A3, A2, A1, B1, C1, D1. This stays inside. The stated closed cell is avoided.

Guided source

Fictional paper scene: Transport story board—new guided scene. There are 3 columns A to C, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: C2. The name-card is at A1; the spare-card is at C4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 2 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
2

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Guided staff possible response

2 cells up, then 2 cells right; positions A4, A3, A2, B2, C2. This stays inside. The stated closed cell is avoided.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Gives a complete replayable legal route with amounts/directions and checks all visited cells.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

8: N08

Id

N08

Original component

B-first-Q4

Target criterion

Rejects endpoint-only proof: the proposed path attempts C2, which is expressly closed. An endpoint match does not establish the legality of its preceding path.

New job title

Paper sign station

Source

Fictional paper scene: Paper sign station. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: E2. The name-card is at A1; the spare-card is at E4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 4 cells right, then 2 cells up. A supplied helper says: “Reaching the target proves every preceding step is legal.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Claim

Reaching the target proves every preceding step is legal.

Features

Start

Target

Name-card

Spare-card

Invitation

Check the endpoint-only helper claim using the closure rule and all proposed positions.

Teacher moves

Read the exact supplied helper statement on Paper sign station. Show why a geometric endpoint does not authorise a closed preceding cell: mark the first attempted closed location and the rule. Receive a checking explanation before showing the staff possibility.

Worked possible response

Endpoint-only proof fails: first attempted closed cell B4 violates the whole-path rule.

Guided source

Fictional paper scene: Paper sign station—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 2 cells up. A supplied helper says: “The proposed endpoint makes the whole route legal.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

The proposed endpoint makes the whole route legal.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Check the endpoint-only helper claim using the closure rule and all proposed positions.

Guided staff possible response

Endpoint-only proof fails: first attempted closed cell B4 violates the whole-path rule.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Rejects endpoint-only proof with the actual closed-cell evidence.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

9: N09

Id

N09

Original component

C-first-Q1

Target criterion

Represents 304 as 3 hundreds, 0 tens, 4 ones; names 300, 0, 4 as their values.

New job title

Workshop guide cards

Source

Fictional label quantities: Workshop guide cards. First card: 708 labels. Second card: 780 labels. Third card: 807 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

708 = 7 hundreds + 0 tens + 8 ones = 700 + 0 + 8.
780 = 7 hundreds + 8 tens + 0 ones = 700 + 80 + 0.
807 = 8 hundreds + 0 tens + 7 ones = 800 + 0 + 7.

Ordered

Invitation

Represent the first-card quantity in hundreds, tens and ones and name each part’s value.

Teacher moves

On separate work for Workshop guide cards, name one hundred as ten tens and one ten as ten ones. Build each digit’s standard value, retaining a zero as an empty place, not as an omitted label. Let the learner explain a different complete representation before recording help.

Worked possible response

708 = 7 hundreds + 0 tens + 8 ones = 700 + 0 + 8.

Guided source

Fictional label quantities: Workshop guide cards—new guided cards. First card: 506 labels. Second card: 560 labels. Third card: 650 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

506 = 5 hundreds + 0 tens + 6 ones = 500 + 0 + 6.
560 = 5 hundreds + 6 tens + 0 ones = 500 + 60 + 0.
650 = 6 hundreds + 5 tens + 0 ones = 600 + 50 + 0.

Ordered

Guided invitation

Represent the first-card quantity in hundreds, tens and ones and name each part’s value.

Guided staff possible response

506 = 5 hundreds + 0 tens + 6 ones = 500 + 0 + 6.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly represents the first whole and explains all three place values.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

10: N10

Id

N10

Original component

C-first-Q2

Target criterion

Correctly compares 304 and 340, reporting 340 as greater and explaining the highest place where their values differ.

New job title

Reading-label plan

Source

Fictional label quantities: Reading-label plan. First card: 415 labels. Second card: 451 labels. Third card: 514 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

415 = 4 hundreds + 1 tens + 5 ones = 400 + 10 + 5.
451 = 4 hundreds + 5 tens + 1 ones = 400 + 50 + 1.
514 = 5 hundreds + 1 tens + 4 ones = 500 + 10 + 4.

Ordered

Invitation

Compare the first and second whole quantities and explain the highest differing place.

Teacher moves

Read both complete quantities on Reading-label plan. Name the hundreds, tens and ones in both numerals. Compare the highest place whose value differs; lower-place digits cannot override it. Model a checking reason, then receive a different pair without the earlier comparison answer.

Worked possible response

451 is greater. 415 = 4 hundreds + 1 tens + 5 ones = 400 + 10 + 5. 451 = 4 hundreds + 5 tens + 1 ones = 400 + 50 + 1.

Guided source

Fictional label quantities: Reading-label plan—new guided cards. First card: 628 labels. Second card: 682 labels. Third card: 826 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

628 = 6 hundreds + 2 tens + 8 ones = 600 + 20 + 8.
682 = 6 hundreds + 8 tens + 2 ones = 600 + 80 + 2.
826 = 8 hundreds + 2 tens + 6 ones = 800 + 20 + 6.

Ordered

Guided invitation

Compare the first and second whole quantities and explain the highest differing place.

Guided staff possible response

682 is greater. 628 = 6 hundreds + 2 tens + 8 ones = 600 + 20 + 8. 682 = 6 hundreds + 8 tens + 2 ones = 600 + 80 + 2.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Reports the correct greater whole and a highest-differing-place reason.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

11: N11

Id

N11

Original component

C-first-Q3

Target criterion

Orders 304, 340, 403 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Story-pack order

Source

Fictional label quantities: Story-pack order. First card: 326 labels. Second card: 362 labels. Third card: 623 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

326 = 3 hundreds + 2 tens + 6 ones = 300 + 20 + 6.
362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2.
623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3.

Ordered

Invitation

Order all three quantities from least to greatest and explain one checking reason.

Teacher moves

Use all three whole quantities from Story-pack order, with labels as their common unit. Compare each pair from the highest differing place; place the least card first, the middle next and greatest last. Explain why the middle quantity is above one and below the other. A table or words can replace physical card moving.

Worked possible response

Least to greatest: 326, 362, 623. 326 = 3 hundreds + 2 tens + 6 ones = 300 + 20 + 6. 362 = 3 hundreds + 6 tens + 2 ones = 300 + 60 + 2. 623 = 6 hundreds + 2 tens + 3 ones = 600 + 20 + 3.

Guided source

Fictional label quantities: Story-pack order—new guided cards. First card: 138 labels. Second card: 183 labels. Third card: 381 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

138 = 1 hundreds + 3 tens + 8 ones = 100 + 30 + 8.
183 = 1 hundreds + 8 tens + 3 ones = 100 + 80 + 3.
381 = 3 hundreds + 8 tens + 1 ones = 300 + 80 + 1.

Ordered

Guided invitation

Order all three quantities from least to greatest and explain one checking reason.

Guided staff possible response

Least to greatest: 138, 183, 381. 138 = 1 hundreds + 3 tens + 8 ones = 100 + 30 + 8. 183 = 1 hundreds + 8 tens + 3 ones = 100 + 80 + 3. 381 = 3 hundreds + 8 tens + 1 ones = 300 + 80 + 1.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Orders all three full quantities correctly and explains the middle relation.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

12: N12

Id

N12

Original component

C-first-Q4

Target criterion

Rejects equal value from matching digit sets: 304 and 340 assign tens/ones different values and are unequal.

New job title

Map-sign quantities

Source

Fictional label quantities: Map-sign quantities. First card: 704 labels. Second card: 740 labels. Third card: 407 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “704 and 740 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

704 and 740 have the same value because both use three digits.

Models

704 = 7 hundreds + 0 tens + 4 ones = 700 + 0 + 4.
740 = 7 hundreds + 4 tens + 0 ones = 700 + 40 + 0.
407 = 4 hundreds + 0 tens + 7 ones = 400 + 0 + 7.

Ordered

Invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Teacher moves

Read the actual helper claim in Map-sign quantities. Build the complete place values before deciding. Contrast digit length with whole numerical value; show which place differs and why the two actual quantities are unequal. Do not reward agreement with a teacher without the checking evidence.

Worked possible response

Three-digit length alone does not establish equal quantity: 704 = 7 hundreds + 0 tens + 4 ones = 700 + 0 + 4. 740 = 7 hundreds + 4 tens + 0 ones = 700 + 40 + 0.

Guided source

Fictional label quantities: Map-sign quantities—new guided cards. First card: 603 labels. Second card: 630 labels. Third card: 306 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “603 and 630 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

603 and 630 have the same value because both use three digits.

Models

603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3.
630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0.
306 = 3 hundreds + 0 tens + 6 ones = 300 + 0 + 6.

Ordered

Guided invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Guided staff possible response

Three-digit length alone does not establish equal quantity: 603 = 6 hundreds + 0 tens + 3 ones = 600 + 0 + 3. 630 = 6 hundreds + 3 tens + 0 ones = 600 + 30 + 0.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Addresses the exact supplied helper statement with complete relevant place values and a supported conclusion.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

13: N13

Id

N13

Original component

D-first-Q1

Target criterion

The full model [4, 10, 7] gives 507; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted.

New job title

Art-kit index

Source

Fictional label quantities: Art-kit index. First card: 614 labels. Second card: 641 labels. Third card: 416 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 11 tens and 4 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

614 = 6 hundreds + 1 tens + 4 ones = 600 + 10 + 4.
641 = 6 hundreds + 4 tens + 1 ones = 600 + 40 + 1.
416 = 4 hundreds + 1 tens + 6 ones = 400 + 10 + 6.

Ordered

Invitation

Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping.

Teacher moves

On separate work for Art-kit index, name one hundred as ten tens and one ten as ten ones. Unpack one hundred into ten tens in the whole alternative model; recount value rather than number of drawn symbols. Restore the standard grouping and verify the whole remains equal. Let the learner explain a different complete representation before recording help.

Worked possible response

5 hundreds + 11 tens + 4 ones = 500 + 110 + 4 = 614; 614 = 6 hundreds + 1 tens + 4 ones = 600 + 10 + 4.

Guided source

Fictional label quantities: Art-kit index—new guided cards. First card: 715 labels. Second card: 751 labels. Third card: 517 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 11 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

715 = 7 hundreds + 1 tens + 5 ones = 700 + 10 + 5.
751 = 7 hundreds + 5 tens + 1 ones = 700 + 50 + 1.
517 = 5 hundreds + 1 tens + 7 ones = 500 + 10 + 7.

Ordered

Guided invitation

Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping.

Guided staff possible response

6 hundreds + 11 tens + 5 ones = 600 + 110 + 5 = 715; 715 = 7 hundreds + 1 tens + 5 ones = 700 + 10 + 5.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Recovers the same whole from all non-standard groups and verifies an equivalent standard model.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

14: N14

Id

N14

Original component

D-first-Q2

Target criterion

Correctly compares 507 and 570, reporting 570 as greater and explaining the highest place where their values differ.

New job title

Paper-folder quantities

Source

Fictional label quantities: Paper-folder quantities. First card: 532 labels. Second card: 523 labels. Third card: 352 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 4 hundreds, 13 tens and 2 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

532 = 5 hundreds + 3 tens + 2 ones = 500 + 30 + 2.
523 = 5 hundreds + 2 tens + 3 ones = 500 + 20 + 3.
352 = 3 hundreds + 5 tens + 2 ones = 300 + 50 + 2.

Ordered

Invitation

Compare the first and second whole quantities and explain the highest differing place.

Teacher moves

Read both complete quantities on Paper-folder quantities. First recover the value of the non-standard first model. Compare the highest place whose value differs; lower-place digits cannot override it. Model a checking reason, then receive a different pair without the earlier comparison answer.

Worked possible response

532 is greater. 532 = 5 hundreds + 3 tens + 2 ones = 500 + 30 + 2. 523 = 5 hundreds + 2 tens + 3 ones = 500 + 20 + 3.

Guided source

Fictional label quantities: Paper-folder quantities—new guided cards. First card: 462 labels. Second card: 426 labels. Third card: 246 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 3 hundreds, 16 tens and 2 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

462 = 4 hundreds + 6 tens + 2 ones = 400 + 60 + 2.
426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6.
246 = 2 hundreds + 4 tens + 6 ones = 200 + 40 + 6.

Ordered

Guided invitation

Compare the first and second whole quantities and explain the highest differing place.

Guided staff possible response

462 is greater. 462 = 4 hundreds + 6 tens + 2 ones = 400 + 60 + 2. 426 = 4 hundreds + 2 tens + 6 ones = 400 + 20 + 6.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Reports the correct greater whole and a highest-differing-place reason.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

15: N15

Id

N15

Original component

D-first-Q3

Target criterion

Orders 470, 507, 570 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Garden-name display

Source

Fictional label quantities: Garden-name display. First card: 219 labels. Second card: 291 labels. Third card: 912 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 1 hundreds, 11 tens and 9 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

219 = 2 hundreds + 1 tens + 9 ones = 200 + 10 + 9.
291 = 2 hundreds + 9 tens + 1 ones = 200 + 90 + 1.
912 = 9 hundreds + 1 tens + 2 ones = 900 + 10 + 2.

Ordered

Invitation

Order all three quantities from least to greatest and explain one checking reason.

Teacher moves

Use all three whole quantities from Garden-name display, with labels as their common unit. Compare each pair from the highest differing place; place the least card first, the middle next and greatest last. Explain why the middle quantity is above one and below the other. A table or words can replace physical card moving.

Worked possible response

Least to greatest: 219, 291, 912. 219 = 2 hundreds + 1 tens + 9 ones = 200 + 10 + 9. 291 = 2 hundreds + 9 tens + 1 ones = 200 + 90 + 1. 912 = 9 hundreds + 1 tens + 2 ones = 900 + 10 + 2.

Guided source

Fictional label quantities: Garden-name display—new guided cards. First card: 328 labels. Second card: 382 labels. Third card: 823 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 2 hundreds, 12 tens and 8 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

328 = 3 hundreds + 2 tens + 8 ones = 300 + 20 + 8.
382 = 3 hundreds + 8 tens + 2 ones = 300 + 80 + 2.
823 = 8 hundreds + 2 tens + 3 ones = 800 + 20 + 3.

Ordered

Guided invitation

Order all three quantities from least to greatest and explain one checking reason.

Guided staff possible response

Least to greatest: 328, 382, 823. 328 = 3 hundreds + 2 tens + 8 ones = 300 + 20 + 8. 382 = 3 hundreds + 8 tens + 2 ones = 300 + 80 + 2. 823 = 8 hundreds + 2 tens + 3 ones = 800 + 20 + 3.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Orders all three full quantities correctly and explains the middle relation.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

16: N16

Id

N16

Original component

D-first-Q4

Target criterion

Rejects the actual helper claim and recovers 507 from all stated groups; the numeral/model place values, including the zero, support the explanation.

New job title

Zero in a sound-word guide

Source

Fictional label quantities: Zero in a sound-word guide. First card: 609 labels. Second card: 690 labels. Third card: 960 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 10 tens and 9 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “609 means 6 hundreds and 9 tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

609 means 6 hundreds and 9 tens.

Models

609 = 6 hundreds + 0 tens + 9 ones = 600 + 0 + 9.
690 = 6 hundreds + 9 tens + 0 ones = 600 + 90 + 0.
960 = 9 hundreds + 6 tens + 0 ones = 900 + 60 + 0.

Ordered

Invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Teacher moves

Read the actual helper claim in Zero in a sound-word guide. Build the complete place values before deciding. Keep the zero place labelled and distinguish tens from ones. Write the value of the claimed model alongside the actual first quantity, so the changed place value is explicit. Do not reward agreement with a teacher without the checking evidence.

Worked possible response

The first numeral 609 has 6 hundreds, 0 tens, 9 ones. 609 = 6 hundreds + 0 tens + 9 ones = 600 + 0 + 9.The claimed 6 hundreds and 9 tens would instead total 690; it changes the place/value of the ones.

Guided source

Fictional label quantities: Zero in a sound-word guide—new guided cards. First card: 705 labels. Second card: 750 labels. Third card: 570 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 10 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “705 means 7 hundreds and 5 tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

705 means 7 hundreds and 5 tens.

Models

705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5.
750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0.
570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.

Ordered

Guided invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Guided staff possible response

The first numeral 705 has 7 hundreds, 0 tens, 5 ones. 705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5.The claimed 7 hundreds and 5 tens would instead total 750; it changes the place/value of the ones.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Addresses the exact supplied helper statement with complete relevant place values and a supported conclusion.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

17: N17

Id

N17

Original component

A-later-Q1

Target criterion

Identifies start D5 and target B2 in the declared row/column convention.

New job title

Mini-zine display

Source

Fictional paper scene: Mini-zine display. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D1. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 3 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Teacher moves

Read the full Mini-zine display scene and its labels neutrally. Point across the columns, then down the rows, without moving the target. Model the start label and ask which row/column identifies the target. Let a learner direct a helper; a mathematically chosen label is recorded as help.

Worked possible response

Start A4; target D1. The column names run left to right and row names top to bottom.

Guided source

Fictional paper scene: Mini-zine display—new guided scene. There are 5 columns A to E, left to right, and 3 rows 1 to 3, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: E3. Target: C1. The name-card is at A1; the spare-card is at E1. All cells inside the grid are open. Proposed instruction: 2 cells left, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

left
2

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Guided staff possible response

Start E3; target C1. The column names run left to right and row names top to bottom.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly names both positions and uses the declared row/column convention.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

18: N18

Id

N18

Original component

A-later-Q2

Target criterion

Follows the full instruction in its stated order and identifies endpoint B2; no new feature or coordinate is invented.

New job title

Puppet scene guide

Source

Fictional paper scene: Puppet scene guide. There are 5 columns A to E, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: E2. The name-card is at A1; the spare-card is at E5. All cells inside the grid are open. Proposed instruction: 4 cells right, then 3 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Follow every one-cell instruction in order and identify its endpoint.

Teacher moves

Put the marker at the stated start of Puppet scene guide. Keep that initial position. For each instruction, model one neighbouring attempt in its stated direction; write the next position and compare the last recorded position with the proposed endpoint. Do not swap instruction order or infer success from the destination alone.

Worked possible response

Positions A5, B5, C5, D5, E5, E4, E3, E2; final E2.

Guided source

Fictional paper scene: Puppet scene guide—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Follow every one-cell instruction in order and identify its endpoint.

Guided staff possible response

Positions A4, B4, C4, D4, D3, D2; final D2.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Records the complete ordered route and exact endpoint.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

Original © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY4.0.

19: N19

Id

N19

Original component

A-later-Q3

Target criterion

A complete orthogonal path begins at D5, stays inside the grid and reaches B2; every amount/direction is stated, not just the destination.

New job title

Craft-name arrangement

Source

Fictional paper scene: Craft-name arrangement. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D1. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 3 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Teacher moves

On separate teacher work for Craft-name arrangement, plan a vertical-then-horizontal route and replay every cell. Name all amounts and directions; show that every visited cell is inside/open. Then accept a different complete legal route. A shorter route is not a separate criterion.

Worked possible response

3 cells up, then 3 cells right; positions A4, A3, A2, A1, B1, C1, D1. This stays inside. All cells in this source are open.

Guided source

Fictional paper scene: Craft-name arrangement—new guided scene. There are 5 columns A to E, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: E5. Target: B3. The name-card is at A1; the spare-card is at E1. All cells inside the grid are open. Proposed instruction: 3 cells left, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

left
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Guided staff possible response

2 cells up, then 3 cells left; positions E5, E4, E3, D3, C3, B3. This stays inside. All cells in this source are open.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Gives a complete replayable legal route with amounts/directions and checks all visited cells.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

20: N20

Id

N20

Original component

A-later-Q4

Target criterion

Rejects B3 as endpoint: the full proposed instruction ends at B2, supported by its ordered positions.

New job title

Drawing-gallery table

Source

Fictional paper scene: Drawing-gallery table. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: E2. The name-card is at A1; the spare-card is at E4. All cells inside the grid are open. Proposed instruction: 4 cells right, then 2 cells up. A supplied helper says: “The proposed instruction finishes at D2.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

The proposed instruction finishes at D2.

Features

Start

Target

Name-card

Spare-card

Invitation

Check the supplied helper endpoint claim by replaying the exact instruction.

Teacher moves

Read the exact supplied helper statement on Drawing-gallery table. Replay the full instruction and compare its actual final position with the stated helper claim; do not treat an intermediate position as final. Receive a checking explanation before showing the staff possibility.

Worked possible response

The claimed endpoint is not supported: the complete ordered positions A4, B4, C4, D4, E4, E3, E2 end at E2.

Guided source

Fictional paper scene: Drawing-gallery table—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. All cells inside the grid are open. Proposed instruction: 3 cells right, then 2 cells up. A supplied helper says: “The proposed route ends at C2.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Not supplied.

Claim

The proposed route ends at C2.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Check the supplied helper endpoint claim by replaying the exact instruction.

Guided staff possible response

The claimed endpoint is not supported: the complete ordered positions A4, B4, C4, D4, D3, D2 end at D2.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Rejects the actual false endpoint claim using the complete ordered trace.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

21: N21

Id

N21

Original component

B-later-Q1

Target criterion

Identifies start A4 and target D2 using the declared row/column labels.

New job title

Reading corner model

Source

Fictional paper scene: Reading corner model. There are 4 columns A to D, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: D1. The name-card is at A1; the spare-card is at D5. Closed cells: B5. Do not enter or pass through them. Proposed instruction: 3 cells right, then 4 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Teacher moves

Read the full Reading corner model scene and its labels neutrally. Point across the columns, then down the rows, without moving the target. Model the start label and ask which row/column identifies the target. Let a learner direct a helper; a mathematically chosen label is recorded as help.

Worked possible response

Start A5; target D1. The column names run left to right and row names top to bottom.

Guided source

Fictional paper scene: Reading corner model—new guided scene. There are 3 columns A to C, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: C2. The name-card is at A1; the spare-card is at C4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 2 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
2

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Locate the supplied start and target. Explain how the two labels identify each position.

Guided staff possible response

Start A4; target C2. The column names run left to right and row names top to bottom.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly names both positions and uses the declared row/column convention.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

22: N22

Id

N22

Original component

B-later-Q2

Target criterion

Identifies B4 as the first closed cell the proposed instruction attempts to enter; distinguishes an attempted step from an actual legal journey.

New job title

Maker-card delivery

Source

Fictional paper scene: Maker-card delivery. There are 5 columns A to E, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: E2. The name-card is at A1; the spare-card is at E4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 4 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Trace until the first attempted closed cell and identify it. Do not claim the blocked step was legally completed.

Teacher moves

Put the marker at the stated start of Maker-card delivery. Keep that initial position. For each instruction, model one neighbouring attempt in its stated direction; stop before the first closed cell and name why it cannot be entered. Do not swap instruction order or infer success from the destination alone.

Worked possible response

First attempted closed cell B4. It is not a completed legal step.

Guided source

Fictional paper scene: Maker-card delivery—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Trace until the first attempted closed cell and identify it. Do not claim the blocked step was legally completed.

Guided staff possible response

First attempted closed cell B4. It is not a completed legal step.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Identifies the first attempted closed cell and stops a legal traversal before entering.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

23: N23

Id

N23

Original component

B-later-Q3

Target criterion

A complete orthogonal route starts at A4, stays inside the grid, avoids B4 at every step and ends at D2; no shortest-path requirement.

New job title

Silent scene board

Source

Fictional paper scene: Silent scene board. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D1. The name-card is at A1; the spare-card is at D4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 3 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Teacher moves

On separate teacher work for Silent scene board, plan a vertical-then-horizontal route and replay every cell. Name all amounts and directions; show that every visited cell is inside/open. Then accept a different complete legal route. A shorter route is not a separate criterion.

Worked possible response

3 cells up, then 3 cells right; positions A4, A3, A2, A1, B1, C1, D1. This stays inside. The stated closed cell is avoided.

Guided source

Fictional paper scene: Silent scene board—new guided scene. There are 3 columns A to C, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: C2. The name-card is at A1; the spare-card is at C4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 2 cells right, then 2 cells up. This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
2

2

Closed

Visited

Endpoint

First closed

Claim

Empty own space.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Create a complete safe route from the supplied start to the target; list each amount and direction.

Guided staff possible response

2 cells up, then 2 cells right; positions A4, A3, A2, B2, C2. This stays inside. The stated closed cell is avoided.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Gives a complete replayable legal route with amounts/directions and checks all visited cells.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

24: N24

Id

N24

Original component

B-later-Q4

Target criterion

Rejects endpoint-only proof: the proposed path attempts B4, which is expressly closed. An endpoint match does not establish the legality of its preceding path.

New job title

Play-map repair

Source

Fictional paper scene: Play-map repair. There are 5 columns A to E, left to right, and 5 rows 1 to 5, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A5. Target: E2. The name-card is at A1; the spare-card is at E5. Closed cells: B5. Do not enter or pass through them. Proposed instruction: 4 cells right, then 3 cells up. A supplied helper says: “Reaching the target proves every preceding step is legal.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Mathematical data

Source

Columns

Rows

Start

Target

Moves

1

right
4

2

Closed

Visited

Endpoint

First closed

Claim

Reaching the target proves every preceding step is legal.

Features

Start

Target

Name-card

Spare-card

Invitation

Check the endpoint-only helper claim using the closure rule and all proposed positions.

Teacher moves

Read the exact supplied helper statement on Play-map repair. Show why a geometric endpoint does not authorise a closed preceding cell: mark the first attempted closed location and the rule. Receive a checking explanation before showing the staff possibility.

Worked possible response

Endpoint-only proof fails: first attempted closed cell B5 violates the whole-path rule.

Guided source

Fictional paper scene: Play-map repair—new guided scene. There are 4 columns A to D, left to right, and 4 rows 1 to 4, top to bottom. All cells have the same size. Up/down mean towards the top/bottom of this page; left/right across this page. One move reaches one neighbouring cell, never a diagonal. Start: A4. Target: D2. The name-card is at A1; the spare-card is at D4. Closed cells: B4. Do not enter or pass through them. Proposed instruction: 3 cells right, then 2 cells up. A supplied helper says: “The proposed endpoint makes the whole route legal.” This is a supplied scene. Read its whole legend before the questions; it is not a real place, a measured route or an observed journey.

Guided data

Source

Columns

Rows

Start

Target

Moves

1

right
3

2

Closed

Visited

Endpoint

First closed

Claim

The proposed endpoint makes the whole route legal.

Features

Start

Target

Name-card

Spare-card

Guided invitation

Check the endpoint-only helper claim using the closure rule and all proposed positions.

Guided staff possible response

Endpoint-only proof fails: first attempted closed cell B4 violates the whole-path rule.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Rejects endpoint-only proof with the actual closed-cell evidence.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

25: N25

Id

N25

Original component

C-later-Q1

Target criterion

Represents 620 as 6 hundreds, 2 tens, 0 ones; names 600, 20, 0 as their values.

New job title

Puppet-caption index

Source

Fictional label quantities: Puppet-caption index. First card: 503 labels. Second card: 530 labels. Third card: 350 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

503 = 5 hundreds + 0 tens + 3 ones = 500 + 0 + 3.
530 = 5 hundreds + 3 tens + 0 ones = 500 + 30 + 0.
350 = 3 hundreds + 5 tens + 0 ones = 300 + 50 + 0.

Ordered

Invitation

Represent the first-card quantity in hundreds, tens and ones and name each part’s value.

Teacher moves

On separate work for Puppet-caption index, name one hundred as ten tens and one ten as ten ones. Build each digit’s standard value, retaining a zero as an empty place, not as an omitted label. Let the learner explain a different complete representation before recording help.

Worked possible response

503 = 5 hundreds + 0 tens + 3 ones = 500 + 0 + 3.

Guided source

Fictional label quantities: Puppet-caption index—new guided cards. First card: 407 labels. Second card: 470 labels. Third card: 704 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

407 = 4 hundreds + 0 tens + 7 ones = 400 + 0 + 7.
470 = 4 hundreds + 7 tens + 0 ones = 400 + 70 + 0.
704 = 7 hundreds + 0 tens + 4 ones = 700 + 0 + 4.

Ordered

Guided invitation

Represent the first-card quantity in hundreds, tens and ones and name each part’s value.

Guided staff possible response

407 = 4 hundreds + 0 tens + 7 ones = 400 + 0 + 7.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Correctly represents the first whole and explains all three place values.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

26: N26

Id

N26

Original component

C-later-Q2

Target criterion

Correctly compares 620 and 602, reporting 620 as greater and explaining the highest place where their values differ.

New job title

Transport-label inventory

Source

Fictional label quantities: Transport-label inventory. First card: 816 labels. Second card: 861 labels. Third card: 618 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

816 = 8 hundreds + 1 tens + 6 ones = 800 + 10 + 6.
861 = 8 hundreds + 6 tens + 1 ones = 800 + 60 + 1.
618 = 6 hundreds + 1 tens + 8 ones = 600 + 10 + 8.

Ordered

Invitation

Compare the first and second whole quantities and explain the highest differing place.

Teacher moves

Read both complete quantities on Transport-label inventory. Name the hundreds, tens and ones in both numerals. Compare the highest place whose value differs; lower-place digits cannot override it. Model a checking reason, then receive a different pair without the earlier comparison answer.

Worked possible response

861 is greater. 816 = 8 hundreds + 1 tens + 6 ones = 800 + 10 + 6. 861 = 8 hundreds + 6 tens + 1 ones = 800 + 60 + 1.

Guided source

Fictional label quantities: Transport-label inventory—new guided cards. First card: 934 labels. Second card: 943 labels. Third card: 439 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

934 = 9 hundreds + 3 tens + 4 ones = 900 + 30 + 4.
943 = 9 hundreds + 4 tens + 3 ones = 900 + 40 + 3.
439 = 4 hundreds + 3 tens + 9 ones = 400 + 30 + 9.

Ordered

Guided invitation

Compare the first and second whole quantities and explain the highest differing place.

Guided staff possible response

943 is greater. 934 = 9 hundreds + 3 tens + 4 ones = 900 + 30 + 4. 943 = 9 hundreds + 4 tens + 3 ones = 900 + 40 + 3.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Reports the correct greater whole and a highest-differing-place reason.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

27: N27

Id

N27

Original component

C-later-Q3

Target criterion

Orders 260, 602, 620 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Library-card guide

Source

Fictional label quantities: Library-card guide. First card: 427 labels. Second card: 472 labels. Third card: 724 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

427 = 4 hundreds + 2 tens + 7 ones = 400 + 20 + 7.
472 = 4 hundreds + 7 tens + 2 ones = 400 + 70 + 2.
724 = 7 hundreds + 2 tens + 4 ones = 700 + 20 + 4.

Ordered

Invitation

Order all three quantities from least to greatest and explain one checking reason.

Teacher moves

Use all three whole quantities from Library-card guide, with labels as their common unit. Compare each pair from the highest differing place; place the least card first, the middle next and greatest last. Explain why the middle quantity is above one and below the other. A table or words can replace physical card moving.

Worked possible response

Least to greatest: 427, 472, 724. 427 = 4 hundreds + 2 tens + 7 ones = 400 + 20 + 7. 472 = 4 hundreds + 7 tens + 2 ones = 400 + 70 + 2. 724 = 7 hundreds + 2 tens + 4 ones = 700 + 20 + 4.

Guided source

Fictional label quantities: Library-card guide—new guided cards. First card: 546 labels. Second card: 564 labels. Third card: 654 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

Empty own space.

Models

546 = 5 hundreds + 4 tens + 6 ones = 500 + 40 + 6.
564 = 5 hundreds + 6 tens + 4 ones = 500 + 60 + 4.
654 = 6 hundreds + 5 tens + 4 ones = 600 + 50 + 4.

Ordered

Guided invitation

Order all three quantities from least to greatest and explain one checking reason.

Guided staff possible response

Least to greatest: 546, 564, 654. 546 = 5 hundreds + 4 tens + 6 ones = 500 + 40 + 6. 564 = 5 hundreds + 6 tens + 4 ones = 500 + 60 + 4. 654 = 6 hundreds + 5 tens + 4 ones = 600 + 50 + 4.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Orders all three full quantities correctly and explains the middle relation.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

28: N28

Id

N28

Original component

C-later-Q4

Target criterion

Rejects equal value from matching digit sets: 620 and 602 assign tens/ones different values and are unequal.

New job title

Hundreds and tens on a game label

Source

Fictional label quantities: Hundreds and tens on a game label. First card: 705 labels. Second card: 750 labels. Third card: 570 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “705 and 750 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Not supplied.

Claim

705 and 750 have the same value because both use three digits.

Models

705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5.
750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0.
570 = 5 hundreds + 7 tens + 0 ones = 500 + 70 + 0.

Ordered

Invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Teacher moves

Read the actual helper claim in Hundreds and tens on a game label. Build the complete place values before deciding. Contrast digit length with whole numerical value; show which place differs and why the two actual quantities are unequal. Do not reward agreement with a teacher without the checking evidence.

Worked possible response

Three-digit length alone does not establish equal quantity: 705 = 7 hundreds + 0 tens + 5 ones = 700 + 0 + 5. 750 = 7 hundreds + 5 tens + 0 ones = 700 + 50 + 0.

Guided source

Fictional label quantities: Hundreds and tens on a game label—new guided cards. First card: 804 labels. Second card: 840 labels. Third card: 408 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. A helper says: “804 and 840 have the same value because both use three digits.” Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Not supplied.

Claim

804 and 840 have the same value because both use three digits.

Models

804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4.
840 = 8 hundreds + 4 tens + 0 ones = 800 + 40 + 0.
408 = 4 hundreds + 0 tens + 8 ones = 400 + 0 + 8.

Ordered

Guided invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Guided staff possible response

Three-digit length alone does not establish equal quantity: 804 = 8 hundreds + 0 tens + 4 ones = 800 + 0 + 4. 840 = 8 hundreds + 4 tens + 0 ones = 800 + 40 + 0.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Addresses the exact supplied helper statement with complete relevant place values and a supported conclusion.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

29: N29

Id

N29

Original component

D-later-Q1

Target criterion

The full model [4, 10, 8] gives 508; ten of its tens replace one hundred without adding or losing value. A valid complete equivalent model is accepted.

New job title

Craft-zine quantities

Source

Fictional label quantities: Craft-zine quantities. First card: 608 labels. Second card: 680 labels. Third card: 806 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 10 tens and 8 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

608 = 6 hundreds + 0 tens + 8 ones = 600 + 0 + 8.
680 = 6 hundreds + 8 tens + 0 ones = 600 + 80 + 0.
806 = 8 hundreds + 0 tens + 6 ones = 800 + 0 + 6.

Ordered

Invitation

Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping.

Teacher moves

On separate work for Craft-zine quantities, name one hundred as ten tens and one ten as ten ones. Unpack one hundred into ten tens in the whole alternative model; recount value rather than number of drawn symbols. Restore the standard grouping and verify the whole remains equal. Let the learner explain a different complete representation before recording help.

Worked possible response

5 hundreds + 10 tens + 8 ones = 500 + 100 + 8 = 608; 608 = 6 hundreds + 0 tens + 8 ones = 600 + 0 + 8.

Guided source

Fictional label quantities: Craft-zine quantities—new guided cards. First card: 709 labels. Second card: 790 labels. Third card: 907 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 10 tens and 9 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

709 = 7 hundreds + 0 tens + 9 ones = 700 + 0 + 9.
790 = 7 hundreds + 9 tens + 0 ones = 700 + 90 + 0.
907 = 9 hundreds + 0 tens + 7 ones = 900 + 0 + 7.

Ordered

Guided invitation

Find the whole quantity in the complete alternative first-card grouping; show an equivalent standard grouping.

Guided staff possible response

6 hundreds + 10 tens + 9 ones = 600 + 100 + 9 = 709; 709 = 7 hundreds + 0 tens + 9 ones = 700 + 0 + 9.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Recovers the same whole from all non-standard groups and verifies an equivalent standard model.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

30: N30

Id

N30

Original component

D-later-Q2

Target criterion

Correctly compares 508 and 580, reporting 580 as greater and explaining the highest place where their values differ.

New job title

Stage-name order

Source

Fictional label quantities: Stage-name order. First card: 725 labels. Second card: 752 labels. Third card: 527 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 12 tens and 5 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

725 = 7 hundreds + 2 tens + 5 ones = 700 + 20 + 5.
752 = 7 hundreds + 5 tens + 2 ones = 700 + 50 + 2.
527 = 5 hundreds + 2 tens + 7 ones = 500 + 20 + 7.

Ordered

Invitation

Compare the first and second whole quantities and explain the highest differing place.

Teacher moves

Read both complete quantities on Stage-name order. First recover the value of the non-standard first model. Compare the highest place whose value differs; lower-place digits cannot override it. Model a checking reason, then receive a different pair without the earlier comparison answer.

Worked possible response

752 is greater. 725 = 7 hundreds + 2 tens + 5 ones = 700 + 20 + 5. 752 = 7 hundreds + 5 tens + 2 ones = 700 + 50 + 2.

Guided source

Fictional label quantities: Stage-name order—new guided cards. First card: 638 labels. Second card: 683 labels. Third card: 836 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 5 hundreds, 13 tens and 8 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

638 = 6 hundreds + 3 tens + 8 ones = 600 + 30 + 8.
683 = 6 hundreds + 8 tens + 3 ones = 600 + 80 + 3.
836 = 8 hundreds + 3 tens + 6 ones = 800 + 30 + 6.

Ordered

Guided invitation

Compare the first and second whole quantities and explain the highest differing place.

Guided staff possible response

683 is greater. 638 = 6 hundreds + 3 tens + 8 ones = 600 + 30 + 8. 683 = 6 hundreds + 8 tens + 3 ones = 600 + 80 + 3.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Reports the correct greater whole and a highest-differing-place reason.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

31: N31

Id

N31

Original component

D-later-Q3

Target criterion

Orders 508, 580, 805 using full values, with a place-value or correctly placed number-line check; units remain labels.

New job title

Map-mark label quantities

Source

Fictional label quantities: Map-mark label quantities. First card: 317 labels. Second card: 371 labels. Third card: 713 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 2 hundreds, 11 tens and 7 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

317 = 3 hundreds + 1 tens + 7 ones = 300 + 10 + 7.
371 = 3 hundreds + 7 tens + 1 ones = 300 + 70 + 1.
713 = 7 hundreds + 1 tens + 3 ones = 700 + 10 + 3.

Ordered

Invitation

Order all three quantities from least to greatest and explain one checking reason.

Teacher moves

Use all three whole quantities from Map-mark label quantities, with labels as their common unit. Compare each pair from the highest differing place; place the least card first, the middle next and greatest last. Explain why the middle quantity is above one and below the other. A table or words can replace physical card moving.

Worked possible response

Least to greatest: 317, 371, 713. 317 = 3 hundreds + 1 tens + 7 ones = 300 + 10 + 7. 371 = 3 hundreds + 7 tens + 1 ones = 300 + 70 + 1. 713 = 7 hundreds + 1 tens + 3 ones = 700 + 10 + 3.

Guided source

Fictional label quantities: Map-mark label quantities—new guided cards. First card: 452 labels. Second card: 425 labels. Third card: 245 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 3 hundreds, 15 tens and 2 ones. One hundred has the value of ten tens; one ten has the value of ten ones. Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

Empty own space.

Models

452 = 4 hundreds + 5 tens + 2 ones = 400 + 50 + 2.
425 = 4 hundreds + 2 tens + 5 ones = 400 + 20 + 5.
245 = 2 hundreds + 4 tens + 5 ones = 200 + 40 + 5.

Ordered

Guided invitation

Order all three quantities from least to greatest and explain one checking reason.

Guided staff possible response

Least to greatest: 245, 425, 452. 245 = 2 hundreds + 4 tens + 5 ones = 200 + 40 + 5. 425 = 4 hundreds + 2 tens + 5 ones = 400 + 20 + 5. 452 = 4 hundreds + 5 tens + 2 ones = 400 + 50 + 2.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Orders all three full quantities correctly and explains the middle relation.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.

Grant

32: N32

Id

N32

Original component

D-later-Q4

Target criterion

Rejects the actual helper claim and recovers 508 from all stated groups; the numeral/model place values, including the zero, support the explanation.

New job title

Zero in a maker-card model

Source

Fictional label quantities: Zero in a maker-card model. First card: 706 labels. Second card: 760 labels. Third card: 670 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 6 hundreds, 10 tens and 6 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “706 means 7 hundreds and 6 tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Mathematical data

Source

Values

Alternative first parts

Claim

706 means 7 hundreds and 6 tens.

Models

706 = 7 hundreds + 0 tens + 6 ones = 700 + 0 + 6.
760 = 7 hundreds + 6 tens + 0 ones = 700 + 60 + 0.
670 = 6 hundreds + 7 tens + 0 ones = 600 + 70 + 0.

Ordered

Invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Teacher moves

Read the actual helper claim in Zero in a maker-card model. Build the complete place values before deciding. Keep the zero place labelled and distinguish tens from ones. Write the value of the claimed model alongside the actual first quantity, so the changed place value is explicit. Do not reward agreement with a teacher without the checking evidence.

Worked possible response

The first numeral 706 has 7 hundreds, 0 tens, 6 ones. 706 = 7 hundreds + 0 tens + 6 ones = 700 + 0 + 6.The claimed 7 hundreds and 6 tens would instead total 760; it changes the place/value of the ones.

Guided source

Fictional label quantities: Zero in a maker-card model—new guided cards. First card: 904 labels. Second card: 940 labels. Third card: 490 labels. All three count the same kind of label; these are supplied counts, not actual stock or money. The supplied alternative first-card model is 8 hundreds, 10 tens and 4 ones. One hundred has the value of ten tens; one ten has the value of ten ones. A helper says: “904 means 9 hundreds and 4 tens.” Use the whole values to represent, compare or order them. Own responses remain open.

Guided data

Source

Values

Alternative first parts

Claim

904 means 9 hundreds and 4 tens.

Models

904 = 9 hundreds + 0 tens + 4 ones = 900 + 0 + 4.
940 = 9 hundreds + 4 tens + 0 ones = 900 + 40 + 0.
490 = 4 hundreds + 9 tens + 0 ones = 400 + 90 + 0.

Ordered

Guided invitation

Check the actual supplied helper statement using whole place values; explain why that shortcut is or is not valid.

Guided staff possible response

The first numeral 904 has 9 hundreds, 0 tens, 4 ones. 904 = 9 hundreds + 0 tens + 4 ones = 900 + 0 + 4.The claimed 9 hundreds and 4 tens would instead total 940; it changes the place/value of the ones.

Receive own steps

Read/hear the whole new source and name the actual requested job.
Receive the learner’s own idea in their usual communication before the staff response.
Teach the precise relationship using the separate complete model; name mathematical hints.
Deliver the complete different guided source and invitation. Receive a fresh response before its staff possibility.

Review criterion

Addresses the exact supplied helper statement with complete relevant place values and a supported conclusion.

Observe and next

Access

Point, speak, sign, AAC, tactile labels, large marks or exact child-directed scribing/moving. No speed, handwriting, robot, printing or public sharing criterion.

Transfer limit

Different supplied complete new and guided contexts; no remembered original held source or real learner improvement is claimed.