# Eight neutral jobs, 32 components and 32 complete next lessons ## 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 A #### 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 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. ##### Columns 3 ##### Rows 4 ##### Start A4 ##### Target C2 ##### Moves ###### 1 - right - 2 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - C3 - C2 ##### Endpoint C2 ##### First closed Not supplied. ##### Claim This instruction records only four positions, including its start. ##### Features ###### Start A4 ###### Target C2 ###### Name-card A1 ###### Spare-card C4 #### 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 B #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start B2 ##### Target D3 ##### Moves ###### 1 - right - 2 ###### 2 - down - 1 ##### Closed - C2 ##### Visited - B2 - C2 - D2 - D3 ##### Endpoint D3 ##### First closed C2 ##### Claim Reaching D3 would make the whole proposed route legal. ##### Features ###### Start B2 ###### Target D3 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 3: C-first #### Id C-first #### Family C #### 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 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. ##### Values - 304 - 340 - 403 ##### 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 - 304 - 340 - 403 #### 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 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. ### 4: D-first #### Id D-first #### Family D #### 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 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. ##### Values - 507 - 570 - 470 ##### Alternative first parts - 4 - 10 - 7 ##### 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 - 470 - 507 - 570 #### 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 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. ### 5: A-later #### Id A-later #### Family A #### 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 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. ##### Columns 5 ##### Rows 5 ##### Start D5 ##### Target B2 ##### Moves ###### 1 - left - 2 ###### 2 - up - 3 ##### Closed ##### Visited - D5 - C5 - B5 - B4 - B3 - B2 ##### Endpoint B2 ##### First closed Not supplied. ##### Claim The proposed instruction ends at B3. ##### Features ###### Start D5 ###### Target B2 ###### Name-card A1 ###### Spare-card E5 #### 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 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. ### 6: B-later #### Id B-later #### Family B #### 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 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. ##### Columns 5 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed B4 ##### Claim The endpoint alone proves this proposed route avoids every closed cell. ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card E4 #### 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 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. ### 7: C-later #### Id C-later #### Family C #### 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 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. ##### Values - 620 - 602 - 260 ##### 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 - 260 - 602 - 620 #### 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 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. ### 8: D-later #### Id D-later #### Family D #### 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 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. ##### Values - 508 - 580 - 805 ##### Alternative first parts - 4 - 10 - 8 ##### 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 - 508 - 580 - 805 #### 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 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. ## 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 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. ##### Columns 4 ##### Rows 5 ##### Start A5 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 4 ##### Closed ##### Visited - A5 - B5 - C5 - D5 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A5 ###### Target D1 ###### Name-card A1 ###### Spare-card D5 #### 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 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. ##### Columns 4 ##### Rows 3 ##### Start D3 ##### Target B1 ##### Moves ###### 1 - left - 2 ###### 2 - up - 2 ##### Closed ##### Visited - D3 - C3 - B3 - B2 - B1 ##### Endpoint B1 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start D3 ###### Target B1 ###### Name-card A1 ###### Spare-card D1 #### 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 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. ##### Columns 5 ##### Rows 4 ##### Start A4 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target E2 ###### Name-card A1 ###### Spare-card E4 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 3 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D1 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ##### Columns 5 ##### Rows 4 ##### Start B4 ##### Target E2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed ##### Visited - B4 - C4 - D4 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start B4 ###### Target E2 ###### Name-card A1 ###### Spare-card E1 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 5 ##### Start A5 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 3 ##### Closed ##### Visited - A5 - B5 - C5 - D5 - E5 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed Not supplied. ##### Claim The proposed instruction records seven positions including the start. ##### Features ###### Start A5 ###### Target E2 ###### Name-card A1 ###### Spare-card E5 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed Not supplied. ##### Claim The proposed instruction records five positions including the start. ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 3 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D1 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ##### Columns 3 ##### Rows 4 ##### Start A4 ##### Target C2 ##### Moves ###### 1 - right - 2 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - C3 - C2 ##### Endpoint C2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target C2 ###### Name-card A1 ###### Spare-card C4 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 4 ##### Start A4 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target E2 ###### Name-card A1 ###### Spare-card E4 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 5 ##### Start A5 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 4 ##### Closed - B5 ##### Visited - A5 - B5 - C5 - D5 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed B5 ##### Claim **Empty own space.** ##### Features ###### Start A5 ###### Target D1 ###### Name-card A1 ###### Spare-card D5 #### 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 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. ##### Columns 3 ##### Rows 4 ##### Start A4 ##### Target C2 ##### Moves ###### 1 - right - 2 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - C3 - C2 ##### Endpoint C2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target C2 ###### Name-card A1 ###### Spare-card C4 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 4 ##### Start A4 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed B4 ##### Claim Reaching the target proves every preceding step is legal. ##### Features ###### Start A4 ###### Target E2 ###### Name-card A1 ###### Spare-card E4 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed B4 ##### Claim The proposed endpoint makes the whole route legal. ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Values - 708 - 780 - 807 ##### 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 - 708 - 780 - 807 #### 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 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. ##### Values - 506 - 560 - 650 ##### 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 - 506 - 560 - 650 #### 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 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. ### 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 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. ##### Values - 415 - 451 - 514 ##### 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 - 415 - 451 - 514 #### 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 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. ##### Values - 628 - 682 - 826 ##### 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 - 628 - 682 - 826 #### 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 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. ### 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 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. ##### Values - 326 - 362 - 623 ##### 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 - 326 - 362 - 623 #### 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 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. ##### Values - 138 - 183 - 381 ##### 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 - 138 - 183 - 381 #### 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 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. ### 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 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. ##### Values - 704 - 740 - 407 ##### 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 - 407 - 704 - 740 #### 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 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. ##### Values - 603 - 630 - 306 ##### 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 - 306 - 603 - 630 #### 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 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. ### 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 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. ##### Values - 614 - 641 - 416 ##### Alternative first parts - 5 - 11 - 4 ##### 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 - 416 - 614 - 641 #### 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 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. ##### Values - 715 - 751 - 517 ##### Alternative first parts - 6 - 11 - 5 ##### 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 - 517 - 715 - 751 #### 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 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. ### 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 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. ##### Values - 532 - 523 - 352 ##### Alternative first parts - 4 - 13 - 2 ##### 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 - 352 - 523 - 532 #### 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 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. ##### Values - 462 - 426 - 246 ##### Alternative first parts - 3 - 16 - 2 ##### 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 - 246 - 426 - 462 #### 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 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. ### 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 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. ##### Values - 219 - 291 - 912 ##### Alternative first parts - 1 - 11 - 9 ##### 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 - 219 - 291 - 912 #### 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 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. ##### Values - 328 - 382 - 823 ##### Alternative first parts - 2 - 12 - 8 ##### 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 - 328 - 382 - 823 #### 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 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. ### 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 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. ##### Values - 609 - 690 - 960 ##### Alternative first parts - 5 - 10 - 9 ##### 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 - 609 - 690 - 960 #### 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 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. ##### Values - 705 - 750 - 570 ##### Alternative first parts - 6 - 10 - 5 ##### 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 - 570 - 705 - 750 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 3 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D1 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ##### Columns 5 ##### Rows 3 ##### Start E3 ##### Target C1 ##### Moves ###### 1 - left - 2 ###### 2 - up - 2 ##### Closed ##### Visited - E3 - D3 - C3 - C2 - C1 ##### Endpoint C1 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start E3 ###### Target C1 ###### Name-card A1 ###### Spare-card E1 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 5 ##### Start A5 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 3 ##### Closed ##### Visited - A5 - B5 - C5 - D5 - E5 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A5 ###### Target E2 ###### Name-card A1 ###### Spare-card E5 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 3 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D1 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ##### Columns 5 ##### Rows 5 ##### Start E5 ##### Target B3 ##### Moves ###### 1 - left - 3 ###### 2 - up - 2 ##### Closed ##### Visited - E5 - D5 - C5 - B5 - B4 - B3 ##### Endpoint B3 ##### First closed Not supplied. ##### Claim **Empty own space.** ##### Features ###### Start E5 ###### Target B3 ###### Name-card A1 ###### Spare-card E1 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 4 ##### Start A4 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed Not supplied. ##### Claim The proposed instruction finishes at D2. ##### Features ###### Start A4 ###### Target E2 ###### Name-card A1 ###### Spare-card E4 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed Not supplied. ##### Claim The proposed route ends at C2. ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 5 ##### Start A5 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 4 ##### Closed - B5 ##### Visited - A5 - B5 - C5 - D5 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed B5 ##### Claim **Empty own space.** ##### Features ###### Start A5 ###### Target D1 ###### Name-card A1 ###### Spare-card D5 #### 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 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. ##### Columns 3 ##### Rows 4 ##### Start A4 ##### Target C2 ##### Moves ###### 1 - right - 2 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - C3 - C2 ##### Endpoint C2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target C2 ###### Name-card A1 ###### Spare-card C4 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 4 ##### Start A4 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target E2 ###### Name-card A1 ###### Spare-card E4 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D1 ##### Moves ###### 1 - right - 3 ###### 2 - up - 3 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 - D1 ##### Endpoint D1 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target D1 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ##### Columns 3 ##### Rows 4 ##### Start A4 ##### Target C2 ##### Moves ###### 1 - right - 2 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - C3 - C2 ##### Endpoint C2 ##### First closed B4 ##### Claim **Empty own space.** ##### Features ###### Start A4 ###### Target C2 ###### Name-card A1 ###### Spare-card C4 #### 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 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. ### 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 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. ##### Columns 5 ##### Rows 5 ##### Start A5 ##### Target E2 ##### Moves ###### 1 - right - 4 ###### 2 - up - 3 ##### Closed - B5 ##### Visited - A5 - B5 - C5 - D5 - E5 - E4 - E3 - E2 ##### Endpoint E2 ##### First closed B5 ##### Claim Reaching the target proves every preceding step is legal. ##### Features ###### Start A5 ###### Target E2 ###### Name-card A1 ###### Spare-card E5 #### 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 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. ##### Columns 4 ##### Rows 4 ##### Start A4 ##### Target D2 ##### Moves ###### 1 - right - 3 ###### 2 - up - 2 ##### Closed - B4 ##### Visited - A4 - B4 - C4 - D4 - D3 - D2 ##### Endpoint D2 ##### First closed B4 ##### Claim The proposed endpoint makes the whole route legal. ##### Features ###### Start A4 ###### Target D2 ###### Name-card A1 ###### Spare-card D4 #### 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 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. ### 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 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. ##### Values - 503 - 530 - 350 ##### 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 - 350 - 503 - 530 #### 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 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. ##### Values - 407 - 470 - 704 ##### 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 - 407 - 470 - 704 #### 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 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. ### 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 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. ##### Values - 816 - 861 - 618 ##### 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 - 618 - 816 - 861 #### 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 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. ##### Values - 934 - 943 - 439 ##### 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 - 439 - 934 - 943 #### 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 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. ### 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 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. ##### Values - 427 - 472 - 724 ##### 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 - 427 - 472 - 724 #### 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 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. ##### Values - 546 - 564 - 654 ##### 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 - 546 - 564 - 654 #### 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 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. ### 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 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. ##### Values - 705 - 750 - 570 ##### 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 - 570 - 705 - 750 #### 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 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. ##### Values - 804 - 840 - 408 ##### 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 - 408 - 804 - 840 #### 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 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. ### 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 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. ##### Values - 608 - 680 - 806 ##### Alternative first parts - 5 - 10 - 8 ##### 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 - 608 - 680 - 806 #### 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 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. ##### Values - 709 - 790 - 907 ##### Alternative first parts - 6 - 10 - 9 ##### 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 - 709 - 790 - 907 #### 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 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. ### 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 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. ##### Values - 725 - 752 - 527 ##### Alternative first parts - 6 - 12 - 5 ##### 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 - 527 - 725 - 752 #### 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 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. ##### Values - 638 - 683 - 836 ##### Alternative first parts - 5 - 13 - 8 ##### 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 - 638 - 683 - 836 #### 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 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. ### 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 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. ##### Values - 317 - 371 - 713 ##### Alternative first parts - 2 - 11 - 7 ##### 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 - 317 - 371 - 713 #### 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 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. ##### Values - 452 - 425 - 245 ##### Alternative first parts - 3 - 15 - 2 ##### 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 - 245 - 425 - 452 #### 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 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. ### 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 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. ##### Values - 706 - 760 - 670 ##### Alternative first parts - 6 - 10 - 6 ##### 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 - 670 - 706 - 760 #### 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 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. ##### Values - 904 - 940 - 490 ##### Alternative first parts - 8 - 10 - 4 ##### 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 - 490 - 904 - 940 #### 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 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.