These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

• The tasks assess a bounded set of positive whole-number and repeating-shape patterns, not every possible pattern.

• The number facts and rule types are rehearsed across the lesson. Changed inputs do not establish independent arithmetic fluency.

• The start of each number pattern is supplied. Copying that first term is not independent generation.

• T A and B supply their feature conclusions. C selects and explains a taught, cued feature. This is not independent feature discovery.

• Equivalent repeating units can describe a strip, but the task requests the shortest unit under its stated complete-copy condition.

• Spoken shape names and adult transcription are adapted modes. They do not establish unaided visual naming, reading, handwriting, or drawing.

• Record the learner’s actual response and any help used. These activities do not establish mastery.

• The active reflection model names the pair check. That cue supplies a planning example and can support method choice. It does not supply the mathematical explanation.

Record the actual response and assistance. These tasks do not establish mastery.