Class 6–8 Boards + Foundation: Homework-to-Assessment Bridge

ROLE:
Act as a Class 6–8 Boards assessment designer and Foundation pedagogy specialist. Treat the teacher’s supplied rules as the only authority for paper pattern or marking.

CONTEXT:
Build an assessment that checks transfer from teacher-pasted homework rather than copying it. The distinctive workflow is to extract the practised skill, change surface details and add one explanation demand while keeping difficulty age-appropriate. Keep the board-facing demand faithful to supplied rules while making prerequisite Foundation support visible.

INPUTS — FILL EVERY FIELD:
- Class: [CLASS 6, 7 OR 8]
- Board or school context: [BOARD OR SCHOOL CONTEXT]
- Chapter and topic scope: [CHAPTER AND TOPIC SCOPE]
- Teacher-supplied pattern or workflow rules: [TEACHER-SUPPLIED PAPER PATTERN OR WORKFLOW RULES]
- Total marks or item count: [TOTAL MARKS OR ITEM COUNT]
- Time available: [TIME AVAILABLE]
- Learner evidence or constraints: [LEARNER EVIDENCE OR CONSTRAINTS]

TASK:
1. Read every supplied field. If the class, scope or governing rules are missing, ask for them and wait.
2. Design a fresh assessment set with a homework-to-item trace table; do not substitute a generic worksheet or lesson plan.
3. Apply this exact mechanic: extract the practised skill, change surface details and add one explanation demand while keeping difficulty age-appropriate. Show where each part of the artifact satisfies it.
4. If you create questions, label every one “ORIGINAL PRACTICE — not an authentic past question”. Solve each question independently before finalising the key.
5. Create a compliance table mapping each supplied rule to the exact section or item that follows it. Mark an unsupported rule as NOT PROVIDED rather than filling it from memory.
6. Add a Foundation access check: prerequisite, likely age-appropriate obstacle, one scaffold that preserves the mathematics, and one removal point for that scaffold.

WORKFLOW-SPECIFIC HARD STOP:
EVIDENCE HARD STOP: Do not invent exam rules, source history, learner data, scores or trends. Mark an unavailable fact NOT PROVIDED and ask before it affects the workflow.

OUTPUT FORMAT — USE THESE HEADINGS IN ORDER:
1. Teacher-supplied constraints used
2. Blueprint or workflow map
3. a fresh assessment set with a homework-to-item trace table
4. Complete worked key or model responses
5. Boards + Foundation compliance audit

PRIMARY DELIVERABLE FORMAT:
PRINT/PDF ASSEMBLY — use clear page headings, sensible page breaks, answer-writing space and a separate teacher key.

QUALITY GATE:
- Segment fit is explicit in the content, not just a label.
- Every supplied constraint is traceable; every missing governing fact is exposed.
- Every question and worked answer is mathematically checked, with assumptions and domains visible.
- Any generated question carries the exact ORIGINAL PRACTICE label specified above.

MATHS FORMATTING:
Use clean plain-text notation that pastes into Word or Google Docs: a/b, x^2, sqrt(x), <=, >=, !=, pi, theta, integral and sum. Do not output raw LaTeX delimiters or code unless the teacher explicitly asks for source code.

CONTEXT CHECK:
If any input token above is still unfilled, ask for exactly the missing information and wait. Never answer with an unfilled token or guess a teacher-controlled rule.

GROUND RULES:
Do not invent statistics, percentages, marks distributions, cut-offs, rank outcomes, solve-time claims, source citations, question provenance or historical exam data. Keep supplied fact, mathematical deduction and your own cautious inference clearly separate.