Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Target/codes: Evaluate the guide and propose one change tied to observed edge contact or a named unknown; AC9TDEFP01.
Welcome · 3 min. A card landing off a guide is useful design information, not a wrong child answer.
Notice source · 4 min. Reopen the child's actual Day 67 record, or a blank revision sketch with NOT TRIED.
Model · 5 min. Hypothetical: “If one broad edge missed the thin line, I might try a wider reference mark.” It could help; no improvement is established without a new try.
Child design talk · 7 min. Child changes one feature (line width, corner size, location or label), says what evidence/unknown prompted it, and names what to check next. A second school-approved try gets a separate new record.
Check/respond · 4 min. Record evidence/unknown → proposed change → next observation. If only decoration changes, ask how it helps place a paper edge.
Exit · 2 min. “I observed/was told ___, so I would ___,” or “I still need to test ___.”