# Day 182 · Somebody chose that setup

**Purpose:** explore a genuinely familiar people-designed product, service or environment where available; separate visible features, another person's account and guessed intentions. [C03](../contexts/C03.html)/[C04](../contexts/C04.html), [H02](../home/H02.html)/[X02](../projects/X02.html).

1. Offer an adult-approved setup the child actually knows, such as their usual classroom drawing arrangement. They need not disclose home routines. Ask what they want to notice.
2. Record actual familiarity and one real feature. If no known example is available, use a new original practice diagram and leave K01 familiarity open.
3. Choose a route and capture the child's noticing/question before giving a maker account.
4. After capture, read [C03](../contexts/C03.html)'s arranger words and [C04](../contexts/C04.html)'s unexplained sketch. Ask which source tells why and which leaves that unknown.
5. Ask how a noticed feature could fit, change or be left out of the child's own job. A user's account does not establish every maker's intention.
6. Keep the actual source and one own question. If natural paper fibres or a plant are called a person's arrangement, compare with a deliberately placed sheet without inventing who made an unknown object.

**Routes:** point to and redraw a real familiar ready feature; ask one neutral question of a willing actual arranger and retain their real reply or no reply; compare the two ordinary fictional accounts through usual communication. The last route is source practice, not evidence of this child's real familiarity.

**Notice/next teaching:** actual known example and exploration for K01, source interpretation separately. Teach “I can see / this person says / I still wonder” using a different ordinary arrangement.

[Short child start](../child/day-182.html) · [Read together](../narration/day-182.html) · [Blank own mats](../aids/INDEX.html).

Modified from [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Original stories, tasks, criteria and pictures are SubjectNest work. No endorsement.

[Sources and reuse](../SOURCE-NOTICE.html). Original educational work © NeuroForgeIO Pty Ltd 2026, CC BY4.0; learner work and outside material retain their own rights.