# C14 · A flatter view on paper

**Complete source:** Jin sketches a display face and a folded-flat view. Jin wants the invented mark kept. The source says both views are plans; no paper is folded.

**Own task:** Explain what your own stored view would keep and one check you would still need.

<details>
<summary>For your grown-up, after your first idea</summary>

**Staff meaning:** A purpose/content/form relation is communicated; the physical transformation is unperformed. Storage is not a compliance task.

**Next teaching:** Teach a separate mark-bearing face and proposed inward fold; ask what could be hidden without declaring damage or success.

</details>

[Choose a display job](../child/day-197.html) · [Paper spaces](../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. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.