# Day 197 · Show it, then fold it flat?

**Learning job:** Design a meaningful show/storage transformation while preserving a wanted message or picture.

**Have ready:** Whole paper or drawings; optional suitable broad fold/flatten action. No requirement to dismantle treasured work.

**Say to the child:** Can your display change shape for keeping? What would you want to keep? A stored drawing can stay a plan.

1. Ask what must remain available when the display is put flat. The content can be an invented mark; no previous artifact is required.
2. Capture an own show view and proposed stored view. Keep face, fold and content relationships rather than a generic tidying rule.
3. Use a route. Record actual folding/flattening where observed, otherwise mark both views as plans.
4. After capture, read C13/C14: one source describes a performed closing action; another only proposes a flatter form. Neither supplies the next opening result.
5. Ask which step might hide a mark, damage wanted work or need a future check. Leave that question open if untested.
6. Keep a specific transformation/keep step. Selected C-first components need this actual instruction plus actor/result-boundary teaching; earlier dates do not guarantee it.

**Choose one route:**

- Draw a show view and a flat-storage view, explaining what would stay visible or be kept.
- Perform one wanted suitable broad fold/flatten action or direct it to a helper, recording the actual operator.
- Tell a show→store→proposed show-again sequence without objects or a claimed reopening.

**Look for / next teaching:** Purpose-linked form transformation and accurate status. Next teach which face/content is preserved using a separate invented card.

**More choices:** C13/C14, H07, X07. Keep models after the first idea.

**Read together:**

Think about a display face and the part you want to keep. You can show a flat view without folding your real work. If somebody closes or flattens it, that is one action. It doesn’t tell us what happened on a later opening unless somebody actually records that too.

[Child offer](../child/day-197.html) · [Read/write offer](../written/W197.html) · [Short home offer](../home/H07.html) · [Bigger job](../projects/X07.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](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.