Complete held source: Original fiction. The wanted paper game job is to rest wholly inside a broad drawn harbour. One helper uses the same broad paper boat picture, flat mat, start and harbour direction for four resets. Equal drawn spaces mark resting distance from the start. Two pushes labelled gentler rest one then two spaces away. Two pushes labelled firmer but still gentle rest two then three spaces away. Actual force, full path and a next attempt were not measured or supplied. The harbour boundary is not marked in these distance records.
Source role: Original fiction; bounded complete record. No actual child performance or current local event is claimed. Read the whole source before any selected invitation.
C-first-1 · Own prompt
Describe the four supplied resting distances, including any shared result.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Reports gentler one/two, firmer two/three and shared two; does not discard overlap, invent averages/units or place the unmarked harbour boundary. **Source-supported worked possibility:** Gentler-labelled records are one and two spaces; firmer-labelled records are two and three. Both include two spaces. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · Four paper-post attempts:** Original unrelated fiction. Same broad postcard/start/mat/helper/direction, four resets. Gentler-labelled pushes rest two then three equal drawn spaces away; firmer-labelled pushes rest three then four. Force unmeasured. **Own next invitation:** Describe both pairs and a shared result. **Full next teaching sequence:** Read each pair in a separate turn. Ask the learner to mark the four rests in empty rows. Compare shared three and preserve each pair rather than replacing variation with a single model number. **Observe and decide:** Both complete pairs and shared three are retained; no physical units or average invented. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first-2 · Own prompt
If the question is about changing push strength, name two intended matches and the intended difference.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Connects strength question to same piece/start/mat/direction/helper and gentler/firmer intention; labels are not force measurements. **Source-supported worked possibility:** Same piece and start are intended matches. The intended difference is push strength described by labels; it was not measured. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A question about material for a paper badge:** Original unrelated fiction. Broad paper and cloth badge pictures have the same outline, mat, flat start and chosen lifted edge with one helper. Material differs; force is unmeasured. Each is lifted once; no result supplied. **Own next invitation:** Which two things would be useful matches for a material question? **Full next teaching sequence:** State the question before offering details. Invite the learner to name matches and the intended material difference. Ask whether a planned similar height is an actual measured guarantee; leave all results empty. **Observe and decide:** Matches are related to the material question while paper/cloth stays the intended difference, not an automatic fault. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first-3 · Own prompt
Can these records prove every firmer push travels farther or tell which trial fits the harbour? Explain a limit.
Teacher criterion, worked possibility and complete different next learning
**Matched criterion:** Rejects universal ranking with overlap/limited resets/unmeasured force and preserves absent harbour boundary; a genuine relevant limit suffices, no fabricated fit. **Source-supported worked possibility:** Two-space rest occurs under both labels. Four resting records with unmeasured force do not settle every next result; without the boundary they cannot show wholly inside. **Do not infer:** Actual force, an unperformed action, unseen path, future result, score or player reply cannot be added. Only this source’s supplied facts and a clearly labelled own provisional idea count for the selected relation. A worked possibility is not the learner’s required wording. **Complete unrelated next source · A missing target on a music-game record:** Original unrelated fiction. A same-start paper cue rests one then two equal spaces under gentler labels and two then three under firmer labels. Force is unmeasured. The wanted stop-place boundary is absent. **Own next invitation:** What cannot be settled from these records? **Full next teaching sequence:** Read the four distances without drawing a goal boundary. Invite a useful unknown about fit or every next push. If the learner asks for the boundary, acknowledge that the source does not contain it rather than adding it. **Observe and decide:** Missing boundary and/or overlap/limited force labels prevents a fabricated fit or universal farther rule. Record exact response/route/help and the actual account offered. If this selected relation is not yet elicited, offer one source moment or question in smaller turns and revisit the same target before changing the held source. If it is communicated, select a different useful purpose or missing result for transfer; do not require extra writing or claim whole-concept mastery. The later held response remains separate and is recorded only when actually offered. **Own response space:** ________________________________C-first-4 · Own prompt
What next question would be useful for the harbour job? Say what you would need to know rather than filling it in.