Useful job: Make a comparison more useful without pretending “little” means exactly the same force.
Target opportunity: AC9S1U03 / AC9S1I01 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C07/C08; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
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Read C07’s complete four labelled attempts with one operator and matched relevant conditions. Invite a pattern in the supplied results, including variation.
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Ask what the words gentle/firmer actually tell us: intended action labels. There is no instrument reading. The child need not estimate a force number.
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Read different C08’s two operators and changed starts. Ask which information would help the chosen strength-comparison question; never require a compulsory fault in an already matched record.
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Choose a comparison card, a record editor, or a locally reviewed small repeat. For a real option keep the short bounded space, same piece/start/direction and one willing operator where appropriate; small variation is expected and recorded.
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Invite one useful matching step and one honest limit. Preserve all original results, including the least convenient one. A further attempt is an offer, not a way to make the prediction look right.
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If a result becomes a universal stronger-farther rule, ask what these few tries support and what remains open. If fair means identical everything, name the intended change and match details relevant to that question.
Three engagement choices
Route54.1 · Comparison planner. Use C08. Child chooses one question about attempted strength and gives a matching step for a new comparison. It stays a plan; no promised distance or actual procedure credit.
Route54.2 · Record editor. Using C07, child keeps all four attempt labels and organises one relation with equal drawn-space units or spoken grouping. Adult reads the counts; force strength is not numerically measured.
Route54.3 · Small repeat, if wanted. After adult review, use one broad paper piece and a single chosen gentle action twice from the same start. Save an own prediction first. Child may operate or direct an adult; keep both actual records and who did what. Never increase force to force a pattern.
Small check: Describes a limited relation and a question-relevant matching step, distinguishes intended labels from measured force, and keeps variation.
Targeted next teaching: Use C16’s two equal-unit records to teach result versus strength, or C08’s changed start if an endpoint is mistaken for travelled distance.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”