Use one under a normal timetable, typically 5–10 planning minutes. Plain paper/spoken headings are complete alternatives; no completion quota. Choose own marks, labels or message. No fresh/key/recheck values are supplied here.
D01 · Follow the material, then name the change
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-minute day card: put the words material, action and visible result beside one remembered or drawn example. Ask which detail is known from the starting piece and which was actually seen. Keep a prediction in a fourth place rather than turning it into a finding.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If material is renamed because its shape changed, reconnect before/after to the same labelled piece. If prediction is reported as an observation, keep it in a separate not-yet-tested box. If distinctions are clear, invite a question comparing actions on matched material.
D02 · Choose one question and a safe comparison
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Draw or say two compared setups and name the difference you intended. Check the other relevant conditions. If they match, say “no extra difference found” and point to the matched details; keep your real record as it is. If another detail differs, decide whether matching it would help answer your question.
Optional invented contrast: A fictional display maker plans to compare known fresh smooth paper with known fresh cotton cloth as the intended material difference. Their starting lengths match, but the paper rectangle is twice as wide as the cloth rectangle. The adult plans the same gentle edge lift on each, with the same table view and no earlier action on either. No result has been recorded. Name the extra width difference and propose matching the starting widths. This is a paper plan, not a conducted test or a result. Use this complete contrast only if wanted; do not add its difference to your real record.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If two factors vary, lay out the proposed pieces and mark each difference before testing. If the prediction has no source, invite a remembered observation and allow uncertain. If safety is missing, rehearse the stopping action before a physical trial.
D03 · Bend and twist; keep action and result separate
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-to-ten-minute day card: an adult reads one action word and one result phrase, such as twisted and narrower in this view. Put them under did and noticed, then contribute a different pair from actual work or an explicitly invented example. Keep the source label beside it.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If action and result are merged, ask what the operator did first and what the observer saw next. If a span is treated as disappearing material, show the same intact piece in a different pose without inventing a new measurement.
D04 · Measure a gentle stretch without forcing a result
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-minute day card: place rest, held and released labels in order around a new blank record. Point to the observation that would tell whether the resting shape returned. Leave all values blank unless provided or actually measured; explain why a blank is different from zero.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If the child changes units, align equal unit pieces beside the same two marks. If unknown is filled with a guess, separate prediction from the empty observation. If a safe stop is mistaken for failure, name the safe procedure and choose source reasoning or another approved opportunity.
D05 · A whole and its pieces: what material is present?
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-to-ten-minute day card: invent a whole-to-pieces drawing with only two large shapes. Label original material and action, then explain why counting pieces answers a different question from identifying material. Do not call an imagined tear an action you actually performed.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If two pieces are called two new materials, connect each to the starting source label. If colour alone controls the sorting, contrast same-colour items with different known provenance. If the action was only reported, keep the evidence label supplied provenance.
D06 · Organise records so a pattern can be checked
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-minute day card: find one unknown in a table or make a new invented note that lacks an after observation. Explain what observation would fill it and why copying a nearby number would not answer that question. The teacher selects another table example if unknowns are still treated as zero.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If unknown becomes zero, contrast a measured zero difference with a missing final observation. If action/result are swapped, return to the original note and read headings aloud. If a universal claim appears, count the available records and request a bounded sentence.
D07 · Repeat the question and keep the contrary result
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-minute day card: an invented second observation disagrees with a prediction. Keep both on the page and replace one over-strong conclusion with a bounded question. The learner can dictate it; the teacher checks whether the response protects the contrary evidence rather than merely using the word fair.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If a result is changed to fit prediction, restore the original note and compare the two openly. If different action/history is ignored, map the two setups side by side. If an explanation is asserted as proved, label it possible explanation and plan what evidence would distinguish it.
D08 · Use observations for a careful everyday prediction
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-to-ten-minute day card: make a two-part message, our named record shows this and I predict this next. Add one unknown. A willing adult may listen privately or the message may remain on paper; no audience reply or public display is required or invented.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If the prediction is reported as a completed result, put the unseen trial beside the source record and mark it unknown. If no pattern/source is named, ask the learner to point to an earlier note. If the claim becomes a safety guarantee, narrow it to the actual tabletop question.
D09 · Fresh E: a new cloth arrangement
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-minute optional after-check reflection: select one of your earlier ordinary records and say which detail would make its source clearer to another reader. Keep any teacher-held E response private. This reflection produces a revision choice, not another assessment score or copied fresh answer.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: Teach only the missing distinction after retaining the first response: material/form, source/observation, prediction/finding or safe planning. Then offer reserved RE, not E again; an unavailable practical component stays unobserved until a suitable opportunity occurs.
D10 · Fresh F: can the comparison support that claim?
Setup / swap: Plain scrap paper and a pencil, or spoken/pointed headings with an exact adult scribe. Use your own earlier ordinary record; if unavailable, clearly label a self-made example invented.
Steps and choice: Five-minute optional handover card: choose one thing your records show and one opportunity still needed. Name whether the evidence came from your action, adult operation, a supplied account or a model. The teacher uses this to plan a future invitation; there is no completion tick, speed mark or forced next activity.
Neutral prompt: Which part did you decide, and where did its evidence come from?
Notice / next teaching: If the learner endorses the strong claim, mark source differences and teach one-variable comparison using an ordinary new example; retain the first answer. Use RF only afterwards. Handover names evidenced components, support/source and the next actual opportunity, rather than a total score or finished-standard claim.
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