# S04 · Measure a gentle stretch without forcing a result

Optional Science start, 20–35 planning minutes; split or pause under the usual timetable. Select one route. Physical outcomes remain open.

## Child invitation · Look at the same marks

Predict first. If the adult says the cloth is suitable, compare the same two marks at rest, held gently and released. Stop whenever needed. Not measured is a useful record.

You may stop, watch, point, speak, sign, draw or direct a familiar adult. Choose the question, label, arrangement or way to show your finding.

## Teacher purpose and setup

Explore stretching with an inspected soft cloth, using the same informal unit and rest/held/rest poses; record an unavailable result honestly.

Selected components: AC9S2U03, AC9S2I01, AC9S2I02, AC9S2I03, AC9S2I05; whole-year attainment is not claimed.

Optional clean short wide cotton jersey offcut, no elastic bands, cords or latex; adult checks condition and rehearses a very gentle tabletop extension, stopping at resistance or request. Two marks on the same cloth and large equal paper units can show their distance. Never pull toward a face or insist that a nonstretch cloth reaches a mark.

## Sequence

Predict from prior material observations. Check the resting mark distance, try one agreed gentle stretch if locally suitable, record distance while held, then release and record resting distance again. Note operator, unit, pose, and any unavailable measurement. The pull force is not standardised, so do not infer a material strength ranking. Suggested 25–35 minutes or a demonstration and later record-reading start.

## Route 1 · Own physical investigation

After the adult accepts the cloth and procedure, the learner predicts whether the two marks might move farther apart. They gently extend it only within the agreed stop and compare the same marks using the same large units. They release before recording the final resting pose. Stop immediately if it resists, frays or anyone wants to pause; no prescribed measurement is required.

## Route 2 · Learner directs; adult operates

The learner decides which mark distances to compare and asks an adult to hold, gently extend and release the inspected cloth on the table. The adult controls the safe movement and does not promise an increase. The learner observes or directs measurement and records who handled the cloth. Their prediction, interpretation and communicated observations remain distinct from the adult's operation.

## Route 3 · Provided source reasoning

Use the complete [ordinary literal source](../SUPPLIED-SOURCES.md#s04) for this route; reading its words or making the described large outlines is a full no-print alternative.

Read a new invented rest/held/rest record with equal-unit distances and explicit material/operator labels. The learner orders the poses, compares recorded distances and says whether the last value matches the first. They can build a large paper representation or dictate a table. This is measurement interpretation from supplied fiction; it does not show actual stretching, touching or measuring real cloth.

## First noticing and next teaching

Child uses the same unit/marks and distinguishes rest, held and released records, including unknown. A prediction can differ from the observed result. Recognise the safe stop; no strength or universal return-to-size claim.

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.

Retain first evidence before scientific feedback. Unused rechecks are named only in the separate staff key, not ordinary practice. Record learner decision, actual operator, evidence/source and neutral versus scientific support.

[Preparation and evidence guidance](../TEACHER-GUIDE.md) · [Child choices](../LEARNER-GUIDE.md) · [Ordinary paper alternatives](../print/TEXT-ALTERNATIVES.md)

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