# Educator desk · B-later · Another session has different counts

Hold until first response capture; public sources are not presumed unseen. Record actual support and known exposure. Component notes are not QCAA grades.

## Whole source and exact prompts

Original invented B2 table, dated 14 June 2027. Another fictional games-desk session records requests: Balls 3; Chalk 5; Hoops 2. Requests may repeat per person. No same participants, supply, stock, satisfaction, cause or wider population given. B1 was 12 June: Balls 5, Chalk 3, Hoops 2. Difference is source information, not calibrated learner progress or measured service success.

1. Which request quantities changed between the two supplied sessions?
2. Which category has most requests in B2, and how do you know?
3. Can these two tables tell us why the counts changed or that all residents prefer chalk?
4. Choose a planning response or enquiry considering both tables and one possible effect or uncertainty.

## Component criteria and matched next teaching

**Component B-later-1: Which request quantities changed between the two supplied sessions?**

Original criterion/acceptable meaning: Balls 5→3 and chalk 3→5; hoops 2 unchanged. Accurate one change if partial, do not award complete comparison.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance B-later-1:** Compare same category across dates instead of total alone. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching B-later-1 — after first capture.**

**New supplied account.** Two fictional model bookmark sessions count requests. Session U: plain 9, patterned 2, blank 1. Session V: plain 7, patterned 4, blank 1. The notes do not identify participants or reasons.

**Teacher move.** Match the same category across the complete session labels. A plain side-by-side list or directed counters is sufficient.

**Learner invitation.** What quantities changed? Is anything unchanged?

**Staff worked possibility.** Plain requests decrease from nine to seven; patterned requests increase from two to four; blank requests remain one. None of these differences gives a cause.

**Next help if useful.** If different categories are compared across sessions, trace one category through both records with a removable marker or a spoken repeated label.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component B-later-2: Which category has most requests in B2, and how do you know?**

Original criterion/acceptable meaning: Chalk 5 exceeds balls 3/hoops 2; accurate row comparison supports conclusion.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance B-later-2:** Reread B2 rows and match maximum, not B1’s largest category. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching B-later-2 — after first capture.**

**New supplied account.** A fictional model making-desk session table records requests: cloth 9, brushes 4, paper 7. A previous separate session had paper as its largest category; the current table does not record why counts differ.

**Teacher move.** Start from the named current session rather than a remembered earlier maximum. Compare all current quantities before choosing.

**Learner invitation.** Which category has the most recorded requests now, and which quantities support that?

**Staff worked possibility.** Cloth has nine requests, exceeding paper's seven and brushes' four. This describes the current table rather than the previous session.

**Next help if useful.** If the earlier maximum is repeated, use a clear CURRENT SESSION card and reread all three current rows. Do not overwrite the original captured answer.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component B-later-3: Can these two tables tell us why the counts changed or that all residents prefer chalk?**

Original criterion/acceptable meaning: No cause/population supplied; different sessions and unknown people.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance B-later-3:** Locate source population and absent cause; distinguish difference from explanation. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching B-later-3 — after first capture.**

**New supplied account.** Two fictional model craft-club sessions record red-paper requests 3 then 8, and blue-paper requests 6 then 2. Participants, available stock, question wording and reasons are unspecified. No town-wide survey occurred.

**Teacher move.** Sort recorded differences, possible questions and unsupported explanations into three spaces. The learner supplies the distinction; adult placement can follow directed choices.

**Learner invitation.** Can this pair tell us why requests changed or what everyone in town prefers?

**Staff worked possibility.** It records different request counts in two sessions. It does not supply a cause, participants or evidence about all residents. A proposed explanation would need other evidence.

**Next help if useful.** If a cause is treated as proved, add two explicitly hypothetical reason cards and ask what evidence would distinguish them without choosing an actual cause.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component B-later-4: Choose a planning response or enquiry considering both tables and one possible effect or uncertainty.**

Original criterion/acceptable meaning: Own source-consistent response or enquiry considers both tables and one possible effect or uncertainty. Stock/attendance/supply enquiries, flexible resources or deferring can be supported; neither both branches nor automatic chalk purchase is required.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance B-later-4:** Ask which source detail motivates response and what information would test it. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching B-later-4 — after first capture.**

**New supplied account.** Two fictional model game-card sessions record circle requests 6 then 2 and triangle requests 2 then 5. Unique participants, stock and supply are not recorded. The desk is a paper planning model.

**Teacher move.** Invite a response considering both complete tables. Ask for one relevant possible effect or one uncertainty; a second point is welcome but is not required by this invitation.

**Learner invitation.** What might you plan or ask next, considering both tables? Give one possible effect or uncertainty.

**Staff worked possibility.** A flexible paper stock plan might leave room for changing requests; alternatively ask about actual stock because the tables do not show it. Either relevant possible effect or uncertainty can support the response.

**Next help if useful.** If one session is ignored, place both date labels beside the response and ask how the second session could affect a question or a reversible paper choice.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Conditions note:** edition/date/source exposure; usual communication/source reading/neutral scribing; actual learner decisions versus adult marks; feedback after capture; chosen next move. Use roles only, no diagnoses/names. Record practical event only if it happened. Later interpretation belongs to its exact new source, not presumed memory or calibrated progress.

## Choose a next door

- [After-capture next-teaching menu](../teacher/NEXT.html)
- [This source](../checks/B-later-source.html)
- [Own response](../responses/B-later.html)