One pair per day is available, not a quota. Calculations are author model expectations, not observed child/device results. Change a chosen quantity or rule when useful; actual implementation needs real child entry/change/run. Fresh sources/answers are held separately.
Context 01 · Moon sticker tray
SET1; ADD2; SHOW. Before ADD1, after3, displayed3. An ADD2 again would give5; SET2 would replace with2. A child may prefer either for a different pretend purpose; running/choice still needed.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 02 · Cloud token start
SET6; SHOW displays6 with no records needed. ADD0 before SHOW keeps6. “Nothing changed” can be the correct meaningful observation; empty workspaces are not automatically assigned6.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 03 · Snowflake badge
DesignA SET0, ADD4, ADD2, SHOW gives6. DesignB SET4, SET2, SHOW gives2. The choice depends on accumulating versus replacing; longer is not automatically better.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 04 · Toy banner restart
SET5; ADD1; SET0; SHOW gives0. If the story requires a restart, SET0 is purposeful. If earlier marks should persist, that reset fails the criterion. Two stories can validate different designs.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 05 · Telescope tokens
SET0; FOR EACH ADD input; SHOW on[1,2] gives intermediate1,3 and displayed3. Changing the second record to5 gives1,6. A constant ADD1 would give2 for both batches, revealing source meaning.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 06 · Imaginary leaf batch
SET4; FOR EACH ADD input; SHOW on[0,2,2] gives4,6,8. Zero is processed and changes nothing; repeated equal records both contribute. No need to use physical objects.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 07 · Lantern marks
On[1,3], SET2 once then ADD-input per record yields3,6. SET2 inside each record yields3 then5. These are source calculations, not learner runs. Choose the initialisation placement that fits the story.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 08 · Doodle jar empty
SET7 once; FOR EACH ADD input; SHOW on[] gives7. With SET only inside the empty loop, SHOW finds unset total and fails. An empty-input test can reveal misplaced initialisation.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 09 · Fresh-day ordinary recall
SET0; ADD5; SHOW displays5. This is only SET/ADD recall and carries no held task purpose, batch, fault or repair. Do not replace first capture with a teacher solution.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 10 · Pretend spark repeat
SET1; FOR EACH ADD2; SHOW on[8,8] gives3,5. The records trigger repeated actions but their numeric values are ignored deliberately. It is valid only for a count-per-record story.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 11 · Kite badges
SET0; FOR EACH IF input<2 ADD0 ELSE IF input<5 ADD3 ELSE ADD5; SHOW on[1,3,8] gives0,3,8. Equality2 goes middle;5 goes last. Nested body ownership distinguishes alternatives.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 12 · Rainbow cues
SET1; FOR EACH IF input=0 ADD4 ELSE IF input>7 ADD2 ELSE ADD0; SHOW on[0,8,4] gives5,7,7. Three distinct outcomes; values1–7 include the unchanged-total middle. A zero update is legitimate.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 13 · Prism threshold
SET0; FOR EACH IF input<4 ADD1 ELSE ADD3; SHOW on[4] gives3. Changing to≤4 gives1. Input3 alone would fail to distinguish the two comparisons.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 14 · Fictional flag repair
SET0; FOR EACH IF input>5 ADD2 ELSE ADD1; SHOW on[6,5] gives2,3. If ELSE mistakenly usesSET1, final1 loses the first record. Repairing update type preserves both contributions.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 15 · Comet record count
SET0; FOR EACH ADD2; SHOW on[2,1,3] gives6. A diagram saying ADD input also gives6 here but is a different algorithm: on[1,1,1] it gives3 instead of6. Final equality does not prove equivalent rules.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 16 · Model gear order
SET0; ADD3; ADD2; SHOW gives5, as does ADD2 then3, but intermediate states3 versus2 differ. Reordering SET3 and ADD2 is not equivalent: ADD before initialisation cannot run.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 17 · Puzzle feedback criterion
SET0; FOR EACH ADD input on[2,5] internally reaches7. Without SHOW, the Studio marks incomplete/no completed output. Include SHOW after the loop if the criterion is final visible feedback; showing only an earlier total is different.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 18 · Imaginary shared badge display
SET0; FOR EACH ADD1; SHOW on[4,2,0] gives3. Its criterion counts records, not values. A possible access improvement is readable feedback; no real community benefit/reader response is supplied.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 19 · Later-day ordinary design recall
A learner may choose another own job with SET0, ADD4, SHOW giving4. This recall supplies no held F rule, thresholds, inputs, meanings or answers. Staff discuss the learner’s available design after first capture.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.
Context 20 · Pretend map-symbol pile
SET8; FOR EACH ADD0; SHOW on[2,9] stays8. The rule intentionally keeps a starting label total. If the user wanted sum of numeric values it fails; the story/criterion decides, not a universal “always sum” rule.
Use/choice: ask what the total means and which part the learner would keep/change. One reason or traced step can guide teaching; do not demand all examples.