Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.
Encounter/model: Pretend comet tally: SET0, FOR EACH ADD2, SHOW on three invented inputs gives6 regardless of their values. A sketch that says ADD input changes the algorithm even if one batch happens to total6.
Own practical action: Communicate own ordered design as blocks, a nested diagram or exact spoken sequence. Compare an alternative against the same story; make one actual block change if chosen. Tell a willing reader what data a trace adds, if available.
Observe/check: Are initialisation, enclosing bodies, input source and alternative actions preserved? A verbal design remains design, not independent entry.
Possible misconception: Equating algorithms merely because one final total matches.
Next teaching move: Use a changed unequal batch that distinguishes constant from input.
Use: choose one route, one model or neither where unnecessary. No30-route log or all-context quota. Home/extra 8 is an independent free offer, not required catch-up.