# Twenty worked life-domain swaps

Use either optional invented case to vary the explanation while keeping the day's Design target. These are **worked reasoning**, not reports of child/material results. The Day 35/40 cases are for **after** first check responses and do not reveal held names or values. No official sign, real school procedure, local cultural design, First Nations knowledge or fixed learning-style label is supplied.

| Day | Worked swap 1 | Worked swap 2 |
| ---: | --- | --- |
| 31 | **Pretend bakery card:** A made-up baker reads MIX then DRAW a cookie shape. A person-chosen arrow would show order; no baker used it. | **Library puppet:** An invented helper needs FIND then PLACE a book picture. A large first label is a designed feature for that purpose, not evidence of real behaviour. |
| 32 | **Toy train picture:** A narrow imaginary shelf favours a proposed stacked TICKET then BOARD cue; check with a real layout before calling it readable. | **Art table card:** A wide pretend table could hold two broad action panels side by side. Keep the action order marked; width alone does not prove a reader understood. |
| 33 | **Garden drawing:** For DRAW then LABEL an imaginary seed icon, compare a vertical pair of large boxes with a horizontal pair plus arrow. Choose for the specified paper space. | **Sports poster:** For LOOK then CIRCLE a drawn ball, compare numbers 1/2 with an arrow between panels. Both are ideas; no real player response. |
| 34 | **Museum model:** An adult checks broad paper; a child plans choose, fold broad base, stand, report for a pretend exhibit cue. No cut tabs or tiny feet. | **Kitchen picture:** A proposed recipe cue goes on a clear dry tabletop, not near food or water. If the surface is unsuitable, stop and record NOT TRIED. |
| 35 | **After-check music score:** A fictional score asks SEE then PAUSE. Two broad layouts can show sequence; use large labels and a first marker, without asserting a musician used it. | **After-check park poster:** A pretend visitor sees READ then DRAW. A stacked layout might fit narrow space; another side-by-side layout is a valid comparison if order stays clear. |
| 36 | **Shop display mock-up:** One inspected large sheet accepts a broad fold; that observation says nothing about all recycled sheets or whether a finished stand will stay upright. | **Classroom art mock-up:** A teacher-described stiff sheet may seem promising. The child must attribute the description and still test the actual tabletop setup. |
| 37 | **Book-cover cue:** If approved, a broad folded page may stand or lie flat. Record the actual event, handler and what a real reader could see; do not choose UPRIGHT before the trial. | **Board-game table:** A child directs an adult to stand a large paper cue. Credit design direction, record adult physical handling, and keep reader understanding unknown without a response. |
| 38 | **Poster at desk:** Hypothetically, if a cue lay flat, widen the proposed base; this is a revision hypothesis, not a guaranteed fix. | **Craft guide:** If a folded cue stood but a word was hard to see, enlarge/reposition the label and check again; uprightness and readability are distinct. |
| 39 | **Patterned ticket art:** A fictional SQUARE–LINE strip repeats three times. Broad spaces could group pairs for a pretend reader; maths knowledge is separately assessed. | **Quiet rhythm card:** A made-up TAP–REST printed sequence can be arranged in paired boxes without making sound; no Arts performance or listener reaction is claimed. |
| 40 | **After-check hobby score:** A new invented DOT–RAY sequence can be grouped with broad borders, but a real stand result still requires real paper action. | **After-check workshop card:** Two proposed cue fronts for BEND–MARK can be compared; if no supervised trial occurs, the physical result remains NOT TRIED. |