# Public teacher key and next moves · Days 55 and 60

**Access and first response:** This key is **public by URL**. These are fresh relative to the routine examples, **not secure exams**. Save the first response before teaching, note adult content cues, and credit design reasoning communicated through drawing, pointing, signing, AAC, speech or adult scribing. A plan, child material action, adult handling, card fit, viewer action, counting and permission are distinct records. No classroom outcome is supplied by this key.

## Check A · Day 55 · Library Return Board

**Exact held source:** Ten fictional book picture cards marked **BOOK A, BOOK B, BOOK C, BOOK D, BOOK E, BOOK F, BOOK G, BOOK H, BOOK I, BOOK J**, not yet placed. The pretend librarian wants ten findable board places and to notice a card left out. Letters label pictures; do not test independent alphabet knowledge here.

**Expected design reasoning:** Two genuinely different broad-board arrangements: for example one long row of intended spaces versus two groups of five, or broad boxes around groups versus a curve with a clear start. The child chooses one for the specified user and explains how the librarian could locate the next empty place and one unplaced card. The A4 drawing is only a schematic. A real fit check would need approved full-size material and cards; a willing viewer would actually point/act. Neither is supplied.

**Next teaching moves:** If both ideas only change colour, ask for a different spacing, grouping or first-place cue after first work is saved. If fewer intended places appear, ask where the remaining supplied picture could go, while giving number support separately from design assessment. If child says it worked, ask what real card or viewer was tried. If adult gave the layout, log the cue and invite a later independent choice.

## Check B · Day 60 · Shared Art Station

**Exact held source:** Two fictional artists, one ten-picture board, blank CARD HOME and unselected READY / IN USE cue. No user, material or permission result is printed. The cue does not replace a real request/answer.

**Expected design reasoning:** Two distinguishable arrangements that show the board, a large card-home area and a visible use cue, with a choice justified for a pretend second user. Safe making plan: adult approves and prepares broad paper/cards, child may mark/place if willing and approved or direct adult action, a stable table is used, and the trial asks whether the actual broad cards fit without overlap and whether a real willing viewer can find the home/cue. A child can plan safely without a physical try.

**Conditional result key:** **FIT** only when the approved actual ten broad cards occupy intended places in the stated board setup without overlapping; **OVERLAP** only when actual placed cards overlap or cannot occupy intended places without overlap. Describe another observed state rather than force a binary label. **NOT TRIED** if no approved placement occurs. A physical fit does not prove the cue is understood, the tool is accessible for another user, or anyone sought/gave permission. Record exactly what a real viewer said/did only if one inspected it. **No prior result is printed.** Adult-only making/placement is adult action even if a child directed.

**Next teaching moves:** If the child omits CARD HOME, ask what happens to a card not in use. If READY/IN USE is treated as a command that overrides consent, rehearse the separate local ask/answer routine without treating the Design check as HPE assessment. If only one arrangement appears, invite another after preserving the first. If no trial occurred, credit proposal, safe plan and evaluation question; mark child making/testing **not observed**. If actual overlap occurs, invite a wider board/spaces or altered grouping and a separate retest, without promising it will fix the problem.