# Public teacher key and next teaching moves · Days 75 and 80

**Use:** This key is **public by URL**. The child tasks are first-response formative checks, **not secure exams**. Accept equivalent design reasoning through drawing, pointing, sign, AAC, speech, child-directed adult or an exact scribe. Write down content prompts, actual physical handler and evidence source. Do not report a successful listener or vessel result that was never observed. A plan-only child can show valuable purpose, option, safety and evaluation reasoning while physical making/testing remains unobserved.

## Check A · Day 75 · Puppet Signal Pad

**Held source:** The fictional puppet storyteller and willing partner want an optional gentle turn cue. The partner may prefer a visible sign. There is **no pad, no material choice and no user response** supplied. The source does not say card or cloth has any verified sound or comfort property.

**Expected design evidence:** Two distinguishable broad-pad ideas. For example, a large card with a visible pointing arrow versus a clean school-approved broad cloth proposal with a separate large cue label. Either may be chosen if the child links it to the partner's stated optional-cue need, names the adult's material/comfort check, and identifies what a willing partner would actually need to report or do. A silent visible cue can meet the design purpose. “I would ask whether they noticed it and whether it was comfortable” is stronger than “the cloth is quiet.” A drawing alone leaves the result **NOT TRIED**.

**Next moves:** If ideas only change colour, ask for a different material, cue position, pad boundary or label *after* saving first work. If a child asserts every listener hears the same sound, ask what this willing person actually reported. If a child wants no sound or touch, accept a visible/directing route. If an adult supplies an idea, credit the child's subsequent choice but log the content cue. Optional real use needs prior local safety/access approval, an agreed stop signal and a real willing user; feedback is their exact action/words, not a universal acoustic property.

## Check B · Day 80 · Museum Vessel Pad

**Held source:** **EMPTY EXHIBIT A** and **EMPTY EXHIBIT B** are fictional unbreakable-container outlines. There is **NO WATER** and no size, capacity, physical placement, reader response or stability result. The target is a dry broad pad for separately placed empty vessels and findable A/B labels.

**Expected design evidence:** Two genuinely distinct pad plans; a chosen broad boundary and large label linked to the adult user; school-approved clean material and stable clear table; adult control of each approved empty unbreakable vessel, one at a time; child pad handling only if willing/approved, otherwise adult-directed or plan-only; A and B result recorded separately; a change or next question from evidence or unknown. A child may say that a larger proposed pad *might* accommodate a base. That is not yet observed.

**Conditional result key:** **FULLY ON** for a vessel only if its *actual visible base*, when the adult has placed that vessel, is wholly within the actual pad boundary at the moment of inspection. **EDGE OFF** only if a part of that actual base crosses the boundary. **NOT TRIED** for each vessel without approved physical placement; this is the expected status when using only this printed source. If a boundary is obscured or ambiguous, describe that observation and seek a safer clearer view instead of forcing a code. Note the child's proposal, pad handler and **adult** vessel handler independently. An A/B label is useful only if a willing real reader actually locates it; otherwise its effect is unknown. Dry base position proves neither stable support under use nor spill resistance nor capacity. **No prior result is printed.**

**Next moves:** If a base was EDGE OFF, ask which boundary/material size might be revised and what a second approved check would inspect. If both are NOT TRIED, invite a safe plan and keep physical evidence unobserved. If a child says B holds more because its outline is taller, ask what real fill/volume evidence would be needed; none exists here and there is no water trial in this pack. If a child says a fictional museum uses this design, return to “pretend brief.” Record real familiar products only with local permission and provenance on the separate source slot.

**Compact evidence note:** For each child, capture user/purpose; two distinct ideas; provisional choice/reason; material source (actually seen, adult described, or imagined); safe order/stop; physical handler; exact user response or separate actual A/B base positions; revision/unknown; route/support; and whether a content cue was supplied. Share identified work only under school policy.