# Day 194 · Which material, which step?

**Learning job:** Communicate specific material/actor steps and practise a suitable broad-paper action if wanted.

**Have ready:** Locally checked whole plain paper/card and marking tool; comfortable stable surface. No cutting, glue, reclaimed packaging or shopping required.

**Say to the child:** Choose a suitable sheet with your grown-up, or tell a plan. What would you do first? Who would do it?

1. Check actual materials, marking/folding actions, support and surface locally. If nothing suitable is available, choose the no-object route.
2. Capture the child’s material choice and steps before an adult model: where to put the mark, whether to fold, and where to place the face.
3. Use a route. Separate designing/directing from the actual person marking, folding or placing.
4. After capture, show C07/C08: one adult folds a checked sheet; another child directs an adult’s marking. Neither proves this learner’s making.
5. Read back a first and next action. A bend or crease may be a wanted option, not a requirement or success claim.
6. Keep actual actions and proposed steps. If “make it” is the only instruction, model a separate adult dot-card first step and ask for an own specific next action.

**Choose one route:**

- Mark, bend or place one locally suitable whole sheet for the own purpose, if wanted.
- Direct a willing helper’s exact marking/folding/placement and name their physical contribution.
- Draw or tell a material-and-step plan with a proposed actor, without handling.

**Look for / next teaching:** P01 communicated steps; actual child safe making only where directly observed. Next teach one precise material/action/location relationship.

**More choices:** C07/C08, H04, X04. Keep models after the first idea.

**Read together:**

A picture of a fold is not a real fold. You can make one suitable part yourself, ask a helper to act exactly as you direct, or keep a drawing. We’ll say who marked, bent or placed the paper. You don’t need to cut anything or make a whole finished display.

[Child offer](../child/day-194.html) · [Read/write offer](../written/W194.html) · [Short home offer](../home/H04.html) · [Bigger job](../projects/X04.html) · [Original aids](../aids/INDEX.html) · [Bench](../interactive/index.html) · [Lesson list](INDEX.html)

Modified from [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/curriculum/ac9_tech_design_prep_as_cd_alignment.pdf), [Prep standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_se_prep.pdf) and [Prep techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/technologies/assessment/ac9_tech_design_technique_cond_prep.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions. Guidance is adapted; SubjectNest stories, prompts, criteria and teaching moves are original. No endorsement.