A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted.
Original neutral source illustration for A-later: Garden drawing finder. Two source-card frames (40,100,250,230),(350,100,250,230). Left watering-can outline body(100,185,130,95), broad spout to275, handle above; label POUR. Right pot trapezoid(410,180;530,180;510,275;430,275), label POT. A separate bottom source statement repeats only the request and display supplied in the whole account; no child response blanks inside a model. Complete fictional source: A fictional drawing collection has a watering-can outline named POUR and a flowerpot outline named POT. Its key says POUR names the watering-can outline and POT names the flowerpot outline. Miro asks for POT; the finder displays the flowerpot outline. Nothing has been watered or planted. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.
What does POUR stand for here?
[Empty response space]
Which drawing answers Miro’s request? Show why.
[Empty response space]
What happened? What has not happened?
[Empty response space]
Choose a different key for the watering-can outline. Explain it.
[Empty response space]
Read the exact source neutrally, reread, use broad pointing/card movement/usual communication or scribe exactly as directed. Record actual help and prompts. Do not supply a model, explain an answer or fill the four own spaces before an attempt. Pass, private response, pause or a smaller later offer remain valid.
These source responses do not alone prove actual device familiarity/use, an actual learner-owned contribution, calibrated QCAA bands or causal gains. Those are separately observed evidence.