A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred.
Original neutral source illustration for C-later: A narrow bag key. Two complete version panels labelled First and Second at(25,90,285,260),(330,90,285,260). Each has two broad card rows separated at y220. First: bag outline CARRY and basket outline CARRY. Second: same bag BAG and basket CARRY. Short request labels CARRY and CUP remain exact. A lower note says Both versions kept separately. The geometry changes only the supplied key; no invented item, physical activity or criterion/worked statement. Complete fictional source: A fictional first collection names a bag drawing CARRY and a basket drawing also CARRY. CARRY returns both. CUP returns nothing because CUP is not an entry. In a second collection only the bag key changes from CARRY to BAG; the basket remains CARRY. CARRY in the second returns only basket. Both complete collections are kept separately. No shopping or carrying has occurred. This is source material only; four own responses remain empty elsewhere. No staff criterion, worked response or next teaching is included.
What matches CARRY in the first collection?
[Empty response space]
What matches CUP? Show why.
[Empty response space]
What changes? What matches CARRY in the second collection?
[Empty response space]
Are both versions kept? What practical action is absent?
[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.