# Day 80 — A direct test, then the next step

**25 minutes · AC9MFM01 capacity focus; AC9MFN04 review (sampled evidence) · educator review pending**

**Success:** Child directs or explains a fresh direct capacity comparison on an **unfamiliar teacher-pretested pair**, records the actual endpoint and conclusion, then shows one part-whole check. The teacher chooses one concrete next move; this is not a report grade.

**Prepare:** reserved **Pair F**, pretested and recorded privately in [pair register](print-aids.md); adult-controlled water/tray/towels; [capacity page](capacity-transfer.svg); held-out `F-P2` (A4/B3→whole7) and [assessment.md](assessment.md). Select **two focus learners** for close observation while others do familiar dry part-whole and capacity-result-card stations. If no unfamiliar pair exists, document that transfer to a new physical pair remains unobserved and schedule it; do not call a previously memorised result fresh.

1. **Retrieve, 3 min.** Ask what each test needs: one container at its line, the other empty, slow transfer, endpoint reason. Revisit “part + part = same whole” with two counters.
2. **Model, 5 min.** Use [R06](print-aids.md), a spill/unclear scenario. Say, “This is not an answer. We reset and make a clearer test.” Demonstrate safe start positions with **dry** containers, leaving Pair F's result unseen.
3. **Focus checks and stations, 10 min.** Allow about four minutes per focus learner plus adult reset time. For each of two learners, adult sets up Pair F and pours under the child's direction. Ask, “What did you see at the endpoint? Which holds more to its line, or are they the same?” The teacher writes exact endpoint and whether the learner used that reason; rotate others through dry R cards and part-whole materials. Do not attempt whole-class individual water tests today.
4. **Transfer record, 4 min.** Focus learners or later scheduled learners show `F-P2`: four counters in A and three in B are moved into whole seven. Teacher records both capacity and part-whole evidence, format/prompt and one next step in [assessment.md](assessment.md).
5. **Close, 3 min.** State the rule, not an invented amount. **Key:** Pair F's capacity result is the **teacher's verified pretest confirmed by the live endpoint**; no universal printed A/B answer exists. `F-P2` 4+3=7. R06 is inconclusive, not equal.

**If the child states the reserve-pair answer before looking:** Ask for the endpoint evidence; if none was accessible, mark it not observed and recheck later. **Access and record:** Child may direct adult pour through speech, sign, AAC or pointing; offer distant viewing and spoken/tactile labels. Access aids do not convert an unperformed physical comparison into direct evidence.