Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 166–170. Use alongside English Days 166–170 and mathematics Days 166–170. The English source is one invented paper-roof report, not a test done here. The mathematics direct-comparison tasks need actual, adult-preflighted strips, school-approved plastic cups and a working adult-operated pan balance. Keep those evidence streams distinct. Run Day 170 after both fresh subject checks; the integrated block is follow-on practice, not a second assessment.
Prepare safely: The adult cuts broad strips and seals broad paper parcels ahead of time; children do not handle blades, tiny parts, open water or an unstable balance. Inspect and preflight each physical pair before relying on a predicted comparison. Offer a dry paper/text route to prepare vocabulary or direct an adult, but defer any direct capacity or mass evidence if the real equipment is unavailable. No material needs to be bought, and nobody needs to take a design home. A toy shelter is a low-stakes model, not a safety-rated shelter.
| Day | Thirty-five-minute sequence | Keep this evidence; use it for the next move |
|---|---|---|
| 166 · The report and the strip | 5 min adult reads English source C aloud, naming its same gap and same broad disk, changed strip and reported result; 7 min child orders SAME / CHANGE / REPORTED RESULT cards and labels the report fictional; 8 min child directs a fair direct comparison of two new, teacher-prepared roof-edge strips, nominally 70 and 100 mm, with one end aligned; 10 min child selects a strip for an imaginary toy model and explains the length decision using aligned ends, separately from any prediction about strength; 5 min name one thing the English report cannot establish about these new strips. | Save aligned-end decision, source-bound retell and explicit “strength not tested” limit. If strips were not actually aligned, the child has only a prediction, not a direct length observation. Adult nominal dimensions are preparation notes, not the child's measurement score. |
| 167 · One change at a time | 5 min compare English explanation D's bounded “this reported trial” with its unsupported “always”; 7 min child says what a new toy-shelter test would hold the same and change; 8 min compare a separate pair of broad physical strips that the adult prepared at the same nominal 85 mm length, first staggered and then with ends aligned, asking whether position had made one look longer; 10 min child draws or directs a safe paper shelter revision and writes “I predict…” before any optional approved adult test; 5 min record a real result only if the test was actually performed under known conditions, otherwise leave RESULT blank. | Keep the prediction, aligned-strip reason and blank or factual actual-result line. A sketch is a design idea; it cannot prove strength or a material's performance. Do not infer that the English fictional outcome repeats with local paper. |
| 168 · Which cup holds more? | 5 min adult recalls that source C says nothing about cup capacity; 7 min child names the attribute capacity and predicts which of two large school-approved cups may hold more, with prediction visibly labelled; 8 min adult operates a preflighted full-cup transfer over a tray while the child directs and observes or receives a neutral, accessible description; 10 min child makes a tiny shelter-rain-catch note with “We saw…” and the exact observed spare space or overflow; 5 min compare initial prediction with result and name what would invalidate it (spill, partial fill, wrong cup). | Keep the actual transfer observation and a reason tied to it, not external cup appearance. If no safe transfer occurs, keep vocabulary/prediction only and defer the direct-comparison claim. The English fictional roof report remains a separate source. |
| 169 · Which parcel has more mass? | 5 min adult shows two same-size broad sealed paper parcels; 7 min child states a prediction as a prediction and identifies mass as today's attribute; 8 min adult puts verified parcels on a stable pan balance at the child's direction, then swaps pans and observes whether the same parcel descends; 10 min child dictates a bounded toy-delivery note: what the actual balance showed, what visual parcel size did not prove and one still-open question about shelter strength; 5 min choose a useful next move if the device stuck or the observation changed after swapping. | Record which parcel went down on both placements and the child's source-bound explanation. A failed preflight or inconsistent result means repair/repeat later, never silently score the expected relation. No child lifting is required. |
| 170 · Explain only what was checked | 5 min after the two teacher-held fresh checks, show an unrelated broad-paper toy shelter sketch; 7 min child labels three statements: “The roof will hold” as prediction, “these two physical strips end together when aligned” as observed only if the adult actually makes that comparison, and “Which design would stay dry?” as question; 8 min child makes the safe direct comparison of two adult-prepared equal nominal 90 mm strips and explains the aligned ends; 10 min child makes a small before/after model design note with one chosen revision and a blank actual-test box unless a separate safe adult test occurred; 5 min name the next classroom test or information needed before recommending a design. | Save the child's revised idea, actual length observation and honest blank/result field. This uses different objects from both held-out Day 170 cases. It is extra practice, not a second fresh check or evidence of a completed technologies design cycle. |
Curriculum and limits: The English crosswalk covers bounded explanations, source detail and a meaningful next question. The mathematics crosswalk pins AC9MFM01 (official workbook row 17187): identify and directly compare length, capacity and mass with reasoning. Duration is not sampled. A paper plan or fictional report does not satisfy direct comparison. A child-designed shelter may offer a Technologies opportunity only where a real locally approved make/test/revise process occurs and is recorded; this guide alone does not claim one. Source: official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; QCAA Queensland v9 entry point. Check the school's adopted syllabus and safety plan.
Access: A child can make every reasoning decision by voice, sign, AAC, pointing or directing an adult. Describe visual outcomes neutrally. Record adult help and first/revised wording separately. The physical comparison still needs a real accessible observation; a text-only rehearsal is useful preparation but is not the same evidence. Original SubjectNest scenarios and prompts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0: credit SubjectNest, link the licence and indicate changes. ACARA wording retains its terms. Human educator, child, accessibility and local review remain pending.