# Week 37 · Ask what the source can answer

**Foundation / Queensland Prep · five optional 35-minute connecting sessions, Days 181–185.** Teach alongside [English Days 181–185](../english/term-4/weeks-37-38/LESSONS.md) and [mathematics Days 181–185](../mathematics/term-4/weeks-37-38/LESSONS.md). The subject packs carry their own first-response formative checks and keys. Run Day 185 below **after** both subject checks; these different cards are supported transfer practice, not a second independent assessment.

**Five-minute preparation:** Read the English pack's [fictional shape inventory and questions](../english/term-4/weeks-37-38/MATERIALS.md), then keep it visibly separate from this guide's new picture-card sets. Use broad, plain paper shapes or an exact spoken list; mark one source picture once before any count. A child can point, sign, use AAC, speak privately, draw marks or direct an adult to move pieces. If an adult supplies a category or number, record the prompt. No survey of real children, personal preference, home circumstance, login, small loose piece or printer is needed.

| Day | Thirty-five-minute sequence | What to keep and teach next |
| ---: | --- | --- |
| **181 · A question needs a source** | **5 min** show English source A's 6 circle, 4 square and 2 triangle *drawn* cards and ask what one symbol means; **7 min** sort “Which is most on this page?” from “Which do children like most?” and show why only the first is answerable; **8 min** introduce a **different fictional nine-label packet** with 5 wide arch icons and 4 wide dot icons; give the question “Which icon occurs more in this packet?”; **10 min** child tracks all nine once by cards, large marks or adult mover and makes a one-sentence source-labelled answer plus one still-open question; **5 min** compare the page answer with any unsupported claim about real library use. | Save the exact question, a 5/4 count trail and “in these nine labels”. If a child answers from the visual size of an icon, pair one source picture with one mark and revisit the given question. |
| **182 · One mark stands for one card** | **5 min** revisit A's one-symbol-per-paper-card rule; **7 min** ask whether a repeated picture in a new set still stands for another card, not another kind of child; **8 min** present **eleven invented paper display labels: 6 long-outline, 5 short-outline** and state the given question “Which outline appears more on this sheet?”; **10 min** child makes an exact one-to-one trail and a tiny caption naming 6, 5 and the sheet as source; **5 min** deliberately double-mark one source item and invite a repair. | Keep the first and repaired trail, including any adult help. Eleven label drawings are neither eleven actual displays nor an observation of what a shop stocks. |
| **183 · Same cards, two honest questions** | **5 min** show that the English report can answer a card-count question but not a preference question; **7 min** give eight original fictional paper cards: **3 ROUND+STRIPE, 1 ROUND+PLAIN, 2 SQUARE+STRIPE, 2 SQUARE+PLAIN**; **8 min** child sorts the entire set by shape (4 round, 4 square), resets, then sorts by mark (5 stripe, 3 plain); **10 min** give “How many of each shape?” and “How many of each mark?”; child answers each, names the rule and keeps the same total of eight, then may suggest another question without scoring it for AC9MFST01; **5 min** reject “more children chose stripes” because no person was asked. | Preserve two labelled sort records of the *same* eight source cards. If a child adds the two sorts into sixteen objects, physically reset and track the original eight before sorting again. |
| **184 · Tell the reader what was counted** | **5 min** read the English [question/source/answer frame](../english/term-4/weeks-37-38/MATERIALS.md) as an adult, without scoring the child's print; **7 min** present ten new wide invented paper tokens, **6 curved-edge and 4 straight-edge**, and give “Which edge kind is more on this page?”; **8 min** child pairs/counts with a chosen route and drafts “On this page, six… four…”; **10 min** child adds a question mark or end mark where taught, names a source clue, and revises after a willing real listener or a clearly labelled MODEL listener; **5 min** ask which part reflects the child's own count and which rich word an adult supplied. | Save exact first/revised words, 6/4 source trail and actual versus modelled feedback. A dictated report can show reasoning without being scored as independent spelling or peer speech. |
| **185 · Another question after both checks** | **5 min** after the held English and maths Day 185 checks, give a different imaginary game-box sheet with **2 loop icons and 8 angle icons**; **7 min** give “Which icon occurs more on this sheet?” and “Which game do real children prefer?”; child identifies which can be answered from the sheet and may suggest another question; **8 min** track the two groups, 2/8, once each; **10 min** make a source-bound one-sentence answer and show it to a consenting listener or keep it private; **5 min** use the separate subject checks to choose the next teaching move: question fit, one-to-one tracking or source-limited wording. | Keep the after-check practice apart from the first responses. The held English theatre MASK/FLAG/DRUM source and held maths thirteen ARC/BAR source are absent here; public teaching checks remain non-secure. |

**Curriculum and honest limits:** The [English crosswalk](../english/term-4/weeks-37-38/CURRICULUM-CROSSWALK.md) supports question, image/text and small report opportunities only where the child's exact action occurred; adult reading does not show independent decoding. The [mathematics crosswalk](../mathematics/term-4/weeks-37-38/CURRICULUM-CROSSWALK.md) pins AC9MFST01 (official workbook row 17211) for collecting, sorting and comparing supplied object/picture data in response to a **given** question, and AC9MFN03 (row 17160) for selected counted comparisons. These cases sample counts up to eleven, not the full “to at least 20” breadth. The cards are invented; they do not establish real preferences, library behaviour, community data or school inquiry results. [Official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; [QCAA Queensland v9 entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9). Local school sequence and learner access still need educator review.

Original SubjectNest scripts, picture sets and family invitations © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest, link the licence and indicate changes. ACARA and QCAA source material keep their own rights. No classroom, child, carer, screen-reader or cultural-authority trial is claimed.