# Week 38 · Check the model before sharing the claim

**Foundation / Queensland Prep · five optional 35-minute connecting sessions, Days 186–190.** Pair with [English Days 186–190](../english/term-4/weeks-37-38/LESSONS.md) and [mathematics Days 186–190](../mathematics/term-4/weeks-37-38/LESSONS.md). The subject-held Day 190 cases are first-response checks; do this guide's Day 190 **after** them. Use these different paper contexts to practise transfer, not as another independent retest.

**Prepare and label sources:** The English [mock plant drawings A/B](../english/term-4/weeks-37-38/MATERIALS.md) show two and three oval *outlines*, not observed real growth. Keep them beside, never merged with, this guide's broad fictional label/count models. A child may use large paper cards, a one-to-one mark trail, spoken linear description or child-directed adult moves. No actual plant, rolling object, device, timed experiment, touch, outdoor visit or family purchase is required. If a local safe observation later occurs, record its date/source separately and obtain teacher approval first.

| Day | Thirty-five-minute sequence | What to keep and teach next |
| ---: | --- | --- |
| **186 · Drawing, count and claim are different** | **5 min** read English drawings A/B and name only their visible two/three leaf outlines; **7 min** place “a school plant grew” under NOT SHOWN and ask which source would be needed to know that; **8 min** put out **nine new broad blank poster-label boxes** with a separate fictional sign claiming TEN; **10 min** child tracks each box once, confirms the actual nine and revises the sign to NINE while naming the paper boxes as source; **5 min** compare the two corrections: a count error can be checked here, while real growth remains unknown. | Keep a nine-mark trail and a source-labelled correction. Do not treat the plant drawings as nine things or recode the count as Science observation. |
| **187 · Ask how we could know** | **5 min** revisit the English question “What actual record would show whether one real plant changed?” without doing a visit; **7 min** child names a safe, dated, school-approved future observation and what would stay the same; **8 min** compare a **compact row of 9** broad dots with a **spread row of 6** identical dots on a new fictional page; **10 min** child predicts, then pairs/counts and says what the page actually shows, including whether prediction was confirmed or changed; **5 min** ask which result was *actually* checked in this session and which remains a future plan. | Keep predicted and checked 9/6 separately. The marks answer a paper-row question only. A longer-looking row is not automatically more; no real plant observation occurred. |
| **188 · Find the start and change** | **5 min** read English drawing C's two/three outlines as a pair of *undated invented drawings*, not a before/after record; **7 min** identify why “grew one new leaf” is unsupported without same-plant identity and dates; **8 min** make a separate fictional paper stage with **4 wide tickets at START** and **6 added**, beside a claim card reading NINE; **10 min** child keeps START and ADD visible, builds ten at END, then revises the claim to TEN with a reason; **5 min** write “On this paper stage…” before the arithmetic and “Not shown by the drawings…” before any growth question. | Preserve 4+6→10 with source labels and one explicit unknown. The drawn outline difference is not an actual growth event; a 10-card model is not about leaves. |
| **189 · Fix the sentence, not the evidence** | **5 min** reread the English first draft “Our school plant grew…” and let the child mark the unsupported part; **7 min** child revises it to “Drawing B shows three oval outlines; A shows two” or an equally exact source-bound sentence; **8 min** show a separate pretend parcel model of **11 broad cards, 3 moved to an OUT tray**, with a claim card reading SEVEN LEFT; **10 min** child tracks eight still IN, three OUT and revises the claim while preserving the first wording; **5 min** ask which changes were based on an observable paper count and which real-world claim still needs another source. | Keep 11−3→8, the first/revised sentence and any adult prompting. An adult model listener is labelled MODEL; no real peer feedback is invented. |
| **190 · Share only what a new paper case shows** | **5 min** after both subject-held Day 190 checks, introduce a *different* fictional library cart with **9 wide paper cards at START** and **2 visibly moved into OUT**; a sign wrongly says EIGHT REMAIN; **7 min** child states what source is available and what the sign asserts; **8 min** make two labelled groups and verify **7 remain / 2 moved**, keeping total nine accounted for; **10 min** child dictates or writes “On this pretend cart, seven remain” and one still-open question about any real cart; **5 min** use the separate checks for a next step on evidence-based caption, one-to-one checking or visible start/change/end. | Keep first source-bound response and after-check practice separate. This case has no ramp drawings, no compact/spread rows and no added group from the held checks. It is not a new independent assessment result. |

**Curriculum and limits:** The [English crosswalk](../english/term-4/weeks-37-38/CURRICULUM-CROSSWALK.md) controls claims about image/text meaning, questioning and shared editing. The [mathematics crosswalk](../mathematics/term-4/weeks-37-38/CURRICULUM-CROSSWALK.md) pins AC9MFN01 (official workbook row 17151) only for a selected numeral-to-object check, AC9MFN03 (row 17160) for selected one-to-one comparisons, and AC9MFN05 (row 17171) for visible paper add/remove models. These narrow examples do not cover the full number range, virtual materials or every practical context. Fictional drawn leaves and paper dots are not local Science evidence. A school-approved real observation needs the actual source/date, safeguarding and child access record; none is claimed here. [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). Human educator and local review remain pending.

Original SubjectNest scripts and fictional paper models © 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 own their source material under their terms. No classroom, child, access-technology or family trial is claimed.