## Day54 · A push label is not a measurement

**Useful job:** Make a comparison more useful without pretending “little” means exactly the same force.

**Target opportunity:** AC9S1U03 / AC9S1I01 / AC9S1I04 / AC9S1I05 / AC9S1I06. **Complete ordinary sources:** C07/C08; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.

### Six teaching moves

1. Read C07’s complete four labelled attempts with one operator and matched relevant conditions. Invite a pattern in the supplied results, including variation.

2. Ask what the words gentle/firmer actually tell us: intended action labels. There is no instrument reading. The child need not estimate a force number.

3. Read different C08’s two operators and changed starts. Ask which information would help the chosen strength-comparison question; never require a compulsory fault in an already matched record.

4. Choose a comparison card, a record editor, or a locally reviewed small repeat. For a real option keep the short bounded space, same piece/start/direction and one willing operator where appropriate; small variation is expected and recorded.

5. Invite one useful matching step and one honest limit. Preserve all original results, including the least convenient one. A further attempt is an offer, not a way to make the prediction look right.

6. If a result becomes a universal stronger-farther rule, ask what these few tries support and what remains open. If fair means identical everything, name the intended change and match details relevant to that question.

### Three engagement choices

**Route54.1 · Comparison planner.** Use C08. Child chooses one question about attempted strength and gives a matching step for a new comparison. It stays a plan; no promised distance or actual procedure credit.

**Route54.2 · Record editor.** Using C07, child keeps all four attempt labels and organises one relation with equal drawn-space units or spoken grouping. Adult reads the counts; force strength is not numerically measured.

**Route54.3 · Small repeat, if wanted.** After adult review, use one broad paper piece and a single chosen gentle action twice from the same start. Save an own prediction first. Child may operate or direct an adult; keep both actual records and who did what. Never increase force to force a pattern.

**Small check:** Describes a limited relation and a question-relevant matching step, distinguishes intended labels from measured force, and keeps variation.

**Targeted next teaching:** Use C16’s two equal-unit records to teach result versus strength, or C08’s changed start if an endpoint is mistaken for travelled distance.

**Finish invitation:** “Would you keep this, change something, ask a question, or finish?”