# Week 3 integrated guide — A stand for a story and a number

**Development draft · 29 September 2026 · five 35-minute sessions (Days 11–15).** This is a practical Design and Technologies project with a small Digital Technologies link through symbols and algorithms. Pair each day with, but do not replace, [Year 1 English Days 11–15](../english/term-1/weeks-03-04/LESSONS.md) and [mathematics Days 11–15](../mathematics/term-1/weeks-03-04/LESSONS.md). English's adult-read story supplies three retell events; maths supplies a **separate** tens/ones card within 51–70. In this guide the child designs a **card stand** for a fictional known user. The number card checks whether the stand holds different cards; it is not a substitute maths assessment. Read the [source/rights ledger](weeks-03-04-technologies/SOURCES-AND-REVIEW.md) and [exact ACARA crosswalk](weeks-03-04-technologies/CURRICULUM-CROSSWALK.md). All links are **partial** Years 1–2 band opportunities, not a full-year achievement claim.

**Use:** Print one day's [learner source card](weeks-03-04-technologies/LEARNER-CARDS.md) plus the [A4 stand planner](weeks-03-04-technologies/print/stand-planner.pdf) or its [text/tactile route](weeks-03-04-technologies/print/TEXT-ALTERNATIVES.md). Keep [keys, rubric and next moves](weeks-03-04-technologies/TEACHER-KEY.md) teacher-side. Materials: clean scrap card/paper, reusable paper clips if safe, low-tack tape if approved, three original blank story cards, one drawn number card, broad pencil, flat mat. Adult pre-cuts materials; avoid staples, hot glue, sharp edges, tiny loose parts for children who may mouth them, or unstable high structures. Check mobility, sensory, fine-motor and class safety plans. The child may direct an adult maker and use tactile, large-print, sign, AAC, spoken, drawn or typed explanations. Do not require a child to disclose a real personal need or design “for” a classmate without that classmate's informed input.

**Evidence line every day:** `source/fiction label | exact design choice | what was actually tested | response mode and prompt | next move`. The **fictional** Mina card is an invented design brief. A teacher-run real material test is an actual classroom observation and must be recorded separately; no fixed outcome is supplied. Home version uses two folded paper scraps and three hand-drawn cards, with no purchase.

## Day 11 — Whose problem are we solving?

**Question:** What does the known fictional user need, and what are we guessing? **Codes:** `AC9TDE2K01`, `AC9TDE2P01`, `AC9TDI2K02` (symbols as data). **35 = 4 welcome + 6 source model + 12 investigate + 10 sketch/talk + 3 exit.**

1. **Welcome · 4 min.** Place three loose story cards labelled **first, next, last** on a table. Slide one gently yourself. Say: “A loose card can move. Does every table do this? We need to test our table.”
2. **Source model · 6 min.** Read invented [Card 11](weeks-03-04-technologies/LEARNER-CARDS.md#card-11--the-user-brief) aloud. Separate Mina's stated need—keep three cards in order and visible—from our assumptions about why. Point to the fact that people design products for a purpose; reuse of available material is one sustainability choice, not proof that a product has no impact.
3. **Investigate · 12 min.** Learners ask one question of the **source card**: How many cards? What size? What is unknown? They try three blank cards on an approved mat and observe whether any move under a gentle adult tap. Record `our mat today` rather than replacing the fictional brief with a claim about Mina's real table.
4. **Sketch/talk · 10 min.** Pairs draw or model one possible stand, label where first/next/last go, and place a drawn **52** card (five tens/two ones) beside it as a second card type. Maths Day 11 teaches 52; here we ask only whether the stand could display it. Offer a symbol/number/word label choice and note which communicates best to the invented user.
5. **Exit · 3 min.** Ask: “What did Mina say she needs? What do we still need to test?” **Teacher check:** need vs assumption. If a learner says Mina has a disability, return to the actual words and ask what the card does **not** say.

**Home/access/extension:** Use three paper rectangles. A child may point and direct an adult to slide one; no real table test is required at home. Extension: compare how a large symbol and a small word label might serve different readers without assuming one is universally better.

## Day 12 — How does material change movement?

**Question:** What happens to a card on a flat sheet, a fold and a support? **Codes:** `AC9TDE2K02`, `AC9TDE2P02`, `AC9TDE2P03`. **35 = 4 predict + 6 safe model + 12 test + 10 compare + 3 exit.**

1. **Predict · 4 min.** Show the three **material arrangements** on [Card 12](weeks-03-04-technologies/LEARNER-CARDS.md#card-12--three-material-arrangements): flat scrap, folded scrap, reused stiff card with adult-approved support. Children predict which might hold one story card at the angle they want. All predictions are provisional.
2. **Safe model · 6 min.** Adult demonstrates a gentle test: same card, same mat, same small touch at one marked point, then releases. Say: “A fold may change how the paper holds a card; we will report what this setup does.” Stop if a piece flicks or becomes unstable.
3. **Test · 12 min.** In small groups, children or child-directed adults try two of the three arrangements. Mark actual `stayed / slid / tipped / other` in a blank log. Use only safe, pre-cut pieces and a flat reachable work surface. If no material test is safe, inspect a teacher model without claiming first-hand results.
4. **Compare · 10 min.** Discuss what changed (material/shape/support), what stayed similar (card/mat/touch) and what could still differ (adult hand angle). Learners choose a promising arrangement and one improvement. This is exploratory evidence, not a controlled proof about every paper type.
5. **Exit · 3 min.** “What did your test actually show, and what would you try next?” **Teacher check:** prediction/observation distinction and safe use. If a child repeats the prediction as result, put the two statements in separate columns and review the observed card position.

**Home/access/extension:** Adult can perform one gentle test while child chooses and observes; paper only. Extension: try another reused paper thickness and note that material and fold both changed, so the comparison is limited.

## Day 13 — Two ideas, then a making sequence

**Question:** How can a design hold a story order and a number model? **Codes:** `AC9TDE2P01`, `AC9TDE2P04`, `AC9TDI2K02`, `AC9TDI2P02` (a simple sequence only). **35 = 4 retrieve + 6 model + 12 design + 10 order steps + 3 exit.**

1. **Retrieve · 4 min.** Look at actual Day 12 test logs. Ask which evidence supports a material choice and which claim still needs checking.
2. **Model · 6 min.** Draw two contrasting ideas: one folded stand and one flat slot/clip design. Say: “I have not tested either drawn idea. I will choose the one I can make safely with our materials.” Show how symbols **1–2–3** represent the order of three story events; they are data, not the story itself.
3. **Design · 12 min.** Learners sketch/model **two** ideas on the [stand planner](weeks-03-04-technologies/print/stand-planner.pdf), select one, and place original English-story event cards (signs drawn, signs moved, signs clipped/mapped) in first/next/last order. Add a separate **64** card (six tens/four ones) from maths Day 13 as an optional second format. The teacher reads rich captions; no independent decoding of them is required.
4. **Order steps · 10 min.** Pairs arrange make-steps: choose clean reused material → fold/support → place cards → gently test → change one feature. Child names a safety step and whose job it is; an adult handles cutting. This is an **algorithmic sequence** and a design-making plan; branching/iteration receives fuller teaching in Week 4.
5. **Exit · 3 min.** “Which idea did you choose, and which test will tell you if it works for the card?” **Teacher check:** idea, reason and test. If the child chooses only by decoration, offer the user brief again and ask how Mina would see card order.

**Home/access/extension:** Describe or tactile-model two ideas; child directs adult fold. Extension: adapt one idea to display a wider number card without losing the story order.

## Day 14 — Build, test, revise

**Question:** Does our stand make the cards usable in this setup? **Codes:** `AC9TDE2P02`, `AC9TDE2P03`, `AC9TDE2P04`. **35 = 4 prepare + 6 model + 12 make/test + 10 revise + 3 exit.**

1. **Prepare · 4 min.** Check material edges, safe clip choice, reachable work area and user brief. Display a blank actual-test log, not the fictional feedback card as an observed result.
2. **Model · 6 min.** Teacher folds a small scrap stand, places one card, gently tests it, and records the **actual** result from this demonstration. If it tips, say so and model a change; do not promise that a fold always works.
3. **Make/test · 12 min.** Learners or directed adult makers follow their chosen steps with safe materials, display three story cards, then try one number card: **69** or **70** from maths Day 14. Reader checks whether order and numeral are visible; count accuracy stays with maths lesson. Observe `held/slid/tipped` without inventing a favourable outcome.
4. **Revise · 10 min.** Give [Card 14](weeks-03-04-technologies/LEARNER-CARDS.md#card-14--a-feedback-question), clearly marked fictional possible feedback, then ask each learner to compare it with **their own** actual test. Change one feature (base width, fold angle, card slot) and test again. Note both outcomes and whether the change was helpful in this setup.
5. **Exit · 3 min.** “What did you change, and what did the second test show?” **Teacher check:** revision based on observed evidence. If a learner reports only “better”, ask for a concrete card position before and after.

**Home/access/extension:** A flat card layout can be a preliminary design when a stand is inaccessible; adult maker can test the child-selected fold. Extension: compare support strategies while changing only one feature where possible.

## Day 15 — Larger assignment: make, show, transfer

**Question:** Can a reader use our designed stand, and can we adapt it to a new brief? **Codes:** `AC9TDE2K01`, `AC9TDE2P01`, `AC9TDE2P02`, `AC9TDE2P03`, `AC9TDE2P04`. **35 = 4 brief + 5 plan + 15 make/test/share + 8 transfer + 3 exit.**

1. **Brief · 4 min.** Read the [Week 3 assignment sheet](weeks-03-04-technologies/LEARNER-CARDS.md#week-3-assignment--story-and-number-card-stand). It is a new product brief for **fictional Mina**: show three original story cards in order and a **68** number-model card without mixing them. Reusing scrap is allowed, not mandatory if unsafe or inaccessible.
2. **Plan · 5 min.** Learner points/draws to where each card will go, states a safe making sequence and a test. Adult notes whether the plan came from the child or a model.
3. **Make/test/share · 15 min.** Use or improve Day 14 prototype; place first/next/last cards and the 68 card; have a teacher/consenting peer try reading the order without prompting. Record actual success/ambiguity and one revision. A learner can communicate by pointing, AAC, speech or child-directed adult voice. Keep public display free of child names and real place data.
4. **Transfer · 8 min.** Give unseen [transfer Card 15](weeks-03-04-technologies/LEARNER-CARDS.md#card-15--new-user-transfer): a different fictional table permits **two cards and no clip**. Ask which one design choice changes and why. Accept a paper sketch; no second build required.
5. **Exit · 3 min.** “What did your actual test show? Which change would you try next?” Record the four-criterion [rubric](weeks-03-04-technologies/TEACHER-KEY.md#week-3-assignment-rubric) and one exact next move, not a global ability label.

**Home/access/extension:** A child may direct an adult maker or submit a tactile/drawn design plus test plan when physical building is unavailable; record which making outcome was actually observed. Home card display can be paper only. Extension: defend a design trade-off between visibility, card stability and amount of material used, based on evidence rather than preference alone.

**Rights:** Original scripts, fictional briefs and assignment © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source and mark changes. ACARA wording has [separate terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); no endorsement or affiliation. Educator, Technologies, access, cultural and local-syllabus review pending.