# Learner studio · Year 10 mathematics Days 11–20

Work with [Source G and C](STUDENT-DATA.md), not with a real game or survey. The numbers and designs are invented. You may plot, move tactile tokens, use an accessible coordinate list, write, speak, sign, type or dictate exactly. Keep the mathematical evidence the same. The [A4 aids and text alternatives](print/TEXT-ALTERNATIVES.md) are optional. Do not use anyone's personal data.

## Week 3 · numerical pairs and report claims

### Day 11
Ask how room count and clue-icon count relate **in Source G's nine fictional drafts**. State units. Locate both one-room pairs. Choose a graph, raised points, or a coordinate-list explanation. Finish with one thing no player data could tell us. At home make two wholly fictional pairs with units.

### Day 12
Plot or describe all nine pairs. Give direction, approximate form and one unusual point. Choose tactile dots, large-grid axes, or exact text coordinates plus a shape sentence. Do not erase an awkward record. At home describe a pattern from three invented pairs.

### Day 13
Use `M(x)=3x+2` and find listed-minus-model residuals for the drafts. Explain one 0, one +1 and I's gap with icon units. Choose number tiles, the [residual ruler](print/residual-ruler.pdf), or symbolic working and spoken explanation. Does a residual say **why** a draft differs? At home make one tiny model/record subtraction.

### Day 14
Check Source G2's “every” and “without exception”. Compare selected A/C/E/G to **all nine** maps. Name an omitted record that changes the conclusion, and plan a better inclusion rule and clear question. Choose card sorting, highlighting, or a source-claim-limit note. At home write a scoped fictional headline.

### Day 15
Your teacher introduces fresh [Check A](STUDENT-CHECKS.md). Save your first independent response before feedback. You can use a tactile, graphic or text-coordinate route and an exact-word scribe. At home explain why unusual does not mean wrong.

## Week 4 · two categorical variables

### Day 16
From Source C, name both variables, locate one cell and check all margins including **No theme assigned**. Choose tiles, [large grid](print/two-way-grid.pdf), or spoken/dictated cell and margin audit. At home make a small table from four invented objects.

### Day 17
Use Source C to answer “of which group?” Find the fraction of Puzzle designs that are two-sided, the fraction of **all** designs that are two-sided, and the corresponding Story and No-theme rates. Choose fraction strips, annotated grid, or symbolic `given/of` sentences. At home invent a safe conditional question on paper.

### Day 18
Compare 27 of 42 named-theme designs with 30 of 50 all designs. Use Source C to explain why both calculations can be right but answer different questions. Choose remove-and-restore cards, row shading, or a two-sentence spoken/written comparison. Do not guess why a label was absent. At home explain why a missing theme does not erase a known side count.

### Day 19
Classify the separate [12-card mini-deck](STUDENT-DATA.md#optional-constructed-mini-deck-for-day-19). Make a new table; check totals; write a scoped response to the claim “three quarters of all cards are two-sided.” Choose tactile word cards, a large grid, or a typed/text table. State what you actually did on paper and what you did not observe in real life. At home make a fictional 2×2 mini-deck, with no survey.

### Day 20
Your teacher introduces fresh [Check B](STUDENT-CHECKS.md). Preserve your first independent response, then explain which group each fraction describes. Use count tiles, a shaded table, or a spoken/signed fraction audit. At home give one made-up example of `given` versus `all`.

## Self-audit

For a graph, label both variables, units, source and unusual points. For a table, identify cell, row, column and full-register totals. For a claim, ask **which records, which denominator, which excluded category, and what was actually observed?**