# Year 10 learner transfer cards · eight new contexts

**Optional after the core lesson or for a later recheck.** These are original, invented practice situations, not real measurements, offers or advice. Choose a card that interests you; you do not need to complete all eight. For any card, you may use a labelled table, graph, large print, tactile axes, typed calculation, speech with a local transcript or AAC. Your teacher holds the separate key. State the context, units, pattern or model result, and one limit before making a claim.

## S1 · Pop-up library display

Four fictional displays list **table length in metres** and **books placed on the table**: `(1,9)`, `(2,17)`, `(3,25)`, `(4,32)`. Plot or describe the association. A poster says, “A longer table always causes more books to be borrowed.” Which quantity is actually counted? Repair the poster. What other factor could affect the count?

## S2 · Audio export

An invented sound project lists **clip duration in minutes** and **exported file size in megabytes**: `(1,4)`, `(2,8)`, `(3,13)`, `(4,16)`. Describe direction, strength and approximate form. Would the points prove that every real four-minute file is 16 MB? Name a relevant missing condition such as encoding settings. No audio recording is needed.

## S3 · Recreation path planning

Four **simulated** path pairs give **distance in kilometres** and **listed time in minutes**: `(1,5)`, `(2,10)`, `(3,15)`, `(4,21)`. Explain a reasonable association sentence and one reason these numbers cannot predict an individual's journey. Which pair would you check first if someone claimed an exact `5 minutes per km` rule?

## S4 · Invented seed-tray model

This is a **made-up mathematical model**, not horticultural evidence. Its pairs are **lamp time in hours** and **listed stem height in millimetres**: `(2,12)`, `(4,15)`, `(6,15)`, `(8,14)`. Describe how the points change as x increases. Is “more light always means more height” supported even within this four-point model? Name one reason not to use it as plant-care advice.

## M1 · Community poster printing

Two invented print plans for `n` whole posters, `0 ≤ n ≤ 30`: **A charges $25 setup plus $4 per poster; B charges $55 setup plus $2 per poster.** Write both total-cost rules. Find the equal-cost count and cost. Compare 10 and 20 posters. Does equal price prove equal paper quality?

## M2 · Music rehearsal room

Two invented room plans for `h` whole hours, `0 ≤ h ≤ 10`: **A charges $40 setup plus $18 per hour; B charges $70 setup plus $12 per hour.** Write rules and the equal-cost point. At six hours, which is lower and by how much? Both plans are assumed suitable only for this exercise; what would need a real source?

## M3 · Exhibition equipment transport

Two fictional transport price rules for `d` whole kilometres, `0 ≤ d ≤ 20`: **A(d)=$100+$8d; B(d)=$40+$14d.** Solve the equal-cost distance and cost. Compare at five and fifteen kilometres. Say which model condition would need verification before a real booking.

## M4 · Community event container hire

Two invented weekly hire rules for `w` whole weeks, `0 ≤ w ≤ 10`: **A(w)=$15+$5w; B(w)=$27+$3w.** Find the crossing. At eight weeks, which is lower and by how much? The model says nothing about cleaning, delivery or suitability; explain why the price answer alone cannot settle a real choice.

**Reuse:** Original SubjectNest fictional transfer contexts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and mark changes.