# Year 10 transfer cards · teacher key and next moves

Use [the learner cards](TRANSFER-CARDS.md) **after** the core teaching or as a later unfamiliar recheck. They are formative: a correct number without units, domain and limitation is incomplete. Record whether the answer was independent or prompted. These invented scenarios do not certify a real pattern, service or offer.

| Card | Key evidence | If incomplete, teach this next |
|---|---|---|
| S1 library | Positive, fairly strong and roughly linear over four fictional points. The y-value is **books placed**, not borrowed. A defensible repair: “In these invented displays, longer tables listed more books placed; the sheet gives no borrowing data or causal test.” Book size/arrangement could affect the count. | If “borrowed” remains, point to the exact column heading before discussing causation. |
| S2 audio | Positive, strong, approximately linear **in this invented set**. Sizes 4, 8, 13, 16 MB rise with 1–4 minutes; increments 4, 5, 3 MB are not identical. Codec, bitrate, channel count and export settings are absent, so no universal four-minute size follows. | If “perfectly linear,” compare successive y-differences. If “all files,” ask what export settings were controlled. |
| S3 path | Positive, strong, roughly linear over simulated pairs. The 4 km/21 min pair departs from exactly 5 minutes/km (which predicts 20 min). It cannot predict a real person's route, stops or pace. | If the exact rule is accepted, substitute 4 km and compare 20 versus 21. |
| S4 seed tray | Height rises 12→15 mm, stays 15, then falls to 14 as hours rise 2→8. No single positive linear claim or “always increases” fits even the authored points. No actual plants, methods or environment were measured. | If “negative association” is claimed for the whole set, read pairs in x order and identify rise/plateau/fall. |
| M1 posters | `A(n)=25+4n`; `B(n)=55+2n`. Equality `2n=30` → **15 posters**, **$85**. At 10: A $65, B $75; at 20: A $105, B $95. Paper quality unverified. | If setup is multiplied by n, identify the one-off charge. If price is called quality, name missing specifications. |
| M2 music | `A(h)=40+18h`; `B(h)=70+12h`. Equality `6h=30` → **5 hours**, **$130**. At 6: A **$148**, B **$142**; B lower by **$6**. Actual room access, equipment, cancellation/terms unverified. | If an intersection is a dollar amount only, ask for its ordered pair and substitution into both models. |
| M3 transport | Equality `100+8d=40+14d` → `60=6d` → **10 km**, **$180**. At 5: A $140, B $110; B lower by $30. At 15: A $220, B $250; A lower by $30. Actual load, distance measure and fees absent. | If plan ordering never changes, test d=5 and d=15 on both sides of the intersection. |
| M4 containers | Equality `15+5w=27+3w` → `2w=12` → **6 weeks**, **$45**. At 8: A **$55**, B **$51**; B lower by **$4**. Cleaning, delivery and suitability absent. | If equal price is confused with equal value, ask which service attributes the rule does not contain. |

**Scoring for feedback:** Look for (1) correct source variables, (2) valid mathematical operation, (3) units and domain, and (4) a conclusion bounded to the invented data. If an access route changes the output mode, judge the same four pieces of reasoning and note the support used. A learner may challenge a source claim with a well-supported alternative interpretation. Choose one new card for a later independent recheck rather than repeating an item already modelled.

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