# Sequence Day45 · Keep the reports together

## Child job

Make a tiny record table a reader can trust.

## Day

45

## Guided different try

C10 fictional aquarium puppet log has two repeats by the same helper: paper/rub—“soft”, paper/rub—“soft”. Possible: “Both supplied reports used soft. These two notes do not promise every rub will sound the same.”

## Held offer

No held offer; use practice organiser only.

## Home

HomeH05: organise three everyday story cards into source/action/note rows. One card deliberately has “not recorded”. Your child can use drawings and move counters. Ask what the counters count; no survey of neighbours is needed.

## Lesson minutes

30–40 optional; split moves over smaller sessions as needed. Days are resource sequence slots, not required daily Science attendance.

## Next teaching

If missing means zero, use an unrelated seed-packet story: two packets have counted seeds, third is unopened. Ask whether unopened means empty, then return to the missing sound report.

## Observe

Observe row pairing, represented-count meaning and unknown treatment. Record whether child authored/selected/dictated the organiser; do not equate neatness with science.

## Ordinary model

C09 fictional makers-fair log: tray/tap—“short soft”, paper/rub—“scratchy”, lid/tap—no sound report supplied. Possible table has three rows and an unknown label on the third; two described reports and one unrecorded report, not “two sounding objects and one silent object”.

## Partial curriculum

- AC9S2I03
- AC9S2I04
- AC9S2I05
- AC9S2I06

## Project

ProjectX05: make an evidence mini-museum with three labelled report rows and a question pocket for missing information. A visitor tries to find a full source for one row. Keep all notes visibly supplied or actual.

## Read aloud

R05: “A table can keep our clues together. Object, action, note. Check the full note before you move a card. An empty report is a gap, not proof of silence. Our counters count notes. They do not measure how loud a sound was. What should a reader ask about the gap?”

## Routes

### Id

A

### Limit

Same descriptor/repeat count does not measure sound intensity or prove a universal pattern.

### Name

Own note keeper

### Outcome

Two real event records and a defensible organiser.

### Steps

Agree one permitted action if desired, predict then run at most two gentle repeats with stop choice. Record every actual event separately including unsure/no report. Sort own rows by action or evidence kind and count rows; explain exact meaning of each count.

### Id

B

### Limit

Fictional note counts are not current class results.

### Name

Quiet makers-fair archivist

### Outcome

Faithful supplied table with a limited pattern.

### Steps

Read allC09/C10. Choose one collection at a time; build a table with blank own row. Pair exact labels and keep unknowns. Check each row against its full source before making a bounded pattern sentence.

### Id

C

### Limit

Physical tokens represent records, not actual sound waves or decibels.

### Name

Walk the record path

### Outcome

A concrete data model with corrected source pairing.

### Steps

Place large object/action/report cards on the floor/table. Use one token per recorded event, including an unknown report row; helper moves tokens if preferred. Child selects a rule, then undoes one placement by checking source. Draw the organiser or dictate a caption.

## Six moves

- Hook3min: intentionally place a note beside the wrong object label, then ask reader what would go wrong.
- Read5min: allC09 records, including unknowns; child finds their source/action pair.
- Teach5min: sorting is a chosen rule. A report count is a count of records. Keep “not recorded” out of a false “no sound exists” total.
- Model5min: put three supplied rows in a table, then count exact represented rows with tokens.
- Try12min: choose own event recorder, quiet table maker or floor-token organiser. Each has one explicit rule and a check against full records.
- Exit4min: reader reconstructs a row. Invite a new question, not a performance mark. No held assessment required today.

## Teacher preparation

Prepare C09–10,V05,W05. Supplied notes clearly say fictional and have no local dates. Real route reuses approved quiet procedure chosen earlier, not new louder sounds. Provide counters/picture tokens for represented reports, never loudness units. Counts describe recorded notes, not sound energy.

## Title

Keep the reports together

## Worksheet

W05 Record table: four wholly empty rows with Event/source, Action, Exact report or not recorded, Evidence kind; empty Sorting rule, Count means and New question. No preprinted checkmarks or results.