SubjectNest · Year 3 Science · Term 1 · Weeks 09–10 · sequence Days 41–50

C-first · Staff evidence and next teaching

Use this case

Offer the neutral source and four questions after the relevant learning opportunity. Keep staff examples and next teaching on the teacher pages.

Child materials and paper

After reviewing the child’s own work

Choose the relevant next lesson. These are supported teaching accounts, separate from the child’s case responses.

Complete neutral source

Complete original fictional display-ledge diagram account. Drawn labelled bases M and N use a printed centimetre scale from zero with equal1cm intervals. M spans0–3cm; N spans0–5cm. Those are supplied diagram readings, not dimensions of real rocks or the child’s own ruler measurements. The diagram records no prior prediction. Its display-reader job is to compare these two drawn bases accurately. A separate new plain-paper measuring plan could ask which chosen paper base is longer, use a familiar centimetre ruler with zero aligned and the same base direction, and keep an actual prediction before its own measurement. No new paper result is supplied.

Components

Acceptance

Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure.

Exact criterion

M3cm/N5cm comparison, N longer by2cm or equivalent faithful relation, diagram-only limit; no actual rock/ruler operation credit.

Exact prompt

Compare the two supplied drawn base lengths with their unit and a real-object limit.

Full unrelated next lesson

Child invitation

Give the shop reader a labelled drawing comparison and limit.

Four teacher moves

  • Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
  • Model units and difference on supplied drawings and attach the diagram-only caption before discussing other properties.
  • Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
  • Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.

Guided different complete source

Different fictional shop-tile drawing gives widthP6cm and Q8cm. These are supplied drawing labels; no actual tiles were measured. Invite the width relation and a real-object boundary.

Id

N09

Mode limit

These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade.

Next decision

If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence.

Observable evidence

Child compares the supplied quantities with units and avoids transferring them to actual objects or unrelated properties.

Ordinary staff possible model

B’s drawn base is2cm longer; this does not measure actual parcels.

Teacher preparation

Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed.

Title

Parcel drawing scale

Whole unrelated source

Fictional parcel diagram gives baseA2cm and baseB4cm on a labelled scale. It records drawings, not actual parcels, mass or strength.

Id

C-first-1

Initial own value

One staff possible response
N’s supplied drawn base is5cm and M’s3cm, so N is2cm longer in this diagram; real-rock dimensions are not measured.
Acceptance
Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure.
Exact criterion
No prior prediction recorded; supplied retrospective readings not mislabelled as child's prior prediction.
Exact prompt
Is a before-measurement prediction supplied here? Explain using the account.
Full unrelated next lesson
Child invitation
Tell the craft reader whether the before idea is actually supplied.
Four teacher moves
  • Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
  • Model a retrospective record and a separate empty Before prediction lane. Do not convert a known result into a past expectation.
  • Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
  • Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.
Guided different complete source
Different fictional craft notebook reports a folded card stood after the trial, but contains no before idea. Invite the child to identify the report and whether a prospective prediction exists.
Id
N10
Mode limit
These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade.
Next decision
If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence.
Observable evidence
Child separates retrospective outcome from an absent prior prediction and does not invent a comparison.
Ordinary staff possible model
The after placement is recorded; no prior prediction is available to compare.
Teacher preparation
Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed.
Title
Finished delivery record and missing prediction
Whole unrelated source
Fictional courier notebook says a paper parcel was placed on shelf2 at14:00. It contains no earlier prediction or intended stopping shelf. The owner wants an honest event caption.
Id
C-first-2
Initial own value
One staff possible response
No before prediction is supplied; the diagram lengths are already recorded.
Acceptance
Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure.
Exact criterion
Two faithful M3cm/N5cm diagram rows with source/unit; table/drawing/AAC/exact dictation valid.
Exact prompt
Make two matching record rows for M and N with supplied base length and source/unit.
Full unrelated next lesson
Child invitation
Make two source-labelled art rows without turning counts into votes.
Four teacher moves
  • Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
  • Model a Team/Display-count table with units and source, keeping its numbers out of a Match score heading.
  • Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
  • Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.
Guided different complete source
Different fictional art-display notebook lists PanelR3drawn circles and PanelS1drawn circle. No visitor preferences are recorded. Invite two faithfully paired panel/count rows with their source.
Id
N11
Mode limit
These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade.
Next decision
If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence.
Observable evidence
Child retains label/value/quantity/source pairing in a representation; absent different quantities are not invented.
Ordinary staff possible model
P pairs with2pennants, Q with4pennants; these are display-item counts.
Teacher preparation
Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed.
Title
Sports-display data pairing
Whole unrelated source
Fictional sports poster notebook records TeamP2paper pennants and TeamQ4paper pennants. It does not record actual match scores.
Id
C-first-3
Initial own value
One staff possible response
M—supplied diagram base3cm; N—supplied diagram base5cm.
Acceptance
Other source-faithful responses in words/drawing/spoken/signed/AAC/exact scribing are legitimate. Apply only this prompt and criterion; no unstated physical action, measured result, word quota or exact model wording. Record actual support and source exposure.
Exact criterion
Relevant familiar-cm-ruler zero/endpoint/unit step for actual paper plan, no performed measurement/result demanded.
Exact prompt
With guidance, propose one suitable ruler-reading step for the separate new paper plan and keep its result open.
Full unrelated next lesson
Child invitation
Give a paper-card measuring step, not a made-up height.
Four teacher moves
  • Read the entire new source with its names, times, conditions and unknowns. Ask one initial meaning question before showing the staff possibility. Let the child ask to hear the whole source again or pass.
  • Model the proposed zero/endpoint procedure using a blank diagram with no invented length. Distinguish a demonstrated step from a obtained result.
  • Read the complete different guided account below. Guide one heading or source location, then pause for the child to make their own distinction. Keep the original worked example separate; no model sentence is inserted into their own work.
  • Invite the exact child job below. Record the observable distinction, actual source, mode, support and any unperformed work. Give feedback about one chosen clue, then decide whether another unrelated new opportunity is useful.
Guided different complete source
Different fictional card-holder job needs a paper-card height. No height value exists. Invite one suitable zero/endpoint/unit step for a familiar ruler and keep the new outcome empty.
Id
N12
Mode limit
These are supported teaching opportunities after component review. Reasoning from a supplied account, a model and actual child conduct are different evidence. A helper operation is attributed; declining, length or format is not an ability diagnosis or grade.
Next decision
If this distinction is still unclear, return to one source-labelled heading pair in this new account and one question. If clear, offer a genuinely fresh ordinary job after further learning. Do not rehearse the held key and call its repetition untouched first/later evidence.
Observable evidence
Child proposes a relevant instrument-reading procedure and preserves the unperformed result boundary.
Ordinary staff possible model
Align zero at one width edge, read the other endpoint and record cm only after actually measuring.
Teacher preparation
Read the complete new source and different guided account below; prepare large paper headings and a genuinely empty own response area. The accounts are original supplied fiction, not a verified local event. Offer spoken/signed/AAC, pointing with confirmed read-back, drawing or verbatim scribing. No specialised equipment, media recording, purchases or public sharing is needed.
Title
Paper-window measuring plan
Whole unrelated source
Fictional model-shop job needs a paper-window width record. No width result is supplied. A familiar cm ruler and a clear table are proposed.
Id
C-first-4
Initial own value
One staff possible response
Align ruler zero with the chosen paper base, read its endpoint in centimetres and record it if actually measured; no new result yet.
Eligibility
Offer only after relevant actual teaching opportunity; first capture/decline precedes its corresponding later source and all staff keys. Record source familiarity, earlier answer exposure, child/adult operations, wording help, mode, actual versus supplied/model evidence and time/order. Coached reuse is teaching, not untouched evidence.
Exact four prompts
Id
C-first
Learner door
Native initially closed same-page complete neutral source disclosure, four exact matching prompts and genuinely empty own spaces. Open/close retains drafts without JS. External full-source reference remains optional; leave/reload may discard memory-only words. Exact paper mat repeats the source identity, whole source and four empty prompts; no criteria/models/next teaching in help.
Own values
Source kind
Original supplied fiction; provider knowledge is separately attributed. No actual child/local trial or reader success supplied.
Title
Display ledge diagram