N28 · Display-card consistent measuring planYear 3 Science · T1 W9–10 · Teacher · Teacher / Next / N28

Child invitation

Make the craft-envelope width plan fit its question.

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 matching the measured feature to the question, then state a further accuracy question with no promised 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 craft-envelope plan compares widths but one note proposes reading a long edge. Invite a same-width/zero step and a useful further question about the width record, keeping its actual result empty.

Id

N28

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 suggests a relevant fairer feature-reading step and open enquiry without claiming the plan was conducted.

Ordinary staff possible model

Read the same height direction with zero aligned; otherwise the measures answer different questions.

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

Display-card consistent measuring plan

Whole unrelated source

Fictional display plan asks about card height but one proposed comparison mixes height and diagonal. No readings exist. A familiar ruler and clear desk are available if approved.