Educator desk · B-first · A bounded service-use table
Hold until first response capture; public sources are not presumed unseen. Record actual support and known exposure. Component notes are not QCAA grades.
Whole source and exact prompts
Original invented B1 session table, dated 12 June 2027. One fictional games-desk session records requests, not unique people: Balls 5; Chalk 3; Hoops 2. A person could make multiple requests. The note does not record items supplied, stock, satisfaction, other sessions or town residents. These are invented data for source interpretation, not a council survey.
- What does this table count? State one category and its quantity.
- Compare balls and hoops requests on this supplied table.
- Can the table establish how many different people attended or how many items were supplied? Explain.
- Propose one further information question before planning the desk. What might knowing it help decide?
Component criteria and matched next teaching
Component B-first-1: What does this table count? State one category and its quantity.
Original criterion/acceptable meaning: Requests: balls 5/chalk 3/hoops 2; any correctly identified row. Not unique people or stock.
Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.
Matching next entrance B-first-1: Read table heading and one row before inference. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.
Unrelated next teaching B-first-1 — after first capture.
New supplied account. A fictional model art-counter table is headed REQUESTS DURING ONE SESSION. Paper: 8; brushes: 4; cloths: 6. A person may make several requests. Stock and items supplied are not recorded.
Teacher move. Read the heading before the numbers. Use one row, a plain list or large optional counters; quantity work does not require handling real materials.
Learner invitation. What is counted? Tell someone one row and its quantity.
Staff worked possibility. The table counts requests. For example, it records eight paper requests. It does not count eight people or eight sheets supplied.
Next help if useful. If the row is read as people, make REQUEST and PERSON cards and inspect a short fictional note in which one person asks twice.
Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.
Component B-first-2: Compare balls and hoops requests on this supplied table.
Original criterion/acceptable meaning: Balls 5 versus hoops 2; three more ball requests. One accurate supported comparison, usual communication.
Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.
Matching next entrance B-first-2: Match those two rows/counts; count or describe difference without supplying first answer. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.
Unrelated next teaching B-first-2 — after first capture.
New supplied account. A fictional model snack-card counter records requests: fruit pictures 9; animal pictures 6; building pictures 4. Repeat requests are possible; no cards supplied are recorded.
Teacher move. Compare only the two selected rows first. The learner may pair optional large tokens, subtract, point or explain verbally; a written sum is not required.
Learner invitation. Compare fruit-picture and animal-picture requests using the table.
Staff worked possibility. There are nine fruit-picture requests and six animal-picture requests, so there are three more fruit-picture requests. This concerns the recorded requests only.
Next help if useful. If comparison is based on the picture names, cover the names after identifying the rows and compare the two quantities before reattaching their labels.
Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.
Component B-first-3: Can the table establish how many different people attended or how many items were supplied? Explain.
Original criterion/acceptable meaning: No, repeated requests possible and supply/attendance not recorded; not ten unique attendees.
Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.
Matching next entrance B-first-3: Distinguish request, person and supplied item; identify missing columns. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.
Unrelated next teaching B-first-3 — after first capture.
New supplied account. A fictional model stamp-table log records five requests. Its note says one visitor made two of them; it does not give a complete visitor list or record which requests were supplied.
Teacher move. Make two different possible visitor arrangements that fit an incomplete request count. Label them possible arrangements, not the actual attendance.
Learner invitation. Which attendance or supply facts can this record establish? What is missing?
Staff worked possibility. The request count cannot establish the full unique-visitor count or items supplied. A repeat request is explicitly possible and the necessary complete records are absent.
Next help if useful. If five requests become five visitors, ask whether one person could make more than one request and return to the exact repeat-request note.
Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.
Component B-first-4: Propose one further information question before planning the desk. What might knowing it help decide?
Original criterion/acceptable meaning: Question about stock/actual supply/unique demand/session context with relevant possible planning effect; no guaranteed service improvement.
Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.
Matching next entrance B-first-4: Ask what extra evidence would inform resource choice rather than pretend that requests equal unmet demand. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.
Unrelated next teaching B-first-4 — after first capture.
New supplied account. A fictional model display-desk table records label requests: large 7; small 3. It supplies no stock count, actual labels given out or unmet-request record.
Teacher move. Let the learner choose a planning decision, then name the extra evidence that could inform it. Keep a possible benefit separate from a measured result.
Learner invitation. Ask one useful information question before planning labels. Explain what knowing it might help decide.
Staff worked possibility. How many large labels were available and supplied? could help decide whether additional stock information is needed. Seven requests alone does not prove seven unmet requests.
Next help if useful. If a purchase is proposed as inevitable, compare two fictional stock notes with the same request count but different stock; keep costs and actual purchasing open.
Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.
Conditions note: edition/date/source exposure; usual communication/source reading/neutral scribing; actual learner decisions versus adult marks; feedback after capture; chosen next move. Use roles only, no diagnoses/names. Record practical event only if it happened. Later interpretation belongs to its exact new source, not presumed memory or calibrated progress.