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Day 15 · What can a small table tell us?Year 4 HASS · T1 W3–4 · Teacher · Teacher / Day 15

Goal: Interpret bounded supplied data and keep conclusions within its scope.

Partial codes: AC9HS4K08, AC9HS4S02, AC9HS4S03, AC9HS4S05, AC9HS4S07; original task criterion, not official grade.

Ready: C09/C10, exact named F facts, empty paper area/description; supplied aids or whole alternatives. Hold selected later/key.

0–3 Begin: Invite notice/question, offer routes and usual support. Not sure, new start or pause valid; no previous attendance/mastery assumed.

3–8 Model: C09 fictional session table: Sitting 4, Moving 2, six fictional preference tokens. Model “sitting has two more tokens on this card”, not “the town wants more seats”. No real respondents, demographics, ages, diagnoses or future use supplied. C10 counts requests, not necessarily unique people.

8–13 Guided: Match each token to its row once. Make one-symbol-per-token bars or inspect the table. Ask what population/session the source describes and what is absent. Do not combine unrelated datasets or assume request count equals number of people.

13–23 Own useful work: Make a display, bounded comparison and unknown. Optional actual tiny approved nonpersonal class question is a separate convenience sample with actual counts/nonresponse; no requirement. Staff may select B-first separately with key/later held until first capture.

23–27 Inspect and next teaching: Check counts and population limit. If six becomes all residents, name the source’s actual fictional population. Providing a table is not observed interpretation; actual data is claimed only if collection occurred.

27–30 Keep/finish: Keep, revise or leave useful part; preserve factual credit, supplied-case/actual-use/possible-effect distinctions. Missing response is not yet observed; offer another sitting.

Three selectable mechanisms

• R15A: Move six paper tokens into categories and construct one-symbol-per-token bars, then explain the comparison.
• R15B: Inspect supplied table and choose a supported claim from three alternatives; explain why an all-town claim overreaches.
• R15C: Use the table to design a next information question through usual communication; question design is separate from collecting replies.

Coupling: same Day in CHILD-AND-WRITTEN; C09/C10, H05, X05. Assessment selection explicit in own-work, never automatic.

Choose a next door

• Child start
• Written invitation
• First ordinary source
• Second ordinary source
• Short home offer
• Supplementary project
• Printed narration
• Aids and full alternatives
• General facts and local check
• Choose first B source
• Separate educator criteria