# Original visitor texts and model facts · staff copy

Use these short texts in the [teacher sequence](TEACHER-SEQUENCE.md). They are invented SubjectNest examples, not accounts of an actual exhibition, community, accessible route or child. Read aloud where helpful; independent reading must be observed separately.

## Text A · an invitation

“Come and explore our little paper exhibit. Choose a book cart, maker shelf, game display or garden model. You can look, point, ask or pass. The rail is a **model** from 0 to 1. It does not tell you how far to walk.”

## Text B · instructions for a model visitor

“Start at 0 on the paper rail. Put a broad marker at 0.30. Look for the next card at 0.65. Ask the maker what the numbers mean. If a label is unclear, point to it or say which step needs a change.”

## Text C · how the model works

“The left end of the strip is 0 and the right end is 1 whole. Ten equal spaces show tenths. A hundred equal spaces can show hundredths. The marks 0.3 and 0.30 have the same position because three tenths is thirty hundredths. A dot at 0.65 sits halfway between 0.6 and 0.7 on this evenly divided strip. These are number positions, not measured walking distances.”

## Text D · a visitor's opinion

“I liked the wide labels because I could find the first card quickly. I wanted the maker to explain why the marker sat there. My view might differ from another visitor's.”

**Source questions:** Text A invites; B orders actions; C explains a mathematical model; D reports one fictional opinion. A label copied from D is not independent evidence that a real visitor liked it. A real visitor's feedback can be recorded only with consent and an exact note. A model does not establish physical access, and fictional routes must never be used as school evacuation instructions.

## Equal-whole model facts for Week 4

Use five **equal-size** paper panels as one whole and a ten-part strip of the **same total length**. Marking two of five equal panels corresponds to four of ten equal parts: `2/5 = 4/10 = 0.4 = 0.40`. Marking three of five corresponds to six of ten: `3/5 = 6/10 = 0.6 = 0.60`. Marking four of five corresponds to eight of ten: `4/5 = 8/10 = 0.8 = 0.80`. These equivalences depend on keeping the whole fixed. Five uneven panels do not show fifths, and a larger number of shaded pieces from a different-size whole does not prove a greater share.

## Reuse

All prose and examples here are original SubjectNest work © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and note changes. The mathematical statements were independently checked in the [staff key](TEACHER-KEY.md); they are not reproduced from a worksheet or vendor text.