Question: Can learners transfer source and factor reasoning to a new invented case? Kit: sealed Check A, answer paper. 35 = 3 launch + 5 task briefing + 12 independent + 10 review + 5 close.
- 0–3: Tell learners the case is fictional and new. Do not preview its values or give the source packet as an answer template.
- 3–8: Read access instructions only: cite the source, show number work, mark uncertainty. Offer read-aloud, enlarged text, calculator or exact-word transcription; record which was used.
- 8–20: Learners complete Check A independently in a chosen output mode. Do not coach the concept during the first response.
- 20–30: Collect first responses before partner talk. Ask each learner to mark one claim they would verify next. Use the private key to choose the next teaching move later, not to change the original check.
- 30–35: Name a general transferable habit: “source, count, limit”. Routes after collection: paper annotation; tactile token reconstruction; oral/AAC explanation of the source choice. The routes may support learning after assessment; they do not overwrite independent evidence. Response move: use the private key after collection to target source provenance, factor arrays or inference as needed.
Another domain: After scoring, transfer the same reasoning to an invented theatre-program stand. Home: explain why a closing tally needs its total.