# Daily learner choices · choose one of A, B or C

All three routes aim at the **same day's evidence**. Use the exact source descriptions in [MODEL-SOURCES.md](MODEL-SOURCES.md). Speech, text, AAC, enlarged print and tactile cards are available for each route. If a partner reads, they read the source but do not choose the answer. Route labels describe format, never learner ability.

| Day | A · organise or draw | B · tell or script | C · test or critique | Evidence each route must show |
| --- | --- | --- | --- | --- |
| 11 | Table T1–T4 by edge, tip, stem and candidate. | 45-second description script for T3/T4; name all traits. | Compare T2/T3 with candidate baseline rows and highlight every match/mismatch. | Source IDs, three traits, valid or unmatched with reason. |
| 12 | Draw outer and nested decision shapes **and** matching pseudocode lines. | Act the `IF` cards in order, with a written or dictated trace. | Complete a trace table for T3/T4; circle the first faulty assumption. | Exact test order, candidate, three-trait verification and repair. |
| 13 | Build ten-cell tally and calculate Version 1/2 percentages. | Script a 30-second report that gives numerator, denominator and limitation. | Mark the unsupported parts of “works on every real plant”, then rewrite. | 8/10=80%, 10/10=100%, 20 percentage points, invented-set scope. |
| 14 | Four-panel print storyboard with reading order. | Four-part spoken/AAC script, no recording needed. | Make an instruction card, ask a partner to trace it or self-test. | Accurate branch, full check, “unmatched” and a limit. |
| 15 | **After first check:** new practice card V1 (smooth/rounded/long); trace and verify. | **After first check:** dictate how to inspect V2 (jagged/pointed/short). | **After first check:** critique “one success means all keys work”. | Verification and bounded claim; do not repeat held-out U cards. |
| 16 | Arrange 72 as 8×9, prime-factor cards and powers. | Explain to a new reader what `³` and `²` count. | Underline each false numerical statement in Draft B and correct it. | `2³=8`, `3²=9`, `8×9=72` with meaning. |
| 17 | Four large-print frames with complete captions. | Four-frame audio-description/AAC script without recording. | Order tactile/text cards and write a clear reading-order note. | Same correct 72 proof, overview, labelled check and text alternative. |
| 18 | Two-row costs, money-left and possible-benefit board. | Committee note stating criteria, ranking and forgone benefit. | Swap A/B ranking cards and explain how opportunity cost changes. | A leaves $7, B leaves $1; chosen option, next best benefit, uncertainty. |
| 19 | Annotate one original/revised frame with why the edit helps. | Dictate one specific critique and revised line. | Compare Draft A with B using accuracy, navigation and text-access criteria. | One sourced error or gap and justified correction; arithmetic verified. |
| 20 | **After first check:** show `90=2×3²×5`, multiply back. | **After first check:** script an overview for 90 plus check. | **After first check:** compare a true 90 equation with a false one. | 2×9×5=90 and a reader-facing check; new check values stay held out. |

The teacher's [separate key](teacher/ANSWER-AND-NEXT.md) contains worked evidence and next moves. Optional work is [separate](DAILY-EXTRAS.md). Original SubjectNest choice routes © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).