You can use paper, the text descriptions, the printable boards, spoken words, AAC, a screen reader or a partner who reads the exact card text. Record your own decisions. A drawing, accent or handwriting style is never the evidence being checked. These are invented model cards, not real plant identification. The Week 4 budget is imaginary. Core access to a lesson is already provided.
Keep a line for input → decision → output → verification. When an answer is uncertain, write what you can observe and what needs a new test. Choose one A/B/C route each day from daily choices. Your teacher may give a neutral reading or a tactile set of the same text.
Week 3: test a model key
Day 11 · What is on the card?
Read the source cards or the profile board. Make a table with card ID, entire outer edge, tip and stem for T1–T4. Say entirely when it matters. For one card, compare all three traits with a baseline description before accepting a label. Circle an uncertain or unmatched card and say exactly why. Exit: What does T2 match? Which trait blocks T3 from being S3?
Day 12 · Trace a rule, then check it
Read Version 1 in the source packet. Put its outer edge test in an IF box and a nested decision below it. Trace T3 one line at a time. Write the candidate label, then compare all three traits. Choose a route and make a small repair proposal. Exit: Should T4 receive J1 merely because an edge has one jagged section? Explain using the card descriptions.
Day 13 · Count only what was tested
Use the ten-case fictional log in the source packet. Show safe outputs ÷ cases, as a fraction, decimal and percentage for Version 1. Compare Version 2 on the same ten descriptions. State the difference in percentage points and name the tested group. Exit: Rewrite “the revised key always works” as a claim supported by this log.
Day 14 · Help a new reader follow the key
Make a four-part explanation for a reader who missed the lessons: (1) what this invented model is, (2) one decision rule, (3) the final three-trait check, (4) what “unmatched” means and the limit of the test. You may use the storyboard or plain text. Ask a partner to follow it, or cover your notes and self-test; label which you actually did. Exit: Revise one ambiguous line so the next reader knows what to do with T4.
Day 15 · A new case
Your teacher will release a new check after a short rehearsal. Use the first response to show your current reasoning. A text reading, enlarged copy, or tactile description may help you access the same question. After your first response, choose one route from Day 15 choices for further practice. Exit: Record one step you will use next time before trusting an output.
Week 4: make a number explanation trustworthy
Day 16 · Explain powers, do not merely name them
Read the two number drafts. Show why 72=2³×3²: expand each power into repeated multiplication, evaluate and multiply back to 72. Name what the exponent tells you. Mark the exact incorrect statements in Draft B. Exit: Explain why 3²×2³ has the same product.
Day 17 · Build for a real reader
Design four frames for a younger reader who knows multiplication but is new to powers: goal, split, primes/powers, multiply-back check. Give each frame a clear title or spoken signpost and a complete text reading order. Choose a route. Ask someone to follow it without an extra oral hint, or do a self-test; record which happened. Exit: Revise one line that a new reader could misread.
Day 18 · Choose an optional extra
The core accessible explanation is already available. Read the fictional one-slot, $25 optional outreach brief in the source packet. Calculate money left after A and after B. Rank A and B using two stated criteria. Write one possible, unmeasured benefit for each. If you choose your first-ranked option, name the possible benefit of the next best option you give up. Exit: If your ranking is B above A and you choose B, what is the opportunity cost? Keep price and opportunity cost separate.
Day 19 · Critique a step, not a person
Revisit Drafts A and B and your Day 17 work. Check (1) prime factors and product, (2) order that a reader can follow, (3) a usable text alternative. Quote or describe a specific step as evidence. Save an old line and your revised line. Exit: Why can a large, attractive page still contain an incorrect equation?
Day 20 · A different number and decision
Your teacher will release a new check. Work through it independently after the shared rehearsal. Use a neutral read-aloud, blank storyboard or other access route if useful. Your first response is the formative evidence. Afterward, Day 20 choices offer practice with different values. Exit: Write one check you would make before sharing an explanation with another reader.
What to hand in
For each day, keep the opening task, one choice, the short exit and any revision. Optional extras are here. You may leave a blank with a reason; your teacher can plan the next step. Do not collect real plants, purchase anything, record another person, or publish a classmate's work for this inquiry.