# Your inquiry notebook · ten sessions

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](DAILY-CHOICES.md). 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](MODEL-SOURCES.md) or the [profile board](print/model-profiles.pdf). 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](print/explainer-storyboard.pdf) 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](MODEL-SOURCES.md). 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](DAILY-EXTRAS.md). 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.