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Day 17 · Shape the explanation for an audienceYear 7 Inquiry · T1 W3–4 · Day 17 lesson

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Year 7 / Integrated / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Codes: AC9E7LA04, AC9E7LY06, AC9AMA8C01. Goal: plan an accurate four-frame print/audio-described mini-explainer for a younger reader. Prepare: blank storyboard.

  1. Open · 3 min. Ask what a reader needs before seeing 2³×3²: a question/overview and what each symbol means.
  2. Model · 5 min. Frame 1 goal; 2 split 72 into8×9; 3 expand primes and group repeated factors; 4 multiply back and invite one new check. Give each frame text-first reading order.
  3. Investigate · 8 min. Compare a tiny unlabeled tree with a large captioned one; discuss meaning of font size, labels and an alt script without treating design as proof of arithmetic.
  4. Choice · 10 min. D17-A/B/C: low-ink panel layout, complete audio-description script without recording, or tactile card sequence. Each uses equal mathematics and a labelled check.
  5. Check · 6 min. Have a partner or teacher follow the sequence without oral hints; note one ambiguity and revise. If no real partner tested, label it a self-test.
  6. Note · 3 min. Record actual audience/feedback and mathematical accuracy separately. A storyboard alone is design evidence, not publication impact.

Later/home: Paper four-box draft; no home printer or recording needed.

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