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Development draft · local review needed

Day 19 · Test the explanation, then revise the confusing stepYear 7 Inquiry · T1 W3–4 · Day 19 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: AC9E7LA02, AC9E7LY06, AC9AMA8C01, AC9M7N02. Goal: evaluate one number explanation against accuracy, navigation and access criteria. Prepare: Day17 draft and a private review partner or self-check route.

  1. Open · 3 min. Say a useful critique identifies a line and evidence, not “bad design” or a judgement of the maker.
  2. Model · 5 min. From Draft A, note equation true but symbols unexplained; from Draft B, show arithmetic wrong. Suggest one line: “Three 2s make 2³=8.”
  3. Investigate · 8 min. Learners use three criteria: correct prime factors/product, traceable frame order, complete text alternative. Test each against actual draft evidence.
  4. Choice · 10 min. D19-A/B/C: peer audit, self-audit with cover-and-reveal, or two-version comparison. Make one justified revision and preserve the earlier line.
  5. Check · 6 min. Ask why a larger font cannot rescue 2³=6, and why correct math may still need a reader-facing explanation. Require one example from the source drafts.
  6. Note · 3 min. Record content revision versus presentation revision; later test with an actual target reader only with school review/consent.

Later/home: Show a chosen adult a practice explanation if they wish; do not claim this is a field usability test.

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