# Year 8 opening fortnight: pricing claims and poll claims

Every day has [English](english/LESSONS.md) and [mathematics](mathematics/LESSONS.md) at **25 minutes each**, plus a separate **35-minute** [Week 1](integrated/week-01.md) or [Week 2](integrated/week-02.md) integrated guide. This is not a whole-day timetable. All offers, costs, populations, survey results and quotes are fictional. Materials are in [English source cards](english/MATERIALS.md), [maths cards](mathematics/MATERIALS.md) and the [print/text aid set](print/TEXT-ALTERNATIVES.md); exact keys and next moves are in [English assessment](english/ASSESSMENT.md) and [maths assessment](mathematics/ASSESSMENT.md).

| Day | English | Mathematics | Integrated |
| ---: | --- | --- | --- |
| 1 | Test a headline against a table | Build two linear expressions | Define a decision and unknown costs |
| 2 | Put a substantiated claim in a paragraph | Make and check a cost table | Compare costs at 0, 2 and 8 repairs |
| 3 | Examine a hybrid flyer/explainer | Plot discrete cost points | Graph without claiming a continuous purchase |
| 4 | Restore actors hidden by nominalisation | Solve and verify the crossover | Test hidden assumptions |
| 5 | Independent price-plan note | Independent linear-model check | Present a bounded recommendation |
| 6 | Spot an overclaim in a poll post | Population, census and sample | Frame an ethical question |
| 7 | Ask how a quotation was selected | Compare two random samples | Plan random selection on model cards |
| 8 | Show viewpoint through word choice | Compare convenience and random samples | Audit two conflicting percentages |
| 9 | Challenge a claim respectfully | Report variation and uncertainty | Make a source-aware graphic |
| 10 | Fresh source response/pitch | Fresh sample assessment | Revise a claim for a school audience |

**Prep once:** print/display the three original source cards. Supply counters, a ruler, the [graph](print/plan-graph.pdf), [sample grid](print/sample-grid.pdf) and [claim mat](print/claim-source-limit.pdf) or their text/tactile equivalents. Give a quiet response option; do not require a public pitch to demonstrate mathematical understanding. No personal student travel survey is needed or suggested. If comparing real prices or collecting local data later, check school consent and currency first.

**Evidence routine:** all learners answer each brief exit through a workable mode; the teacher samples two or three focus learners in detail and rotates. Day 5 and Day 10 tasks are independent checks with fresh numbers/text. Mark `independent / prompted / shared / not yet observed` and keep mathematics, comprehension, composition and presentation evidence separate.

**Selected narrow links:** `AC9M8A01`, `AC9M8A02`, `AC9M8A03`, `AC9M8ST01`, `AC9M8ST02`, `AC9M8ST03`, `AC9M8ST04`; `AC9E8LA03`, `AC9E8LA04`, `AC9E8LA05`, `AC9E8LA06`, `AC9E8LY02`, `AC9E8LY03`, `AC9E8LY06`, `AC9E8LY07`; `AC9HE8K01`, `AC9HE8S01`, `AC9HE8S02`, `AC9HE8S03`, `AC9HE8S04`, `AC9HE8S05`. Each exact code is checked at Year 8 level in the pinned official workbook and used only for the part taught here; see [source limits](../../SOURCES-AND-REVIEW.md).