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.
Success: challenge the inference while retaining the valid reported sample result. (AC9E8LY02, AC9E8LY07)
Recall · 2 min. Learners identify the one true fraction in the post: 16/20 of its reported rack responses.
Model · 4 min. Teacher says: “Your post reports a high cycling share at the racks. I cannot generalise it to everyone. Could we compare a fair sample before changing a shelter?”
Plan · 5 min. Learners make a 45–60 second response with acknowledgment, reason and request. Notes, AAC sequence or text-to-speech are fine.
Rehearse · 7 min. Partner listens, paraphrases the concern and asks one question. Teacher samples planned learners; others get a private later check.
Revise · 4 min. Move the sampling method before the conclusion if the listener missed it; remove a personal attack.
Exit · 3 min. Listener writes the challenge in one sentence. Key: the sample was selected at racks, so its 80% cannot establish school-wide cycling.