Ten distinct 35-minute sessions, Days 11–20. A fictional Paper Screen team makes an exact-halving claim. Learners use Year 9 exponent reasoning, source critique, model/data comparison, method design and accountable language to decide whether a small supervised retest is justified. Week 3 develops the test of the claim; Week 4 weighs repeated invented values and builds an audience-specific recommendation. This is an integrated inquiry supplement, not a complete Year 9 curriculum or weekly subject allocation.
Use in class
- Staff first read lesson plans, Sources A–E, crosswalk and teacher-targeted answer/next-move guide. The source packet and learner studio can be shared with learners.
- Print the five A4 aids with full text/tactile alternatives. Black-and-white printing preserves headings and box order. Use paper strips, large/reflowable text, AAC, signed or exact-word scribed responses as suitable; keep the same claim/source/model demands. The PDF is selectable text; SVG source and print generator are supplied.
- Introduce Check A and Check B on Days 15 and 20, respectively. The teacher-targeted worked key is also a public file, so these are fresh transfer prompts relative to the lessons, not secure exams. Avoid displaying the key during first responses, collect work before discussing answers, and adapt the fictional case/numbers when prior access matters.
- Day 17 offline interactive is optional; paper calculation is equivalent for the inquiry. Any physical sensor work requires local school approval and equipment. Written plans and all provided numbers are not observations.
Evidence and boundaries
The rights/source ledger names all external material, original assets and held claims. The exact ACARA v9 crosswalk includes 13 selected official Year 9 or Years 9 and 10 rows with partial boundaries. The desk run-through records teacher, learner and potential funder perspectives; this is a review of supplied materials, not a claim of classroom efficacy. Run python3 verify_pack.py to check rows, arithmetic, timings, routes, links, five print pairs, code behaviour and the hash manifest.
Public claim: “A teacher-ready ten-day fictional integrated inquiry with accessible routes and source-bound checks.” Do not claim real optics, material safety, local First Nations translations, full course completion, or measured student impact.