Day 18 · When a noun hides the method… | Year 9 Inquiry · T1 W3–4

Question: Who did what, and what does “the reduction” really refer to? Kit: Source C, B/D, claim audit. 35 = 3 + 7 + 12 + 8 + 5.

0–3: Display Source C, “The reduction established dependable control of room lighting.” Ask who reduced what and where the certainty came from.
3–10: Model a more accountable sentence: “In the team's invented tabletop record, adding four paper layers coincided with a sensor value of 20 rather than the half-model's predicted 10; the method record is incomplete.” Name the team and action; keep nominalisation only if its referent stays clear.
10–22: Learners underline reduction, control and dependable, trace each to B or D, and revise two versions: one plain for a manager, one concise but correctly attributed for a table caption. This is scientific communication, not a claim that nominalisation is always bad.
22–30: Partners test whether each pronoun/abstract noun has a clear referent and each conclusion has a source. Routes: annotate text; place tactile actor/action/result/limit cards; dictate and edit two versions. A teacher notes if independent reading was replaced by read-aloud.
30–35: “Can we keep the word reduction?” Key: yes, if we specify which values/method it condenses and avoid unsupported certainty. Response move: if student removes every abstract noun, show a useful source-bound summary.

Another domain: Edit a fictional sporting-equipment test note that says “the improvement succeeded” without data. Home: rewrite one invented overconfident sentence.