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Topic 2 Fast and slow — what needs James (6)

3 new video versions · 3 questions on the review page. Tap a button on each card; the ruling goes to the build and the card shows it as ruled.

New video versions (3)

Topic 2 · the intro video — new version

Swap in the new version?

What changed: Sun low on the LEFT in the morning race (about 6-11 s), on the RIGHT at the same height in the afternoon race (about 11-16 s). The picture changes; the words are the same.

Reason: It does what Olivia asked for in this video, and nothing else in the video moves.

Current

New

The delivery note in full

v2 CANDIDATE (James decides the swap): VISUAL-ONLY edit 2026-10-01 08:09 from Olivia's 1 Oct note — sun low on the LEFT in the morning race (about 6-11 s), on the RIGHT at the same height in the afternoon race (about 11-16 s); audio identical to the master by sample count and duration (2008394 / 62.73 s); narration unchanged; everything else as delivered

Topic 2 · Lesson 1: Always somewhere new — new version

Swap in the new version?

What changed: 'somewhere new' → 'in a different position' at the three-pictures beat and the bus beat only; 'They look the same, because its position stays the same' → 'The two pictures look the same, because the marble's position stays the same'; the rule slide and title keep 'somewhere new'; clock redrawn with a short hour hand and a long minute hand plus a MINUTE HAND chip. Also: minute hand now moves exactly one minute mark between the two clicks, big clock and both insets, hour hand still. Some spoken lines and the picture change.

Reason: It does what Olivia asked for in this video; the spoken lines she named are the only ones that change.

Note: It now runs 76.56 seconds, up from 74.73; that is over the 75-second rule.

Current

New

The delivery note in full

v2 CANDIDATE (James decides the swap): two edits 2026-10-01 from Olivia's 1 Oct notes. Edit 1 (08:09, AUDIO+VISUAL): 'somewhere new' -> 'in a different position' at the three-pictures beat and the bus beat only; 'They look the same, because its position stays the same' -> 'The two pictures look the same, because the marble's position stays the same'; the rule slide and title keep 'somewhere new'; clock redrawn with a short hour hand and a long minute hand plus a MINUTE HAND chip. Edit 2 (08:51, VISUAL-ONLY): minute hand now moves exactly one minute mark between the two clicks, big clock and both insets, hour hand still. Narration diff against the delivered script shows only the three intended lines. DURATION 76.56 s, up from 74.73 s because the replacement lines are longer: 1.6 s over the Grade 3 75 s cap, noted for James. Audio of edit 2 identical to edit 1 by sample count and duration.

Topic 2 · Lesson 3: Farther in the same time — new version

Swap in the new version?

What changed: START LINE chip beside the flag in both frog-and-duck scenes; stop marks on the meter stick now at each toy's FRONT (frog nose at 80, duck beak at 30); zero on the start line. The picture changes; the words are the same.

Reason: It does what Olivia asked for in this video, and nothing else in the video moves.

Note: The editor changed something not asked for: the distance chips are no longer above their ticks — the editor placed them in a new top-left legend box pairing each toy's icon with its number (80 / 30 CENTIMETERS; and 10 / 20 SECONDS in the second scene).

Current

New

The delivery note in full

v2 CANDIDATE (James decides the swap): VISUAL-ONLY edit 2026-10-01 08:09 from Olivia's 1 Oct note (measure from the front; start and end marks). START LINE chip beside the flag in both frog-and-duck scenes; stop marks on the meter stick now at each toy's FRONT (frog nose at 80, duck beak at 30); zero on the start line. DEVIATION, accepted by the coordinator for James to judge: the distance chips are no longer above their ticks — the editor placed them in a new top-left legend box pairing each toy's icon with its number (80 / 30 CENTIMETERS; and 10 / 20 SECONDS in the second scene). Audio identical to the master by sample count and duration (2151754 / 67.23 s); narration unchanged; everything else as delivered. Frames: frame_checks/G3T02-L03_olivia-edit_12s/18s/50s.png.

Questions on the review page (3)

7. Hard tier: 5 of 54.
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8. The typed trio, one per test.
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9. PP-50 shares its frame with a quiz item.
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Applied this morning under your 29 Sep rule — overturn any (24)

Topic 2 · Always somewhere new · attached question (after the video), the two optionsnice to haveOlivia: not a huge deal

This was applied this morning. Keep it?

What it says now: staying the same / changing

Olivia's suggestion: The question can just say "changing" instead of "changing every moment." Not a huge deal.

Recommendation: Keep (recommended)

Reason: Shorter option; the feedback lines still say 'every moment', so the lesson's point is not lost.

Before this morning: staying the same / changing every moment

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"options": ["staying the same", "changing"], "key": 1,” → “"options": ["staying the same", "changing every moment"], "key": 1,”

Topic 2 · Always somewhere new · quiz item 1 (recall: did the boat move?)essential fix

This was applied this morning. Keep it?

What it says now: A toy boat floats in the bathtub by the tap in the morning. At lunch it is by the plug. Did the boat move?

Olivia's suggestion: We need more context. I'm not sure what "tap and plug" this is talking about.

Recommendation: Keep (recommended)

Reason: Names the bathtub, so a child knows where the tap and the plug are.

Before this morning: A toy boat was by the tap in the morning. At lunch the same boat is by the plug. Did the boat move?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "A toy boat floats in the bathtub by the tap in the morning. At lunch it is by the plug. Did the boat move?",” → “"stem": "A toy boat was by the tap in the morning. At lunch the same boat is by the plug. Did the boat move?",”

Topic 2 · Always somewhere new · quiz item 2 (the hour hand), CUTessential fix

This was applied this morning. Keep it?

What it says now: (item removed; the quiz goes straight from the boat to the truck)

Olivia's suggestion: This is a very bad question that I don't know the answer to.

Recommendation: Keep (recommended)

Reason: A child who does not know the hour hand moves cannot answer it; the stem then only echoes the rule.

Before this morning: The hour hand of a clock is moving very slowly around the clock face. Is its position changing right now? (yes)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “ "why": "Before, the boat's position was by the tap.<br>After, its position is by the plug.<br>Its position changed, so it moved."}, ” → “ "why": "Before, the boat's position was by the tap.<br>After, its position is by the plug.<br>Its position changed, so it moved."}, {"type": "mcq", "tag": "fluency", "stem": "The hour hand of a clock is moving very slowly around the clock face. Is its position changing right now?", "options": ["yes", "no"], "key": 0, "fb": ["Slow is still moving. A moving thing is always changing its position.", "Slow is still moving. Each moment, the hour hand is a tiny bit farther around."], "why": "The hour hand is moving, even though it moves slowly.<br>A moving object is always changing its position.<br>So its position is changing right now."}, ”

Topic 2 · Always somewhere new · quiz item 2 (the truck drives)nice to have

This was applied this morning. Keep it?

What it says now: A truck is driving along the road. Does its position change as it drives?

Olivia's suggestion: These are all imagined scenarios so it's weird to say "is XYZ happening right now" when it's not actually happening right now.

Recommendation: Keep (recommended)

Reason: Her form asks about the scene as described, not about a 'now' that does not exist; the same form runs through items 2 to 8.

Before this morning: A truck is driving along the road. Is its position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "A truck is driving along the road. Does its position change as it drives?",” → “"stem": "A truck is driving along the road. Is its position changing right now?",”

Topic 2 · Always somewhere new · quiz item 3 (the truck waits)nice to have

This was applied this morning. Keep it?

What it says now: A truck is waiting at a red light. Does its position change as it waits?

Olivia's suggestion: I would just say "A truck is waiting at the red light," not "The same truck." Again "does its position change as it waits?"

Recommendation: Keep (recommended)

Reason: Each item stands alone; 'the same truck' pointed back at an item a student may not remember.

Before this morning: The same truck is waiting at a red light. Is its position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "A truck is waiting at a red light. Does its position change as it waits?",” → “"stem": "The same truck is waiting at a red light. Is its position changing right now?",”

Topic 2 · Always somewhere new · quiz item 4 (a stick, was a leaf lying on the ground)essential fix

This was applied this morning. Keep it?

What it says now: You see a stick lying on the ground. Does its position change as it lies there?

Olivia's suggestion: A lot of times when we see leaves lying on the ground, they are kind of fluttering around. I might say a stick lying on the ground.

Recommendation: Keep (recommended)

Reason: A lying leaf can flutter, so 'no' was open to argument; a stick lies still.

Before this morning: A leaf is lying on the ground. Is its position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "You see a stick lying on the ground. Does its position change as it lies there?",” → “"stem": "A leaf is lying on the ground. Is its position changing right now?",”

Topic 2 · Always somewhere new · quiz item 5 (the leaf falls)nice to have

This was applied this morning. Keep it?

What it says now: You see a leaf falling from a tree. Does its position change as it falls?

Olivia's suggestion: You see a leaf falling from the tree. Does its position change as it falls?

Recommendation: Keep (recommended)

Reason: 'Another leaf' pointed back at the cut leaf item; her stem stands alone.

Before this morning: Another leaf is falling from a tree. Is its position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "You see a leaf falling from a tree. Does its position change as it falls?",” → “"stem": "Another leaf is falling from a tree. Is its position changing right now?",”

Topic 2 · Always somewhere new · quiz item 6 (the girl walks)nice to have

This was applied this morning. Keep it?

What it says now: A girl is walking to school. Does her position change as she walks?

Olivia's suggestion: A girl is walking to school. Does her position change as she walks?

Recommendation: Keep (recommended)

Reason: Her form, same as the rest of the quiz.

Before this morning: A girl is walking to school. Is her position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "A girl is walking to school. Does her position change as she walks?",” → “"stem": "A girl is walking to school. Is her position changing right now?",”

Topic 2 · Always somewhere new · quiz item 7 (the dog sleeps)essential fix

This was applied this morning. Keep it?

What it says now: A dog is asleep, lying still in its basket. Does its position change as it sleeps?

Olivia's suggestion: A dog is asleep, lying motionless in its basket. Does its position change as it sleeps?

Recommendation: Keep (recommended)

Reason: 'Lying still' settles the doubt a child may have about a sleeping dog shifting; 'still' used for her 'motionless' (grade-3 word).

Before this morning: A dog is asleep in its basket. Is its position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "A dog is asleep, lying still in its basket. Does its position change as it sleeps?",” → “"stem": "A dog is asleep in its basket. Is its position changing right now?",”

Topic 2 · Always somewhere new · quiz item 8 (the parked car)nice to have

This was applied this morning. Keep it?

What it says now: A car is parked outside a house. Does its position change while it is parked?

Olivia's suggestion: A car is parked outside a house. Does its position change while it is parked?

Recommendation: Keep (recommended)

Reason: Her form, same as the rest of the quiz.

Before this morning: A car is parked outside a house. Is its position changing right now?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "A car is parked outside a house. Does its position change while it is parked?",” → “"stem": "A car is parked outside a house. Is its position changing right now?",”

Topic 2 · Always somewhere new · quiz item 9 (was 'True or false: a moving object is somewhere new each moment')nice to have

This was applied this morning. Keep it?

What it says now: A dog runs along the beach. You take a picture every second. Between two pictures, is the dog's position changing? (yes)

Olivia's suggestion: I would call this a convoluted language question and remove it.

Recommendation: Keep (recommended)

Reason: The true / false item could be answered by echoing the rule; the new case tests the rule's harder face (between the pictures too).

Before this morning: True or false: a moving object is somewhere new each moment. (true)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “ {"type": "mcq", "tag": "fluency", "stem": "A dog runs along the beach. You take a picture every second. Between two pictures, is the dog's position changing?", "options": ["yes", "no"], "key": 0, "fb": ["Between the pictures the dog is still running, so its position is changing the whole time.", "The dog is running between the pictures too. A moving animal is always changing its position."], "why": "Between the pictures, the dog is still running.<br>A moving animal is always changing its position.<br>So its position is changing between the pictures too."}, ” → “ {"type": "mcq", "tag": "fluency", "stem": "True or false: a moving object is somewhere new each moment.", "options": ["true", "false"], "key": 0, "fb": ["A moving object is always changing its position.", "A moving object is always changing its position, so it is somewhere new each moment."], "why": "A moving object is always changing its position.<br>So each moment, it is somewhere new.<br>The sentence is true."}, ”

Topic 2 · Always somewhere new · quiz item 10 (was 'True or false: a moving object stays in one place while it moves')essential fix

This was applied this morning. Keep it?

What it says now: A bus drives along the road without stopping. Is there any moment, while it drives, when the bus stays in one place? (no)

Olivia's suggestion: Again I would call this a convoluted language question and remove it.

Recommendation: Keep (recommended)

Reason: A false statement to judge true / false is a double negative for an eight-year-old; the bus case asks the same thing plainly.

Before this morning: True or false: a moving object stays in one place while it moves. (false)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “ {"type": "mcq", "tag": "fluency", "stem": "A bus drives along the road without stopping. Is there any moment, while it drives, when the bus stays in one place?", "options": ["yes", "no"], "key": 1, "fb": ["The bus is moving the whole time, so it is in a different position every moment.", "A moving bus is in a different position every moment. It never stays in one place while it moves."], "why": "The bus is moving the whole time.<br>A moving object is always changing its position.<br>So there is no moment when the bus stays in one place."}, ” → “ {"type": "mcq", "tag": "fluency", "stem": "True or false: a moving object stays in one place while it moves.", "options": ["true", "false"], "key": 1, "fb": ["A moving object never stays in one place. It is somewhere new each moment.", "A moving object is always changing its position, so it never stays in one place."], "why": "A moving object is always changing its position.<br>So it never stays in one place while it moves.<br>The sentence is false."}, ”

Topic 2 · Always somewhere new · quiz item 11 (new: the word that fits)nice to have

This was applied this morning. Keep it?

What it says now: A toy train goes around its track. Which word fits the gap? "While it goes, the train's ___ is changing." (position / size / color)

Olivia's suggestion: I would add some questions where students have to pick the right vocabulary word in a sentence.

Recommendation: Keep (recommended)

Reason: One recognition item on the word 'position'; it sits last because it is the only item that prints the word.

Before this morning: (no such item; the quiz ended with the two true / false items)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “ # recognition of the word (Olivia, 1 Oct 2026: pick the vocabulary word that fits the sentence) — the only item that prints the word as an option, so it sits last {"type": "mcq", "tag": "fluency", "stem": "A toy train goes around its track. Which word fits the gap? \"While it goes, the train's ___ is changing.\"", "options": ["position", "size", "color"], "key": 0, "fb": ["Where the train is, is its position. While it goes around the track, where it is keeps changing.", "The train stays the same size. What changes is where it is: its position.", "The train stays the same color. What changes is where it is: its position."], "why": "Position means where something is.<br>While the train goes around the track, where it is keeps changing.<br>So the word that fits is position."}, ” → “”

Topic 2 · Did it change direction? · article line (the straight-path example, after the figure)nice to have

This was applied this morning. Keep it?

What it says now: Its path is one straight line, with no corner and no bend, so the ball did not change direction.

Olivia's suggestion: It will be confusing to say "a straight path means it didn't change direction" because the kids are looking at two straight paths joined by a corner. Say: a straight path without a bend means the direction did not change.

Recommendation: Keep (recommended)

Reason: The article line now says what 'straight' means here (no corner, no bend); the video's rule sentence is untouched.

Before this morning: Its path is straight, so the ball did not change direction.

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “{"t": "idea", "text": "Its path is one straight line, with no corner and no bend, so the ball did not change direction."},” → “{"t": "idea", "text": "Its path is straight, so the ball did not change direction."},”

Topic 2 · Did it change direction? · attached question (after the video), the stemnice to have

This was applied this morning. Keep it?

What it says now: The dotted line is the path of a ball that rolled to the gym wall and away again. What does the corner show?

Olivia's suggestion: The wording of this question is kind of bad.

Recommendation: Keep (recommended)

Reason: Says what the dotted line is in one sentence, then asks the question.

Before this morning: A ball rolls across the gym floor. Its dotted path has a corner at the wall. What does the corner show?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "The dotted line is the path of a ball that rolled to the gym wall and away again. What does the corner show?",” → “"stem": "A ball rolls across the gym floor. Its dotted path has a corner at the wall. What does the corner show?",”

Topic 2 · Did it change direction? · the ball-at-the-wall drawing (teaching figure and attached question): CORNER label and arrowsessential fix

This was applied this morning. Keep it?

What it says now: The CORNER chip sits beside the corner with a short pointer; one arrow, at the end of the path.

Olivia's suggestion: The labeling of the corner with that big line makes this confusing: three big lines and you only want them focusing on the two dotted lines. Move the label close to the corner. I dislike the arrows.

Recommendation: Keep (recommended)

Reason: The long pointer read as a third path; the label now sits where the thing is, and the corner no longer carries an arrowhead.

Before this morning: The CORNER chip sat at the bottom with a long line up to the corner; an arrow on each part of the path, one stuck in the corner.

The exact change

grade3/topic02_build/content/figures.py: “ body += chip(430, 125, "CORNER") + line(448, 116, 460, 96, 1, color=MID)” → “ body += chip(300, 200, "CORNER") + line(300, 191, 440, 100, 1, color=MID)”

Topic 2 · Did it change direction? · every drawing seen from above (ball, skateboard, car, bike, marble): a SEEN FROM ABOVE chipessential fix

This was applied this morning. Keep it?

What it says now: Each from-above drawing carries a small chip, top left: SEEN FROM ABOVE.

Olivia's suggestion: This is again depicting something that defies reality. Can you put a ramp underneath there that the bike came off of?

Recommendation: Keep (recommended)

Reason: She read the bike's bend as a jump into the air; saying the view is from above removes the misreading without inventing a ramp.

Before this morning: No chip; the view was not stated.

The exact change

grade3/topic02_build/content/figures.py: “ return svg(w, h, rect(10, 10, w - 20, h - 20, PALE, rx=6, width=1, stroke=MID) + chip(70, 24, "SEEN FROM ABOVE") + body, title, blind)” → “ return svg(w, h, rect(10, 10, w - 20, h - 20, PALE, rx=6, width=1, stroke=MID) + body, title, blind)”

Topic 2 · Did it change direction? · quiz item 1 (recall: which part is the direction?)essential fix

This was applied this morning. Keep it?

What it says now: "The slide is three steps to the left of the swings." Which part of the sentence describes the direction?

Olivia's suggestion: At the very least I would say "Which part of the sentence describes the direction?" instead of "is the direction."

Recommendation: Keep (recommended)

Reason: 'Is the direction' was odd English; 'describes' is what the words do.

Before this morning: "The slide is three steps to the left of the swings." Which part of the sentence is the direction?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “Which part of the sentence describes the direction?",” → “Which part of the sentence is the direction?",”

Topic 2 · Did it change direction? · quiz item 2 (recall: what do we call the line?) + new drawingnice to have

This was applied this morning. Keep it?

What it says now: Look at the dotted line behind the marble. What do we call the line a moving object travels along? (with a drawing: a dotted line behind a marble)

Olivia's suggestion: I think this is okay to ask but is a little tricky and should have an image with it.

Recommendation: Keep (recommended)

Reason: The drawing shows the thing being named without printing the word, so it helps without answering.

Before this morning: What do we call the line a moving object travels along? (no drawing)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “{"type": "mcq", "tag": "recall", "fig": "path_marble_line", "stem": "Look at the dotted line behind the marble. What do we call the line a moving object travels along?",” → “{"type": "mcq", "tag": "recall", "stem": "What do we call the line a moving object travels along?",”

Topic 2 · Did it change direction? · quiz item 4 (the skateboard)nice to have

This was applied this morning. Keep it?

What it says now: The dotted path shows the movement of the skateboard. Did the skateboard change direction?

Olivia's suggestion: A small thing but I would reword this to say, "The dotted path shows the movement of the skateboard."

Recommendation: Keep (recommended)

Reason: Her words; says what the drawing shows instead of giving an instruction.

Before this morning: Look at the dotted path behind the skateboard. Did the skateboard change direction?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "The dotted path shows the movement of the skateboard. Did the skateboard change direction?",” → “"stem": "Look at the dotted path behind the skateboard. Did the skateboard change direction?",”

Topic 2 · Did it change direction? · quiz item 5 (the remote-control car) + its drawingnice to have

This was applied this morning. Keep it?

What it says now: The dotted path shows the movement of the remote-control car. Did the car change direction? (drawing: one arrow, at the end of the path)

Olivia's suggestion: I would just say the dotted path shows the movement of the remote control car. I don't love that arrow weirdly stuck in the corner.

Recommendation: Keep (recommended)

Reason: Her stem; the arrowhead in the corner is gone, so the corner is only a corner.

Before this morning: Look at the dotted path behind the remote-control car. Did the car change direction? (drawing: an arrow on each part, one in the corner)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "The dotted path shows the movement of the remote-control car. Did the car change direction?",” → “"stem": "Look at the dotted path behind the remote-control car. Did the car change direction?",”

Topic 2 · Did it change direction? · quiz item 6 (the bike)nice to have

This was applied this morning. Keep it?

What it says now: The dotted path shows the movement of the bike. Did the bike change direction?

Olivia's suggestion: Again the dotted line shows the path of the bike.

Recommendation: Keep (recommended)

Reason: Her words, matching items 4 and 5. (Her ramp request is answered by the SEEN FROM ABOVE chip, a17.)

Before this morning: Look at the dotted path behind the bike. Did the bike change direction?

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “"stem": "The dotted path shows the movement of the bike. Did the bike change direction?",” → “"stem": "Look at the dotted path behind the bike. Did the bike change direction?",”

Topic 2 · Did it change direction? · quiz item 7 (the sled) + new drawingessential fix

This was applied this morning. Keep it?

What it says now: A child on a sled slides straight down a snowy hill. The dotted path shows the movement of the sled. Did the sled change direction? (drawing: a snowy hill from the side, a child on a sled, one straight dotted path)

Olivia's suggestion: A child on a sled slides straight down a snowy hill, and I would put an image, especially because kids in Texas probably have never been sledding.

Recommendation: Keep (recommended)

Reason: Many of the students have never seen a sled; the drawing shows what the words describe.

Before this morning: A sled slides straight down a snowy hill. Did the sled change direction? (no drawing)

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “{"type": "mcq", "tag": "fluency", "fig": "path_sled_hill", "stem": "A child on a sled slides straight down a snowy hill. The dotted path shows the movement of the sled. Did the sled change direction?",” → “{"type": "mcq", "tag": "fluency", "stem": "A sled slides straight down a snowy hill. Did the sled change direction?",”

Topic 2 · Farther in the same time · article, three lines before the first table, and the table's captionessential fix

This was applied this morning. Keep it?

What it says now: We can write what happened in a table. / The table has one row for each toy. / The first column names the toy. The second column says how far it went. / caption: The same ten seconds for both. Read along each row: the frog went 80 centimeters, the duck went 30 centimeters. The frog went farther.

Olivia's suggestion: The very first question you're asking them is to get information off a table, which I don't think they've had a ton of practice with.

Recommendation: Keep (recommended)

Reason: This is the first table a student meets in the course (Topic 1 has none); three lines teach how to read it before the first one appears.

Before this morning: (no table-reading lines) / caption: The same ten seconds for both. The frog went farther.

The exact change

grade3/topic02_build/content/G3T02_lessons_a.py: “ {"t": "idea", "text": "We can write what happened in a table."}, {"t": "idea", "text": "The table has one row for each toy."}, {"t": "idea", "text": "The first column names the toy. The second column says how far it went."}, {"t": "fig", "key": "table_frog_duck", "cap": "The same ten seconds for both. Read along each row: the frog went 80 centimeters, the duck went 30 centimeters. The frog went farther."}, ” → “ {"t": "fig", "key": "table_frog_duck", "cap": "The same ten seconds for both. The frog went farther."}, ”

Skill: write-like-james @ 10f6ac3 · built 2 October 2026 by build_tools_needs_you.py