Topic 8 "How to name a material from its properties" — your read (8 October 2026)

The teaching is in the right order and the science holds at Grade 5, the reviewer said; a child meets no word she has not been given. Two things had to change: the Matter opener ran 104 spoken words against the 90 cap and told one of Topic 11's rules ("the total mass always holds") — now 90 words, four pictures, nothing taught; and bank item PP-46 asked why a steel paper clip cannot float when a paper clip laid gently on still water does float — now a tiny steel ball. Sixteen smaller fixes, all applied: five practice and bank items were quiz or attached items with one noun changed (re-scened as a bouncy castle, jello powder in a bowl of hot water, crushed stone ground to dust, a huge pumpkin rolled into a pond, a scooter tire on a scale); the baking-soda item's feedback said "the water was not warm" before the stem said so (the stem now says cold water); a silly distractor ("mass only when it is cold") became the belief a child does hold ("only when it is moving"); the oak log was called "wooden" until the closing line said "oak"; "She fills three cups" had no subject in reach; L02's closing return said salt dissolved because salt is a material that dissolves; the forest line said "however much you use" (a jar of salt in a glass does not all dissolve — saturation waits for grades 6–8); the rule card printed under the rule block on every article; the two single-glass drawings sat at the left of an empty frame; seven drawings no page used were deleted; the type sheet named the old exemplars. Left as simplifications, each noted in the record: the 5-gram reading as the air's mass (buoyancy is not taught; the reading is realistic); "the amount does not decide" on the two cases shown; natural chalk fizzing with vinegar as a table datum; sugar "melting" to a brown liquid in a hot pan. Every drawn reading was re-read and matched its text; every cup reading sits in the real range for its material; no item figure carries a verdict, a crossed row or the name it asks for; the alt and blind texts carry data only. No key moved. Gates after the pass: checker 0 FAIL with S46 A = B = 0; terms sweep no hits; articles 0 FAIL; key tells 0 of 111; svg ids PASS (52 figures); S118 0 FAIL; the bundle re-cut (111 held) and the batch rebuilt (6 videos, every brief clean, not sent).

53 items in content/G5T08_pp100_bank.py: 49 four-option MCQs, three typed (20 grams; dissolves; density) and one two-of-four select. Per atom: MAT5-003 12 · MAT5-001 13 · MAT5-002 14 · MAT5-004 14. Easy 21, medium 18, hard 14, rising with the atom's place in the topic. MCQ keys A 15 · B 15 · C 11 · D 8. Eleven question types, one exemplar each on the type sheet: what the reading does when air goes in, out or nowhere; a true sentence about unseen air; what made the reading rise; the air's mass from two readings; what a material does in water; the word for dissolving; the correct reason (sugar vanishing; Ines's melt claim); heavier or lighter than the same size of water from two drawn cups; what a lump does, from the cups or from a bigger piece; the name from a table after one, two or three tests; the two rows one test removes. Every scene is fresh against the lessons, the quizzes, the practice and the attached questions after today's five re-scenes; the draw constraints (⟂) for items sharing a table are on the type sheet.

Skill: review-lesson (Role B guidance review and Role C fix pass; Role A is NOT run here — two cold readers follow) → review-questions → review-figures → review-accuracy @ cca3af6

Grade 5 Topic 8 — How to name a material from its properties — non-author review and fix pass (8 October 2026)

1. The takeaway, in plain words

The topic teaches the right four things in the right order, and a child who reads it meets no new jargon she has not been given: a gas has mass; dissolving is a property of the material; a lump that sinks is heavier than the same size of water, and that is its density; and a mystery material is named by testing one property at a time. The science holds up at the level a ten-year-old needs. Two things had to change before a cold reader sees it: the Matter opening video ran 104 spoken words against the 90-word cap and gave away one of Topic 11's rules ("the total mass always holds"); and one bank item asked a child to explain why a steel paper clip cannot float, when a steel paper clip laid gently on water does float. Both are fixed. The rest of the fix pass is small: five items that were quiz items with one noun changed are re-scened; a baking-soda item says "cold water" so its feedback is earned; the oak log is called oak before the closing line says "oak"; L02's closing return no longer says salt dissolves because salt dissolves; the rule card no longer prints under the rule block on every article; the two single-glass figures sit in the middle of their frame instead of at the left of an empty one; and seven drawings no page used are deleted. No key changed. The one question for James stands and is widened: TEKS 5.6A names "solubility" as well as "relative density", and the course coins neither — the card is on REVIEW_NEXT_G5T08.md.

Counts. Findings 31: Must-fix 2 · Worth fixing 16 · Simplification-leave 7 · Not an error 6. Every Must-fix and Worth-fixing finding is applied below. Items whose wording changed (no key moved): L02-q6, PR-4, PR-6, PR-7, PR-9, PP-01, PP-03, PP-46. Figures changed: glass_salt_plain, glass_chalk_plain (centred); seven unplaced figures deleted (scale_empty, glass_salt, glass_chalk, glass_sugar, glass_sand, tank_log_bolt_above, pp_scale_bike); 52 figures remain, all placed. Articles 300 / 380 / 389 / 333 words; opener 90 words.

2. Role A

Not run by this reviewer, on the coordinator's instruction. The key-less bundle is re-cut at blind/2026-10-08-reviewed/ (104 MCQ, 5 typed, 1 written, 1 multi; 111 held; 5 adversarial rows) for the two cold readers. Changed ids for them, with no key text: L02-q6, PR-4, PR-6, PR-7, PR-9, PP-01, PP-03, PP-46.

3. Role B — the guidance review, with the review-questions, review-figures and review-accuracy rows folded in

Verdicts: Must-fix · Worth fixing · Simplification-leave · Not an error. "Applied" rows name the rewrite that now stands.

Checks run and clear (listed so James can see they ran): B1 one atom per part, forest–trees–forest, prerequisites before use (every recalled term has its one-line recap; no term before its coin), concrete before abstract, no staging imperatives ("Now consider" and "Here is" open the L04 scenes); B2 sentence load (S1/S38 clean; one causal link a line); B3 plain word before term ("stuff" beside "matter"); B4 fluency quizzes climb to the term item last, scaffold → bare in L04, every check stands alone, no stem names its key (the two S13 hits name both options); B5 fb ≤ 30 words, why ≤ 50 words; B7 no meta language, no glossary printed (terms={}), no provenance in student text; review-questions checks 1–3, 5–8, 10, 14–15 (no verdict-and-reason option anywhere), 18 (PP keys A 15 · B 15 · C 11 · D 8; attached A A A B A B B; two-option runs with no four alternating), 23 (every item table is data, never a rule table), 25/35 (alt and blind text carry readings and cells only), 41 (term items last), 48–50 (every hard item's "hard because" names more of the skill), 53 (typed items closed; accept lists carry the child spellings), 61 (both claim items name the MAT5 register SD-1 source and the lesson line), 73 (attached questions test the lesson's atom), 81 (no invented term), 82 (no lettered cases); review-figures 3–8, 10–13 (item tables carry readings only; no crossed row or name on an item figure), the count check (two rows / four rows / five rows as captioned), the reading routine (every drawn display equals the text's number), the headache read (the readings figure carries no verdict; the three-cup figure's verdict layer is off until the text asks); review-accuracy steps 1–4, 9, 12, 14 (the melt claim corrected in the ruled heat form; no "gravity is a force"; "mass", never "weight", with gram units; nothing a chemist would strike beyond rows 19–25); the ten Grade 4 root causes — no bald jargon, no invented belief (the two claims are the register's), no verdict without a question, no "so" before a told fact, no lettered cases, no vague frame, no travelling heat, contrasts in one frame, no convenience term tested, no quoted-student opener.

4. Gates after the fix pass

5. Items and figures changed (old → new; no key moved)

• L02-q6 stem: "stirred into water" → "stirred into cold water".
• PR-4: car tire → bouncy castle. PR-6: powdered drink mix in a glass → jello powder in a bowl of hot water. PR-7: crushed brick ground finer → crushed stone ground to dust. PR-9: a lump of marble sinks → more/less dense (key 1) → pumpkin is less dense than water, a huge pumpkin rolled into a pond → sinks / floats (key 1).
• PP-01: pool float on its scale → a flat scooter tire on a digital scale, pumped. PP-03 distractor: "only when it is cold" → "only when it is moving". PP-46: a steel paper clip floats → a tiny steel ball will float; distractor "too thin" → "too smooth".
• L02 forest line and closing return; L03 "wooden log" → "oak log" (headache, article, script, cartoon brief, tank alt); L03 "She fills" → "Ines fills".
• Articles: the four rule_l0X figure lines removed. Figures: glass_salt_plain and glass_chalk_plain centred; seven unplaced figures deleted.
• STRAND_INTRO_SCRIPT: 104 → 90 words (beats 1 and 3).
• records/TYPES_G5T08.md: Type 1 and Type 9 exemplars and the PP-01 / PP-46 inventory rows follow the items.

6. For James

One card, on REVIEW_NEXT_G5T08.md: whether this topic coins TEKS 5.6A's own property names, "relative density" and "solubility", which the vault rule (10 Rules/Use the exam board's term where the standards name one.md) points to and the author left out.

Nothing was sent or committed; no file outside grade5/topic08_build/ and handoff/G5T08/ was touched.

Adjudication (8 Oct 2026)

The blind read. Two cold readers answered all 111 items of blind/2026-10-08-reviewed/ and agreed with every key: 0 MCQ disagreements across 111 items (104 MCQ, 5 typed, 1 written, 1 multi — PP-52 C,D right); every item judged fair. No key moved in this pass; the fixes below are text only.

Gates after the adjudication. check_topic 0 FAIL, 36 WARN, S46-COUNTS B=0 C=0 D=0 (A = 0; the one new WARN is S36 'pan'); check_terms hits: {}; check_g5_articles 0 FAIL (articles 300 / 394 / 389 / 333; scripts 148 / 150 / 149 / 150); check_key_tells 0 of 111; check_svg_ids PASS (52 figures); check_lessons 0 FAIL, S118 0 FAIL; page builds (4 lessons, 17 practice, 53 pp100, 52 figures) with the 90-word opener card. Bundle re-cut at blind/2026-10-08-adjudicated/ (111 held) with CHANGED_IDS.md holding ids only: L02-02, L04-02, L04-03, PP-10, PP-25 (this course has no build_tools_check_changed_ids.py; the file was written by hand with no key text). Batch rebuilt (6 videos), check_brief.py every video ✓ with the one standing summary/protected note, grep -ci strand 0. Not sent; nothing committed; nothing outside grade5/topic08_build/ and handoff/G5T08/ touched.

Skill: course-build → write-lesson (write-example-sequence, design-check-sequence, sentence-atomise, write-explanation) → write-intro (the topic intro and the Matter opening video) → write-video-script → write-summary → write-mcqs (quizzes, attached questions, practice, the recall bank, the PP100 bank and its type sheet) @ cca3af6

Grade 5 Topic 8 — How to name a material from its properties — build record (v1, 8 October 2026)

What this is, in plain words

Four short lessons that end with a child naming a mystery material by testing it, not by looking at it. First the student sees that the air pumped into a basketball shows up on the scale (a gas has mass). Then that salt dissolves and chalk never does, however much or however fine — dissolving is a property of the material. Then that a lump sinks when it is heavier than the same size of water and floats when it is lighter, with density named as Grade 4 named it. Last, the routine: test one property, cross out every known material that does not match, test again, and the one left is the name — on two jars of white grains that look exactly the same. This is also the first topic of Matter, so it carries the Matter opening video. Built straight from the architecture row and the register under the Grade 5 standing brief; no blueprint. The one question for James is whether to coin TEKS's word "relative density" here; the topic is built without it.

Counts. 4 lessons · 4 scripts (148, 150, 150, 150 spoken words) + the Matter opener (104 words) + intro (103 words, 2 question marks) + summary (162 words) · 4 attached questions + the intro's poll + 3 summary questions (key string A A A B A B B) · 34 quiz items (8 + 9 + 9 + 8) · 17 practice items (14 MCQ, 2 typed, 1 written; three Grade 3 / Grade 4 retrievals first) · recall bank 6 items · PP100 bank 53 items (49 four-option MCQs, 3 typed, 1 multi-select; MAT5-003 12, MAT5-001 13, MAT5-002 14, MAT5-004 14; easy 21, medium 18, hard 14; MCQ keys A 15 · B 15 · C 11 · D 8) · 59 figures (50 SVG by code, 4 photo placeholders, 5 cartoon placeholders) · articles 300 / 376 / 389 / 333 words · checker 0 FAIL, 32 WARN (every WARN answered below) · build_tools_check_terms.py hits {} (0 declared terms; A = 0, B = 0, C = 0, D = 0) · check_g5_articles.py 0 FAIL · check_key_tells.py KEY TELLS: 0 of 111 MCQs flagged · check_svg_ids.py PASS (0 ids) · check_lessons.py --adapter tools/check_adapter_g5.json 0 FAIL (S118 0 FAIL, 2 WARN answered below) · names run exit 0 · page builds (/tmp/g5t08_test.html: 4 lessons, 17 practice, 53 pp100, 59 figures) with the opening-video card added by content/add_strand_intro.py; the home, L01–L04 script routes, the L03 article route, the L02 quiz route, the practice and PP100 routes screenshotted at 800 px and read; all 59 renders viewed on five contact sheets · blind bundle cut (blind/2026-10-08: 104 MCQ, 5 typed, 1 written, 1 multi; 111 held; 5 adversarial rows) · video batch built (handoff/G5T08/videos/batch_G5T08.json, 6 videos), check_brief.py every video ✓, one standing summary/protected note, grep -ci strand 0 · NOT sent · nothing committed.

Structural decisions (in place of a blueprint)

One line each, with the reason:

• Four lessons, one per atom, in register order — each payoff is one clause; the capstone routine closes.
• No new term is coined. "Matter" (with "stuff" beside it), "gas", "mass", "material", "magnetic", "dissolves", "solution", "floater", "sinker", "dense" and "density" are Grade 3 and Grade 4 words, each recalled with one line on first reuse and listed in recalled_terms; "density" is NAMED in L03 (James, 25 Sep 2026) by Grade 4 Topic 13's own sentence, "How heavy a material is for its size is called its density". TEKS 5.6A's "relative density" is NOT coined — Question 1 below.
• L01 is the fact form, examples only. A thing with no mass does not exist, so there is no honest near miss (write-example-sequence's fact-form test); the let-out beat is the same fact read backwards and makes the air's mass visible as a loss as well as a gain. The readings are whole grams and real in size (about 5 grams of air in a pumped ball). The scale is Grade 3 Topic 17's digital scale (the reading is the point, so the instrument is digital and the number is seen to change), drawn twice side by side as Grade 3 Topic 18 did.
• L02's cases are the material, so the sequence is a KIND boundary (S118 boundary: "kind"): the thing changes at the flip and the scene (a spoonful, a glass of cold water) holds. The second run pins the property to the material by changing only the amount and the piece size on the two materials already met.
• The melt belief is met in L02 on the cold water, as the register's counter says ("the water stays cold while the sugar vanishes: melting needs heat"), with the heat sentence in the ruled form (the warm air heats the ice cube; the cold water did not heat the sugar). The claim item names Hollis, because the belief is documented and the lesson addresses it.
• L03 opens on the surprise said plainly (the heavy log floats, the light bolt sinks) and shows WHAT the reference point is with three same-size cups on three scales before any verdict — what before why. The size run keeps the scene (the tub) and flips on the material, with size held at the flip (tall candle → long nail, both big).
• L04 is a routine and has no example sequence; two worked cases carry it, the second on a different kind of table (three properties, five materials) so the routine is seen to generalise. Grade 4 Topic 13's two-property pick is its parent, recalled in the recall bank before the video. "In science, we don't taste things to observe them" is the Grade 3 Matter form.
• Hollis, Imani and Ines carry one scene each; Miss Holloway carries L04. One child per scene (James, 8 Oct 2026); claim-makers in items are the same three children.
• Every lesson gets a video — each is a change a child should watch happen (the number changes; the salt vanishes and the chalk settles; the log floats and the bolt sinks; rows are crossed out one test at a time).
• The intro is one scene (Hollis's unlabeled gray lump in the garage), narrative type, 103 words, 2 question marks, no coined term, no lesson scene (L04's lump is a lump Hollis brings from home, and the intro never points at it); the map line follows a question, so "To find out, we will look at…" is earned.
• The Matter opener is one kitchen scene, 104 words, says "stuff" beside "matter" (Grade 3's words, not a coining), maps the five Matter topics in a child's words, never says "strand", and ends on a ready line and the poll; rendered on the page by content/add_strand_intro.py (copied from Grade 4 Topic 1, pointed at this module).

Grade 3 and Grade 4 doorways, recalled by one item and one line each, never re-taught: Grade 3 Topic 20 ("Air takes up space"; matter = stuff of every kind; gas) — RECALL_BANK[0], L01's "Air is a gas, and a gas is a kind of matter. Matter is stuff of every kind…"; Grade 3 Topic 18 ("A digital scale shows the mass in grams") — RECALL_BANK[1], L01 article line 9 word for word, PR-1; Grade 3 Topic 19 ("A thing a magnet pulls is magnetic"; material) — RECALL_BANK[5]; Grade 4 Topic 14 ("When a material breaks into pieces too small to see and spreads all through a liquid, we say it dissolves"; "A dissolved material is not gone. It is still there, in the liquid") — RECALL_BANK[2], L02 article line 12 word for word, PR-3; Grade 4 Topic 13 ("Floating or sinking is a property of the material, not the object: wood is a floater, and steel is a sinker"; "A material that is heavy for its size sinks, and we say it is more dense than water"; "how heavy a material is for its size is called its density"; the two-property pick) — RECALL_BANK[3], RECALL_BANK[4], L03 article lines 10, 28 and 29 word for word, PR-2.

The simplifications, named: the three cups compare "the same size of water" without a unit of volume (volume is Grade 3's word, "how much space a thing takes up"; the comparison is by eye on same-size cups); density is named but never given as a number (mass divided by volume is grades 6-8); "melts in a hot pan" is given as table data, never as knowledge the student must have (no item needs a melting point; 10 Rules/An item needs only the atom it tests.md).

Questions for James (the build does not wait on it)

• Should this topic coin TEKS 5.6A's term "relative density" ("relative density (sinks or floats in water)"), or stay with Grade 4's "more dense / less dense than water"? Context: your 25 Sep ruling names "density" in this lesson, and Grade 4 Topic 13 already coined "dense" and "density" against the same standard; the 5 Oct rule says the exam board's term is coined where the standards name one, and STAAR stems do say "relative density". Recommendation: do not coin it here — a ten-year-old meets the idea as "more dense than water", the 150-word video has no room for a second naming beside density, and a one-line gloss could be added to the Grade 5 exit-test prep where the released forms are read. Built without it; coining it is one lexicon line, one article line, one script sentence (the L03 script is at 150 words, so one sentence would have to go), a term in terms and a recognition item in the L03 quiz and the bank.

Design-check-sequence records

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Skill: design-check-sequence @ cca3af6

Part: L01 (one part)

Type: (a) — a fact true of every gas, read off one scale; the student says whether unseen air has mass and what a reading does.

Plan: 8 items; two-option yes / no for the hard-to-spot members (a tire, a jar that looks empty) and the more-air item; three-option for what made the reading rise, letting the air out, the air's mass from two readings (the calculation in the why), a true sentence, what is true of every gas; stems one or two sentences; no claim item (no documented belief); 2-option string y y 0 (the truck tire keyed second); 3-option keys 0 1 1 2 0.

Belongs in practice/test instead: the subtraction typed with its unit (PP-41); the half-let-out chain (PP-40).

Part: L02 (one part)

Type: (a) — a one-step sort of a material into dissolves / does not, with the documented melt belief (register SD-1) addressed in the lesson.

Plan: 9 items; five two-option sorts (y y n n, then the claim n), three three-option applications (every piece of baking soda; sand stirred a long time; two look-alike powders), the term recognised last; no typed item in the quiz (recall by typing is the practice set's job; the word is Grade 4's).

Belongs in practice/test instead: the typed term (PR-15, PP-42); the finer-powder chain (PP-43).

Part: L03 (one part)

Type: (a) — a one-step sort against a reference point (heavier or lighter than the same size of water; more or less dense), including the comparison read off two drawn scales.

Plan: 9 items; six two-option sorts (0 0 1 1 0 1), two with the comparison in a drawing (q_cups_butter, q_cups_plaster — a comparison of two readings goes in a drawing, never in prose); three three-option items (the heavy-but-floats trap, the candle piece, the word density last; keys 1 0 2); no claim item (the heavy-is-dense confusion is the scene and the trap item, not a quoted belief).

Belongs in practice/test instead: the typed term (PR-17, PP-44); the same-size-blocks chain (PP-47); the documented paper-clip claim as a reason item (PP-46).

Part: L04 (one part)

Type: (b) — a multi-step routine (test, cross out, test again, stop at one), with the documented look-alike belief (register SD-1) addressed in the lesson.

Plan: 8 items; three scaffold steps on ONE fresh case (q_tab_powders: which rows the dissolve test crosses out; which test tells the two left apart; the name), then two bare items on fresh tables (q_tab_metals four options; q_tab_powders_b four options), what to do when two are left, Ines's look-alike claim (bare yes / no), the reason for more than one test; keys 1 2 0 3 1 0 (no) 2.

Belongs in practice/test instead: three-result chains (PP-49, PP-53); the table with no separating column (PP-50); the set multi-select (PP-52).

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The key strings

• Attached questions in video order (L01, L02, L03, L04, S1, S2, S3): A A A B A B B — A 4 of 7 (57 %); no four in a row alternate.
• L01 quiz: two-option 0 0 … 1 (q1, q2 yes; q7 the truck tire second); three-option 0 1 1 2 0. L02 quiz: two-option 0 0 1 1 1 (y y n n n); three-option 1 0 0 1. L03 quiz: two-option 0 0 1 1 0 1; three-option 1 0 2. L04 quiz: 1 2 0 3 1 0 1 2 (q7 two-option, keyed no).
• PP100 MCQ keys: A 15 · B 15 · C 11 · D 8 (49 MCQs); check_lessons.py S116 (no four alternating in a run) clean after one reorder (L01 q8's key moved from third to first).
• Practice: two-option 0 1 0 1 1 1 1 (PR-2, PR-4, PR-6, PR-7, PR-8, PR-9, PR-10, PR-12 as listed: 1 0 0 1 1 1 1 1); three- and four-option 0 2 1 3 0 1.

The example sequences, written out (one self-check table per sequence)

L01 — "Does the air pumped in add to the ball's mass?" (fact form). the basketball pumped in (yes) · the soccer ball pumped in (yes); the let-out beat is the first case read backwards. Rule 1: no flip (a fact true of every gas). Rule 2: the one step changes the object. Rule 3: fact form declared (form: "fact"); S118 silent. Rule 4: n/a. Shape: the universal-attribute run, the rule last.

L02, run 1 — "Does it dissolve in water?" (kind boundary). salt (yes) · chalk dust (no) · sugar (yes) · sand (no), a spoonful in a glass of cold water each time. Rule 1: at each flip only the material changes; the scene holds. Rule 2: n/a between positives (the run alternates by design, breaking on the table). Rule 3: both crossings (p → n, n → p). Rule 4: the scene (spoonful, glass of cold water) is the same at every flip; the material is the case. Shape: p n p n, a kind sort.

L02, run 2 — the same frame on amount and piece. salt, a pinch of powder (yes) · salt, a spoonful of powder (yes) · chalk, a spoonful of powder (no) · chalk, one whole stick (no). Rule 1: the flip (2 → 3) changes the material only; the piece holds ("a spoonful of powder"). Rule 2: 1 → 2 changes the amount; 3 → 4 changes the piece. Rule 3: one crossing only (p → n) — S118 WARN accepted: the return crossing is run 1's. Rule 4: the glass of cold water holds throughout. Shape: p p n n.

L03 — "Is the material heavier than the same size of water?" (kind boundary). wax, a candle stub, small (no) · wax, a tall candle, big (no) · steel, a long nail, big (yes) · steel, a short bolt, small (yes). Rule 1: the flip (2 → 3) changes the material only; size holds at "big". Rule 2: 1 → 2 and 3 → 4 change the size only. Rule 3: one crossing only (n → p) — S118 WARN accepted: the return crossing (steel → wax) would repeat the cases; the three-cup figure carries the comparison both ways (wax lighter, clay heavier). Rule 4: the tub holds throughout. Shape: n n p p.

L04 — a routine; no sequence.

The rules applied (rulings 1–13 of the brief, and the vault notes they point to)

Misconceptions used, by name — and the beliefs deliberately NOT stated

Not stated or tested: "air has no mass / air is nothing" (not in the MAT5 register or the physics catalogue; L01 states the fact and tests the hard-to-spot members instead, and "has no mass" appears only as a distractor); any belief about why salt dissolves (Topic 12's atom); "heavy things sink" as a quoted student line (met by the scene, not voiced).

Checker result, every WARN answered

python3 build_tools_check_topic.py grade5/topic08_build/content/G5T08.py → 0 FAIL, 32 WARN; S46-COUNTS G5T08 B=0 C=0 D=0 (no declared terms, so A = 0).

check_lessons.py --adapter tools/check_adapter_g5.json → 0 FAIL, 84 WARN, stamp written: S8 (the same beats), S11 (the key's fb is not empty — the course convention since Grade 3: the key's fb carries the confirming fact, the why follows), S13 (as above), S18 (34 live checks over the Grade 3 quiz size — four quizzes of 8–9 are counted together), S22 (a later stem carries an earlier key — the fixed two-option words heavier / lighter and the recalled word dissolves recur by design in a fluency run), S26 (no typed item in the quizzes — by design; typing is the practice set's job), S30 (no "the 20" / "the dissolves" article forms — nonsense forms, not added), S118 × 2 (one-direction crossings, answered above).

build_tools_check_terms.py → 1 topics, 4 lessons, 0 declared terms — hits: {}. check_g5_articles.py → 0 FAIL (articles 300 / 376 / 389 / 333; the three over 300 WARN — each carries a figure or subtitle every ≤ 8 idea lines, every idea line ≤ 22 words, and each stands alone: L02 needs the two runs and the melt section, L03 the three cups, the size run and the density recap, L04 two worked tables; trimmed from 385 / 443 / 381 and kept rather than split). check_key_tells.py → KEY TELLS: 0 of 111 MCQs flagged (a: 0, b: 0, c: 0). check_svg_ids.py → PASS. check_brief.py → every video ✓; the standing summary/protected note (158 of 158 words protected; one rule sentence per lesson, no example re-told). grep -ci strand batch_G5T08.json → 0.

Bank freshness, re-performed

Scene nouns of the lessons, quizzes, attached and summary items grepped against the bank and the practice stems and options: basketball, soccer ball, hollis, imani, ines, holloway, chalk dust, two jars, log, bolt, tub, three cups, cup of clay, cup of wax, garage, gray lump, bike tire, bicycle tire, jar has its lid, plastic bottle, beach ball, volleyball, truck tire, balloon, football, gravel, cup of salt, baking soda, plaster dust, glass sinks, lump of glass, lump of brick, lump of cork, butter, plaster, oak wood, screw, candle, pool ring, crushed brick, air mattress, car tire, drink mix, marble, foam block, glass bead, speckled, pumice, magnetite, mystery white powder, copper, pine wood. Hits after the re-scene pass: the three children as claim-makers (allowed); "tub" in "bathtub" (bath salts, a fresh scene); "baking soda" and "plaster" as rows in item tables (data, not a scene); "lump of cork" and "oak wood" in cup-reading items whose MOVE differs from the quiz items that named them; "pine wood" as a table row and a lump. Re-scened in this pass: PP-32 (pine log and brass key → a canoe and a coin), PP-22 (the air mattress, which the practice already used → a swim ring), PP-27's option (drink mix → powdered lemonade), PR-12 (a gray lump like a steel bolt → a coin like silver).

Blind-text grep

Every item figure's hidden blind line (<!--blind: …-->) was printed and read: the cup pairs give the two readings as data ("a cup of butter reads 230 g; the same size cup, a cup of water, reads 250 g"); the tables give every cell ("salt: dissolves in water yes, fizzes with vinegar no; …"). None carries a verdict word (heavier / lighter / floats as a verdict), a crossed-out row or the name an item asks for. A grep of the cut bundle's blind lines for the key words (sugar, salt, aluminum, granite, brick, glass, foam, clear plastic, stone, baking soda, sand, heavier, lighter) outside the table-cell and reading forms: 0 hits.

Figures (author self-check on the renders; the non-author review-figures pass is owed)

Rendered all 59 to /tmp/g5t08_figs/ (SVG) and viewed them on five Chromium contact sheets at 420 px a figure, then the built page's routes at 800 px. Read on the renders: the two readings on each scale pair are legible and change as the text says; the flat ball reads as the same ball with its air gone (the sagging orange shape under the same chip); the three cups are the same size with their fills named by chips; every tank's floater sits at the waterline with part above and every sinker rests on the floor; the chalk bits lie on the glass floor with clear water above; every crossed-out row carries one red line and the "ONE LEFT" chip names the material only on the final teaching table; item tables carry readings only. Fixed on the render: the L03 rule card lost its "relative density" line (Question 1); the cups_three verdict question was raised from 12 to 15 px so it reads at page width. Guards: the table drawer asserts every cell fits its column (every table passes); this module writes no SVG ids (check_svg_ids.py PASS). Each placeholder shows its note; no caption says "real".

Names run

python3 build_tools_names.py Hollis Imani Ines Holloway → exit 0: Hollis INFO already used in Grade 4 Topic 13, Imani in Topic 7, Ines in Topic 1 (cross-topic recurrence is information only, James 6 Oct); Holloway free. Within this topic each name is one child; all from Topic 8's row of grade5/NAMES_POOL.md.

Sentence-atomise self-check (one table per paragraph, collapsed to the rows that changed)

The mechanical twins ran clean: S1 (idea lines ≤ 22 words, one sentence), S2 / S38 (a verb in every sentence), S3 (no meta-talk).

write-intro and write-summary self-checks

Intro (narrative type; lessons read: L01 "A gas has mass…", L02 "Whether a material dissolves…", L03 "A lump that sinks…", L04 "Looking alike is not enough… test one property at a time…"). 1 no rule line present or paraphrased ✓ · 2 no "it turns out / depends on / is called / we call / something called / step by step / ends with" ✓ · 3 no coined term (the topic coins none; "dissolve" and "material" are Grade 4 and Grade 3 words the student has) ✓ · 4 one scene, one place, one time (the garage) ✓ · 5 two question marks ✓ · 6 the map line names subjects, no answer ✓ · 7 last beat a ready line; the poll attached ✓ · 8 no pointer at L01 or its basketball; no counted list ✓ · 9 103 words ✓ · 10 a boy finding an unlabeled lump in a garage could really happen, and he would ask what it is ✓ · 12 register: every number with its unit (none), subject and verb in every sentence, connectives ("But", "So") ✓. The Matter opener: one kitchen scene, 104 words, teaches and coins nothing, no "strand", a ready line and the poll ✓.

Summary (rule lines collected: L01 two, L02 one, L03 three, L04 two). 1 every rule line present as taught, in order ✓ · 2 no lesson over three sentences ✓ · 3 no substituted number or working line ✓ · 4 no scene with an action, no story, no headache question (the stills are the register figures) ✓ · 5 one case inside L02's rule only ("every piece of salt dissolves, and no piece of chalk does") ✓ · 6 no equation; the one named term (density) said as a term ✓ · 7 one part, 162 words ✓ · 8 opens "Here's everything we found out about how to name a material from its properties." and ends "Okay, now your turn." ✓ · 9 no "So" tail, no meta line ✓ · 10 on-screen beats are stills and chips; the four summary bullets each state knowledge ✓ · 12 register ✓. check_brief.py summary/protected note accepted (158 protected words — every word is a rule sentence; no rule can be cut without losing a lesson's point).

Judgement calls and rule collisions

• "Relative density" (the exam board's term) against "name density" and the video cap — Question 1; built without the coining. The collision: 10 Rules/Use the exam board's term where the standards name one.md against James's 25 Sep ruling for this atom and the 150-word script. Recorded, not resolved by a new rule.
• "Every piece of one material does the same thing in water" is an idea line, not a lexicon line — the L02 rule step is the one-sentence lexicon line so the script could carry it within 150 words; the second sentence stays in the article, the rule card, the forest and the summary as the rule's elaboration.
• The calculation line's form — 10 Rules/Never talk a calculation through in prose.md (a line under the sentence) against S38 (every sentence has a verb): the Grade 4 Topic 30 form ("The air's mass is the difference: 585 grams − 580 grams = 5 grams.") satisfies both.
• L03's run crosses one way — the return crossing would repeat the cases (steel back to wax); the three cups carry the comparison both ways, and S118's WARN is accepted rather than padding the run.
• L02 run 2's "piece" feature — fine salt and chalk dust are both "a spoonful of powder" so the flip changes the material only; the article says "chalk dust" and "a big spoonful of salt" in plain words.
• The flat ball still holds air — the lesson says the reading rises by the mass of the air pumped IN, never that a flat ball holds no air; the 5-gram difference is about the size a real ball gives.
• No typed item in the quizzes (S26 WARN) — typing is the practice set's job (dissolves, density; both Grade 4 words with wide accept lists); the quizzes recognise the terms last.
• S23 at the bank — ten easy / medium stems ran to three sentences and were rewritten as two, keeping the datum in a clause; the hard items keep three where the chain needs them.
• Fixed option sets — five sets declared in KEY_TELL_EXEMPT_SETS; check_key_tells.py 0 of 111.
• Articles over 300 words — trimmed from 385 / 443 / 381 to 376 / 389 / 333 and kept whole rather than split (each has a subtitle or figure every ≤ 8 idea lines); the shared sweep WARNs and this record answers.

The recall bank

Owed

• Blind review of blind/2026-10-08/BLIND_BUNDLE_G5T08.md (111 items held; the keys file is sequestered) by a reader who has not seen the keys; the five adversarial rows for the typed items.
• The non-author review-figures pass over the 50 SVG renders and the 9 placeholders' briefs; review-questions and review-lesson passes; review-accuracy on the readings (about 5 grams of air in a pumped ball; wax 230 and clay 450 grams against water's 250 in a same-size cup; sugar melting in a hot pan while salt does not).
• James's ruling on Question 1 (relative density), then the picture pass (David's pack) on the 4 photo and 5 cartoon placeholders.
• The video batch (handoff/G5T08/videos/batch_G5T08.json, READY.md written by the batch tool) is NOT sent: no Grade 5 batch goes before James's word (Matter is not in the sample six, so it waits for his go after the sample).
• Nothing committed.