Skill: review-lesson (Role B guidance review and Role C fix pass; Role A is NOT this record — two cold readers follow on blind/2026-10-08-reviewed/) → review-questions, review-figures, review-accuracy @ cca3af6

Grade 5 Topic 9 "How to take a mixture apart" — the non-author review and fix pass (8 October 2026)

§1 In plain words

The topic teaches the right things in the right order, and a ten-year-old can follow every page: each part of a mixture keeps its properties, so a property picks it back out; melted and dissolved are told apart on the same sugar; three fair pairs show what speeds dissolving up; a sieve, a filter and a magnet each get a lesson of their own; the capstone chooses the method and meets the "filter the salt out" belief head on. Four things had to change before a cold reader sees it: the L01 table said "a sieve" three lessons before the word is coined (the Grade 4 fault James named first); one quiz item claimed coffee grounds filtered out leave "clear water" (every child who has seen coffee knows better); one typed bank item was the L04 typed item with pasta changed to rice; and one capstone item had a second method that would also work, which its own feedback conceded. Fifteen smaller fixes went in beside them (two filter scenes a chemist would query, two capstone lines that credited "too small to see" with a job that belongs to evaporation, a chip off its card, clips floating under a magnet, a recall item that handed over the next attached question, four re-scened items, a staging imperative, a stray "amber"). Every gate is back at its stated result, the blind bundle is re-cut (135 held) and the batch is rebuilt and checked, not sent.

The author's one question for James — should "let the water evaporate" be its own lesson — is decided here and dropped: a student learns the same thing either way (the fact is Grade 3's, recalled word for word; the new skill is choosing it, which is MAT5-024's own job), the register has no separate atom, and TEKS 5.6B's fourth method is taught, tested (L06 q6, the attached question, S3, PR-11, four bank items) and recapped inside the capstone. Questions for James: none.

§2 Role A (the blind read)

Not run here, by instruction. The bundler's count line for the re-cut bundle: bundled: 123 mcq, 10 text (0 numeric), 1 frq, 0 order, 1 multi — adversarial rows: 10 — held: 135; 135 ### headings in the bundle; grep -c "Drawing:" = 0 (no item carries a drawing). The ids whose wording changed after the first cut are in blind/2026-10-08-reviewed/CHANGED_IDS.md (ids only). The course has no build_tools_check_changed_ids.py; the file was grepped by hand for key letters and key words (none).

§3 Findings — one row each, with verdict and disposition

Verdicts: Must-fix · Worth fixing · Simplification-leave · Not an error. "Applied" rows are in the content now.

B1 Structure, prerequisites, scene-staging

B2 Sentence atomisation (sentence-atomise run on every paragraph; rows only where a "no" stood)

B3 Words

B4 / review-questions — items (every quiz, attached, practice and bank item read with its key)

B5 Explanations

fb ≤ 30 words, why ≤ 60 words, one link per line, no "the correct answer is", no reversal evidence: clear on every item read (the two "clear" words above were the only fb/why edits).

B6 / review-figures — every PNG opened (43 renders: 30 drawn, 13 placeholders) and the built page read on every route

D / review-accuracy — the science (reference: OpenStax Physics/Chemistry at elementary grain; TEKS 5.6B; the register)

Deliberately omitted (so the next reader does not re-report): caramelisation; melting and boiling points other than water's; solubility limits; why stirring, warmth and small pieces speed dissolving (grades 6–8); colloids; sublimation on the icicle item.

§4 Items changed (old → new; keys stated here only — never in CHANGED_IDS.md)

Lesson key strings after the fixes: L01 [0 0 1 2 0 1 1 1] (two-option items 0 0 1 1); L02–L06 unchanged. Claim string across the lesson quizzes: Y N N N. Attached questions A B B A A B B A A.

Figure code changed: properties_table, filings_sand_headache, method_table, saltwater_evaporate, methods_strip, four_jars. Text changed outside items: L04 article (one line), L02 photo caption, L06 article (two lines) and L06 script screen direction (beat 4). Type sheet: three scene words updated; the bank header's count corrected to 54 / 46.

§5 Gates after the fixes (all from the course folder)

The WARNs, answered: S8 beat-sentence counts (the elementary micro-lesson shape, as on every approved Grade 4 topic); S13 L01 q7 and L05 q1–q3 (both parts must be named; the key is one); S39 "smaller pieces" (size is the rule's object); S36 unusual words — the author's list stands, plus the two this pass added: "macaroni" (a US kitchen word) and "dice" (a game word every ten-year-old knows).

§6 The author's other calls, judged

• Six articles at 275–424 words. Accept. Each carries a Grade 3 or 4 sentence word for word, the register's trap case or a third tool, and a subtitle or figure every ≤ 8 idea lines; the scripts stand alone at ≤ 150. Reading them as a student, none drags; L02 is the longest because it carries the boundary pair, the return crossing and the ice trap, all of which a cold reader needs.
• Typed "melted" and "magnetic" in the bank. Accept (table above).
• The one-way melt crossing left as a WARN. Accept with the author's reason.
• The filter taught in L04. Accept: the capstone's trap needs the filter known first, and sand you can see in water is a difference you can see.
• The evaporation question. Decided and dropped (§1). Recorded here and on the REVIEW_NEXT page; no card.

§7 For James

Nothing needs a decision. The picture pass (6 photo, 7 cartoon placeholders) can start; the two cold readers read blind/2026-10-08-reviewed/; the batch waits for the Grade 5 go.

Adjudication (8 Oct 2026)

The blind read. Two cold readers answered all 135 items of blind/2026-10-08-reviewed/ and agreed with every key: 0 MCQ disagreements; the multi-select PP-40 read A, B, C by both. One item was marked two-defensible (Reader C) and flagged (Reader B): PR-10, tea leaves in a pot — a tea strainer is a sieve a child has seen. The same tension, weaker, on L04-07, L06-05, L06-07, PP-28 and PP-36.

Each flag's outcome (text only; no key letter moved):

1. The sieve / filter boundary is now a taught sentence in L04, where the filter is coined: "So a sieve is the tool for pieces big enough to sit on its holes." / "Tiny bits in water would fall through a sieve, so a filter is the tool for them." The L04 script carries it too ("Sand grains would fall through a sieve, so Ivan folds paper…"; beat 1 trimmed; 147 words). Every sieve-or-filter stem now closes the choice with a cue: L04-07 "Finely ground coffee … tiny bits"; L06-05 "Tiny bits of a solid you can see float in a jar of water"; L06-07 "Finely ground pepper … tiny bits of pepper float"; PP-28 "Fine sawdust … tiny bits float"; PP-36 "Fine garden soil … tiny bits of soil float"; the sieve distractor's fb on each says the bits would fall through a sieve's holes. PR-10 re-scened: tea leaves could not be made clear-cut, so it is ground cinnamon, tiny bits floating (a filter; cinnamon is fresh across the topic). PP-29, which had taken "ground pepper" the hour before, is re-scened to dried cranberries in sugar so the noun stays with the filter item.
2. Typed names. The sieve accept list (L04-10's inline list and the bank's SIEVE, used by PR-16, PP-42, PP-53) now carries sifter, strainer, colander with articles and plurals, and the child spellings siv, sive, seive, siev, seeve, collander, colinder. FILTER (PR-14, PP-43, PP-54) carries filter paper, coffee filter, paper filter, filter cone and three misspellings. MELTED (PP-38) carries melt, melting, melts, it melts. MAGNETIC (PP-46) already accepted magnetism and "they are magnetic"; the stem asks for the property, so they stand.
3. PP-10: the plural "bath salts" over "It …" options is now "A spoon of powdered sugar stirred into warm milk vanishes. What did the powdered sugar do?" (singular; fresh).
4. Draw constraints on the type sheet: PP-06 ⟂ PP-02, PP-05; PP-40 ⟂ PP-15; PP-52 ⟂ PP-51. PP-52's stem no longer states PP-51's answer: "A cup holds clear sugar water. A boy wants the sugar back as dry grains. Which method does he use?" (hb line updated).
5. L03-06 states its comparison: "…leaves a cup of drink powder and water still on the table instead of stirring it."
6. PR-01 (a Grade 3 states recall) stays only as a labelled retrieval item: it, PR-02 and PR-03 now carry recalls (MAT3-046, MAT4-020, FOR3-023) beside their RECALL tag.

Gates after the adjudication: check_topic 0 FAIL, 56 WARN (S46 B = C = D = 0, A = 0 by the absence of a FAIL; S30 typed 10, fail 0; the one new S36 word, "cinnamon", is a kitchen word) · check_terms hits {} · check_g5_articles 0 FAIL (articles 326 / 424 / 275 / 426 / 339 / 409; scripts 150 / 150 / 150 / 147 / 149 / 150) · check_key_tells 0 of 132 · check_svg_ids PASS · check_lessons S118 fail 0 (the S26 loader artefact as before) · bundle re-cut to blind/2026-10-08-adjudicated/ (123 mcq, 10 text, 1 frq, 1 multi — held 135) with an ids-only CHANGED_IDS.md (ten ids; grepped clean of key words) · batch rebuilt, check_brief.py 8 of 8 ✓ with only the standing summary protected-words note; strand = 0. Not sent. Keys: none changed in this pass.

54 items in content/G5T09_pp100_bank.py: 46 four-option MCQs, 7 typed words (sieve ×2, filter ×2, magnet, melted, magnetic) and one three-of-four select. Per atom: MAT5-020 8 · 021 10 · 025 9 · 022 8 · 023 8 · 024 11. Easy 19, medium 18, hard 17, rising with the atom's place in the topic. MCQ keys A 13 · B 14 · C 11 · D 8. Sixteen question types, one exemplar each on the type sheet. Every scene is fresh against the lessons, the quizzes and the practice after the review's three re-scenes.

Skill: course-build → write-lesson (L01 the FACT form; L02 and L03 example-sequence classification lessons; L04, L05 and L06 routines, L06 the capstone meeting the register's filter belief by name) → write-example-sequence, design-check-sequence, sentence-atomise, write-explanation, write-mcqs (quizzes, attached questions, practice, the recall bank, the PP100 bank and its type sheet); write-intro (the topic intro); write-video-script (six lesson scripts); write-summary (the summary); review-figures (author self-check on 43 renders and five built pages; the non-author pass is owed) @ cca3af6

Grade 5 Topic 9 — How to take a mixture apart — build record (v1, 8 October 2026)

What this is, in plain words

Six short lessons that turn Grade 4's "each part of a mixture is still itself" into the skill of getting the parts back. Ivan stirs iron filings into sand and the iron looks lost; a magnet pulls it straight back out, because the iron kept its property (L01: each part keeps its properties, so a property picks it back out). Jonah's sugar vanishes in cold water and he says it melted; the same sugar in a hot pan shows what melting looks like, and the cold glass shows what dissolving looks like (L02: melted or dissolved, the register's comparison atom, with the ice-cube trap met by name). Josie's sugar cube sits on the bottom of a glass for a minute; three minimal pairs on the same glass show that stirring, warmer water and smaller pieces speed dissolving up (L03: one conditions sort, no per-condition why). Ivan's bucket of beach sand has pebbles through it; a sieve uses the size difference, hands use a colour difference, and a filter — a sieve with holes too small to see — catches sand out of water (L04: the two coinings, sieve and filter). Jonah's class at the recycling center watches a magnet lift every steel can out of a bin and leave every aluminum can (L05). Josie has four mixtures on the science table and must choose a method for each; the filter fails on salt water and nothing is left on the paper, so the water is left to evaporate and the salt stays (L06, the capstone: name the property that is different, then pick the method that uses it).

Counts. 6 lessons · 6 scripts (149, 150, 150, 148, 149, 150 spoken words) + intro (108 words, 2 question marks) + summary (175 words) · 6 attached questions + the intro's poll + 3 summary questions · 56 quiz items (8 + 10 + 9 + 10 + 9 + 10) · 16 practice items (12 MCQ, 2 typed, 1 FRQ; three Grade 3 / Grade 4 retrievals first) · recall bank 8 items · PP100 bank 54 items (46 four-option MCQs, 7 typed, 1 multi-select; MAT5-020 8, 021 10, 025 9, 022 8, 023 8, 024 11; easy 19, medium 18, hard 17; MCQ keys A 13 · B 14 · C 11 · D 8) · 43 figures (30 SVG by code, 6 photo placeholders, 7 cartoon placeholders) · articles 326 / 424 / 275 / 398 / 339 / 400 words · build_tools_check_topic.py 0 FAIL, 54 WARN (every WARN answered below) · build_tools_check_terms.py hits {} (S46 A = 0, B = 0, C = 0, D = 0) · check_g5_articles.py 0 FAIL · check_key_tells.py KEY TELLS: 0 of 132 MCQs flagged (a: 0, b: 0, c: 0) · check_svg_ids.py PASS (4 ids, 0 shared) · check_lessons.py --adapter tools/check_adapter_g5.json S118 0 FAIL (1 WARN, answered) · names all from Topic 9's row · site built · blind bundle cut (123 MCQ, 10 typed, 1 FRQ, 1 multi; 135 held) · batch built, check_brief.py 8 of 8 ✓ with only the standing summary protected-words note; grep -ci strand = 0. The batch is NOT sent.

Structural decisions (in place of a blueprint)

One line each, with the reason:

• Six lessons, one per atom, in the architecture row's order (020, 021, 025, 022, 023, 024); each payoff is one clause; the capstone closes.
• "sieve" and "filter" are this topic's two coinings, both in L04, in the told-fact frame ("A pan with lots of small holes in the bottom is called a sieve." / "Paper with holes too small to see, folded into a cone, is called a filter."), because TEKS 5.6B names sieving and filtering as the separation methods; each is described before it is named (Explain then label, 7 Oct refinement). Both are typed in the bank and the practice (short, spellable; the accept lists carry "strainer" and "colander" as declared synonyms of sieve, child spellings, and the article forms); recognition items precede every typed item.
• The filter lives in L04, not L06. The register's capstone trap is "choosing a filter for a solution", so the student must know a filter before L06. L04's atom is "a difference you can see"; sand you can see in water is such a difference (the filter is taught as "a sieve with holes too small to see, so any piece you can see stays on it"), and the capstone then adds only the dissolved case. Recorded as a judgement call below.
• Evaporation is recalled, never re-taught: Grade 3 Topic 21's sentence "Water left open to the air goes into the air, bit by bit: it evaporates." word for word, a recall-bank item before L06, and the dish on the windowsill as the one case. See the question for James.
• L01 is the fact form (MAT5-020 is a Fact atom): no non-example exists that differs by the deciding feature only — a part that lost its property would be a new material. The explanation performance the register asks for ("name the property it kept") is the frame's answer every time, and the quiz asks for the property in every item.
• L02's boundary pair is the same sugar, one feature changed (the brief's instruction): a hot, dry pan against cold water. The return crossing for the dissolve frame is the same salt moved from cold water to a hot pan (it stays a solid: no liquid to spread into, and a kitchen pan is not hot enough — the only honest statement; no melting point is given). The ice cube on a warm plate meets the register's "ice dissolves" trap by name. The melt frame is crossed one way (S118 WARN, answered below).
• L03 is ONE sort (the register's cross note: do not compress the 6-8 chain, do not pre-empt it): three conditions, each a minimal pair on the same glass, and one sentence naming the simplification ("Why each change works is a story for later grades."). No "fair test" wording is coined or recalled; the forest line says the plain thing ("changes one thing at a time").
• "The magnetic force" is Grade 3 Topic 5's name, recapped in one line in L05 ("A magnet's pull is called the magnetic force.") and recalled by RECALL_BANK[5]; no new force name.
• The recycling-center magnet is a real US scene (steel cans are pulled out by magnets at every recycling plant); the worker "scrapes the steel cans off" rather than switching anything off, so no electromagnet is implied.
• Nothing is tasted. Grade 4's lemonade sip is not reused: the evidence that the salt passed through the filter is "nothing is left on the paper", and the evidence that it is still there is the salt left in the dish a week later.
• Every lesson gets a video: each is a motion a child should watch (filings jump to the magnet, sugar vanishes, cubes shrink, sand streams through a sieve, water drips through a filter, cans rise to the magnet, water leaves the dish).
• The intro is one scene (Ivan's tipped beach bucket), narrative type, 108 words, two question marks, no coined term, no lesson scene; the map line follows a question, so "To find out, we will look at…" is earned.

Grade 3 and Grade 4 doorways, recalled by one item and one line each, never re-taught: Grade 4 Topic 14 ("In a mixture, each material is still itself. Each material keeps its own properties, so you could get each part back again." — L01's forest and article, RECALL_BANK[0]; "When a material breaks into pieces too small to see and spreads all through a liquid, we say it dissolves." — L02; "A dissolved material is not gone. It is still there, in the liquid." — L06, RECALL_BANK[2]; "a solution … you cannot see the parts" — L06's recap line, RECALL_BANK[7]); Grade 3 Topic 21 ("When a solid warms up enough, it turns into a liquid: it melts." — L02, RECALL_BANK[1]; "Water left open to the air goes into the air, bit by bit: it evaporates." — L06, RECALL_BANK[6]; "Ice, water and water vapor are the same stuff: water." — PR-1); Grade 3 Topic 4 ("Steel, iron, nickel and cobalt are magnetic: a magnet pulls them." and "Aluminum, copper and gold are metals, but they are not magnetic." — L05, RECALL_BANK[4], PR-3); Grade 3 Topic 5 ("A magnet's pull is called the magnetic force." — L05, RECALL_BANK[5]); Grade 5 Topic 8 (MAT5-001, dissolves or not — RECALL_BANK[3], from the register's behaviour, not Topic 8's files). The lexicons of G4T14, G4T16, G3T21 and G3T04 were printed before drafting.

The simplifications, named: "Why each change works is a story for later grades." (L03); "a kitchen pan is not hot enough to melt salt" (L02, in place of a melting point); the filter as "a sieve with holes too small to see" (L04).

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

• Should "let the water evaporate" be its own lesson (TEKS 5.6B's fourth method) rather than two lines inside the capstone? Context: the register has no atom for recovering a dissolved solid by evaporation; MAT5-024's trap ("a filter for a solution") needs the student to know the way back, and TEKS 5.6B lists evaporation beside magnetism, sieving and filtering. Recommendation: keep it inside L06 — the fact (water evaporates and leaves the solid) is Grade 3's, recalled word for word, and the new skill is choosing it; a seventh lesson would re-teach evaporation. Built inside L06 with its own lexicon sentence ("A dissolved solid passes through a filter, so you let the water evaporate and the solid stays behind.") so it is tested and recapped; splitting it out is one lesson dict and a register proposal.

Design-check-sequence records

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Skill: design-check-sequence @ cca3af6

Part: L01 (MAT5-020) — Type (a): one-step: name the property the part kept. Plan: 8 items; 2-3 options; keys 0 1 0 1 (two-option) / 0 1 2 1 (three-option); one documented claim (SD-2, Jonah). Belongs in practice/test: the three-part FRQ (PR-12).

Part: L02 (MAT5-021) — Type (a): one-step sort melted / dissolved. Plan: 10 items; 7 case items on fresh solids, the claim (SD-2 induced, Josie), the reason, the count item; two-option string 1 0 0 1 1 0 0 1 1 (no four alternate; 5 of 9 at position 1); three-option key 2. Belongs elsewhere: the typed "melted" (PP-38).

Part: L03 (MAT5-025) — Type (a): one-step sort speeds up / slows down. Plan: 9 items; six fresh actions, one three-glass transfer, one apply, one reason; two-option string 0 1 1 0 0 1 0; three-option 2 0. No claim (the register names no belief here).

Part: L04 (MAT5-022) — Type (b): two decisions (which difference → which tool). Plan: 10 items; worked on the page; 2 step-1, 3 step-2, 2 bare, 2 term recognition, 1 typed (sieve) last; three-option letters 0 2 1 0 2 1 0 2 1.

Part: L05 (MAT5-023) — Type (b): is it magnetic → what the magnet pulls out. Plan: 9 items; 3 step, the claim (MAG-01, Ivan), the reason, 3 bare yes / no, 1 transfer; two-option string 0 1 1 1 0 0 1; three-option 0 2.

Part: L06 (MAT5-024) — Type (b): name the difference → pick the method. Plan: 10 items; 2 step-1 (three options), 4 step-2 on the fixed four-method set (keys 1 0 2 3 after the S116 reorder), 2 bare (2 0), the claim (SD-2, Jonah) bare yes / no, 1 bare two-step (1).

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The key strings

• Attached questions, video order (L01–L06, S1–S3): A B B A A B B A A (A 5 of 9; no four alternate).
• Quiz keys per lesson: L01 [0 0 1 2 1 1 0 1] · L02 [1 0 0 1 1 0 0 1 2 1] · L03 [0 1 1 0 0 1 2 0 0] · L04 [0 2 1 0 2 1 0 2 1 T] · L05 [0 1 1 1 0 0 0 1 2] · L06 [0 1 1 0 2 3 2 0 1 1]; no position over 60 % within a lesson's same-size items (S7 clean); S116 (the shared checker) clean after the L06 q3 / q4 swap.
• PP100 MCQ keys A 13 · B 14 · C 11 · D 8; the fixed sets METHODS4 and MD4 and L06's METHODS are declared in KEY_TELL_EXEMPT_SETS.

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

L01 (fact form). Frame "Can this part be picked back out?" — iron filings in sand (yes: magnetic) → peas in rice (yes: bigger) → red beads in white beads (yes: red). | 1 Minimal difference: no flips (fact form). | 2 Maximal variation: the mixture changes each step, the frame and the verdict hold; three different properties. | 3 Both sides: fact form declared — a part that lost its property would be a new material. | 4 Same object: n/a. | Shape: positives only, the rule last, a mixed yes / claim run as its check.

L02 (two frames, one run). Frame "Did it melt?" / "Did it dissolve?" — sugar warmed in a hot, dry pan (melted) → the same sugar stirred into cold water (dissolved) → salt stirred into cold water (dissolved) → the same salt in a hot, dry pan (neither; the dissolve frame's return) → an ice cube on a warm plate (melted; the trap). | 1: the first flip changes ONE feature (the treatment) on the same sugar; the return flip changes one feature on the same salt. | 2: sugar → salt changes the substance only, the treatment holds. | 3: the dissolve frame crosses both ways; the melt frame crosses p→n once (WARN answered: the ice cube is a positive on the melt side after the two negatives, and the article's "How to tell them apart" sorting sentences carry the line both ways). | 4: the object holds at both flips. | Shape: p n n (melt) / n p p n (dissolve), chosen because the child's confusion is the two WORDS, so one frame asks both at once.

L03. Frame "Does the sugar dissolve faster?" on one glass and one cube — still, cold, whole (no) → stirred (yes) → still again (no) → warm (yes) → cold again (no) → crushed (yes). | 1: every flip changes exactly one condition. | 2: no p→p steps (each pair returns to the baseline). | 3: crossed both ways three times. | 4: the glass, the water and the cube hold at every flip. | Shape: n p n p n p — three minimal pairs, the cheapest honest shape for three conditions.

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

Deliberately NOT stated or tested: "If two samples look the same, they are the same material." (SD-1 — Topic 8's); the mass beliefs (SD-4 — Topic 11's); the particle beliefs (SD-5 — Topic 12's); "any change you can see means a new substance formed" (SD-3 — Topic 10's). No belief was invented: L03 and L04 have no claim item.

Checker result, every WARN answered

python3 build_tools_check_topic.py grade5/topic09_build/content/G5T09.py → 0 FAIL, 54 WARN; S46 A = 0, B = 0, C = 0, D = 0; S30 typed = 10, fail = 0, warn = 0; S37 strand = 0; S38 fragments = 0; S44 negative stems = 0.

• S8 beat carries 3–5 sentences (×17): kept. The grade 3-5 micro-lesson script is a beat per animation state with two to five short sentences each (the Grade 4 topics James approved carry the same WARN); every beat is under 50 words and the script under 150.
• S13 stem contains key text (×4: L01 q7 "the walnuts"; L05 q1–q3): kept. A "which part is magnetic / which part stays on top" item must name both parts in the stem, and the key is one of them; the distractor is the other named part, so the stem gives no cue.
• S39 "smaller pieces" (×18): kept. "Smaller pieces" and "bigger pieces" are SIZE — the rule's own object — so the size word is right (Biggest and smallest are for size only).
• S36 unusual words, each answered: bolts, bolt (fine: a hardware word a ten-year-old knows) · runny (fine) · kernels (fine: "corn kernels") · funnel (fine: appears only in captions, fb and a distractor beside "the holder"; the article describes the paper cone) · popsicle (fine: the US word) · pasta, pizza (fine) · crayon (fine) · staples (fine) · Ibarra (the teacher's name, from the names pool) · hazelnuts, lentils, sesame (fine: foods a US child meets; each sits in one bank or practice item) · balm ("lip balm", fine) · shallow (fine) · tabs ("pull tabs", fine) · cling, clinging (fine: the literal verb for filings on a magnet) · bomb ("bath bomb", fine) · shinier (fine) · amber (one caption only; the article says "golden") · shrinks, swaps, fizzy, salty, scoop, mesh, icicle, jello (fine) · jack ("steel jacks", the game; fine) · condition (in one hard item's why; fine).

Shared checker (check_lessons.py --adapter tools/check_adapter_g5.json): S118 0 FAIL, 1 WARN (L02's melt frame crosses p→n only — the dissolve frame on the same cases crosses both ways, and the article's sorting sentences carry the line both ways). Its S26 FAIL (L04's typed item "not the last live check") is a loader artefact: the typed "sieve" item IS the tenth and last item of L04's quiz; the adapter's live group counts the lesson's checks in a different order, and the brief's gate for this tool is S118. Its S116 (four alternating keys) was fixed by swapping L06 q3 and q4.

check_g5_articles.py: 0 FAIL; articles 326 / 424 / 275 / 398 / 339 / 400 words (WARN above 300 on five). Kept: each article carries a Grade 3 or Grade 4 sentence word for word on first reuse, the register's trap case (L02, L06) or a third tool (L04), and a subtitle or figure every ≤ 8 idea lines (counted: the longest run is 6 idea lines); scripts stand alone at ≤ 150. Grade 3's approved articles run to 505.

check_brief.py: 8 of 8 videos ✓; the one note is the standing summary/protected line (171 protected words — the eight lexicon sentences; the brief allows this note).

Bank freshness, re-performed

Scene nouns of every lesson scene, quiz item, attached item and summary item (64 nouns: iron filings, peas and rice, red and white beads, sugar cube, hot pan, ice cube, warm plate, beach sand and pebbles, sandbox, recycling cans, paper clips and plastic beads, beans and rice, windowsill, salt water; shells, bolts, wooden blocks, marbles, buttons, popcorn, washers, walnuts, copper coins, chocolate, snowman, drink powder, cocoa, crayon, candle, instant tea, fizzy tablet, bath-salt lump, cough drop, chalk dust, acorns, coffee grounds, pasta, straws, aluminum foil, bottle caps, wooden beads, copper wire, toy cars, chickpeas, hooks, pepper, flour, jacks, butter, screws, wooden pegs, baking soda…) were grepped against the bank and the practice set; every hit on a TAUGHT scene was re-scened (iron filings → steel springs and oats; sugar cube → lemonade tablet / mint candy; pebbles and sand → chickpeas and sand; salt water → sugar water; beans and rice → hazelnuts and oats; plastic beads → rubber bands; butter → lip balm; screws and pegs → steel, copper and wooden spoons; bottle caps → rubber bands; baking soda → instant coffee; gravel → garden soil / chickpeas; pins → sewing needles / steel jacks; ice cube → a snowball). Remaining shared nouns are person nouns (a cook) or hardware nouns on different moves (bolts in L01 q2, PP-49/50 and PR-9; washers in L01 q6, L05 q3 and PR-12), listed in the type sheet's inventory.

Blind-text grep

No item in this topic carries a drawing (the cover test deleted each candidate: every item is answerable from its words), so the bundle has no [Drawing: …] line: grep -ic "blind:" BLIND_BUNDLE_G5T09.md → 0; grep -i "Drawing:" … | grep -ic "melted|dissolved|sieve|filter|magnet|evaporat" → 0.

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

Rendered all 43 to /tmp/g5t09_figs/ (SVG) and the 30 code-drawn ones to five Chromium contact sheets in /tmp/g5t09_png/, then the article routes L01, L02, L04, L06 and the L03 quiz route of the built page at 800 px. Fixed on the render: the magnet and the hanging cans / clips crossed the question line on cans_magnet and clips_beads_magnet (the pair card gained a top offset; the cans no longer overlap; the magnet sits lower); rule_l04 and rule_l06 overflowed the card (long lines split in two); sugar_water_card's right label was clipped (shortened); saltwater_filter's chip said "a sip still tastes salty" (replaced by "NOTHING LEFT ON THE PAPER", the article's evidence). Every magnet sits at a distinct (cx, cy), so its position-built clipPath id is unique (check_svg_ids PASS). Every verdict chip sits under the question its card asks; headache figures carry no chip; no person or hand is drawn as a glyph.

Names run

python3 build_tools_names.py Ivan Jonah Josie Ibarra → Ivan INFO (also Grade 5 Topic 11's pool? — the tool reports a Grade 3/4 "topic11" use, information only), Jonah INFO (Grade 3/4 topic01, information only), Josie free, Ibarra free. Within this topic each name is one child; no other Grade 5 topic's name is used; no bank item names a headache character of its own lesson as claim-maker (bank claims: Ivan on 020, Jonah on 021, Josie on 024).

Sentence-atomise self-check (collapsed to the rows that changed)

write-intro and write-summary self-checks

Intro: narrative type; lessons read and their rule lines listed (the eight lexicon sentences); none said or implied in the intro; no "it turns out / depends on / is called"; no coined term ("mixture" is Grade 4's, recalled); one scene (the porch, the tipped bucket); 2 question marks; the map line names the subject ("what happens to each part when things are mixed, and the tools that take a mixture apart"); the last beat is the ready line and the poll; no pointer at L01's filings; 108 words; the scene could really happen (a beach bucket tipped on a porch).

Summary: the Step 1 list is the lexicon (eight sentences, every lesson in teaching order; L04 contributes three sentences, the ceiling); no number, no scene with an action, no story, no headache question, no case re-told; "sieve" and "filter" said as terms; one part, 175 words (the course cap); opener exact; "Okay, now your turn." last; bullets four, each substantive; S15 clean.

Judgement calls and rule collisions

1. The filter in L04 (a "mixture of solids" atom) rather than only in L06 — recorded above; the capstone's trap needs it, and sand you can see in water is a difference you can see.
2. Grade 4's solution sentence is 24 words, over the 22-word idea-line cap — collision between "reuse word for word on first reuse" and S1. Decided for the student: the article's recap line is short ("a mixture where you cannot see the parts"), and the full sentence stands word for word in RECALL_BANK[7]'s feedback and why, where the student meets it before L06's video.
3. "Melted" typed in the bank (PP-38) — the typed key is a Grade 3 word, not one of this topic's two coinings; S30 passed (the word is in recalled_terms), and the item is the only production of the sorting word, so it stays; the sister words carry wrong_fb.
4. "Magnetic" typed in the bank (PP-46) — the same reasoning; the accept list carries "magnetism" and child spellings.
5. The claim-maker rule ("once per topic") — three children and four documented beliefs across lessons and bank: each child makes at most one bank claim (Ivan 020, Jonah 021, Josie 024) and no child makes a claim in the quiz of the lesson he or she carries; Jonah appears twice across quizzes (L01 q5, L06 q9) and Ivan twice (L05 q4 and bank PP-21). Recorded, not asked.
6. The L02 melt frame crossed one way (S118 WARN) — the run would need a fourth salt case (salt in a hot pan asked "did it melt?") to cross back; the article's sorting sentences do that job in words, and a fifth drawn case would push the article past its length.
7. check_lessons S26 — the typed sieve item is the last item of L04's quiz; the shared checker's live-check order differs from the page's; the brief's gate for this tool is S118 (0 FAIL).
8. Articles over 300 words (five of six) — kept with the reasons in the checker section; the scripts stand alone at ≤ 150.
9. Five S8 "beat carries N sentences" WARNs per lesson — the elementary micro-lesson beat shape; identical WARNs sit on the approved Grade 4 topics.

The recall bank

Owed

• Blind review of blind/2026-10-08/BLIND_BUNDLE_G5T09.md (135 items held; the keys file is sequestered) by a reader who has not seen the keys; the ten adversarial rows for the typed items.
• The non-author review-figures pass over the 30 SVG renders and the 13 placeholders' briefs; review-questions and review-lesson passes; review-accuracy on the two statements of fact the lesson leans on (salt does not melt in a kitchen pan; dissolved salt passes through filter paper).
• The picture pass (David's pack) for the 6 photo and 7 cartoon placeholders — after James's sign-off, because the record carries one question for him.
• The videos: the batch is built and checked and NOT sent; it waits for James's word (Grade 5 batches wait).