What is Primary 6 Vocabulary | Quantity, Ratio, Percentage, Proportion and Approximation Language

Primary 6 quantity vocabulary is the language students use to describe amount, proportion, ratio, percentage, fraction, comparison and approximation. Families searching for Grade 6 ratio vocabulary, percentage vocabulary, fraction words, proportion language, more vs fewer, majority and minority and 6th grade quantitative vocabulary are solving a language-and-mathematics problem at the same time.

The Singapore Primary 6 Mathematics syllabus includes fractions, percentage and ratio, including percentage increase and decrease, equivalent ratios and relationships between fraction and ratio. Learners therefore need to distinguish amount from proportion, percentage from raw count, more from greater, fewer from less, and approximately from exactly. A correct calculation can still produce a misleading sentence if the quantitative vocabulary is wrong.

This guide builds a Primary 6 quantity-and-proportion vocabulary system across Mathematics, Science, graphs and everyday reasoning. It explains counts, measures, fractions, ratios, percentages, majority/minority language, comparative quantity, approximation, equivalence and relative versus absolute change. The goal is to make numbers speak accurately in sentences.

The 50-second router

1. Identify what is being counted or measured.
2. Decide whether the statement concerns amount or proportion.
3. Name the comparison base.
4. Use the correct quantitative form: fraction, ratio, percentage or count.
5. Choose exact or approximate language honestly.
6. Check whether the sentence compares like with like.

Amount and proportion answer different questions

A group can contain more items in absolute number but a smaller proportion of the total. The wording must reflect the intended comparison.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Percentages require a whole

A percentage expresses a part relative to a whole. Without the reference total, percentage language can mislead.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Ratios compare quantities directly

A ratio describes a relationship between quantities and should not be converted casually into percentage language without defining the base.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Fractions carry several roles

Fractions can express a part of a set, a quotient or a comparative relationship. Context decides which interpretation matters.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

More and fewer interact with countability

Natural English often distinguishes more/fewer for countable items and more/less for measured quantities.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Majority does not mean all

Majority means more than half. Learners should avoid turning a majority result into a universal claim.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Twice and half need a reference

Relative expressions require a clear baseline. Without it, the quantitative claim is incomplete.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Percentage points differ from percent change

A movement from one percentage to another can be described as percentage-point change or relative percent change, which are not the same.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Approximately protects against false precision

Rounded measurements and estimated readings should not be written as exact values.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Equivalent does not mean identical in form

Equivalent fractions or ratios can look different while representing the same relationship.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Quantitative words support data interpretation

Range, total, average, majority and proportion help learners move from values to relationships.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

Everyday quantity language can be vague

Phrases such as a lot more or almost everyone may be too imprecise for analytical tasks.

For data representations, use the Primary 6 data-and-trend owner in this same lane. For specificity decisions, use Primary 6 Vocabulary Specificity.

A practical operating framework

Quantity

Count, measure, fraction, ratio or percentage? Use this field as a decision point rather than a box to fill mechanically. The answer should change what the learner reads, says or writes next.

Whole or baseline

Every relative statement needs a reference. Use this field as a decision point rather than a box to fill mechanically. The answer should change what the learner reads, says or writes next.

Absolute or relative

Amount and proportion may tell different stories. Use this field as a decision point rather than a box to fill mechanically. The answer should change what the learner reads, says or writes next.

Exact or approximate

Choose wording that matches precision. Use this field as a decision point rather than a box to fill mechanically. The answer should change what the learner reads, says or writes next.

Unit

Compare like with like. Use this field as a decision point rather than a box to fill mechanically. The answer should change what the learner reads, says or writes next.

Claim

Check that the words match the calculation. Use this field as a decision point rather than a box to fill mechanically. The answer should change what the learner reads, says or writes next.

One hundred and twenty worked laboratories

Laboratory 1: increase in a bar graph

A learner who reads values but misstates the trend uses increase in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 2: proportion in a Science investigation

A learner who uses majority to mean all uses proportion in a Science investigation about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 3: equal in a class discussion

A learner who classifies by a superficial feature uses equal in a class discussion about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 4: bias in a source-evaluation task

A learner who uses precise numbers but vague nouns uses bias in a source-evaluation task about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 5: feature in a bar graph

A learner who turns correlation into cause uses feature in a bar graph about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 6: however in a Science investigation

A learner who gives a definition that is too broad uses however in a Science investigation about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 7: indicate in a class discussion

A learner who states data but does not interpret it uses indicate in a class discussion about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 8: table in a source-evaluation task

A learner who uses exact language for an estimate uses table in a source-evaluation task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 9: finding in a bar graph

A learner who trusts a source because it looks professional uses finding in a bar graph about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 10: average in a Science investigation

A learner who uses similar when items share only one minor feature uses average in a Science investigation about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 11: minority in a class discussion

A learner who describes a graph without naming the variable uses minority in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 12: evidence in a source-evaluation task

A learner who treats opinion as evidence uses evidence in a source-evaluation task about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 13: define in a bar graph

A learner who gives examples without defining the category uses define in a bar graph about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 14: relationship in a Science investigation

A learner who compares items on different criteria uses relationship in a Science investigation about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 15: infer in a class discussion

A learner who confuses amount with proportion uses infer in a class discussion about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 16: condition in a source-evaluation task

A learner who quotes a source without checking relevance uses condition in a source-evaluation task about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 17: frequency in a bar graph

A learner who uses however without a real contrast uses frequency in a bar graph about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 18: fluctuate in a Science investigation

A learner who uses bigger when percentage is required uses fluctuate in a Science investigation about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 19: fraction in a class discussion

A learner who uses average as if every value were the same uses fraction in a class discussion about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 20: less in a source-evaluation task

A learner who lists differences without explaining significance uses less in a source-evaluation task about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 21: verify in a bar graph

A learner who reads values but misstates the trend uses verify in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 22: compare in a Science investigation

A learner who uses majority to mean all uses compare in a Science investigation about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 23: measure in a class discussion

A learner who classifies by a superficial feature uses measure in a class discussion about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 24: result in a source-evaluation task

A learner who uses precise numbers but vague nouns uses result in a source-evaluation task about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 25: axis in a bar graph

A learner who turns correlation into cause uses axis in a bar graph about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 26: precise in a Science investigation

A learner who gives a definition that is too broad uses precise in a Science investigation about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 27: range in a class discussion

A learner who states data but does not interpret it uses range in a class discussion about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 28: roughly in a source-evaluation task

A learner who uses exact language for an estimate uses roughly in a source-evaluation task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 29: opinion in a bar graph

A learner who trusts a source because it looks professional uses opinion in a bar graph about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 30: example in a Science investigation

A learner who uses similar when items share only one minor feature uses example in a Science investigation about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 31: both in a class discussion

A learner who describes a graph without naming the variable uses both in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 32: identify in a source-evaluation task

A learner who treats opinion as evidence uses identify in a source-evaluation task about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 33: data in a bar graph

A learner who gives examples without defining the category uses data in a bar graph about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 34: observation in a Science investigation

A learner who compares items on different criteria uses observation in a Science investigation about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 35: pattern in a class discussion

A learner who confuses amount with proportion uses pattern in a class discussion about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 36: majority in a source-evaluation task

A learner who quotes a source without checking relevance uses majority in a source-evaluation task about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 37: claim in a bar graph

A learner who uses however without a real contrast uses claim in a bar graph about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 38: conclusion in a Science investigation

A learner who uses bigger when percentage is required uses conclusion in a Science investigation about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 39: different in a class discussion

A learner who uses average as if every value were the same uses different in a class discussion about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 40: interpret in a source-evaluation task

A learner who lists differences without explaining significance uses interpret in a source-evaluation task about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 41: sequence in a bar graph

A learner who reads values but misstates the trend uses sequence in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 42: interval in a Science investigation

A learner who uses majority to mean all uses interval in a Science investigation about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 43: stable in a class discussion

A learner who classifies by a superficial feature uses stable in a class discussion about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 44: percentage in a source-evaluation task

A learner who uses precise numbers but vague nouns uses percentage in a source-evaluation task about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 45: greater in a bar graph

A learner who turns correlation into cause uses greater in a bar graph about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 46: reliable in a Science investigation

A learner who gives a definition that is too broad uses reliable in a Science investigation about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 47: process in a class discussion

A learner who states data but does not interpret it uses process in a class discussion about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 48: variable in a source-evaluation task

A learner who uses exact language for an estimate uses variable in a source-evaluation task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 49: suggest in a bar graph

A learner who trusts a source because it looks professional uses suggest in a bar graph about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 50: graph in a Science investigation

A learner who uses similar when items share only one minor feature uses graph in a Science investigation about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 51: accurate in a class discussion

A learner who describes a graph without naming the variable uses accurate in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 52: difference in a source-evaluation task

A learner who treats opinion as evidence uses difference in a source-evaluation task about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 53: exactly in a bar graph

A learner who gives examples without defining the category uses exactly in a bar graph about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 54: fact in a Science investigation

A learner who compares items on different criteria uses fact in a Science investigation about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 55: category in a class discussion

A learner who confuses amount with proportion uses category in a class discussion about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 56: unlike in a source-evaluation task

A learner who quotes a source without checking relevance uses unlike in a source-evaluation task about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 57: describe in a bar graph

A learner who uses however without a real contrast uses describe in a bar graph about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 58: criterion in a Science investigation

A learner who uses bigger when percentage is required uses criterion in a Science investigation about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 59: sample in a class discussion

A learner who uses average as if every value were the same uses sample in a class discussion about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 60: trend in a source-evaluation task

A learner who lists differences without explaining significance uses trend in a source-evaluation task about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 61: quantity in a bar graph

A learner who reads values but misstates the trend uses quantity in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 62: fewer in a Science investigation

A learner who uses majority to mean all uses fewer in a Science investigation about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 63: reason in a class discussion

A learner who classifies by a superficial feature uses reason in a class discussion about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 64: similar in a source-evaluation task

A learner who uses precise numbers but vague nouns uses similar in a source-evaluation task about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 65: represent in a bar graph

A learner who turns correlation into cause uses represent in a bar graph about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 66: effect in a Science investigation

A learner who gives a definition that is too broad uses effect in a Science investigation about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 67: scale in a class discussion

A learner who states data but does not interpret it uses scale in a class discussion about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 68: decrease in a source-evaluation task

A learner who uses exact language for an estimate uses decrease in a source-evaluation task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 69: ratio in a bar graph

A learner who trusts a source because it looks professional uses ratio in a bar graph about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 70: equivalent in a Science investigation

A learner who uses similar when items share only one minor feature uses equivalent in a Science investigation about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 71: credible in a class discussion

A learner who describes a graph without naming the variable uses credible in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 72: function in a source-evaluation task

A learner who treats opinion as evidence uses function in a source-evaluation task about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 73: correspond in a bar graph

A learner who gives examples without defining the category uses correspond in a bar graph about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 74: demonstrate in a Science investigation

A learner who compares items on different criteria uses demonstrate in a Science investigation about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 75: chart in a class discussion

A learner who confuses amount with proportion uses chart in a class discussion about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 76: valid in a source-evaluation task

A learner who quotes a source without checking relevance uses valid in a source-evaluation task about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 77: total in a bar graph

A learner who uses however without a real contrast uses total in a bar graph about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 78: approximately in a Science investigation

A learner who uses bigger when percentage is required uses approximately in a Science investigation about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 79: source in a class discussion

A learner who uses average as if every value were the same uses source in a class discussion about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 80: classification in a source-evaluation task

A learner who lists differences without explaining significance uses classification in a source-evaluation task about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 81: whereas in a bar graph

A learner who reads values but misstates the trend uses whereas in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 82: explain in a Science investigation

A learner who uses majority to mean all uses explain in a Science investigation about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 83: exception in a class discussion

A learner who classifies by a superficial feature uses exception in a class discussion about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 84: distribution in a source-evaluation task

A learner who uses precise numbers but vague nouns uses distribution in a source-evaluation task about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 85: peak in a bar graph

A learner who turns correlation into cause uses peak in a bar graph about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 86: amount in a Science investigation

A learner who gives a definition that is too broad uses amount in a Science investigation about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 87: more in a class discussion

A learner who states data but does not interpret it uses more in a class discussion about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 88: support in a source-evaluation task

A learner who uses exact language for an estimate uses support in a source-evaluation task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 89: contrast in a bar graph

A learner who trusts a source because it looks professional uses contrast in a bar graph about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 90: estimate in a Science investigation

A learner who uses similar when items share only one minor feature uses estimate in a Science investigation about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 91: cause in a class discussion

A learner who describes a graph without naming the variable uses cause in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 92: label in a source-evaluation task

A learner who treats opinion as evidence uses label in a source-evaluation task about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 93: increase in a bar graph

A learner who gives examples without defining the category uses increase in a bar graph about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 94: proportion in a Science investigation

A learner who compares items on different criteria uses proportion in a Science investigation about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 95: equal in a class discussion

A learner who confuses amount with proportion uses equal in a class discussion about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 96: bias in a source-evaluation task

A learner who quotes a source without checking relevance uses bias in a source-evaluation task about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 97: feature in a bar graph

A learner who uses however without a real contrast uses feature in a bar graph about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 98: however in a Science investigation

A learner who uses bigger when percentage is required uses however in a Science investigation about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 99: indicate in a class discussion

A learner who uses average as if every value were the same uses indicate in a class discussion about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 100: table in a source-evaluation task

A learner who lists differences without explaining significance uses table in a source-evaluation task about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 101: finding in a bar graph

A learner who reads values but misstates the trend uses finding in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 102: average in a Science investigation

A learner who uses majority to mean all uses average in a Science investigation about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 103: minority in a class discussion

A learner who classifies by a superficial feature uses minority in a class discussion about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 104: evidence in a source-evaluation task

A learner who uses precise numbers but vague nouns uses evidence in a source-evaluation task about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 105: define in a bar graph

A learner who turns correlation into cause uses define in a bar graph about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 106: relationship in a Science investigation

A learner who gives a definition that is too broad uses relationship in a Science investigation about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 107: infer in a class discussion

A learner who states data but does not interpret it uses infer in a class discussion about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 108: condition in a source-evaluation task

A learner who uses exact language for an estimate uses condition in a source-evaluation task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 109: frequency in a bar graph

A learner who trusts a source because it looks professional uses frequency in a bar graph about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 110: fluctuate in a Science investigation

A learner who uses similar when items share only one minor feature uses fluctuate in a Science investigation about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 111: fraction in a class discussion

A learner who describes a graph without naming the variable uses fraction in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 112: less in a source-evaluation task

A learner who treats opinion as evidence uses less in a source-evaluation task about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 113: verify in a bar graph

A learner who gives examples without defining the category uses verify in a bar graph about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 114: compare in a Science investigation

A learner who compares items on different criteria uses compare in a Science investigation about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 115: measure in a class discussion

A learner who confuses amount with proportion uses measure in a class discussion about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 116: result in a source-evaluation task

A learner who quotes a source without checking relevance uses result in a source-evaluation task about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 117: axis in a bar graph

A learner who uses however without a real contrast uses axis in a bar graph about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 118: precise in a Science investigation

A learner who uses bigger when percentage is required uses precise in a Science investigation about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 119: range in a class discussion

A learner who uses average as if every value were the same uses range in a class discussion about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Laboratory 120: roughly in a source-evaluation task

A learner who lists differences without explaining significance uses roughly in a source-evaluation task about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone.

Extended fieldbook: one hundred and forty transfer cases

Fieldbook 1: increase — water use

A learner who reads values but misstates the trend uses increase in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 2: majority — class survey

A learner who uses precise numbers but vague nouns uses majority in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 3: credible — plant growth

A learner who states data but does not interpret it uses credible in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 4: relationship — exercise

A learner who uses similar when items share only one minor feature uses relationship in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 5: suggest — recycling

A learner who gives examples without defining the category uses suggest in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 6: distribution — teamwork

A learner who quotes a source without checking relevance uses distribution in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 7: range — weather

A learner who uses average as if every value were the same uses range in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 8: fewer — study time

A learner who uses majority to mean all uses fewer in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 9: feature — energy use

A learner who turns correlation into cause uses feature in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 10: interpret — technology use

A learner who uses exact language for an estimate uses interpret in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 11: chart — digital safety

A learner who describes a graph without naming the variable uses chart in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 12: fluctuate — school attendance

A learner who compares items on different criteria uses fluctuate in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 13: exactly — biodiversity

A learner who uses however without a real contrast uses exactly in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 14: support — transport choices

A learner who lists differences without explaining significance uses support in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 15: both — financial decisions

A learner who classifies by a superficial feature uses both in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 16: effect — sports performance

A learner who gives a definition that is too broad uses effect in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 17: finding — public spaces

A learner who trusts a source because it looks professional uses finding in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 18: percentage — reading habits

A learner who treats opinion as evidence uses percentage in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 19: source — healthy sleep

A learner who confuses amount with proportion uses source in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 20: compare — food choices

A learner who uses bigger when percentage is required uses compare in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 21: describe — water use

A learner who reads values but misstates the trend uses describe in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 22: label — class survey

A learner who uses precise numbers but vague nouns uses label in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 23: pattern — plant growth

A learner who states data but does not interpret it uses pattern in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 24: equivalent — exercise

A learner who uses similar when items share only one minor feature uses equivalent in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 25: define — recycling

A learner who gives examples without defining the category uses define in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 26: variable — teamwork

A learner who quotes a source without checking relevance uses variable in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 27: exception — weather

A learner who uses average as if every value were the same uses exception in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 28: precise — study time

A learner who uses majority to mean all uses precise in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 29: quantity — energy use

A learner who turns correlation into cause uses quantity in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 30: bias — technology use

A learner who uses exact language for an estimate uses bias in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 31: different — digital safety

A learner who describes a graph without naming the variable uses different in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 32: demonstrate — school attendance

A learner who compares items on different criteria uses demonstrate in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 33: frequency — biodiversity

A learner who uses however without a real contrast uses frequency in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 34: difference — transport choices

A learner who lists differences without explaining significance uses difference in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 35: more — financial decisions

A learner who classifies by a superficial feature uses more in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 36: example — sports performance

A learner who gives a definition that is too broad uses example in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 37: represent — public spaces

A learner who trusts a source because it looks professional uses represent in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 38: table — reading habits

A learner who treats opinion as evidence uses table in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 39: stable — healthy sleep

A learner who confuses amount with proportion uses stable in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 40: approximately — food choices

A learner who uses bigger when percentage is required uses approximately in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 41: verify — water use

A learner who reads values but misstates the trend uses verify in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 42: unlike — class survey

A learner who uses precise numbers but vague nouns uses unlike in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 43: cause — plant growth

A learner who states data but does not interpret it uses cause in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 44: observation — exercise

A learner who uses similar when items share only one minor feature uses observation in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 45: ratio — recycling

A learner who gives examples without defining the category uses ratio in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 46: evidence — teamwork

A learner who quotes a source without checking relevance uses evidence in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 47: process — weather

A learner who uses average as if every value were the same uses process in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 48: explain — study time

A learner who uses majority to mean all uses explain in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 49: axis — energy use

A learner who turns correlation into cause uses axis in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 50: trend — technology use

A learner who uses exact language for an estimate uses trend in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 51: equal — digital safety

A learner who describes a graph without naming the variable uses equal in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 52: conclusion — school attendance

A learner who compares items on different criteria uses conclusion in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 53: correspond — biodiversity

A learner who uses however without a real contrast uses correspond in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 54: condition — transport choices

A learner who lists differences without explaining significance uses condition in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 55: accurate — financial decisions

A learner who classifies by a superficial feature uses accurate in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 56: amount — sports performance

A learner who gives a definition that is too broad uses amount in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 57: opinion — public spaces

A learner who trusts a source because it looks professional uses opinion in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 58: similar — reading habits

A learner who treats opinion as evidence uses similar in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 59: indicate — healthy sleep

A learner who confuses amount with proportion uses indicate in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 60: interval — food choices

A learner who uses bigger when percentage is required uses interval in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 61: total — water use

A learner who reads values but misstates the trend uses total in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 62: less — class survey

A learner who uses precise numbers but vague nouns uses less in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 63: category — plant growth

A learner who states data but does not interpret it uses category in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 64: estimate — exercise

A learner who uses similar when items share only one minor feature uses estimate in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 65: data — recycling

A learner who gives examples without defining the category uses data in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 66: decrease — teamwork

A learner who quotes a source without checking relevance uses decrease in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 67: minority — weather

A learner who uses average as if every value were the same uses minority in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 68: reliable — study time

A learner who uses majority to mean all uses reliable in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 69: whereas — energy use

A learner who turns correlation into cause uses whereas in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 70: result — technology use

A learner who uses exact language for an estimate uses result in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 71: sample — digital safety

A learner who describes a graph without naming the variable uses sample in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 72: proportion — school attendance

A learner who compares items on different criteria uses proportion in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 73: claim — biodiversity

A learner who uses however without a real contrast uses claim in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 74: function — transport choices

A learner who lists differences without explaining significance uses function in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 75: infer — financial decisions

A learner who classifies by a superficial feature uses infer in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 76: graph — sports performance

A learner who gives a definition that is too broad uses graph in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 77: peak — public spaces

A learner who trusts a source because it looks professional uses peak in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 78: roughly — reading habits

A learner who treats opinion as evidence uses roughly in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 79: reason — healthy sleep

A learner who confuses amount with proportion uses reason in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 80: however — food choices

A learner who uses bigger when percentage is required uses however in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 81: sequence — water use

A learner who reads values but misstates the trend uses sequence in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 82: valid — class survey

A learner who uses precise numbers but vague nouns uses valid in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 83: fraction — plant growth

A learner who states data but does not interpret it uses fraction in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 84: fact — exercise

A learner who uses similar when items share only one minor feature uses fact in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 85: contrast — recycling

A learner who gives examples without defining the category uses contrast in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 86: identify — teamwork

A learner who quotes a source without checking relevance uses identify in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 87: scale — weather

A learner who uses average as if every value were the same uses scale in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 88: average — study time

A learner who uses majority to mean all uses average in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 89: greater — energy use

A learner who turns correlation into cause uses greater in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 90: classification — technology use

A learner who uses exact language for an estimate uses classification in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 91: measure — digital safety

A learner who describes a graph without naming the variable uses measure in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 92: criterion — school attendance

A learner who compares items on different criteria uses criterion in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 93: increase — biodiversity

A learner who uses however without a real contrast uses increase in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 94: majority — transport choices

A learner who lists differences without explaining significance uses majority in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 95: credible — financial decisions

A learner who classifies by a superficial feature uses credible in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 96: relationship — sports performance

A learner who gives a definition that is too broad uses relationship in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 97: suggest — public spaces

A learner who trusts a source because it looks professional uses suggest in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 98: distribution — reading habits

A learner who treats opinion as evidence uses distribution in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 99: range — healthy sleep

A learner who confuses amount with proportion uses range in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 100: fewer — food choices

A learner who uses bigger when percentage is required uses fewer in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 101: feature — water use

A learner who reads values but misstates the trend uses feature in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 102: interpret — class survey

A learner who uses precise numbers but vague nouns uses interpret in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 103: chart — plant growth

A learner who states data but does not interpret it uses chart in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 104: fluctuate — exercise

A learner who uses similar when items share only one minor feature uses fluctuate in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 105: exactly — recycling

A learner who gives examples without defining the category uses exactly in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 106: support — teamwork

A learner who quotes a source without checking relevance uses support in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 107: both — weather

A learner who uses average as if every value were the same uses both in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 108: effect — study time

A learner who uses majority to mean all uses effect in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 109: finding — energy use

A learner who turns correlation into cause uses finding in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 110: percentage — technology use

A learner who uses exact language for an estimate uses percentage in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 111: source — digital safety

A learner who describes a graph without naming the variable uses source in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 112: compare — school attendance

A learner who compares items on different criteria uses compare in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 113: describe — biodiversity

A learner who uses however without a real contrast uses describe in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 114: label — transport choices

A learner who lists differences without explaining significance uses label in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 115: pattern — financial decisions

A learner who classifies by a superficial feature uses pattern in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 116: equivalent — sports performance

A learner who gives a definition that is too broad uses equivalent in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 117: define — public spaces

A learner who trusts a source because it looks professional uses define in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 118: variable — reading habits

A learner who treats opinion as evidence uses variable in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 119: exception — healthy sleep

A learner who confuses amount with proportion uses exception in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 120: precise — food choices

A learner who uses bigger when percentage is required uses precise in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 121: quantity — water use

A learner who reads values but misstates the trend uses quantity in a bar graph about water use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 122: bias — class survey

A learner who uses precise numbers but vague nouns uses bias in a pie chart about class survey. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 123: different — plant growth

A learner who states data but does not interpret it uses different in a Mathematics word problem about plant growth. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 124: demonstrate — exercise

A learner who uses similar when items share only one minor feature uses demonstrate in a news article about exercise. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 125: frequency — recycling

A learner who gives examples without defining the category uses frequency in an oral presentation about recycling. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 126: difference — teamwork

A learner who quotes a source without checking relevance uses difference in a source-evaluation task about teamwork. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 127: more — weather

A learner who uses average as if every value were the same uses more in a revision worksheet about weather. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 128: example — study time

A learner who uses majority to mean all uses example in a line graph about study time. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 129: represent — energy use

A learner who turns correlation into cause uses represent in a survey summary about energy use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 130: table — technology use

A learner who uses exact language for an estimate uses table in an informational paragraph about technology use. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 131: stable — digital safety

A learner who describes a graph without naming the variable uses stable in a class discussion about digital safety. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 132: approximately — school attendance

A learner who compares items on different criteria uses approximately in a project report about school attendance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 133: verify — biodiversity

A learner who uses however without a real contrast uses verify in a textbook explanation about biodiversity. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 134: unlike — transport choices

A learner who lists differences without explaining significance uses unlike in a comprehension passage about transport choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 135: cause — financial decisions

A learner who classifies by a superficial feature uses cause in a table about financial decisions. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 136: observation — sports performance

A learner who gives a definition that is too broad uses observation in a Science investigation about sports performance. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 137: ratio — public spaces

A learner who trusts a source because it looks professional uses ratio in a debate response about public spaces. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 138: evidence — reading habits

A learner who treats opinion as evidence uses evidence in a situational-writing email about reading habits. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 139: process — healthy sleep

A learner who confuses amount with proportion uses process in a comparison paragraph about healthy sleep. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Fieldbook 140: explain — food choices

A learner who uses bigger when percentage is required uses explain in a Secondary 1 preview task about food choices. Identify the quantities involved and state the reference whole or baseline. Decide whether the sentence concerns amount, fraction, ratio, percentage, proportion or approximation. Rewrite one ambiguous comparison with the base made explicit. Then express the same information using a second valid quantitative form and discuss what becomes more or less visible. Finish by checking units and whether the claim is exact or approximate. The target is linguistic control of quantitative relationships, not calculation alone. After the first response, remove the original wording and require the learner to reconstruct the decision from meaning, evidence or relationship alone. Then move the same vocabulary problem into another subject or genre and ask what must remain stable. Record the first failure point—meaning, reference, evidence, quantity, category, comparison or inference—so the next practice targets the actual bottleneck instead of simply adding more words.

Where this fits in the eduKate Primary 6 vocabulary architecture

This article is a specialist child of the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility vocabulary owner or the Primary 6 vocabulary practice owner. The master Vocabulary router and Vocabulary Learning Hub remain the wider routes across vocabulary levels and problems.

The lane remains add-only. Each page owns one search and teaching job, then routes into adjacent eduKate owners instead of duplicating them.

Sources and further reading

• MOE Singapore — Primary Mathematics Syllabus P1–P6.
• MOE Singapore — Primary Science Teaching & Learning Syllabus.
• Reading Rockets — Teaching Text Structure.
• Reading Rockets — Reading and Scaffolding Expository Texts.
• Reading Rockets — Compare, Contrast, Comprehend.
• Reading Rockets — Developing Research and Information Literacy.
• MOE Singapore — English Language Syllabus 2020 Primary.
• SEAB — 2026 PSLE English Language syllabus.