Activity 1: Create a Skill — Write a New Worksheet

1. What Would You Change in the Worksheet You Analyzed?

In Part 3, you read an existing worksheet and recorded your teaching intentions in materials/lesson-input.md. Open that record and start with what you want to change for the next lesson.

The source follows explanation → worked example → repeated comparisons → partner-explanation box. This time, learners who already know same-denominator comparison will compare unlike denominators with diagrams and discover why the size of the whole matters. The scope expands to equivalent fractions and comparison conditions rather than repeating the earlier skill.

This article continues Part 3's supplied fraction worksheet. Adapt the work to your checked source and learning goal. Today you will finish a content-reviewed student manuscript and teacher's answer guide. A4 layout and PDF output follow in the next part.

Download the worked Korean worksheet

The original has four repeated comparison questions. The revised Korean worksheet is a 25–30 minute inquiry for learners who already know same-denominator comparison: predict who ate more, 3/4 or 5/8; partition equal-length bars to discover 3/4 = 6/8 > 5/8; compare amounts when one pizza is twice as large; then author a problem and improve it after a partner's questions.

Source PDF · Analysis · Revised manuscript · Student HTML · Student PDF · Teacher PDF · Complete ZIP

Follow the work screen

Use 다음 대화 (Next conversation) to follow the Korean-language workshop example. Inspect the files on the left and the OpenCode conversation on the right, then perform each step in your own workspace.

2. Share What You Know and Answer Questions

Open OpenCode in myproject01 and reference the instructions and analysis. Let the files supply the existing information; use the conversation to explain what to retain and change.

If the analysis does not identify the learners and prior knowledge, establish them now. This case assumes students already know same-denominator comparisons and inequality signs; equivalent fractions and unlike-denominator comparison are the new exploration. If your Part 2 instructions name a different topic, choose the current goal and approve the corresponding instruction update.

AI's questions will depend on the material. Here is how the requirements could become more concrete in this example.

Use these answers to choose support for your class. If subdividing the bars is difficult, demonstrate how to fold them. Help students find evidence in the diagram rather than revealing the comparison first.

3. Review AI's Plan First

After answering, request a revision plan. Ask it to show which parts of the source will remain and which will change.

For this example, the plan could look like the following. Read the numbers and workload with your own class in mind.

Next, have AI review the plan itself. Resolving conditions now reduces the need to rewrite both questions and answers later.

Check whether prediction, diagram exploration, changing conditions, and authoring with peer feedback fit 25–30 minutes. Equal-whole bars must have equal lengths; different-whole diagrams must clearly show the two-to-one relationship. Leave room to shade, explain, and revise. The agreed plan also guides the later review.

4. Create Student and Teacher Manuscripts from the Approved Plan

Once you have revised the plan, assign the drafting. A Markdown manuscript makes the explanations and questions easy to read and revise. Page layout comes after the content check.

LaTeX is the formula notation introduced in Part 3, such as \frac{3}{4}. Read the file's fractions and inequality signs against the plan.

If OpenCode asks permission to write files, check that the paths are the specified outputs. If it drafts only in chat, ask it to save the files. Open all three in Explorer and consider the relationship between the agreed plan and the results.

Close and reopen the files to confirm that the manuscript is saved, then proceed to a separate review.

5. Review the Manuscript in a Separate Conversation

A readable sentence can still omit a necessary condition. The following is a hypothetical mistake in Activity 3's different-sized pizzas.

In the corrected diagram, Minsu eats 3/4 of the small pizza while Jiwoo eats the equivalent of 10/8 of that small pizza. The larger fraction is 3/4, but Jiwoo eats more. Clarify the different wholes rather than changing them to equal-sized pizzas and removing the intended inquiry.

Ask AI to read your manuscript from this perspective. Start a new conversation with /new and reference the following files. This directs the review toward the instructions, analysis, plan, and manuscript rather than the earlier drafting explanation. You can use the same model in the new conversation.

Choose which suggestions to accept. Use /sessions to return to the drafting conversation and identify the diagram's size relationship and the explanation to revise. If you revise in the new conversation, provide the necessary files and approval there. Review the corrected activity together with its explanation.

Then work through the activities as a student would. The prediction should invite a question about whole sizes. With the same whole, 3/4 = 6/8 > 5/8; when Jiwoo's whole is twice as large, Jiwoo eats more. Judge student-authored problems by their same-whole condition, agreement between diagrams and fractions, comparison evidence, and revision after peer questions—not a single fixed answer. Check that the teacher guide uses these criteria too.

6. Compare the Source and New Manuscript, Then Record the Review

After revising, return to the strengths of the original material. For this example, the comparison might look like this.

Check that reading a solution has become making diagrams and explaining evidence. Restore any missing diagrams or revision spaces now.

Finally, record the feedback, accepted revisions, and what you actually checked in outputs/review-notes.md. Start the record with this request.

For example, if you clarified Activity 3's two-to-one relationship and checked the eaten amounts using the diagram, record those facts. If you still need to consider the class's reading level, say what remains to be examined. Resolve decisions that affect the manuscript before moving on.

Today's results are the approved outputs/task-plan.md, reviewed outputs/fractions-worksheet.md and outputs/fractions-answers.md, and the actual checks in outputs/review-notes.md. In Part 5, turn these manuscripts into A4 HTML using PaperCSS and save PDFs through browser printing. In Part 6, use the successful content-and-print workflow to create a reusable skill.