# Beyond ten: Foundation mathematics, Weeks 3–4

**Version:** v0.1 draft, 29 September 2026. **Status:** original teaching draft; educator, accessibility and local-syllabus review pending. **Audience:** Australian Curriculum Foundation / Queensland Prep, following the [first fortnight](../weeks-01-02/README.md). **Use:** ten 25-minute daily lessons, a reusable [print and text kit](print-aids.md) with an original [vector page](number-tools.svg) and [PNG preview](number-tools.png), and a [formative check](assessment.md). A class can repeat a lesson or reduce its number range when the evidence calls for it; the dates are a planning route, not a speed target.

## What changes across the fortnight

| Day | Main teaching move | Check to keep |
| ---: | --- | --- |
| [11](day-11-ten-and-eleven.md) | Rebuild ten; make eleven as a full ten and one more | 10/11 quantity, numeral and order |
| [12](day-12-twelve-and-thirteen.md) | Make twelve and thirteen | 12/13 quantity and next number |
| [13](day-13-fourteen-and-fifteen.md) | Make fourteen and fifteen | 14/15 quantity, numeral and one more |
| [14](day-14-order-ten-to-fifteen.md) | Order 10–15; find a missing numeral | Sequence and reason |
| [15](day-15-compare-eleven-to-fifteen.md) | Compare 11–15 even when layouts differ | More, fewer, same and evidence |
| [16](day-16-sixteen-and-seventeen.md) | Make sixteen and seventeen | Count once, match numeral |
| [17](day-17-eighteen-and-nineteen.md) | Make eighteen and nineteen | 18/19 quantity and order |
| [18](day-18-twenty-and-the-path.md) | Complete two tens and locate 20 | 19/20 difference; 18–20 order |
| [19](day-19-compare-to-twenty.md) | Compare collections to 20, including equal and misleading layouts | Count or pairing explanation |
| [20](day-20-number-toolkit-transfer.md) | Apply and explain a chosen strategy in a new setting | Individual next step |

Keep short retrieval of 0–10 throughout. Teen numerals are linked to **ten plus more objects**, while children also count the whole set to check. “Ten and four” is a visual structure for 14; it is not a requirement to calculate mentally or to write an equation. Different languages name teen numbers differently, so demonstrate the quantity and numeral together rather than treating English naming as the mathematics score.

## Class kit and access

Prepare **per pair** two clearly separated mats, two ten-frames for each mat, up to 20 large grippable objects per mat (40 total), numeral cards 0–20, and a number path 0–20. Use the [print and text kit](print-aids.md) to make the frames, cards, paths and recording strip. Keep spare objects for demonstration. Check loose-part safety under school policy; do not use food or a colour-only code. Use the same left-to-right frame filling convention while teaching, then test understanding with loose arrangements.

Show each task in more than one format: objects and numeral; spoken description and paper path; large print or high contrast; raised/tactile frame and cards where needed. A learner may point, speak, sign, use AAC or eye gaze, draw, arrange objects, or direct a partner to place them. A quiet individual route is available for every game. Record the mathematical response, access route and cue separately; never score pronunciation, speed, vision, handwriting or motor control as number knowledge. Consult the learner, family and school specialists for individual adjustments. A school-approved accessible virtual counter tool can be used for an additional representation, but it is optional to run this paper-and-object pack.

Each lesson has exactly **25 minutes** of named blocks. The teacher models briefly, children try the same idea with guidance, then attempt a fresh example independently. Gather close observations from a few children each day; [assessment.md](assessment.md) explains how to finish missing checks later. If one-to-one counting is insecure, return to the last successful range and use the same lesson structure. Do not infer that a child has mastered 20 from a partner’s answer or one familiar frame.

## Curriculum, evidence and rights

The source is the [Australian Curriculum Version 9.0 downloads page](https://www.australiancurriculum.edu.au/downloads), Foundation Mathematics, Number. Codes were checked against ACARA’s official workbook downloaded 29 September 2026 (SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`) and the local normalized copy at `data/frameworks/acara-v9.json`.

- **AC9MFN01:** “name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals.” These lessons teach physical representations and numerals to 20, with optional virtual transfer. This is part of the Foundation pathway, not proof of the entire description or achievement standard.
- **AC9MFN03:** “quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning.” Children count and compare to 20 here; evidence still needs repeated contexts and professional judgement.
- **AC9MFN02:** “recognise and name the number of objects within a collection up to 5 using subitising.” This is retrieved briefly, not newly assessed as a primary focus in these lessons.

The exact curriculum wording above is reproduced from the ACARA workbook without modification. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. See [ACARA copyright and reuse terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA has not approved or endorsed this pack. Check the school’s currently adopted state or territory syllabus before use.

**Original material licence:** © NeuroForgeIO Pty Ltd 2026. The original teacher scripts, example scenes, templates and assessment guidance in this Weeks 3–4 folder are licensed under [Creative Commons Attribution 4.0 International (CC BY 4.0)](https://creativecommons.org/licenses/by/4.0/). They may be copied, adapted and reused commercially with attribution. Suggested credit: “NeuroForgeIO Pty Ltd, *SubjectNest: Beyond ten — Foundation mathematics, Weeks 3–4*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/foundation/mathematics/term-1/weeks-03-04), [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/)”; indicate if you changed the material. This grant does **not** relicense ACARA curriculum wording or any separately sourced material; ACARA terms and credit are above. No third-party image, worksheet, song or story is embedded. A translation requires an exact locale and qualified human review before classroom use.

[AERO early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) supports purposeful teacher-led play, mathematical talk and observation; [AERO monitoring progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) supports using checks to plan the next teaching step. Those sources inform the approach; this pack has not been piloted or shown to improve outcomes.