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Foundation / Mathematics / Term 1 / Weeks 03 04

Development draft · local review needed

Day 12 — Twelve and thirteenFoundation Maths · T1 W3–4 · Day 12 lesson

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25 minutes · AC9MFN01 (12–13 representation and order), AC9MFN03 (count and compare 12/13); partial practice · educator review pending

Success today: The child makes 12 and 13 from a full ten and two or three more, counts to check, and matches each set to its numeral.

Prepare per pair: two ten-frames, 13 counters, cards 10–13, number path. Keep the second frame visibly connected to the first rather than making a separate “little set.” See print-aids.md.

  1. Reconnect, 3 min. Show 11 as ten and one. Ask for its numeral. Add one counter: “What changed?” Count to twelve.
  2. Model, 6 min. Build 12 on two frames and show 12. Point to the full first frame and the two counters in the second. Say, “Ten and two more are twelve. Let us count the whole set to check.” Add one and count to 13, then show 13. Put 11, 12, 13 in order; each new total is one more.
  3. Play: seed trays, 9 min. One partner requests 12 pretend seed markers; the other builds them. Change the order to 13 and swap. Alternative scenes: a bus queue of 12 then 13 paper figures, or a workshop order of 12 then 13 reusable parts. The scene changes; the number target stays explicit.
  4. Independent try, 4 min. Show cards 12 and 13. “Choose one; build it. Now build the other without taking everything away. Which has one more?” The adult may hold the cards but must not name them first.
  5. Check and close, 3 min. Present ten counters in one frame plus three in the next. “How many? Which card? What comes just before it?” Key: 13, card 13, before it is 12.

If the child says “ten and three is three”: Count across both frames once and sweep a hand around the whole set. If they reverse 12 and 13, match each card to a built set and compare the second frame by one-to-one pairing. Do not use English pronunciation as the score if the child can select and demonstrate the quantity.

Access and record: Provide large or tactile cards, grippable objects, a narrated frame, or partner placement under the child's direction. Record count accuracy, 12/13 numeral match, the one-more explanation or demonstration, and any support used.

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