# Count, compare, split: Foundation mathematics, Weeks 5–6

**Version:** v0.1 draft, 29 September 2026. **Status:** original draft; educator, accessibility, cultural and local-syllabus review pending. **Audience:** Foundation / Queensland Prep after [Weeks 3–4](../weeks-03-04/README.md). **Use:** ten 25-minute lessons, original [print and text aids](print-aids.md) with an A4 [vector part-whole mat](part-whole-mat.svg) and [PNG preview](part-whole-mat.png), and an [assessment with next steps](assessment.md). Repeat a smaller number range when a check shows it is needed; these weeks are a teachable sequence, not a demand that every child progress at the same rate.

| Day | Main work | Curriculum link |
| ---: | --- | --- |
| [21](day-21-count-a-new-arrangement.md) | Count a loose 0–20 set once and tell the total | AC9MFN01 and AC9MFN03 |
| [22](day-22-same-number-new-layout.md) | Recognise that rearranging does not change a count | AC9MFN01 and AC9MFN03 |
| [23](day-23-compare-and-prove.md) | Compare and explain more, fewer and same to 20 | AC9MFN03 |
| [24](day-24-numeral-path-transfer.md) | Match quantities, numerals and order from 0–20 | AC9MFN01 |
| [25](day-25-garden-count-and-check.md) | Use count/compare in a new scene; review small groups | AC9MFN01, AC9MFN02 and AC9MFN03 |
| [26](day-26-two-parts-one-whole.md) | Split up to five into two visible parts | AC9MFN04, AC9MFN02 |
| [27](day-27-same-whole-new-parts.md) | Find different splits of five, including zero | AC9MFN04 |
| [28](day-28-six-and-seven-in-parts.md) | Make and name parts of six and seven | AC9MFN04 |
| [29](day-29-eight-nine-ten-in-parts.md) | Make and name parts of eight, nine and ten | AC9MFN04 |
| [30](day-30-part-whole-toolkit.md) | Explain a split, combine it and transfer it | AC9MFN04; retrieval of AC9MFN01 and AC9MFN03 |

In Week 5, “living things” are optional **pretend counting scenes**, not a science classification test. Counting leaves, pots, animal picture cards or shells does not establish which are living. The teacher checks the count and comparison. In Week 6, a **whole** is the full collection and the two **parts** are non-overlapping groups that together account for every object. Teach with objects before recording `3 and 2 make 5`. The number sentence is a later notation, not the only valid evidence. For subitising, show small parts briefly and invite the child to describe what they saw; count afterward to confirm.

## Prepare once for the fortnight

For each pair: two distinct mats, four ten-frames, 40 large reusable counters for two 20-object sets, numeral cards 0–20, one part-whole mat, ten small counters for splitting, two shallow bowls or outlined part spaces, and [scene and dot cards](print-aids.md). Reuse the [0–20 number page](../weeks-03-04/number-tools.svg) where helpful. Keep a set of simple, original object drawings or blank cards; do not depend on photographs of children or third-party artwork. Check loose-part and sensory safety with the school. Make the two parts distinct by position and boundary, never colour alone.

Each day has five named blocks totalling **25 minutes**: retrieve, model, guided game, fresh individual try and check. Record the exact response and support. If a child counts reliably only in frames, offer a loose set; if a spoken name is difficult in English, allow a verified home-language, sign or AAC response while teaching the local English label. Offer large print, high contrast, raised/tactile borders, grippable pieces, plain-text descriptions and partner placement under the learner's direction. A quiet solo route is available. Adjust with the learner, family and specialist team rather than assigning a fixed learning style. An accessible school-approved virtual material can repeat a task, but these lessons do not depend on a screen.

## Source, alignment and rights

The authority is the [Australian Curriculum Version 9.0 downloads page](https://www.australiancurriculum.edu.au/downloads), Foundation Mathematics, Number. Exact wording below was checked against the official workbook downloaded 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, and the local normalized copy `data/frameworks/acara-v9.json`.

- **AC9MFN01:** “name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals.”
- **AC9MFN02:** “recognise and name the number of objects within a collection up to 5 using subitising.”
- **AC9MFN03:** “quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning.”
- **AC9MFN04:** “partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts.”

AC9MFN01 and AC9MFN03 are revisited to 20. AC9MFN02 supplies a small-part recognition strategy. AC9MFN04 is introduced and practised to ten, but a single successful split does not demonstrate secure achievement. Curriculum wording is reproduced without modification. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. See [ACARA rights and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA has not endorsed this pack. Check the locally adopted state or territory syllabus before teaching.

**Original material licence:** © NeuroForgeIO Pty Ltd 2026. The original lessons, scenes, print aids and assessment in this folder are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): free to copy, adapt and reuse commercially with attribution. Suggested credit: “NeuroForgeIO Pty Ltd, *SubjectNest: Count, compare, split — Foundation mathematics, Weeks 5–6*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/foundation/mathematics/term-1/weeks-05-06), [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/)”; indicate changes. This licence does not relicense the credited ACARA wording or external material. No third-party image, worksheet, song or story is embedded. Any translation needs exact locale and qualified human review before use.

The teaching design draws on [AERO early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) for purposeful play, talk and manipulatives and [AERO monitoring progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) for checking and responding. These are design sources, not evidence that this unpiloted pack improves outcomes.