# Change and repeat: Foundation mathematics, Weeks 7–8

**Version:** v0.1 draft, 29 September 2026. **Status:** educator, accessibility and local-syllabus review pending. **Audience:** Foundation / Queensland Prep after [Weeks 5–6](../weeks-05-06/README.md). **Use:** ten 25-minute lessons, original [print and text aids](print-aids.md), an A4 [vector activity page](change-pattern-tools.svg) with [PNG preview](change-pattern-tools.png), original cut-apart [shape cards](shape-cards.svg) with [PNG preview](shape-cards.png), and a [formative assessment](assessment.md).

| Day | Main idea | Curriculum link |
| ---: | --- | --- |
| [31](day-31-join-two-groups.md) | Join two groups and count the new whole | AC9MFN05 |
| [32](day-32-add-more.md) | Start with a set, add more, show what changed | AC9MFN05 |
| [33](day-33-take-away.md) | Take objects away and count what remains | AC9MFN05 |
| [34](day-34-tidy-up-story.md) | Track what remains in one place when objects move | AC9MFN05 |
| [35](day-35-choose-the-change.md) | Decide whether a story adds, removes or leaves a set unchanged | AC9MFN05 |
| [36](day-36-copy-an-ab-pattern.md) | Recognise, copy and continue an AB pattern | AC9MFA01 |
| [37](day-37-find-the-aab-unit.md) | Recognise and continue an AAB pattern | AC9MFA01 |
| [38](day-38-three-different-parts.md) | Recognise and continue an ABC pattern | AC9MFA01 |
| [39](day-39-patterns-across-forms.md) | Keep a repeating pattern when its form changes | AC9MFA01 |
| [40](day-40-change-and-pattern-toolkit.md) | Show a practical change and explain a repeating unit | AC9MFN05 and AC9MFA01 |

Week 7 uses quantities **0–10** for new addition and subtraction work; children can revisit up to 20 for counting and ordering, and extend practical stories when ready. Every change story names its **starting set**, the **action** and the **set being counted now**. Moving objects between two places reduces the number in one place while the combined total can stay unchanged. This distinction is made explicit on Day 34. Do not treat a bare number sentence as the only proof: objects, actions, drawings and explanation all count.

Week 8 teaches a **repeating unit**. A pattern must keep repeating; one alternating pair alone is not enough evidence. Representations include objects, shapes, movement and optionally quiet rhythm. No child must hear a sound, perform publicly or rely on colour alone. Copying a pattern, continuing it and finding its repeating part are recorded separately. The [assessment](assessment.md) checks both number and pattern strands across several days, not in one speed test.

## Prepare and include

Per pair: two mats, up to ten large reusable objects for the story, a small tray or box, numeral cards 0–10, a start/change/now mat, paper shape cards in at least two tactile or visually distinct forms, and a pattern strip. Use the original [print and text aids](print-aids.md), large A4 activity page and [shape card sheet](shape-cards.svg) where useful. The shape cards can stand in for book/block, leaf/pot or other contextual tokens while preserving the exact pattern structure. Optional school-approved accessible virtual counters can replay a story; physical materials remain the default. Check loose-part and movement safety under school policy. Use classroom-safe pretend stories; no learner must disclose a home routine or respond to a warning scenario as a mathematics test.

Offer large print, high contrast, raised borders, grippable objects, spoken or plain-text descriptions, AAC, sign and child-directed partner placement. A quiet solo route is available. A sound pattern has an equivalent visual or tactile task, though a different format may give different evidence about what the child perceived; note the route. Adjust with the learner, family and relevant school team, without assigning a fixed learning style. Each lesson names five blocks totalling **25 minutes** and includes one fresh independent check, a misconception response and a next teaching note.

## Curriculum, evidence and rights

National authority: [Australian Curriculum Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), Foundation Mathematics. The exact code wording below was checked against ACARA's official workbook downloaded 29 September 2026 (SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`) and local import `data/frameworks/acara-v9.json`.

- **AC9MFN05:** “represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies.” Week 7 uses physical objects, drawings and optional virtual transfer, so this is partial practice, not a full achievement claim.
- **AC9MFA01:** “recognise, copy and continue repeating patterns represented in different ways.” Week 8 covers this with multiple original patterns and formats; evidence still needs review across contexts.

Curriculum wording is reproduced without modification. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. See [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA has not endorsed this pack. Check the currently adopted local syllabus before use.

**Original material licence:** © NeuroForgeIO Pty Ltd 2026. Original lessons, scripts, games, scene cards, print aids and assessment in this folder are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), including commercial reuse with attribution. Suggested credit: “NeuroForgeIO Pty Ltd, *SubjectNest: Change and repeat — Foundation mathematics, Weeks 7–8*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/foundation/mathematics/term-1/weeks-07-08), [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/)”; indicate changes. The licence does not relicense ACARA text or separately sourced material. No third-party image, worksheet, song or story is embedded. Any translation needs exact locale and qualified human review.

[AERO early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) informs the purposeful play, talk and object work. [AERO monitoring progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) informs the short checks and next-step decisions. These sources do not establish that this unpiloted pack improves outcomes.