# Weeks 11–12: ten, equal sharing and grouping

**Original SubjectNest draft · educator and accessibility review pending.** © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). This guide samples AC9MFN01, AC9MFN04 and AC9MFN06 during instruction. It is **not** a standardised test, diagnosis, report grade or proof that a full Foundation description has been achieved. Curriculum sources and separate ACARA rights are in [README.md](README.md).

## Observe across the fortnight

Before Day 51, put three focus learners on each daily roster. Ten lessons create 30 close-observation slots; adapt to the actual class size, absences and support needs. During the ten-minute partner block, the teacher observes those learners while the rest use familiar materials. Day 60 is a brief fresh transfer for three focus learners, **not** a whole-class one-to-one test in 25 minutes. If a child has no accessible opportunity, write `NA` and schedule a later check. Use the school's private record system; no photo is needed.

Provide the same task through print, enlarged text, spoken prompt, tactile boundaries, sign, AAC, or adult movement precisely directed by the learner. These are access formats. Write down any **mathematical** hint separately. A correct response after a mathematical hint is `S` (supported), not independent. A spoken explanation is optional when a clear demonstration gives the same evidence. Do not infer a visual subitising skill from a tactile count, or mark an inaccessible visual task wrong.

## Teacher-run checks and keys

Use a fresh spatial arrangement each time. The [T-check/P-check/S-check/G-check strips](print-aids.md) are print/read-aloud alternatives. Remove spare counters from the working area unless they belong in the stated task.

| Item | Task and expected evidence | Independent key |
| --- | --- | --- |
| A · ten as objects | Give ten irregularly placed counters. Child moves each once and gives cardinal total. | Exactly ten; no skip or repeat. |
| B · ten as frame | Child fills a blank two-by-five frame from ten loose counters. | One per box; five in each row; no extra. |
| C · ten as marks and numeral | Ask for one mark/token per object and choose `10` from `9`, `10`, `11`. | Ten corresponding marks and numeral `10`. |
| D · part of ten | Give ten; place six in part A; child places remainder in B. | 6 in A, 4 in B, no unallocated or duplicated item. |
| E · same whole | Ask child to recombine D without new counters. | Ten in the whole again. |
| F · equal share, no spare | Give six to share to two named mats. | 3 each; 0 spare. |
| G · equal share, spare | Give seven to share to two named mats. | 3 each; 1 spare. |
| H · make groups | Give nine and request groups of three. | 3 complete groups of 3; 0 spare. |
| I · hear the rule | On separate opportunities give ten with “groups of two” **and** “share to two mats”; check which rule the child selects before placement. | Grouping: 5 groups of 2. Sharing: 5 each on 2 mats. Mark `NA` until both wordings have been accessibly tried. |
| J · reason with units | Ask “How do you know this is equal?” or “What does this two mean?” on a new card. | Equal allocated counts demonstrated; or two identified correctly as recipients/group size for the given card. |

For a single independent item, mark `I` when the evidence matches its key, `N` when the child attempted independently and the evidence does not yet match, `S` when mathematical prompting produced it, or `NA` when it was not observed accessibly. Record the **actual card, count, access route and words or actions**. This local checklist has no validated threshold or norm. If useful, write “independent matches / independently attempted” as a workload summary; never turn it into a pass/fail label. Confirm any apparent strength in a later fresh context and in the wider 0–20 sequence. The previous [Week 10 portfolio](../../term-1/weeks-09-10/assessment.md) remains part of the evidence trail.

```text
Learner code: _______   Dates: __________   Access format/language: __________
Item A: I / N / S / NA  Actual set and strategy: _____________________________
Item B: I / N / S / NA  Frame route: ________________________________________
Item C: I / N / S / NA  Marks, numeral and prompt: __________________________
Item D: I / N / S / NA  Part counts and support: _____________________________
Item E: I / N / S / NA  Whole after recombining: _____________________________
Item F: I / N / S / NA  Share result: ________________________________________
Item G: I / N / S / NA  Share and spare: _____________________________________
Item H: I / N / S / NA  Group size, count, spare: ____________________________
Item I: I / N / S / NA  Exact wording and unit in answer: ____________________
Item J: I / N / S / NA  Explanation or demonstration: _______________________
Independent matches / independently attempted: ____ / ____  (descriptive only)
One next teaching move: _____________________   Fresh recheck date: _________
```

## What to teach next

| What the child does | Tomorrow's smallest useful move | Fresh recheck |
| --- | --- | --- |
| Counts ten words but moves nine or eleven objects | Move each object across a clear boundary once; emphasise last word as total. | New ten-object loose arrangement with nine/eleven foil. |
| Treats a full frame as “five” | Cover one row, name five; uncover second row, name another five and count the whole. | Fresh full frame and incomplete nine frame. |
| Makes more marks than objects | Pair each object with exactly one mark in aligned spaces. | New ten objects in a different scene. |
| Uses a part twice or leaves one outside | Partition by moving the **same** whole into bounded disjoint parts, then recombine. | New ten split 7/3 or 8/2. |
| Deals all seven as 4/3 and calls shares equal | Deal one to each in rounds; move final counter to the spare zone and compare allocated counts. | Five to two mats, then seven to two. |
| Stops when one counter remains, but says it disappeared | Count allocated plus spare; check total matches the starting set. | Seven to two, then another odd count. |
| Makes three groups but varies their size | Name the group size before placing; close a group only at that number. | Nine in threes, then eight in fours. |
| Says “five” without a unit or mixes the two rules | Place group rings and recipient mats side by side. Ask what was given and what five counts. | Ten grouped in pairs versus ten shared to two mats, with fresh wording. |
| Shows flexible accurate models across several fresh contexts | Keep short retrieval; move on in the year sequence, revisiting 0–20 and sharing in new settings. | New scene after several days, optionally transfer to an accessible virtual tool. |

Share the next teaching move with relevant school staff under local privacy rules. Use local syllabus and individual plans for adaptations. The [AERO monitoring guide](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) supports an observe–respond–recheck cycle; this specific checklist remains a draft.