# Same whole, different parts; test what holds more — Foundation mathematics, Weeks 15–16

**Version:** v0.1 draft, 29 September 2026. **Status:** educator, accessibility and local-syllabus review pending. **Audience:** Foundation / Queensland Prep after [Weeks 13–14](../weeks-13-14/README.md). **Use:** ten 25-minute daily lessons, [original keyed cards and plain-text aids](print-aids.md), a [part-whole A4 page](part-whole-ten.svg) and [PNG](part-whole-ten.png), a [capacity test A4 page](capacity-transfer.svg) and [PNG](capacity-transfer.png), plus a [formative assessment](assessment.md).

| Day | Main work | Principal Foundation code |
| ---: | --- | --- |
| [71](day-71-same-eight-two-ways.md) | Partition the same eight in two ways | AC9MFN04 |
| [72](day-72-ten-and-zero.md) | Partition ten, including a zero part | AC9MFN04 |
| [73](day-73-find-the-missing-part.md) | Find a missing part of a whole to ten | AC9MFN04 |
| [74](day-74-build-the-whole.md) | Combine two disjoint parts to make a whole | AC9MFN04 |
| [75](day-75-parts-across-stories.md) | Transfer the part-whole relation across settings | AC9MFN04 |
| [76](day-76-what-does-it-hold.md) | Name capacity and test two equal containers | AC9MFM01 |
| [77](day-77-shape-is-not-the-answer.md) | Compare a teacher-pretested unequal pair | AC9MFM01 |
| [78](day-78-swap-the-containers.md) | Reverse A/B and explain the result | AC9MFM01 |
| [79](day-79-level-is-not-capacity.md) | Separate starting water level from capacity | AC9MFM01 |
| [80](day-80-direct-test-and-next-step.md) | Fresh direct test and formative decision | AC9MFM01; AC9MFN04 review |

## Prepare once, then reuse

**Week 15:** Each pair needs ten large safe reusable counters, a whole boundary, two part mats, numeral cards 0–10, and the [part-whole page](part-whole-ten.svg) or an equivalent raised mat. Move the **same pieces** from whole to the two parts and back. Every object belongs to exactly one part; part labels are not extra objects. Grouping up to five visually may support subitising where accessible; a tactile or directed-count route remains valid access and is recorded as such. This revisits earlier part work with new missing-part and composition tasks; it is not a claim that all learners have mastered AC9MFN04.

**Week 16:** Teacher pretests **two identical unbreakable clear containers** for the equal pair, at least **one unequal pair** and a **reserve unfamiliar pair** for Day 80 by actual transfer before class; write the result in the [pair register](print-aids.md). The same unequal pair can be relabelled to reverse which side holds more, while a second pair improves transfer evidence. Use clean water only under local safety procedures, a shallow spill tray, stable table, towels, a near-rim usable fill line on each container, and adult control of pouring. No drinking, tasting, edible fillers, loose small dry pieces, glass, child photographs or outdoor collection is required. A learner may direct the adult pour. If a water comparison is locally unsuitable, use a teacher-controlled safe demonstration at another time; a picture-only inference is **not** recorded as direct comparison evidence.

**Direct comparison rule:** With B empty, fill A to its agreed safe line near the rim and transfer A into B slowly over a tray. If A empties and B still has room below its line, **B holds more to its line**. If B reaches its line with water still in A, **A holds more to its line**. If A empties just as B reaches its line, the tested pair holds the **same usable amount to the marked lines**. A spill, ambiguous line or unclear residual means “inconclusive”; reset, retest or change pair. The marked lines define the tested usable capacity; they are not units. Do not count scoops, guess from height or claim an untested pair has a fixed result. The [capacity page](capacity-transfer.svg) gives the decision path, not the answer to a physical pair.

## Curriculum, evidence and rights

The Foundation wording below was verified in [Australian Curriculum Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), official workbook retrieved 29 September 2026 (SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`) and local normalized snapshot `data/frameworks/acara-v9.json`.

- **AC9MFN04:** “partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts.”
- **AC9MFM01:** “identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning.”

Week 16 teaches **capacity only**, so it is partial practice toward AC9MFM01. A single task or score does not establish the full content description or Foundation achievement standard. Compare with the locally adopted syllabus and a body of work. [AERO early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) informs purposeful object work and mathematical talk; [AERO progress monitoring](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) informs observation and a fresh recheck. These original lessons are not classroom validated.

Offer large/raised mats, grippable counters, a visual and plain-text route, spoken directions, sign, AAC, a quiet station and adult movement directed by the learner. Record access route and mathematical hints separately. Do not label children by a fixed learning style. Keep records under school privacy rules.

**ACARA rights:** The two descriptions above are reproduced without modification. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and was not modified. It is licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), subject to [ACARA terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse, sponsor or approve SubjectNest. No ACARA logo or third-party worksheet, image or work sample is included.

**Original material licence:** © NeuroForgeIO Pty Ltd 2026. Original scripts, cards, aids, vector art 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: Same whole, different parts; test what holds more — Foundation mathematics, Weeks 15–16*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/foundation/mathematics/term-2/weeks-15-16), [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/)”; indicate changes. This does not relicense ACARA or other parties' material. No translation is reviewed; specify the locale and obtain qualified human review before use.