Original SubjectNest draft · educator and accessibility review pending. © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. This two-week guide samples AC9MFN04 and the capacity portion of AC9MFM01. It is not a standardised test, diagnosis, report grade or proof of the complete Foundation achievement standard. Source wording and separate ACARA rights are in README.md.
Observation plan and access
Schedule about three close observations during each dry part-whole partner block in Days 71–75. In Days 76–79, listen to selected learners during a shared adult-controlled live test; note whether each directed a step and used the actual endpoint. Day 80 permits two individual reserve-pair trials in ten station minutes, including reset. Allocate remaining live trials on later days. A child who was absent, could not access the demonstration, or received no live test is NA for direct comparison and needs a later opportunity. Do not turn a result-card answer into live direct-test evidence.
Offer tactile/raised mats, large counters, high-contrast container lines, plain-text and spoken prompts, sign, AAC, quiet viewing or adult movements precisely directed by the learner. Record the format. A mathematical prompt (“put two more in B,” “remember B was larger yesterday”) differs from access support and makes the result S (supported). Visual subitising can be observed where accessible; for a child using a tactile/counting route, note the route rather than inventing a visual skill score. School rules govern private records.
Worked checks and observation rows
Keep the private P and capacity keys away from children. Prepare fresh materials and check actual objects, not a memorised phrase.
| Item | Task and correct evidence | Code |
|---|---|---|
| N1 · partition one whole | F-P1: whole ten, A two. Child moves remaining original counters to B and recombines. Key: A2/B8/whole10, no duplication. |
AC9MFN04 |
| N2 · compose parts | F-P2: A four, B three. Child moves both parts into whole. Key: whole7, part spaces empty. |
AC9MFN04 |
| N3 · zero part | F-P3: whole nine, A zero. Key: B9/whole9; empty A is a named part. |
AC9MFN04 |
| N4 · another split | Give the same ten after N1; ask for a different disjoint split. Examples: 5/5, 6/4, 7/3; whole remains ten. | AC9MFN04 |
| C1 · name the attribute | Show a partly filled pair. Child identifies capacity as how much each can hold to its usable line, distinct from current level. | AC9MFM01 capacity only |
| C2 · set up direct test | Adult handles water; learner directs A to its line, B empty, stable spill tray. | AC9MFM01 capacity only |
| C3 · observe endpoint | On a verified Pair A/B/E or reserve F, child accurately reports A empty/B room, B line/A remains, or both endpoints together. Record pair IDs and observed state. | AC9MFM01 capacity only |
| C4 · conclude from result | A empty/B room → B holds more; B at line/A remains → A holds more; A empty/B line together → same usable amount. Spill/unclear → inconclusive. | AC9MFM01 capacity only |
| C5 · unfamiliar transfer | Day 80 Pair F: child directs/observes a live comparison and uses the recorded actual endpoint, without relying on appearance or yesterday's labels. Key: teacher's pretest, confirmed by live run. | AC9MFM01 capacity only |
Mark each I when independently shown through a chosen access route, N when attempted without a mathematical hint but not yet correct, S after a mathematical hint, or NA when not accessibly observed. The pair result is not a fixed universal A/B answer; the teacher must write the actual tested containers and evidence. A spill or unclear endpoint is NA for the comparison conclusion and is an opportunity to teach safe reset. Do not score the child's ability to pour, cut, read English aloud or name a pretend context.
Learner code: ________ Dates: ________ Access format: ______________
N1 ten→2/8: I/N/S/NA Objects accounted for: _____________________
N2 4/3→7: I/N/S/NA Same originals moved? ______________________
N3 0/9: I/N/S/NA Empty part named? __________________________
N4 new ten split: I/N/S/NA Actual parts/whole: ________________________
C1 capacity vs level: I/N/S/NA Child words/actions: __________________
C2 safe setup: I/N/S/NA Adult movement directed: ____________________
C3 endpoint: I/N/S/NA Pair IDs: ____ Actual observation: __________
C4 conclusion: I/N/S/NA Conclusion/reason: __________________________
C5 reserve transfer: I/N/S/NA Pair F IDs: ____ pretest: ____ run: _____
Mathematical prompts given: ___________________________________________
One smallest next teaching move: ______________ Recheck date: _______
No pass mark or norm is validated for this local checklist. Use a body of evidence; a correct dry R-card answer does not show direct physical comparison. The Week 10 portfolio and earlier ten/share notes are prior evidence sources, not scores to add together.
Choose the next lesson move
| What happened | Smallest useful teaching move | Fresh recheck |
|---|---|---|
| Child copies extra counters into whole | Start with only the originals in two parts; physically move them to empty whole, then back. | New 3/4→7, then 6/4→10. |
| Child loses a counter while finding missing part | Use bounded whole/A/B spaces, one move per object, and audit all spaces. | Whole 8 with A5, then whole 10 with A2. |
| Child says an empty part cannot count | Leave A labelled but empty; show all original objects in B, then recombine. | New whole 7 with A0. |
| Child reports “taller means more capacity” | Compare a pretested unequal pair by live transfer and ask for the endpoint. | Different verified pair, labels reversed if possible. |
| Child reports starting water level as capacity | Empty both, fill A to line with B empty, transfer; name current content versus usable capacity. | Different starting levels on a verified pair, then reset/test. |
| Child concludes from a result card but did not see a live test | Preserve reasoning evidence separately; arrange accessible adult-controlled live comparison. | Teacher-pretested reserve pair F. |
| Pair test spills or endpoint is ambiguous | Slow transfer inside tray; improve clear line visibility, reset and repeat. | Same pair when safe, then unfamiliar pair. |
| Child explains verified results across fresh contexts | Keep short retrieval and continue the planned year route; revisit other attributes of AC9MFM01 later. | New capacity pair after several days. |
The AERO monitoring guide supports an observe–teach–recheck cycle. This particular assessment has not been classroom validated.