# Weeks 15–16: parts of a whole and capacity by direct test

**Original SubjectNest draft · educator and accessibility review pending.** © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/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](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](print-aids.md) 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.

```text
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](../../term-1/weeks-09-10/assessment.md) and earlier [ten/share notes](../weeks-11-12/assessment.md) 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](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) supports an observe–teach–recheck cycle. This particular assessment has not been classroom validated.