# What our pictures show; where a path goes — Foundation mathematics, Weeks 17–18

**Version:** v0.1 draft, 29 September 2026. **Status:** educator, accessibility, cultural-protocol and local-syllabus review **pending**. **Audience:** Australian Curriculum Foundation Year / Queensland Prep, after [Weeks 15–16](../weeks-15-16/README.md), not pre-Prep kindergarten. **Use:** ten 25-minute daily lessons, [original cards and text alternatives](print-aids.md), a [cut-out picture response sheet](picture-response-cards.svg), a [picture-response display page](view-choice-data.svg), a [fictional shared-yard map](shared-yard-map.svg), a [fresh assessment map](fresh-map.svg), and a [formative assessment](assessment.md). These are two weeks of a continuing draft, not a full-year course.

The [40-week planning map](../../../year-sequence.md) sets Week 17 for collecting and sorting picture responses to a class question and Week 18 for location words and simple map paths. Use these lessons beside the separate [Week 17 two-view making guide](../../../term-2/week-17-what-a-picture-shows.md) and [Week 18 shared-place care guide](../../../term-2/week-18-care-for-a-shared-place.md). Their media and real-place evidence is recorded separately from this maths check.

| Day | Main mathematical work | Proposed Foundation link |
| ---: | --- | --- |
| [81](day-81-one-question-one-rule.md) | Give one familiar question and sort a fictional picture-response set | AC9MFST01 |
| [82](day-82-one-response-one-mark.md) | Transfer sorted objects to picture marks one for one | AC9MFST01; AC9MFN03 |
| [83](day-83-get-ready-to-ask.md) | Make the class question, categories and fair collection rule clear | AC9MFST01 |
| [84](day-84-collect-real-responses.md) | Collect anonymous voluntary responses and preserve actual counts | AC9MFST01 |
| [85](day-85-compare-and-say-what-we-know.md) | Compare real results, ties/zero if present and sample limits | AC9MFST01; AC9MFN03 |
| [86](day-86-position-is-relative.md) | Describe self/object position using a stable reference | AC9MFSP02 |
| [87](day-87-read-a-paper-map.md) | Match symbols to places on an invented familiar-space map | AC9MFSP02 |
| [88](day-88-two-connected-legs.md) | Trace and describe a two-leg connected path | AC9MFSP02 |
| [89](day-89-change-the-paper-route.md) | Revise a route around a paper closure and test with a user | AC9MFSP02 |
| [90](day-90-new-data-and-map-check.md) | Fresh data and map evidence with next teaching move | AC9MFST01; AC9MFSP02 |

## Prepare once, then use the actual evidence

**Week 17:** The class question is **“What should our page show first: CLOSE, WIDE or PAIR?”** Choices are **C = close view**, **W = wider view**, and **P = paired views together** of the invented cup-and-tray scene. These are page-layout choices, not learner identities, abilities or “learning styles.” Use the [original two-view English aid](../../../english/term-2/weeks-17-18/two-views-scene.svg) or its text alternative to make the choices intelligible. For each response received, one learner privately selects **exactly one** of three large, distinct, word-and-shape picture cards. A child may pass without explanation; do not record names. Sort the received cards by the stated rule and transfer **one card to one mark** in its column. Record the **actual** count and number of received responses, which can differ from class enrolment. No real class result has a printed answer key. A fictional deck is clearly marked fictional for rehearsal and for days with no usable response collection.

**Week 18:** The [map](shared-yard-map.svg) is an **invented tabletop shared yard**, not a map of a real school, route to a child's home, Country/Place knowledge or a safety approval. Its four named places are **gate, bench, shade and bin**. Thick solid lines are the only walkable **paper** links. A learner moves a large marker along connected lines and describes location relative to a named object or a page orientation fixed by the gate at the bottom. A drawn distance is **not** a measured walking distance. For a real outdoor care action, a teacher must separately check a current approved site/map, access needs and safety; no unknown litter is handled. This pack records spatial reasoning even when no real outing occurs.

**Equipment and access:** Print the A4 SVGs or use the exact text layouts, large/high-contrast symbols, raised outlines and thick connecting strips. Keep category cards larger than any unsafe loose-part size. Offer tactile and digital sorting, child-directed adult movement, a quiet/private response, spoken directions with written transcript, sign or AAC. Record whether a child gave the mathematical choice/direction independently even if an adult moved a marker. No mandatory walking, fine-motor speed, colour vision, public preference disclosure or personal location data. Identifiable child records stay in the school's approved private system.

## Curriculum, research and rights

The exact Foundation descriptions below were checked against the [ACARA Version 9.0 official workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), downloaded 29 September 2026 (SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`) and the pinned local `data/frameworks/acara-v9.json`. They are **proposed partial links**, not ACARA approval or a complete achievement-standard decision.

- **AC9MFST01:** “collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations.”
- **AC9MFN03:** “quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning.” The small fixed decks and received response counts sample this code; they do not by themselves show fluency across its full range.
- **AC9MFSP02:** “describe the position and location of themselves and objects in relation to other people and objects within a familiar space.” The tabletop map is a model; Day 86 additionally offers an actual familiar classroom reference where accessible.

[ACARA Mathematics](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/mathematics) describes the Foundation-to-Year-10 learning area. [AERO early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) and [Monitor progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) inform concrete representation, mathematical talk and a fresh recheck; those sources are linked and paraphrased, not endorsements. Check the locally adopted syllabus and school safety/privacy rules before use.

**ACARA rights:** The three curriculum descriptions above are reproduced without modification. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Source: Australian Curriculum v9 official workbook, accessed 29 September 2026. Covered curriculum material is [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, work sample or third-party illustration is included.

**Original material licence:** © 2026 NeuroForgeIO Pty Ltd. The original scripts, examples, forms, vector art and assessment in this folder are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/), including commercial reuse with attribution and a note of changes. Suggested credit: “NeuroForgeIO Pty Ltd, *SubjectNest: What our pictures show; where a path goes — Foundation mathematics, Weeks 17–18*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/foundation/mathematics/term-2/weeks-17-18), CC BY 4.0.” This licence does not relicense ACARA, AERO or any separate English pack. No translated, recorded-audio or classroom-validated edition is claimed.