Teacher draft, 29 September 2026. Ten 25-minute lessons (Days 91–100), exact object setups and answer checks, original print aids, and a midyear formative sample. Continue from Days 81–90. This is a two-week component, not a complete year or a single-test decision about the whole achievement standard.
| Open | Purpose |
|---|---|
| Daily scripts | Model, guide, independent check and next move for each day. |
| Object cards and text equivalents | Concrete setups across classroom, garden, library, art and games. |
| Learner cards | Printable setup prompts without answers or teacher notes. |
| Printable number and test mat | Large 0–20 path and two part boxes; all information has a text alternative. |
| Assessment | Fresh number, order, add/remove and explanation checks. |
| Week 19 integrated guide | Separately records a safe movement investigation. |
| Week 20 integrated guide | Portfolio explanation without a speed-test label. |
Sequence: Week 19 represents adding and removing objects in practical setups and keeps the count separate from whether the test object moved. Week 20 revisits 0–20, including the teen as ten and some more, comparison, order and parts up to ten. Use real large counters, a tactile/digital equivalent or a child-directed adult placement. Do not treat a memorised answer, a spoken number without a matching collection, or the distance travelled by a toy as the same evidence.
Proposed ACARA v9 Foundation links: AC9MFN01, AC9MFN03, AC9MFN04, AC9MFN05. Exact descriptions checked against the official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. These lessons sample each description; the mapping is neither local adoption advice nor a claim of attainment. AERO's early numeracy practice guide and monitor progress inform concrete representation and rechecks; they do not certify the pack.
Offer quiet, untimed access and child choice of physical, tactile, digital, drawn, spoken, signed or AAC explanation. Record exactly how counting was controlled and what prompt was given. A child who cannot grasp a counter can point, use a switch/digital array or direct another person's placement. Keep identifiable records private. Human educator, accessibility, cultural and local-syllabus review remain pending.
Original scripts, examples and vector aid © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit “SubjectNest Foundation Mathematics Weeks 19–20, NeuroForgeIO Pty Ltd”, link source and licence, and note changes. ACARA/AERO retain their own terms. No external worksheet or image is included.