# Foundation / Prep mathematics · ten daily scripts, Days 101–110

Each block is **25 minutes**. Use [learner cards](LEARNER-CARDS.md) and the teacher [material setups and text alternatives](MATERIALS.md). Keep [fresh checks](ASSESSMENT.md) unseen until Days 105 and 110. Record the child's first independent sort, placement or reason, exact prompt and access route. A shape name without a checked clue and a route copied after adult modelling are different evidence from independently explained thinking.

## Week 21 · Day 101 — Curved or straight?

**Goal:** sort familiar large paper shapes by an observable edge and explain one choice. **Proposed code:** AC9MFSP01. **Prepare:** practice shape collection; neutral colours; Card 101.

1. **Notice · 3 min.** Show a circle and triangle of the same colour. Ask what could be checked about their edges, without asking for names first.
2. **Model · 4 min.** Trace circle's continuous curved boundary and a triangle's straight side; place each in a labelled group.
3. **Guide · 5 min.** Children trace a square and oblong card and add them to the straight-edge group. Check by touching or following a high-contrast outline.
4. **Independent sort · 7 min.** Give a new-sized circle, triangle, square and oblong. Child sorts and explains one choice by edge, not colour or size. Preserve first placement.
5. **Challenge · 4 min.** Ask if turning the triangle changes whether its sides are straight. Child tests by rotating the same card.
6. **Exit · 2 min.** Ask for a reason a circle is in the curved group. If only the name is given, model tracing and recheck a new outline tomorrow.

## Week 21 · Day 102 — A triangle stays a triangle

**Goal:** name and create a triangle with three straight sides and corners across size and orientation. **Proposed code:** AC9MFSP01. **Prepare:** two dissimilar triangle cards, three large strips, Card 102.

1. **Retrieve · 3 min.** Child finds one straight-edge card and gives a visible reason.
2. **Model · 4 min.** Count a triangle's three straight sides and three meeting corners, then turn it without adding a side.
3. **Guide · 5 min.** Compare a small rotated triangle and large upright triangle; children trace and count each, not the space it occupies.
4. **Independent make · 7 min.** Child connects three large strips end-to-end to make a closed triangle or directs a digital/adult placement; explain why an open three-strip path is not yet the outline.
5. **Test · 4 min.** Rotate the made triangle and compare with a four-sided card. Ask which exact feature separates them.
6. **Exit · 2 min.** “How many straight sides did you check?” Expect three; reteach closed shape versus open path if needed.

## Week 21 · Day 103 — Four sides are not the whole story

**Goal:** describe a square and an oblong rectangle using side/corner clues without enforcing false exclusive categories. **Proposed code:** AC9MFSP01. **Prepare:** same-colour square and oblong, equal-length paper strips, Card 103.

1. **Retrieve · 3 min.** Child checks one triangle and one four-sided card by tracing, not size.
2. **Model · 4 min.** Count four straight sides and corners on both cards. Match strips along adjacent sides of the square; all four match on this card.
3. **Guide · 5 min.** Compare the oblong; its long and short adjacent sides differ. Say this is one rectangle example and that a square also has rectangle properties.
4. **Independent compare · 7 min.** Give a rotated square and oblong. Child names or selects both and gives one shared feature plus one useful distinguishing clue.
5. **Check · 4 min.** Ask whether turning the square made a new shape. Have child match sides again rather than rely on orientation.
6. **Exit · 2 min.** Expect “both four straight sides; square has four equal sides on this card.” If only “one is bigger,” revisit strips tomorrow.

## Week 21 · Day 104 — A shape within an object

**Goal:** recognise a familiar 2D outline within an original pictured object and justify where it is. **Proposed code:** AC9MFSP01. **Prepare:** educator-made paper room picture: round clock face, triangular bunting, square tile, oblong table top; Card 104.

1. **Retrieve · 3 min.** Briefly trace circle, triangle, square and oblong practice outlines with a child-selected route.
2. **Model · 4 min.** Point only to the clock **face** in the drawing: it looks circle-like because its visible outline curves around. The whole clock may have depth.
3. **Guide · 5 min.** Children find bunting's triangular face and count three edges/corners on the drawing. Ask if the hanging string is part of that triangle.
4. **Independent locate · 7 min.** Child chooses a different pictured object part, traces its boundary and names a familiar shape with a reason. Record exactly which part was chosen.
5. **Transfer · 4 min.** Show an angled view of the table top and ask whether one picture alone proves every real table has that shape. Expect a bounded claim about this drawing.
6. **Exit · 2 min.** “What part did you look at, and what shape clue did you check?” Reteach part-versus-whole if blurred.

## Week 21 · Day 105 — Fresh shape sort and make

**Goal:** independently sort new outlines, make one and give a reason. **Proposed code:** AC9MFSP01. **Prepare:** [unseen assessment set](ASSESSMENT.md), Card 105 warm-up only.

1. **Welcome · 3 min.** Say the new pieces help the teacher choose the next shape activity; no timed race.
2. **Warm-up · 4 min.** Allow child to make any familiar closed paper shape; ask them to show one side or edge they checked.
3. **Fresh sort · 5 min.** Present held-out rotated/sized outlines without names; ask for a group rule. Do not hint at orientation.
4. **Independent make · 7 min.** Child uses large strips or child-directed placement to make a matching shape and explains why it belongs in the chosen group.
5. **Check · 4 min.** Teacher asks for a counterexample from the set; record first and revised reasons separately.
6. **Exit · 2 min.** Choose an exact next move: edge tracing, closed-shape making, rotation recheck or environmental-shape reasoning. One sort does not prove the whole content description.

## Week 22 · Day 106 — Position needs a reference

**Goal:** describe cup picture position relative to a named mat, then retest after moving it. **Proposed code:** AC9MFSP02. **Prepare:** large paper mat and cup, Card 106.

1. **Notice · 3 min.** Put cup on mat and ask “Where is the cup **relative to the mat**?”
2. **Model · 4 min.** Say “The cup is **on the mat**,” move it beside and say “The cup is **beside the mat**.” Name the reference in both.
3. **Guide · 5 min.** Child places cup **under** the mat on a flat paper model or directs placement; check the relation from the agreed viewing position.
4. **Independent placement · 7 min.** Give a fresh starting layout, then an adult-read relation. Child moves/directs the cup and states where it ended relative to the mat; record first placement.
5. **Check · 4 min.** Move the mat but leave cup fixed; ask if the earlier statement remains true. Let child revise with a visible reason.
6. **Exit · 2 min.** “Beside **what**?” Expect the mat. Tomorrow use a three-object reference if only isolated vocabulary appeared.

## Week 22 · Day 107 — Between two named objects

**Goal:** show and describe **between** using two reference objects; recognise how moving one can change the claim. **Proposed code:** AC9MFSP02. **Prepare:** paper star, book, cup, Card 107 and practice map.

1. **Retrieve · 3 min.** Ask child to show cup beside mat and name the mat as reference.
2. **Model · 4 min.** Arrange star–book–cup across paper. Say “The book is **between the star and cup**.” Point to both references.
3. **Guide · 5 min.** Children place a different large marker between two named paper symbols, checking its position with a finger path.
4. **Independent try · 7 min.** Child arranges three shuffled objects, gives a true between sentence and directs another person to locate the middle item.
5. **Change · 4 min.** Move the cup to the left of star; ask whether the original between sentence remains true. Child checks, rather than guesses from the word alone.
6. **Exit · 2 min.** Expect a sentence naming **both** objects around the middle. Use a tactile line with three large positions if needed.

## Week 22 · Day 108 — Two legs on a paper map

**Goal:** describe and follow start, first stop and next stop relative to map symbols. **Proposed code:** AC9MFSP02. **Prepare:** [practice paper map](paper-position-map.svg) or tactile equivalent, Card 108, marker.

1. **Orient · 3 min.** Name this as a paper model; place the visitor on star and say where the page top is.
2. **Model · 4 min.** Move star → book, pause, then book → box. Name book as both first stop and second start.
3. **Guide · 5 min.** Child points to cup relative to book, then box relative to book. Check **right** and **below** from the stated page orientation.
4. **Independent route · 7 min.** Child gives or follows a new two-leg route using the same map, stopping after each leg. Record the actual endpoint and wording.
5. **Check · 4 min.** Partner/adult follows only the spoken, signed or AAC instruction. Child revises a missing reference or ambiguous step.
6. **Exit · 2 min.** Ask “Where is box relative to book?” Expect below on this map; if answer is just “there,” add named-reference practice.

## Week 22 · Day 109 — When the map changes

**Goal:** update a position description after one symbol moves and test a revised route. **Proposed code:** AC9MFSP02. **Prepare:** loose paper map symbols, Card 109, marker.

1. **Retrieve · 3 min.** Child points to start, first and next on yesterday's practice map.
2. **Model · 4 min.** Move the box from below book to beside cup; explain why “box below book” is no longer true.
3. **Guide · 5 min.** Rehearse a new two-step path to the moved box, naming each object and pausing between moves.
4. **Independent design · 7 min.** Child changes one different symbol, describes where it now is relative to another, and gives a two-leg route. Listener follows without adult correction first.
5. **Audit · 4 min.** Compare intended and actual endpoints. Child revises the map or words, saying which changed; save both versions.
6. **Exit · 2 min.** “Which symbol moved, and which relation changed?” If child only recounts the old route, use one step with two symbols tomorrow before the fresh check.

## Week 22 · Day 110 — Fresh position check

**Goal:** follow an unseen two-step paper route and justify one relative location with a named reference. **Proposed code:** AC9MFSP02. **Prepare:** [fresh assessment map](ASSESSMENT.md), large/tactile symbols and a private record.

1. **Welcome · 3 min.** Explain the new map is a way to find the next teaching step, not a speed test or a real room direction.
2. **Orient · 4 min.** Give the map orientation and symbol names without tracing the route; child identifies the stated start.
3. **Listen · 5 min.** Read the two connected directions once, repeat by the agreed route if needed and log the repeat.
4. **Independent route · 7 min.** Child moves/directs visitor one leg at a time, names final object and states where it is relative to the supplied reference.
5. **Check · 4 min.** Ask how the child knows; only then show the key and invite a revision. Preserve first and revised route separately.
6. **Close · 2 min.** Choose a next move: name the reference, one-leg practice, linked-leg practice, page orientation or transfer to a different safe familiar space. Inaccessible evidence is **not observed**.

The English lesson also uses route language; keep the two subject records separate and do not double-count a coached group demonstration as an independent check.