# Foundation / Prep mathematics · Weeks 21–22 · Days 101–110

**Teacher draft.** Ten 25-minute lessons continue from [Days 91–100](../../term-2/weeks-19-20/README.md). Week 21 sorts, names and makes familiar shapes using observable reasons. Week 22 describes where a person or object is **relative to a named reference** in a safe familiar or fictional space. The [Year sequence](../../../year-sequence.md) remains a plan; this pack supplies only Weeks 21–22.

| Open | Use |
| --- | --- |
| [Daily scripts](LESSONS.md) | Timed model, guided attempt, independent reason, check and next move. |
| [Teacher object setups](MATERIALS.md) | Exact shape and map sets, printing and nonvisual text equivalents. |
| [Learner cards](LEARNER-CARDS.md) | No answer keys; choose one paper/card setup at a time. |
| [Shape evidence sheet](shape-evidence.svg) and [paper map](paper-position-map.svg) | Original labelled A4 aids; material text is equivalent. |
| [Assessment](ASSESSMENT.md) | Fresh Day 105 shape and Day 110 position checks, keys and diagnostic next actions. |
| [Week 21 integrated art guide](../../../term-3/week-21-shapes-we-find-and-make.md) and [Week 22 route guide](../../../term-3/week-22-find-our-way.md) | Separate making and route evidence. |

**Proposed curriculum links:** AC9MFSP01 and AC9MFSP02 are exact Australian Curriculum v9 Foundation codes in the [official workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026; pinned workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. AC9MFSP01 involves sorting, naming and creating familiar shapes, recognising them within environmental objects and giving reasons. AC9MFSP02 concerns position/location of self and objects relative to other people and objects in familiar space. The lessons sample **parts** of these descriptions and do not certify attainment or local syllabus adoption. [AERO early numeracy guidance](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) informs use of concrete models and conversation; it does not endorse the pack.

**Before class:** use large, safe paper shapes or digital/tactile equivalents; check cutting tools against school rules and offer precut pieces. Use no small loose shapes with children who mouth materials. Teach paper-map work separately from real navigation or evacuation procedures. If children move, agree a short safe area and allow a seated/child-directed marker route. Check access and record whether the child placed, pointed, directed, described or received a model. A child who cannot hold a piece can still control its placement. No real home map, precise learner location, image upload or public performance is required.

Original scripts, examples and vector art © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link the licence and indicate changes. ACARA and AERO retain their own terms. Human educator, access, local syllabus and classroom trial review pending.