# Foundation / Prep mathematics · Weeks 23–24 · Days 111–120

**Teacher draft.** Ten 25-minute lessons follow [Days 101–110](../weeks-21-22/README.md). Week 23 puts the seven named days in sequence and connects **morning, lunchtime, afternoon, night time** to possible familiar actions. Week 24 makes **direct comparisons of duration** with two events observed together. A part of a content description is taught and sampled; this fortnight is not a whole-year mathematics course.

| Open | Use |
| --- | --- |
| [Daily scripts](LESSONS.md) | Ten timed lessons with child-controlled attempts and explicit next moves. |
| [Teacher setups and exact print equivalents](MATERIALS.md) | Reproducible day/event and simultaneous-duration tasks; accessibility routes. |
| [Learner cards](LEARNER-CARDS.md) | Child-facing prompts, no answer key. |
| [Week and day-parts aid](week-and-day-parts.svg) and [duration comparison aid](duration-compare.svg) | Original A4 visuals, with complete text equivalents in Materials. |
| [Fresh checks](ASSESSMENT.md) | Held-out Days 115 and 120, exact keys, error reading and next teaching actions. |
| [Source, rights and use review](../../../english/term-3/weeks-23-24/QA-RUN-THROUGH.md) | Cross-subject exact-code boundary and teacher/student/funder desk walkthrough. |
| [Week 23 integrated guide](../../../term-3/week-23-a-story-we-can-place-in-time.md) and [Week 24 integrated guide](../../../term-3/week-24-feelings-and-help.md) | HASS/HPE connections with separate records. |

**Proposed national links:** AC9MFM02 sequences days of the week and times of day, including morning, lunchtime, afternoon and night time, and connects them to familiar events/actions. AC9MFM01 compares attributes of objects and events, including duration, by **direct comparison with reasoning**. These are exact Australian Curriculum v9 **Foundation Year** codes in the [official workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026; pinned workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The pack samples the day/time and duration strands only, not full achievement or Queensland adoption. [AERO early numeracy guidance](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) informs concrete modelling and conversation; it has not endorsed this pack.

**Before class:** days are labels in the shared week sequence, not a claim about any child's household schedule, faith or work pattern. “Lunchtime” is a familiar school-day label, not a fixed clock time or a universal mealtime. Night time does not mean all children are asleep. Use fictional or school events freely. For a real event, ask permission and keep the response private. In duration tasks, compare two start-together visible/tactile paper actions or sounds that are accessible to the learner. Stop both safely. Never infer duration from which event seems fun, how far something moved or how much work it produced. Avoid pressure to race or disclosure about home routines. A child may direct an adult to move pieces and give a reason by speech, AAC, sign, pointing, tactility or digital means. Record supports and first independent response.

Original lessons, 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 teacher, access, local syllabus and classroom trial review pending.