# Foundation / Prep mathematics · ten daily scripts, Days 121–130

Each block is **25 minutes**. Use the reproducible [teacher sets](MATERIALS.md), clean [learner cards](LEARNER-CARDS.md), and original [picture-data](picture-data-mat.svg) or [paper-route](paper-route-mat.svg) aid. Hold back [Days 125/130 checks](ASSESSMENT.md). Record first child-controlled sort, comparison, placement, relation and reason before correction, with exact source of data and support. Adult reading of labels is allowed; do not turn mathematics into a print test.

## Week 25 · Day 121 — Ask a question before sorting

**Goal:** collect and sort image cards for a given familiar story-setting question. **Proposed code:** AC9MFST01. **Prepare:** Card 121, seven mixed fictional Set A cards, empty labelled mat.

1. **Question · 3 min.** Say “Which picture setting did these imaginary storytellers choose?” Explain one card represents one fictional recorded choice.
2. **Model · 4 min.** Place B1 under BOOK CORNER because of its open-book image, not because of card colour or suffix.
3. **Guide · 5 min.** Children sort G1 and P1, naming each picture feature; adult reads setting labels if needed.
4. **Independent collect/sort · 7 min.** Child takes remaining mixed cards and completes three groups. Record first placement, any extra/omitted card and their group rule.
5. **Check · 4 min.** Ask if these seven cards show what our real classmates chose. Expect no; the set is invented and only answers the stated pretend question.
6. **Exit · 2 min.** Child shows one card in each group and names why. If a card sits in two groups, retest one-to-one placement tomorrow.

## Week 25 · Day 122 — Show and compare the responses

**Goal:** represent one fictional choice with one image/object token and compare groups by matching/counting. **Proposed code:** AC9MFST01. **Prepare:** Card 122, Set A already mixed again and [data mat](picture-data-mat.svg).

1. **Retrieve · 3 min.** Repeat the question; child picks one card and says what it represents.
2. **Model · 4 min.** Align book and garden tokens in rows; match pairs to see whether one group has an extra card.
3. **Guide · 5 min.** Children rebuild all three groups, placing each image exactly once; compare garden with puzzle by matched pairs.
4. **Independent compare · 7 min.** Child names a group with more, fewer or same and points to matched/unmatched tokens or counts, not just a tall stack's height.
5. **Check · 4 min.** Spread book cards farther apart without changing their number; ask whether that makes more choices. Expect no; one card remains one choice.
6. **Exit · 2 min.** Child explains one comparison. If spacing drives answer, pair tokens in a new arrangement tomorrow.

## Week 25 · Day 123 — A changed set may change the answer

**Goal:** collect/sort a revised fictional dataset and compare it with the original without rewriting the source. **Proposed code:** AC9MFST01. **Prepare:** Card 123, original Set A and Set B change from [Materials](MATERIALS.md); two labelled mats.

1. **Retrieve · 3 min.** Child states which group had most in **yesterday's** unchanged set, using cards for evidence.
2. **Model · 4 min.** Announce a *new trial*: replace one book card with one garden card. Keep old display as the earlier record.
3. **Guide · 5 min.** Children physically re-sort the new seven-card set and align matching pairs; no unseen card is silently added.
4. **Independent comparison · 7 min.** Child says what count relation changed, which group now has most, and which two groups match, with one-card-per-choice reason.
5. **Source check · 4 min.** Ask “Did the first seven imaginary choosers change their minds?” Expect the story does not say that; the **displayed dataset** changed for a new trial.
6. **Exit · 2 min.** Child points to one old/new difference. If all differences are missed, use two-category three-card contrast tomorrow.

## Week 25 · Day 124 — What can the display tell us?

**Goal:** state a question and source, build a one-image-per-response display, and make only supported comparisons. **Proposed code:** AC9MFST01. **Prepare:** Card 124; optional anonymous class choice with local consent, otherwise fictional motif Set C in [Materials](MATERIALS.md).

1. **Question · 3 min.** Say the chosen question before any token is placed; name whether respondents are actual willing classmates or invented characters.
2. **Model · 4 min.** Show one large icon token = one recorded choice; no name or private reason is attached.
3. **Guide · 5 min.** Collect cards by the agreed private/fictional route and sort dot/stripe/star or local suitable categories.
4. **Independent display · 7 min.** Child places each card once, compares any two groups by matching/counting and states exactly which displayed group has more or is equal.
5. **Boundary check · 4 min.** Ask what the display cannot tell: why someone chose it, absent classmates' preferences or “everyone likes X.”
6. **Exit · 2 min.** Child gives one bounded data sentence. If source is confused, label the dataset in large print and recheck a different set before fresh Day 125.

## Week 25 · Day 125 — Fresh picture-data check

**Goal:** collect, sort, represent and compare a new image dataset for a stated story-place question. **Proposed code:** AC9MFST01. **Prepare:** [unseen nine-card set](ASSESSMENT.md), Card 125, empty group spaces and private record.

1. **Welcome · 3 min.** Say the nine cards describe imaginary storytellers and help choose the next practice, not a ranking of real children.
2. **Question · 4 min.** State the exact new question and read category labels if needed; do not reveal group sizes.
3. **Collect · 5 min.** Child takes all mixed cards, with access adjustments logged, and begins grouping without a teacher placement cue.
4. **Independent sort/compare · 7 min.** Child completes groups, identifies most/fewest and compares two named groups with visible card evidence. Save first response.
5. **Source check · 4 min.** Ask one-card meaning and what the set cannot say about the actual class; show key only after first record.
6. **Close · 2 min.** Choose a next step from [Assessment](ASSESSMENT.md): category feature, one-to-one, match/count, source boundary or smaller fresh diagnostic.

## Week 26 · Day 126 — Where, relative to what?

**Goal:** describe a symbol's location with a named reference on an agreed paper orientation. **Proposed code:** AC9MFSP02. **Prepare:** Card 126, [fixed map](paper-route-mat.svg), large visitor token.

1. **Orient · 3 min.** Name PAGE TOP and identify STAR, BOOK, CUP on this paper board; it is not a real travel route.
2. **Model · 4 min.** Say “BOOK is right **of STAR**” and “BOOK is left **of CUP**,” tracing the reference pair each time.
3. **Guide · 5 min.** Ask where BOX is relative to BOOK; children check the row/column path before saying “below BOOK.”
4. **Independent relation · 7 min.** Give a new symbol/reference pair on the fixed map; child gives/places a true relation with both objects named and a reason tied to layout.
5. **Change viewpoint · 4 min.** Turn a loose copy or rotate the learner's view by agreement. Ask whether “right” can be used without restating page top; reorient and retest.
6. **Exit · 2 min.** Child finishes “relative to ___.” If a relation has no reference, practise one pair tomorrow.

## Week 26 · Day 127 — A route has two connected legs

**Goal:** follow and communicate start → first stop → next stop on a labelled paper map. **Proposed code:** AC9MFSP02. **Prepare:** Card 127, fixed map, moveable visitor, Start/First/Next cards.

1. **Retrieve · 3 min.** Child names BOOK relative to STAR with agreed page top.
2. **Model · 4 min.** Move STAR → BOOK, pause, then BOOK → BOX. Say the first stop is also the second leg's start.
3. **Guide · 5 min.** Children place a visitor at CUP and follow CUP → BOOK → STAR, naming each stop before moving.
4. **Independent route · 7 min.** Child chooses a different start, first and next, directs a listener to move a visitor and names final location relative to a supplied symbol. Record first endpoint/words.
5. **Listener check · 4 min.** Partner/adult follows only the given words. Child revises a missing reference or order, saving both versions.
6. **Exit · 2 min.** Ask what object served as first stop. If both legs collapse into one jump, rehearse pause at a new middle object tomorrow.

## Week 26 · Day 128 — When a symbol moves

**Goal:** update a position sentence after a named paper symbol changes place. **Proposed code:** AC9MFSP02. **Prepare:** Card 128, loose practice symbols, unchanged printed map for comparison.

1. **Retrieve · 3 min.** Child states BOX's old location **below BOOK** on the original map.
2. **Model · 4 min.** Move BOX to bottom-right and TRIANGLE to bottom-middle on a loose grid; announce both changes, not a silent map edit.
3. **Guide · 5 min.** Children check which symbol is now below BOOK and whether “BOX below BOOK” is still true.
4. **Independent revision · 7 min.** Child gives a corrected BOX relation with a named reference and a new two-leg paper route to BOX. Listener tests the route before help.
5. **Compare · 4 min.** Place original and changed map side by side; child names which exact placement changed their sentence. Do not infer a real room moved.
6. **Exit · 2 min.** Child says one new true relation. If old layout dominates, cover the original and use three large tactile positions tomorrow.

## Week 26 · Day 129 — Let someone else follow

**Goal:** design and test a two-leg paper route with a stated viewpoint and reference; optionally transfer to a safe familiar-space relation. **Proposed code:** AC9MFSP02. **Prepare:** Card 129, blank/loose map and locally approved optional classroom setup.

1. **Orient · 3 min.** Agree page top and name all loose symbols. A real-space option occurs only in a pre-approved bounded area.
2. **Model · 4 min.** Adult gives an ambiguous “move it there,” lets listener ask “from where?”, then revises with named start and stop.
3. **Guide · 5 min.** Children plan a start, first and next stop using three large symbols; they may point, sign or direct placement.
4. **Independent route · 7 min.** Child gives route to chosen listener; listener follows literally. Save first wording and endpoint before any correction.
5. **Transfer/check · 4 min.** Child revises the paper route or, if safe and freely chosen, describes their position relative to a named classroom object/person. Record **paper** and **real-space** evidence separately.
6. **Exit · 2 min.** Child explains one named reference that helped. No real classroom map, address or safety route is published.

## Week 26 · Day 130 — Fresh position check

**Goal:** follow an unseen two-leg paper route and describe a final relative position under a stated orientation. **Proposed code:** AC9MFSP02. **Prepare:** [new map/key](ASSESSMENT.md), Card 130, large/tactile symbols and private record.

1. **Welcome · 3 min.** Say the new paper map helps the teacher choose a route activity; it is not a race or real navigation.
2. **Orient · 4 min.** State PAGE TOP and read symbol labels without tracing the route or hinting endpoint.
3. **Listen · 5 min.** Read two connected directions once, repeat if the access route requires and log the repeat.
4. **Independent route · 7 min.** Child moves/directs first and next legs, names final object and gives two reference-rich relations. Save first endpoint/words.
5. **Check · 4 min.** Ask how the child checked page top and whether silent rotation affects direction words; compare with key only after first record.
6. **Close · 2 min.** Choose exact next move: one leg, named reference, page orientation, listener test or accessible real-space relation. Paper success alone does not establish the full code.

Use the [Week 25 integrated guide](../../../term-3/week-25-picture-stories-and-tools.md) and [Week 26 integrated guide](../../../term-3/week-26-move-and-make-fair-rules.md) after the fresh subject checks on Days 125 and 130. Keep maths data and position evidence separate from English/arts/HPE outcomes.