# Foundation / Prep mathematics · Weeks 25–26 · Days 121–130

**Teacher draft.** Ten 25-minute lessons continue [Days 111–120](../weeks-23-24/README.md). Week 25 asks a familiar class-story question, collects image cards, sorts and compares the resulting data. Week 26 names references, follows a paper route and checks what changes when the layout or viewpoint changes. Optional safe classroom transfer needs local approval. Fictional data are labelled as fiction; no one has to disclose a preference or movement ability.

| Open | Use |
| --- | --- |
| [Daily scripts](LESSONS.md) | Timed daily lessons and specific response to error. |
| [Teacher data and paper-map setups](MATERIALS.md) | Exact practice sets, change log and text/tactile alternatives. |
| [Learner cards](LEARNER-CARDS.md) | Clean questions, no counts or route keys. |
| [Picture data mat](picture-data-mat.svg) and [route mat](paper-route-mat.svg) | Original A4 aids with labels as well as colour. |
| [Practice cut-out choices](picture-choice-cards.svg) | Original book/garden/puzzle and dot/stripe/star image tokens. |
| [Teacher-only Day 125 cards](heldout-place-cards.svg) and [Day 130 map](heldout-route-map.svg) | Fresh assessment visuals, unseen until their check. |
| [Teacher-only checks](ASSESSMENT.md) | Fresh Days 125/130 items, exact keys and next moves. |
| [Cross-subject QA](../../../english/term-3/weeks-25-26/QA-RUN-THROUGH.md) | Pinned source/rights and role walkthrough. |
| [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) | Separate maths and arts/HPE evidence. |

**Proposed Foundation codes:** AC9MFST01 asks learners to **collect, sort and compare data represented by objects and images in response to given investigative questions related to familiar situations**. AC9MFSP02 concerns **position and location of self and objects relative to other people and objects in familiar space**. These are exact Australian Curriculum v9 Foundation Year rows in the [official workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Our paper route samples object-relative language; it does not by itself evidence self/other positions in a real familiar space. Teacher-approved local transfer may do so. Neither code is claimed complete from one check. [AERO early numeracy guidance](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) informs concrete objects and mathematical conversation; it has not tested the pack.

**Use:** one image/object token represents one recorded choice in the displayed set. Sort the tokens; do not silently combine two people into one token or turn a fictional set into “our class voted.” Ask the question before collecting. Consent/opt-out for a real anonymous class choice is local; a fixed invented set works for all practice and fresh checks. Use large pieces rather than small loose counters where mouthing is a concern. For routes, agree page top, starting point and named reference; paper maps never direct real evacuation or travel. A child can point, move, guide an adult, use tactile labels, speech, sign or AAC. Log whether a route was independent and whether a real-space transfer actually occurred.

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