# Foundation / Prep mathematics · ten 25-minute scripts, Days 131–140

Use the exact [practice sets and text/tactile routes](MATERIALS.md), [clean learner cards](LEARNER-CARDS.md) and [A4 aid](compare-and-record.svg). Keep [fresh Days 135/140 checks](ASSESSMENT.md) out of view. Record first child-controlled comparison/sort and evidence before correction. Adult reading of labels and access support is documented, not scored as a maths error. Maths and science/HASS observations remain distinct.

## Week 27 · Day 131 — Align to compare length

**Goal:** directly compare two lengths using a common start. **Proposed code:** AC9MFM01. **Prepare:** Card 131 and practice Set L1.

1. **Name attribute · 3 min.** Show two safe broad strips; ask whether the question concerns length, colour or weight. Say “Which reaches farther from the same start?”
2. **Model · 4 min.** Lay P and Q at the printed start line; point along each edge without announcing answer from colour.
3. **Guide · 5 min.** Child/directing partner checks near ends meet; if shifted, reset before deciding. Adult gives neutral touch/description if needed.
4. **Independent compare · 7 min.** Child chooses paper bookmark, model bridge or sign strip route, aligns a pair and states which is longer with the other strip named.
5. **Check · 4 min.** Swap the two strips' vertical order; ask if length changed. Require a direct aligned reason, not “top one.”
6. **Exit · 2 min.** Child shows the start edge used. If ends were misaligned, begin Day 132 with two equal strips.

## Week 27 · Day 132 — A shifted end can mislead

**Goal:** show equal length after correcting misalignment. **Proposed code:** AC9MFM01. **Prepare:** Card 132, two identical Set L2 strips.

1. **Retrieve · 3 min.** Ask why yesterday's pair began at the same edge. Child demonstrates or directs alignment.
2. **Model · 4 min.** Lay equal strips with different starting positions and voice a deliberately tentative “this one sticks out.” Then align starts and withdraw the premature claim.
3. **Guide · 5 min.** Children slide/tell adult to slide strips to a shared near end; compare far ends by sight/touch/neutral description.
4. **Independent compare · 7 min.** Child tests a different equal-length pair in maker, story strip or costume display context and records first answer then corrected answer if needed.
5. **Check · 4 min.** Ask whether a wide strip must be longer. Test a wide/short versus narrow/long paper pair; width is another attribute.
6. **Exit · 2 min.** Child says “same length” with aligned-edge evidence. If not, use one tactile start stop tomorrow.

## Week 27 · Day 133 — Mass needs a direct test

**Goal:** compare mass with a checked balance rather than size inference. **Proposed code:** AC9MFM01. **Prepare:** Card 133, preflight Set M1 (equal trays, two versus five identical large blocks), approved balance.

1. **Question · 3 min.** Ask “Which tray is heavier?” while both appear the same size. Avoid revealing hidden block count.
2. **Model · 4 min.** Check empty equal trays balance; show how a side going down under the same conditions indicates more mass in that loaded tray.
3. **Guide · 5 min.** Place loaded trays on balance without telling answer. Child watches/feels/hears agreed neutral indication and names what was directly observed.
4. **Independent compare · 7 min.** Child repeats with positions swapped, names heavier tray **relative to the other** and shows the side/result. Offer child-directed adult handling.
5. **Check · 4 min.** Reveal identical block counts only after first observation; ask whether size of container alone proved weight. Record if the balance malfunctioned and reprepare.
6. **Exit · 2 min.** Child completes “I know because the checked balance ___.” If “looks bigger,” use Set M2 next.

## Week 27 · Day 134 — Similar in one way, different in another

**Goal:** compare specified attributes separately and explain a counterexample. **Proposed code:** AC9MFM01. **Prepare:** Card 134, L1/L2 strips and preflight M2 large-empty/small-loaded containers.

1. **Retrieve · 3 min.** Child names length and mass as two different questions; choose one physical tool for each.
2. **Model · 4 min.** Show two strips can be equal length yet different widths. Equal on one attribute is not “the same in every way.”
3. **Guide · 5 min.** Compare L2 length directly, then observe the checked mass of M2; do not infer mass from apparent container size.
4. **Independent account · 7 min.** Child chooses toy bridge, paper sign or maker container and makes two bounded sentences: alike in a tested attribute; different in another tested attribute.
5. **Counterexample · 4 min.** Present bigger empty box and smaller loaded container. Ask what first guess a viewer might make and what the balance actually showed.
6. **Exit · 2 min.** Child identifies which attribute was **not** tested in a chosen pair. Keep fresh Day 135 setup hidden.

## Week 27 · Day 135 — Unseen direct comparison check

**Goal:** independently align a new length pair and observe a new direct mass comparison. **Proposed code:** AC9MFM01. **Prepare:** [teacher-held Day 135 sets](ASSESSMENT.md), private record; Card 135 after check only.

1. **Welcome · 3 min.** Say there are two new object questions, not a speed race or body comparison.
2. **Attribute choice · 4 min.** Ask which tool/action would answer “longer?” and which would answer “heavier?” without using assessment pieces.
3. **Fresh length · 5 min.** Give unseen strips, initially shifted; child aligns and compares with first position/words recorded.
4. **Fresh mass · 7 min.** Present verified equal containers on balance with hidden safe blocks. Child observes, names heavier side relative to other, and explains what counted as evidence.
5. **Boundary · 4 min.** Ask one attribute the setup did not test and whether length proved mass. Save answer before key feedback.
6. **Close · 2 min.** Select exact next move; release Card 135 practice **after** individual check.

## Week 28 · Day 136 — State the question and one-card meaning

**Goal:** collect fictional image responses for a given familiar display question. **Proposed code:** AC9MFST01. **Prepare:** Card 136, cut/mixed six-card practice set, three blank category trays.

1. **Question · 3 min.** Say exact given question from Materials; label source **six invented visitors**, not our class.
2. **Model · 4 min.** Place one circle card in the circle tray because of its shape; explain one card means one recorded fictional response.
3. **Guide · 5 min.** Child sorts one triangle and one square card by shape, not card position or imagined person's name.
4. **Independent collect/sort · 7 min.** Child collects remaining mixed cards, places each once and describes rule. Record first placement, omissions and help.
5. **Check · 4 min.** Ask what a card cannot tell: why the invented person chose the shape or what real classmates prefer.
6. **Exit · 2 min.** Child shows one card/group link. If categories blur, start with two shapes tomorrow.

## Week 28 · Day 137 — Compare the displayed responses

**Goal:** compare fictional response groups by one-to-one matching or counting. **Proposed code:** AC9MFST01. **Prepare:** Card 137, same mixed six-card set, large display spaces.

1. **Retrieve · 3 min.** Child repeats the question and who the cards represent; no real learner vote is presumed.
2. **Model · 4 min.** Line circle and square cards in matched pairs; show any unmatched card is evidence of more in that *display*.
3. **Guide · 5 min.** Child rebuilds all three groups, one card once, then pairs triangle and circle cards without changing card counts.
4. **Independent compare · 7 min.** Child identifies most/fewest or a true same/different comparison, points to matched/unmatched cards or counts, and states “among these six.”
5. **Check · 4 min.** Spread square card farther away; ask if spacing makes more responses. Restore aligned rows and compare again.
6. **Exit · 2 min.** Child names evidence for one group relation. If spacing governs, use large pair trays tomorrow.

## Week 28 · Day 138 — A new dataset can change a result

**Goal:** re-collect a revised fictional set without rewriting the first record. **Proposed code:** AC9MFST01. **Prepare:** Card 138, original set and documented new trial with one triangle replaced by a square.

1. **Retrieve · 3 min.** Rebuild yesterday's unchanged display and describe one comparison from its actual cards.
2. **Model · 4 min.** Announce **new trial** and swap one card explicitly; keep old display intact for comparison, not as a mistaken past result.
3. **Guide · 5 min.** Child sorts new six-card set, checks each card is once and aligns categories.
4. **Independent compare · 7 min.** Child identifies whether groups now have more/fewer/same, using matching/counting and a named dataset.
5. **Source check · 4 min.** Ask whether the first fictional visitor changed their mind. No; this is a different teacher-made set. Do not claim a real class became evenly split.
6. **Exit · 2 min.** Child points to the exact swapped category and the changed comparison. If old/new blend, use two labelled mats tomorrow.

## Week 28 · Day 139 — Ask what the cards can answer

**Goal:** state a given question, represent responses and reject unsupported reasons. **Proposed code:** AC9MFST01. **Prepare:** Card 139, optional fictional bookmark or toy-stage set with exact counts from Materials.

1. **Question · 3 min.** Choose one new fictional domain and state its shape/edge/cue question, categories and source before sorting.
2. **Model · 4 min.** Put one answer token in a matching tray; do not put a name or private reason on it.
3. **Guide · 5 min.** Child sorts two example tokens and names the observed picture feature; teacher checks exact set size.
4. **Independent display · 7 min.** Child completes rest, compares two groups with matching/counting, and says “of these invented answers.”
5. **Limit check · 4 min.** Ask whether display proves why a respondent chose a card or how all real visitors would answer. Child identifies information missing.
6. **Exit · 2 min.** Child gives one supported comparison. Keep Day 140 card inventory hidden.

## Week 28 · Day 140 — New fictional data check

**Goal:** collect, sort and compare a fresh image set for a stated question and source. **Proposed code:** AC9MFST01. **Prepare:** [teacher-held Day 140 set/key](ASSESSMENT.md), empty categories, Card 140 after check.

1. **Welcome · 3 min.** Name the source as invented respondents and explain this is to choose next practice; no real vote is collected.
2. **Question · 4 min.** State new exact question and adult-read category labels; do not reveal counts or show intact layout.
3. **Collect · 5 min.** Child receives mixed safe large cards, with tactile/description access documented, and starts grouping.
4. **Independent sort/compare · 7 min.** Child places each card once, names category rule, most/fewest and a pairwise relation with matching/count evidence. Preserve first response.
5. **Source boundary · 4 min.** Ask what one card represents and what the set cannot say about real classmates or reasons.
6. **Close · 2 min.** Choose exact next teaching from key; Card 140 is practice only after check.

Use [Week 27](../../../term-3/week-27-objects-alike-and-different.md) and [Week 28](../../../term-3/week-28-what-we-learn-by-asking.md) to sample science observation and HASS questioning separately. Maths result does not establish either subject's full description.

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