29 September 2026 · development draft. Exact AC9MFM01/AC9MFST01 and integrated Foundation code wording/source rows are in the crosswalk, checked against the official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. ACARA terms apply to the description excerpts; no ACARA logo, photo or support-resource art is used. AERO's explicit teaching guide provides broad model/guide/independent-practice rationale but has not reviewed this pack. All bars, cards, scripts, sets and keys are new SubjectNest work, CC BY 4.0.
Teacher desk run
Day 131: print the A4 comparison mat at actual size; verify P/Q starts and bar lengths. Give a child a second physical paper-strip route if print scaling varies. Day 132 uses equal 60 mm strips deliberately shifted so the learner must align them before saying “same”; this directly probes the method. Day 133: zero two identical empty trays on the approved balance, then preflight M1's two versus five identical safe blocks. If equipment shows a different result, repair before class; never mark a child wrong from the plan's expected answer when the real balance disagrees. On Day 135, keep the fresh 45/68 mm strips and three/six-block mass pair away until the individual sample. Use the teacher key for an exact next comparison, not an overall level. Day 136: state the given question and fiction source, cut/mix six response cards, sort one card once, then compare by matched pairs. On Day 140 keep the intact eight-card sheet hidden; cut/mix and give the new question. No real child preference is inferred.
Friction addressed: Longer-looking from a shifted end and heavier-looking from a bigger container are deliberately tested by alignment/balance. A card's category is visible image shape, never its serial suffix or colour. A revised fictional set is a new trial, not a changed first historical record. Balance setups need a documented preflight. If a tactile/visual mode is inaccessible, child directs adult handling and the original item is marked not observed until access works.
Learner desk run
The child chooses a book, maker or toy route, compares two safe objects and points to the start line or balance side that supports an answer. They can change an initial guess after direct observation. In Week 28 they sort fictional shape tokens and say “among these six/eight,” then point to matched cards for more/fewer. Adult reads category labels without counting for them. A child may respond by voice, sign, AAC, pointing or guiding an adult. No body, backpack, home object or real classmate is measured or rated. Blank spaces on the A4 mat can be accessed with raised strips or verbal/tactile boxes; cards have word and outline, never colour-only encoding. Rendered SVG/PDF visuals were inspected, with a human accessibility trial still needed.
Prospective funder desk run
Inspect ten distinct 25-minute lessons, exact reproducible practice and unseen sets, source and child-data boundaries, independent component keys, three original A4 vector sheets, text/tactile equivalents, source crosswalk and machine hash receipts. These are credible production materials; they do not prove a child learned mass/data concepts, a whole year's curriculum is complete, an accessibility route fits every learner, or a school approved the setup. An educator pilot should record preflight, first responses, access adaptations, consent choices and revisions before any outcome claim.
verify_pack.py checks days/timing, precise source codes, local links, A4 dimensions/metadata, assessment set and hash manifest. Foundation library audit checks year coverage and manifests across packs but does not replace a physical balance or classroom trial.
Original SubjectNest review prose © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes.