# Foundation / Prep mathematics · ten 25-minute scripts, Days 141–150

Use [exact large practice sets and alternatives](MATERIALS.md), [clean choice cards](LEARNER-CARDS.md) and A4 [pattern](pattern-unit-strip.svg) and [count](count-check-design.svg) aids. Keep [Day 145/150 fresh sets](ASSESSMENT.md) out of view. Record the first child-controlled unit/count/comparison and what support came before it. Oral language, motor action and number reasoning are observed separately. A child may direct an adult, use AAC or work with large/screen-reader labelled virtual pieces.

## Week 29 · Day 141 — Find what repeats

**Goal:** copy and continue a two-symbol repeating unit. **Proposed code:** AC9MFA01. **Prepare:** P1, Card 141, pattern mat.

1. **Notice · 3 min.** Show P1 without naming the rule; ask what comes again.
2. **Model · 4 min.** Point to first circle–square as one unit and second circle–square as the same unit; slide a two-cell frame.
3. **Guide · 5 min.** Child/directing adult frames the third unit, then predicts first empty cell before touching a card.
4. **Independent continue · 7 min.** Child chooses book labels, paper route signs or toy-stage flags and builds two more symbols in the same order.
5. **Check · 4 min.** Swap the last two cards and ask whether the original unit still repeats; save child's reason, not only answer.
6. **Exit · 2 min.** Child shows one complete repeated part. If “circle only,” begin tomorrow with two separate units.

## Week 29 · Day 142 — Catch and repair a break

**Goal:** identify a break in a stated two-part rule and repair it. **Proposed code:** AC9MFA01. **Prepare:** P4, P1, Card 142.

1. **Retrieve · 3 min.** Child builds circle–square twice from mixed cards; adult does not point to the next position.
2. **Model · 4 min.** State P4's intended circle–square rule and place a unit frame over positions 1–2, then 3–4; pause at mismatch.
3. **Guide · 5 min.** Child locates the fourth card and chooses replacement; an adult can move it by child direction.
4. **Independent try · 7 min.** In a bookmark, garden sign or model-fence context, child builds a new two-unit row with one deliberate break for an adult to find.
5. **Check · 4 min.** Ask child to explain why a different later card is not enough to fix the original fourth-position break. Check two full units.
6. **Exit · 2 min.** Child names or points to the repeated pair. If only appearance is copied, reduce to four positions tomorrow.

## Week 29 · Day 143 — The same rule can sound or look different

**Goal:** represent a three-position repeating unit in sound/mark forms. **Proposed code:** AC9MFA01. **Prepare:** P2, Card 143; audio optional, never required.

1. **Listen/see · 3 min.** Show or state P2 once: tap, tap, rest, tap, tap, rest. Provide a visual/tactile pulse simultaneously if needed.
2. **Model · 4 min.** Place two TAP tokens and one thick REST bar in a three-cell frame; move frame to next cycle.
3. **Guide · 5 min.** Child aligns first six symbols on the printed row or tactile strip, then marks the next three as a complete unit.
4. **Independent translate · 7 min.** Child chooses quiet drum, desk-free visual flash or paper show, and gives the same order in a second medium without needing to make sound.
5. **Check · 4 min.** Present tap, rest, tap; ask whether it preserves P2's unit and where the mismatch begins.
6. **Exit · 2 min.** Child names all three positions. If rest is omitted, give it a thick tactile/blank-space marker tomorrow.

## Week 29 · Day 144 — Make a unit someone else can continue

**Goal:** create and describe a repeating unit using distinct symbols and test its readability. **Proposed code:** AC9MFA01. **Prepare:** P3 and P5, Card 144.

1. **Retrieve · 3 min.** Child tells what follows P3's two cycles; allow the unit frame but not an answer cue.
2. **Model · 4 min.** Make dot–bar–triangle twice, then say “these three repeat.” Contrast three unrelated marks with only one cycle.
3. **Guide · 5 min.** Child chooses two or three accessible symbols/actions and checks they can be distinguished without colour alone.
4. **Create · 7 min.** Child builds at least two full repeats in book trim, maker flag or paper-stage cue, leaving one blank next position for a listener.
5. **Listener check · 4 min.** Listener predicts the next item; child explains unit and may revise a confusing mark. Keep first and revised row.
6. **Exit · 2 min.** Ask whether a listener's guess proves the unit repeats. Child points to two completed cycles as evidence.

## Week 29 · Day 145 — New unit and extension check

**Goal:** independently identify, continue and translate a fresh repeating sequence. **Proposed code:** AC9MFA01. **Prepare:** teacher-held [unseen Day 145 row](ASSESSMENT.md), Card 145 only after.

1. **Welcome · 3 min.** Explain a new pattern shows what to practise; no tapping or speed requirement.
2. **Warm known · 4 min.** Briefly revisit P1 with two large cards, not the check row.
3. **Fresh view · 5 min.** Show unseen row with no rule stated; provide equivalent ordered verbal/tactile labels.
4. **Independent extend · 7 min.** Child identifies full unit, adds next three positions and explains how two cycles support the choice. Save first response.
5. **Transfer · 4 min.** Child represents the same unit using different accessible marks/actions without changing order.
6. **Close · 2 min.** Use separate key for next move; release Card 145 only after check.

## Week 30 · Day 146 — Count once, show the quantity another way

**Goal:** count and represent a collection of 13 using a tracked path. **Proposed codes:** AC9MFN01, AC9MFN03. **Prepare:** C1, Card 146, count mat.

1. **Estimate/question · 3 min.** Ask how to know how many stand pieces are here; accept a guess but label it a guess.
2. **Model · 4 min.** Move each broad tile to one indexed place, saying one count word per tile through ten; then add three.
3. **Guide · 5 min.** Child tracks all 13 once, points/uses AAC to say last count as total, then checks 10-and-3 arrangement.
4. **Independent represent · 7 min.** Child chooses sign stand, paper garden border or story shelf; shows thirteen by tiles, marks or numeral with materials.
5. **Check · 4 min.** Scatter same tiles and ask whether quantity changed. Child recounts or gives a one-to-one reason; note if tracking was needed.
6. **Exit · 2 min.** Child states total and shows where each object was counted once.

## Week 30 · Day 147 — Rearrangement does not add pieces

**Goal:** quantify the same 15 objects in two arrangements. **Proposed codes:** AC9MFN01, AC9MFN03. **Prepare:** C2, Card 147.

1. **Retrieve · 3 min.** Count a known 10 with child-chosen tracking; ask what makes the last word the total.
2. **Model · 4 min.** Lay 10 and 5 broad tiles; deliberately touch one twice, notice the mistake, then recorrect with indexed places.
3. **Guide · 5 min.** Child counts C2 once and directs moving five into a ring, keeping every tile visible.
4. **Independent check · 7 min.** In book repair, maker display or paper show, child tells whether 15 is still 15 after rearrangement, demonstrating with one-to-one matching or recount.
5. **Check · 4 min.** Hide one tile under a blank cup after announcing a change; ask what *must be checked* before claiming still 15. Return tile and recount.
6. **Exit · 2 min.** Record whether child used tracking, remembered conservation without evidence, or retested.

## Week 30 · Day 148 — Which design uses more pieces?

**Goal:** directly compare 12 and 16 matching tiles and explain the evidence. **Proposed codes:** AC9MFN01, AC9MFN03. **Prepare:** C3, Card 148, two design trays.

1. **Question · 3 min.** Show A and B with same large tile size. Ask “Which uses more pieces?” not “Which is stronger?”
2. **Model · 4 min.** Begin one-to-one pairs, one A tile with one B tile; stop before revealing all extras.
3. **Guide · 5 min.** Child completes matching or counts both with tracked path and names any unpaired B tiles.
4. **Independent compare · 7 min.** Child chooses paper stand, model bridge or stage sign and explains which set has more and how they know.
5. **Boundary · 4 min.** Ask if more tiles proves stronger design. Child names a strength/stability test not completed by counting.
6. **Exit · 2 min.** Child represents 12 and 16 with numerals or two rows of marks if taught; record comparison reasoning separately.

## Week 30 · Day 149 — Check a misleading layout

**Goal:** compare 10 and 18 despite different spacing and verify a material count. **Proposed codes:** AC9MFN01, AC9MFN03. **Prepare:** C4, optional C5, Card 149.

1. **Warm · 3 min.** Show two rows with different spacing; ask whether row length alone answers how many.
2. **Model · 4 min.** Put widely spaced A tiles into ten indexed places and crowded B tiles into 18 places; name every tile once.
3. **Guide · 5 min.** Child matches or counts to check B has more, then explains why spacing misled a first guess.
4. **Independent route · 7 min.** Child chooses book display, maker holder or paper theatre; records counts in two formats and says what count does not establish about design quality.
5. **Zero check · 4 min.** If ready, use C5 to show 20 used and no spare; count the empty supply as zero, without demanding subtraction notation.
6. **Exit · 2 min.** Child names a strategy for a fresh arrangement tomorrow. Keep Day 150 sets covered.

## Week 30 · Day 150 — Fresh quantity and comparison check

**Goal:** count/represent two unseen collections within 20 and compare them with evidence. **Proposed codes:** AC9MFN01, AC9MFN03. **Prepare:** teacher-held [fresh Day 150 sets](ASSESSMENT.md); Card 150 after only.

1. **Welcome · 3 min.** Say new tiles help decide next practice; this is not a race.
2. **Known warm · 4 min.** Count five familiar large items; do not use check tiles or quantities.
3. **Unseen count · 5 min.** Give set A in scattered arrangement; child counts or pairs to indexed places, then chooses its numeral at taught point.
4. **Unseen compare · 7 min.** Give set B in close row; child determines which has more, using matching/recount, and explains one counted-once path. Record first response and adult move.
5. **Design boundary · 4 min.** Ask whether more pieces tells which paper stand would hold a card better; ask what new test is needed.
6. **Close · 2 min.** Select component-specific next move from key and offer Card 150 practice afterwards.

The [Week 29](../../../term-3/week-29-rhythm-picture-message.md) and [Week 30](../../../term-3/week-30-a-stronger-design.md) integrated tasks give applications after the separate checks. They are not another independent administration. Original SubjectNest scripts © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link and indicate changes.