# Exact national source rows and partial teaching opportunities

Source: [Australian Curriculum v9 downloads](https://www.australiancurriculum.edu.au/downloads), official workbook retrieved **29 September 2026**, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, imported without changing these text rows to [local ACARA v9 snapshot](../../../../../data/frameworks/acara-v9.json). The independent [Foundation mathematics work sample](https://www.australiancurriculum.edu.au/resources/work-samples/mathematics/foundation/ws01-knowing-numbers) confirms the 0–20 achievement-standard language. Row numbers are workbook rows, **not additional curriculum codes**. Only the content descriptions below are used for alignment; elaborations are examples, not mandatory lessons. Check the locally applicable state/territory syllabus and school sequence before use.

| Exact code | Workbook row | Level / area | Exact official content description | This pack's partial opportunity and explicit limit |
| --- | ---: | --- | --- | --- |
| AC9MFN01 | 17151 | Mathematics · Foundation Year | name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals | Days 151–155 connect zero, named numerals, one-to-one sets and positions on a 0–20 track. Printed pieces and optional virtual equivalents are offered; a single check does not establish fluency across every number or all modes. |
| AC9MFN03 | 17160 | Mathematics · Foundation Year | quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning | Days 153–155 count once and compare like paper pieces, including a misleading layout. This does not prove stable counting in every real context. |
| AC9MFN04 | 17166 | Mathematics · Foundation Year | partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts | Days 156–159 use small, visible parts in a ten-frame and link parts to a whole. Subitising is invited only for perceptually small groups; counting remains available. The full variety of partitions and formal number facts are not claimed. |
| AC9MFN05 | 17171 | Mathematics · Foundation Year | represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies | Days 156–160 act out adding to and taking away within 10 with paper pieces and optional virtual equivalents. They ask for a start/change/end model and reason, not memorised equations, all operation structures or Year 1 calculation expectations. |

The [year sequence](../../../year-sequence.md) proposes Week 31 as 0–20 review and Week 32 as practical add/take. Ten lessons are **250 minutes**, not a complete Foundation year or an approved Queensland Prep assessment program. The [public checks](STUDENT-CHECKS.md) and [key](teacher/KEY-AND-NEXT.md) provide local formative evidence only. A changed number, access route or language of response can preserve the mathematical target if the teacher checks the model and child-controlled explanation.

**Rights boundary:** The four short official descriptions above are attributed to ACARA and retain [ACARA's terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); original SubjectNest teaching expression is separately CC BY 4.0. No ACARA diagram, work-sample image, commercial worksheet, third-party story or First Nations cultural material is reproduced or invented.