Ten teacher-ready 25-minute mathematics scripts · Days 151–160Foundation Maths · T4 W31–32 · Lesson sequence

Prepare the named exact practice set, matching clean learner card, optional A4 print/text/tactile aid and one of the worked swaps if useful. Each routine totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Keep public fresh checks out of earlier practice. Note first child-controlled count/model, access supports, adult content hints and later self-correction separately. A child's chosen route is not an ability label. All quantities are invented; confirm the pieces are really present and safe before recording a count.

Week 31 · Day 151 · Empty is zero

Target/code: connect an empty collection and counted collections to numerals, including zero; AC9MFN01. Prepare: P151's three broad pockets, numeral cards and 0–20 track. Use a pretend paper-sign cupboard, not a real child's belongings.

1. Notice · 3 min. Show the truly empty pocket without a numeral. Ask “How many pieces can you see?” Distinguish empty from a covered pocket whose count is unknown.
2. Model · 4 min. Turn the empty pocket over, show no hidden card, then place 0. Count six large circles, moving one per number word, and match 6.
3. Guide · 5 min. Offer the fourteen squares. Child chooses a count path; stop and restart only if one square is skipped or counted twice. Place numeral 14 after the child has named/shown the quantity.
4. Independent route · 7 min. Offer Day 151 A/B/C through sign, puppet or book pockets. Require set, numeral and a zero reason, not a memorised numeral alone.
5. Evidence check · 4 min. Move the fourteen squares to another grouping without changing amount. Ask whether zero now belongs to that pocket; child explains why not. Record exact action and any cue.
6. Exit · 2 min. Child points to or says one thing that zero can label. If zero is treated as “not counted”, next time contrast empty versus concealed using different large pockets.

Week 31 · Day 152 · Order is a position

Target/code: order selected numbers on a 0–20 track and explain before/between/after; AC9MFN01. Prepare: P152 loose 9,10,11 and 16,17,18 cards, track; no target card pre-placed.

1. Notice · 3 min. Read the three book-shelf labels 16, 18, 17 in mixed order. Ask which is in the middle after placing them, not by reading size of the cards.
2. Model · 4 min. Point to track anchors 0, 10, 20. Place 9 and 11 either side of 10; explain 10 lies between 9 and 11.
3. Guide · 5 min. Child places 16, 17, 18, then checks each follows the last by one count step. Offer numeral name reading without pointing to the target place.
4. Independent route · 7 min. Use Day 152 A/B/C for a pretend shelf, route board or stage seats. Require both trios in order and one evidence-based relation.
5. Evidence check · 4 min. Swap 17 and 18; ask which track step now breaks. If child can only recite aloud, place physical cards and ask for a position reason.
6. Exit · 2 min. Child shows one numeral before 17 and one after. Follow up with a shorter 0–10 segment if order is not yet secure.

Week 31 · Day 153 · Rearrangement is not a new count

Target/codes: count each piece once to 16 and explain why the same set still has 16 after rearrangement; AC9MFN01, AC9MFN03. Prepare: P153 sixteen identical broad tiles, count-once mat; no spare tile on the work surface.

1. Notice · 3 min. Show ten and six paper-gallery tiles. Ask “What would let us know the amount without guessing from the shape?”
2. Model · 4 min. Move each of the first ten into a counted place, then each of the six, saying one number word per piece. Point to the last word, sixteen, as the answer to “how many”.
3. Guide · 5 min. Child/directing adult returns the same sixteen tiles to an irregular cluster, checking none was added or removed. Child selects a tracking path before recounting.
4. Independent route · 7 min. Choose Day 153 A/B/C in a gallery, paper garden or sign-table story. Require stable total, 16 numeral and a reason about unchanged pieces.
5. Evidence check · 4 min. Ask “Would the number change if we made a longer row?” Move pieces without changing count. Record whether the child's reason refers to count or only appearance.
6. Exit · 2 min. Child names or points to the last counted word and one way to avoid a double count.

Week 31 · Day 154 · Count before comparing

Target/codes: compare two like collections up to 20 by count or one-to-one matching, not spacing; AC9MFN01, AC9MFN03. Prepare: P154 A fourteen spread broad squares and B eighteen compact broad squares, count-once mat.

1. Notice · 3 min. Place the longer-looking A beside compact B. Ask which looks larger and label the first impression as a guess.
2. Model · 4 min. Pair one A square to one B square until a B square remains; point out that matching tests the amount of like pieces rather than line length.
3. Guide · 5 min. Child chooses pairing or separate tracked counts. Confirm A = 14 and B = 18 only after the child's first attempt; do not count for the child while recording independence.
4. Independent route · 7 min. Use Day 154 A/B/C in book display, toy-track or poster-border fiction. Require “B has more” with matched leftovers or counted evidence; the difference of four is optional.
5. Evidence check · 4 min. Move the fourteen into a compact square and spread the eighteen. Ask whether the answer changes and what evidence survives the move.
6. Exit · 2 min. Child gives one reason row length is unreliable here. If a piece was lost, reprepare rather than score the response.

Week 31 · Day 155 · Fresh number and comparison check

Target/codes: show quantity, numeral and order, then a counted comparison in a new case; AC9MFN01, AC9MFN03. Prepare: unseen Check A and teacher-held print card, broad pieces and blank track. Cover the reference-number strip if using the A4 number aid. Do not use Day 155 learner practice first.

1. Welcome · 3 min. Explain that a new puzzle helps choose what to teach next; no speed or handwriting score.
2. Access · 4 min. Give the new case with neutral reading, large print or exact tactile/ordered labels. Check that both sets have the teacher-stated counts out of the child's view; offer no answer cue.
3. First model · 5 min. Child counts each new set or pairs items, places the corresponding numeral and shows where zero belongs. Save first child-controlled action before any correction.
4. Independent response · 7 min. Child explains which set has more, orders the requested numerals on the 0–20 track and gives a count/match reason. A/B/C are access routes to the same evidence.
5. Boundary · 4 min. Ask whether a longer-looking row always has more. Capture the child's reason; record any adult content hint separately. Do not show the public key until response is saved.
6. Close · 2 min. Give one next-step feedback move. After the check, offer Day 155 practice or a worked swap using different numbers.

Week 32 · Day 156 · What changed when signs arrived?

Target/codes: represent an add-to action with a visible start, added part and end within 10; AC9MFN04, AC9MFN05. Prepare: P156 four large paper sign cards plus three separate cards, change-story mat.

1. Notice · 3 min. Tell the invented sign-table story: four signs are on the tray; a volunteer brings three. Ask what action happened before asking for a total.
2. Model · 4 min. Place four under START; keep three visibly apart under ADD. Move them in one group and count/separately recognise the small parts. Show 4 and 3 make 7.
3. Guide · 5 min. Reset. Child acts out the arrival using broad pieces or directs an adult. Ask which four were there first, which three joined, and whether any left.
4. Independent route · 7 min. Choose Day 156 A/B/C, perhaps retold with pretend tickets or paper flowers but the same counts. Require start/change/end and an accurate 7.
5. Evidence check · 4 min. Hide the added three behind a labelled card but do not remove them; ask how the child could verify seven rather than guess. Reopen and count if needed.
6. Exit · 2 min. Child names or shows the arriving part. If only final count is given, practise showing the action with a different safe set.

Week 32 · Day 157 · Different parts, same whole

Target/codes: partition/combine a seven-piece collection in two ways and name parts/whole; AC9MFN04, AC9MFN05. Prepare: P157 five round + two square broad tabs, then three round + four square; part-whole tray.

1. Notice · 3 min. Show two pretend puppet-kit groups: five round and two square tabs. Ask how many are in the kit altogether.
2. Model · 4 min. Put each part in a labelled side of the mat, combine in WHOLE and count to seven. Invite quick recognition of a group up to five where comfortable, but do not require it.
3. Guide · 5 min. Reset to three and four tabs. Child makes the whole, explaining why both arrangements have seven despite different part labels.
4. Independent route · 7 min. Use Day 157 A/B/C in a puppet, pattern-kit or paper-exhibition fiction. Require both part names and the same whole; exact drawing polish is irrelevant.
5. Evidence check · 4 min. Remove one part from view. Ask whether the whole can still be asserted without knowing what was moved; restore and recount rather than assume.
6. Exit · 2 min. Child shows one way seven can be made from two groups. If parts and whole are mixed, keep each in a separate labelled compartment next lesson.

Week 32 · Day 158 · Taking away changes the tray

Target/codes: act out and quantify a take-away story within 10; AC9MFN04, AC9MFN05. Prepare: P158 nine identical broad pretend programme cards, a USED pocket and change-story mat.

1. Notice · 3 min. Say “Nine paper programmes are on a tray; four are used and moved away.” Ask which action changes the tray.
2. Model · 4 min. Count nine START cards. Move exactly four into USED, leaving five; explain the answer names cards left, not cards moved.
3. Guide · 5 min. Reset. Child/directing adult moves four and counts the remaining tray once, tracking each card. Show nine as four removed and five remaining.
4. Independent route · 7 min. Choose Day 158 A/B/C for programmes, model flags or book slips. Require the changed action and five remaining with evidence.
5. Evidence check · 4 min. Place the four USED cards beside the five remaining. Ask what nine labels now and what five labels; avoid conflating original whole with new tray.
6. Exit · 2 min. Child identifies START, TAKE AWAY and END. If they report four as answer, ask which pocket the question names.

Week 32 · Day 159 · Read the action before choosing a model

Target/code: distinguish add-to and take-away from the action in two practical stories; AC9MFN05. Prepare: P159 separate large game-card and stage-ticket sets, change-story mat.

1. Notice · 3 min. Read “six game cards are here; two arrive” and “eight stage tickets are here; three leave.” Ask for action words, not an equation.
2. Model · 4 min. Act out the six-plus-two story: start six, move two in, end eight. Reset the mat completely before the second story.
3. Guide · 5 min. Child/directing adult acts out eight with three leaving; count five remaining. Compare arrows IN versus OUT, not which story has a bigger start.
4. Independent route · 7 min. Use Day 159 A/B/C, requiring both models, correct ending groups and an explanation for choosing each action.
5. Evidence check · 4 min. Deliberately model “leave” with an IN arrow; ask child to repair the model and say which story detail changed their decision.
6. Exit · 2 min. Child gives one cue for add-to and one for take-away. If only answer numbers appear, return to acting the start/change/end.

Week 32 · Day 160 · Fresh action and count check

Target/codes: independently model and reason about two new add/take situations within 10; AC9MFN04, AC9MFN05. Prepare: unseen Check B and teacher-held print card. Do not preview its numbers or show the key.

1. Welcome · 3 min. Say that both invented stories are new and show how to plan the next lesson, not a grade.
2. Access · 4 min. Give exact start/change words through neutral read-aloud, large print, full-word tactile pieces or AAC. Check broad sets out of view; no operation hint.
3. First model · 5 min. Child acts out the first story and chooses how to count or recognise parts. Save the first start/change/end arrangement before feedback.
4. Independent response · 7 min. Child models the second story on a reset tray, names how many remain/end and explains why pieces moved in or out. Written numerals are optional if not yet taught; quantity/action evidence is required.
5. Reason check · 4 min. Ask which question each answer addresses. Keep adult access move separate from a content prompt. Consult public key only after collection.
6. Close · 2 min. Give one specific next move and later offer Day 160 practice with different values.

Use twenty optional worked swaps for new practice after the core, not as a second compulsory lesson. A school may substitute a locally suitable context while preserving the counted set, action and evidence target. These drafts neither certify the national description nor claim observed classroom success.