# Ten teacher-ready 25-minute mathematics scripts · Days 151–160

Prepare the named exact [practice set](MATERIALS.md), matching [clean learner card](LEARNER-CARDS.md), optional [A4 print/text/tactile aid](print/TEXT-ALTERNATIVES.md) and one of the [worked swaps](PRACTICE-SWAPS.md) if useful. Each routine totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Keep [public fresh checks](STUDENT-CHECKS.md) 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](print/zero-to-twenty-track.pdf). 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](LEARNER-CARDS.md#day-151--an-empty-pocket-has-a-number) 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](print/zero-to-twenty-track.pdf); 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](LEARNER-CARDS.md#day-152--which-number-comes-between) 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](print/count-once-mat.pdf); 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](LEARNER-CARDS.md#day-153--same-pieces-new-shape) 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](print/count-once-mat.pdf).

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](LEARNER-CARDS.md#day-154--a-longer-line-need-not-be-more) 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](STUDENT-CHECKS.md#check-a--day-155--new-number-display) and teacher-held [print card](print/teacher-held-checks.pdf), 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](teacher/KEY-AND-NEXT.md) until response is saved.
6. **Close · 2 min.** Give one next-step feedback move. After the check, offer [Day 155 practice](LEARNER-CARDS.md#day-155--after-your-new-check) 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](print/change-story-mat.pdf).

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](LEARNER-CARDS.md#day-156--more-signs-arrive), 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](print/part-whole-tray.pdf).

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](LEARNER-CARDS.md#day-157--two-parts-make-one-set) 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](print/change-story-mat.pdf).

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](LEARNER-CARDS.md#day-158--some-programme-cards-leave) 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](print/change-story-mat.pdf).

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](LEARNER-CARDS.md#day-159--did-cards-arrive-or-leave), 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](STUDENT-CHECKS.md#check-b--day-160--two-new-inventory-changes) and teacher-held [print card](print/teacher-held-checks.pdf). 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](teacher/KEY-AND-NEXT.md) only after collection.
6. **Close · 2 min.** Give one specific next move and later offer [Day 160 practice](LEARNER-CARDS.md#day-160--after-your-new-check) with **different** values.

Use [twenty optional worked swaps](PRACTICE-SWAPS.md) 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.