# Ten teacher-ready 25-minute mathematics scripts · Days 161–170

Prepare the day's exact [practice materials](MATERIALS.md), matching [clean learner card](LEARNER-CARDS.md), suitable [A4 or full-text/tactile aid](print/TEXT-ALTERNATIVES.md) and an optional [worked context swap](PRACTICE-SWAPS.md). Each routine totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Card features and numbers are fictional. Do not call drawn traits real local biological observations or record Science outcomes from this maths evidence. Save the [two public fresh checks](STUDENT-CHECKS.md) for Days 165/170. Record each first child-controlled sort, count, comparison and reason before a content cue, and note neutral access support separately. Choice routes are not ability labels.

## Week 33 · Day 161 · Round or pointed on these cards?

**Target/codes:** answer a given feature question by sorting and comparing eleven fictional image cards; AC9MFST01, AC9MFN03. **Prepare:** P161's 7 round-outline and 4 pointed-outline cards; [feature mat](print/feature-sort-mat.pdf). There is no real species claim.

1. **Question · 3 min.** Read: “Which leaf outline is drawn more often **on these cards**?” Show the full-word ROUND and POINTED labels; ask which part of a card matters.
2. **Model · 4 min.** Place one unambiguous drawing in each column and say only what its outline shows. Count one small example group by moving each card into a counted place, without giving the full group totals.
3. **Guide · 5 min.** Child sorts the remaining cards; invite a new count path if a card is skipped. Ask what evidence would decide “more”.
4. **Independent route · 7 min.** Offer Day 161 A/B/C from [learner cards](LEARNER-CARDS.md) in a made-up plant book, stage scenery or paper model. Require both group counts and counted/matched comparison, not a longer-looking row.
5. **Evidence check · 4 min.** Spread four pointed drawings widely and pack seven round drawings tightly. Ask if the question changes and why the comparison does not depend on spacing.
6. **Exit · 2 min.** Child completes “On these cards, ___ is drawn more.” If the rule is lost, next time use two obvious raised-outline cards before counting.

## Week 33 · Day 162 · Drawn symbol is not a hidden fact

**Target/codes:** sort nine picture cards by a visible flower symbol, count and compare without inferring unseen biology; AC9MFST01, AC9MFN03. **Prepare:** P162 5 with a symbol, 4 with none drawn; two full-word labels.

1. **Question · 3 min.** Read: “How many cards show a flower symbol?” Have the child point to the actual symbol on one card; say “not drawn” for the other category.
2. **Model · 4 min.** Sort two sample cards and state the rule: a visible ink mark, not a guess about the pictured plant. Model moving one card per count word.
3. **Guide · 5 min.** Child places the other seven cards. Ask whether a blank picture shows a flower elsewhere in the world; the only safe answer is about this drawing.
4. **Independent route · 7 min.** Use Day 162 A/B/C in a fictional garden page, book index or puppet sign design. Count both groups and say which has more **cards**.
5. **Evidence check · 4 min.** Reverse card positions without changing marks. Ask if any category changes; capture child reason and whether they track each card once.
6. **Exit · 2 min.** Child names the feature visible in the first group. If “no flowers grow there” appears, return to “not drawn on the card”.

## Week 33 · Day 163 · Count what the edge shows

**Target/codes:** answer a given question by sorting twelve made-up leaf edges and comparing counted groups; AC9MFST01, AC9MFN03. **Prepare:** P163 8 smooth and 4 jagged broad outline cards; [count board](print/count-compare-board.pdf).

1. **Question · 3 min.** Ask: “Which edge type is shown more on these drawings?” Trace a smooth edge and a jagged edge with a finger or broad pointer.
2. **Model · 4 min.** Place two cards with unmistakable different edges under full-word labels. Say the **card edge** is the rule, not the colour, page position or imagined plant name.
3. **Guide · 5 min.** Child sorts and chooses a one-to-one count path. Use raised outlines or adult-directed movement without supplying the category answer.
4. **Independent route · 7 min.** Use Day 163 A/B/C in a fictional banner, model park map or picture-book case; ask for each count and an evidence-based “more”.
5. **Evidence check · 4 min.** Put one smooth card nearer the jagged column without changing its drawing. Ask where it belongs and why; discard/redraw any genuinely ambiguous card.
6. **Exit · 2 min.** Child shows the feature and names which counted group is larger. If counting duplicates occur, place cards into counted slots before a second comparison.

## Week 33 · Day 164 · The question changes the groups

**Target/codes:** re-sort the same ten fictional cards for two given questions while preserving the total and comparing counts; AC9MFST01, AC9MFN03. **Prepare:** P164's exact 2 oval/symbol, 4 oval/no-symbol, 1 spear/symbol, 3 spear/no-symbol cards.

1. **Question · 3 min.** Show one card with both an outline and a symbol. Ask “Which feature would we need if the question is about **shape**?”
2. **Model · 4 min.** Sort the first three cards by oval/spear outline; count all cards on the table so the child sees that sorting moves, rather than makes, cards.
3. **Guide · 5 min.** Child finishes the first sort and counts 6 oval versus 4 spear. Reset **all ten** cards to a neutral pile.
4. **Independent route · 7 min.** Day 164 A/B/C asks the child to re-sort by symbol shown/not drawn, count 3 versus 7, and answer that second question. A puppet garden, paper exhibition or information-page index can carry the same ten-card data.
5. **Evidence check · 4 min.** Ask “Did the number of cards change? Why did the groups change?” A sound answer names the new question/rule and unchanged ten cards. Recount if a piece is missing.
6. **Exit · 2 min.** Child points to the feature for one question. If they mix rules, lay the two question cards side by side and sort anew next time.

## Week 33 · Day 165 · Fresh card-data check

**Target/codes:** independently sort, quantify and compare a **new** fictional observation-card set, with a card-only claim; AC9MFST01, AC9MFN03. **Prepare:** unseen [Check A](STUDENT-CHECKS.md) and teacher-held [preparation card](print/teacher-held-checks.pdf). Do not rehearse this set in warm-up.

1. **Welcome · 3 min.** Explain that this new question will help plan the next lesson, not rank the child. Say both category labels neutrally.
2. **Access · 4 min.** Give large/raised cards or an adult mover and neutral reading. Teacher privately verifies the exact set; do not reveal counts or point to answer groups.
3. **First sort · 5 min.** Child places or directs each card under ROUND or NARROW. Save the first child-controlled placement before any correction.
4. **Independent response · 7 min.** Child counts/matches each group, states which outline is shown more **on these cards** and chooses among Day 165 A/B/C-equivalent response routes in [Check A](STUDENT-CHECKS.md). Do not show after-check practice yet.
5. **Boundary · 4 min.** Ask whether this card set tells us how many nearby real plants have each outline. Capture “only our cards” or equivalent reasoning. Consult the [public key](teacher/KEY-AND-NEXT.md) only after the first response.
6. **Close · 2 min.** Give one specific next move; later offer Day 165 [after-check learner practice](LEARNER-CARDS.md) or a different worked swap.

## Week 34 · Day 166 · Align the shelter roof strips

**Target/code:** identify length and directly compare two broad paper strips for a pretend toy shelter; AC9MFM01. **Prepare:** P166 80 mm and 125 mm teacher-prepared strips and [align-ends mat](print/align-ends-mat.pdf). The child does not need millimetres.

1. **Notice · 3 min.** Put the two strips in staggered places. Ask whether their far tips alone let us fairly decide which roof strip is longer.
2. **Model · 4 min.** Place both left ends on the same start line, keep strips straight and show the end of one extending beyond the other. Name the attribute **length**.
3. **Guide · 5 min.** Reset the strips. Child/directing adult aligns the ends, then identifies the longer strip without reading adult preparation marks.
4. **Independent route · 7 min.** Use Day 166 A/B/C for a toy shelter, model boat roof or paper notice shade. Each route involves the **actual strips** and an aligned-end reason; a drawing may record the physical result afterwards.
5. **Reason check · 4 min.** Stagger the strips again. Ask what must be fixed before comparing; if the child merely says “the rightmost tip”, invite a realignment.
6. **Exit · 2 min.** Child names length and points to the aligned starts. If manual handling is difficult, record the child's directions to an adult rather than motor precision.

## Week 34 · Day 167 · Equal length can look unequal

**Target/code:** use direct alignment to detect equal length and a longer strip despite misleading starting positions; AC9MFM01. **Prepare:** P167 equal 110 mm pair and different 75/115 mm pair, all same width.

1. **Notice · 3 min.** Stagger the equal pair so one far tip is farther right. Invite a guess, explicitly calling it a guess until ends align.
2. **Model · 4 min.** Align one end of each equal strip and say the ends finish together: equal length, even though earlier placement differed.
3. **Guide · 5 min.** Child aligns the different pair and shows which extends beyond the other; do not use the adult's millimetre values as the answer.
4. **Independent route · 7 min.** Day 167 A/B/C covers both real pairs in a stage border, gallery canopy or toy doorway. Require “equal” for the first and a longer/shorter explanation for the second.
5. **Reason check · 4 min.** Return to the misleading stagger and ask what changed: position of the strip, not its length. If a strip bent, straighten or replace it and repeat.
6. **Exit · 2 min.** Child shows how to start a fair length comparison. Keep later learning about units separate from this direct-comparison target.

## Week 34 · Day 168 · Which catch cup holds more?

**Target/code:** identify capacity and directly compare two school-approved plastic cups by adult-operated water transfer; AC9MFM01. **Prepare:** P168 adult-verified A smaller/B larger cups, stable tray, cloth and [transfer card](print/transfer-station.pdf). No child pouring requirement.

1. **Notice · 3 min.** Show two clear cups for a pretend toy-shelter rain-catch design. Ask what “holds more” means; point out that outer height alone may mislead.
2. **Model · 4 min.** Adult privately preflights, then at the table fills A to its **full usable brim, not a partial level**, and pours it into B over the tray. Name the **actual water transfer**, not a picture, as evidence.
3. **Guide · 5 min.** Reset and let child direct which cup starts full, where it pours and what to inspect. Give a neutral observation of remaining space if visual access requires it.
4. **Independent route · 7 min.** Day 168 A/B/C uses the same real transfer with child-directed action in a toy shelter, pretend ticket stand or model garden shelter; child says B can hold more because all A water fit and B still had room.
5. **Boundary · 4 min.** Ask what would happen if water spilled or B filled fully: result would be unclear or different, so retest. Do not score a drawn cup as direct evidence.
6. **Exit · 2 min.** Child names **capacity** and one observed clue. If no safe actual transfer is possible, defer this evidence and rehearse vocabulary only.

## Week 34 · Day 169 · A parcel's size is not its mass

**Target/code:** identify mass and directly compare two broad sealed same-size paper parcels using a stable adult-operated pan balance; AC9MFM01. **Prepare:** P169 2-sheet L/12-sheet H sealed envelopes, privately verified [balance card](print/balance-observation.pdf).

1. **Notice · 3 min.** Show the same-size parcels for a pretend shelter roof. Ask if looking at their outside tells which is heavier; mark any first impression as a guess.
2. **Model · 4 min.** Adult places L and H on separate pans; show or neutrally describe which pan descends. Name the compared attribute **mass**, not parcel area.
3. **Guide · 5 min.** Reset the balance. Child directs adult placement and identifies the lower pan; if the balance sticks, repair before continuing.
4. **Independent route · 7 min.** Day 169 A/B/C uses actual verified parcels in toy shelter, model library delivery or theatre prop contexts. Child says H has greater mass **because its pan went down**, not because they know sheet counts.
5. **Reason check · 4 min.** Swap parcels between pans. If the same parcel still tips downward, the evidence is stronger; if not, invalidate the device/materials and repeat later.
6. **Exit · 2 min.** Child names the attribute and the observed comparison. No child lifts parcels; a neutral adult report can support access.

## Week 34 · Day 170 · Fresh direct-comparison check

**Target/code:** independently name length, capacity and mass and explain **new** direct comparisons; AC9MFM01. **Prepare:** unseen [Check B](STUDENT-CHECKS.md), teacher-held [preparation card](print/teacher-held-checks.pdf), preflighted strips/cups/balance. Three stations may need extended local transition time.

1. **Welcome · 3 min.** Say a new three-part task helps plan what to practise; it is not a speed or handwriting test.
2. **Access · 4 min.** Confirm the actual equipment safely works out of the child's view. Give neutral read-aloud, broad labels or AAC. Do not announce which object wins.
3. **First comparison · 5 min.** Child aligns the fresh paper strips and records the first end-based length decision before feedback.
4. **Independent response · 7 min.** Child directs an adult to pour the verified cup pair and place the verified parcels on the balance, then names the attribute and observed reason for each. Routes A/B/C in [Check B](STUDENT-CHECKS.md) are equivalent access options.
5. **Boundary · 4 min.** Ask which result came from aligned ends, which from spare space after transfer, and which from pan movement. A guess from cup/parcel appearance is not sufficient. Record adult content help separately.
6. **Close · 2 min.** Give one next step after collecting all valid first responses, then offer Day 170 [after-check practice](LEARNER-CARDS.md). Defer any unclear physical station rather than score it.

Use the [twenty optional swaps](PRACTICE-SWAPS.md) after the core or for a new day. The [run-through](RUN-THROUGH.md) reports desk inspection only. A local educator must check equipment, individual access and the Australian state/territory sequence before teaching.