# 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 to the [local ACARA v9 snapshot](../../../../../data/frameworks/acara-v9.json). The current [ACARA Foundation shape work sample](https://v9.australiancurriculum.edu.au/resources/work-samples/mathematics/foundation/ws02-sorting-shapes-and-objects) supports the broad shape-reasoning framing, but no sample image or text is copied into lessons. Workbook rows are **not** curriculum codes. Check the locally applicable state/territory syllabus and school sequence before teaching.

| Exact code | Workbook row | Level / area | Exact official content description | This pack's partial opportunity and explicit limit |
| --- | ---: | --- | --- | --- |
| AC9MFN06 | 17176 | Mathematics · Foundation Year | represent practical situations that involve equal sharing and grouping with physical and virtual materials and use counting or subitising strategies | Days 171–175 deal broad paper collections equally among named fictional trays and make equal groups. Actions are visible and child-controlled. Only selected small collections and structures are sampled; a paper equality model does not decide interpersonal fairness or cover all grouping situations. Virtual equivalents are optional rather than individually validated. |
| AC9MFSP02 | 17205 | Mathematics · Foundation Year | describe the position and location of themselves and objects in relation to other people and objects within a familiar space | Days 174–175 describe **objects** relative to a fixed puppet and desk-marker mat. The child's own body position and wider navigation are **not** sampled. Fixed marker positions avoid ambiguous left/right perspectives; no child movement or touching is required. |
| AC9MFA01 | 17181 | Mathematics · Foundation Year | recognise, copy and continue repeating patterns represented in different ways | Days 176–180 identify a small repeating unit, copy/continue it using shapes, adult-made sound, marks and optional original audio with exact text/tactile equivalents. A single check cannot establish all pattern forms or generalisation. |
| AC9MFSP01 | 17199 | Mathematics · Foundation Year | sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons | Days 179–180 recognise triangles, circles and rectangles in original **fictional** toy-place drawings, give simple boundary/corner reasons and create a paper model shape. These tasks do not cover every familiar shape, three-dimensional object or recognition in a real local environment. |

The [year sequence](../../../year-sequence.md) plans Week 35 around small-set sharing/grouping and location, and Week 36 around repeating units and shape justification. Ten lessons total **250 scheduled minutes**, not a complete Foundation year or approved Queensland Prep assessment. The [public checks](STUDENT-CHECKS.md) and [key](teacher/KEY-AND-NEXT.md) are local formative samples only. A response route can change without changing the mathematics; specific access needs require local professional review.

**Rights boundary:** These four short exact official descriptions are attributed to ACARA and remain under [ACARA's terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). The SubjectNest scenarios, data, vector aids and audio are original and separately CC BY 4.0. No third-party worksheet, work-sample art, real personal story, First Nations cultural content or unreviewed translation is reproduced or invented.