Ten teacher-ready 25-minute mathematics scripts · Days 171–180Foundation Maths · T4 W35–36 · Lesson sequence

Prepare the day's exact practice set, matching clean learner card, suitable original A4/text/tactile aid and one optional worked swap if useful. Each six-step routine totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. The two public fresh checks and separate public staff key are formative only. Keep first child-controlled mathematics, neutral access support, adult content prompts and later revision separate. Count like pieces and preserve fixed spatial landmarks. Choice routes are not ability labels.

Week 35 · Day 171 · Deal one to each puppet tray

Target/code: represent equal sharing of six broad paper pieces between two fictional recipients using one-to-one dealing and counted evidence; AC9MFN06. Prepare: P171 six large blank message cards, two labelled puppet trays and share mat.

1. Notice · 3 min. Tell a no-touch puppet story: two paper puppets are to receive the same number of six blank message cards. Ask what “same number” would look like on two trays.
2. Model · 4 min. Deal one card to each tray, then pause with four to go. Name the repeated action “one for A, one for B”; do not finish the model for the child.
3. Guide · 5 min. Child/directing adult places the remaining cards one per tray in turn and checks that none was hidden. Ask the child to count both trays separately.
4. Independent route · 7 min. Use Day 171 A/B/C in a pretend puppet post, book pocket or toy-stage context. Require 3/3 and a matching/counting reason rather than the word “fair” alone.
5. Evidence check · 4 min. Deliberately move one card from A to B. Ask whether the paper split remains equal and how the child could repair it. Record the first explanation before helping.
6. Exit · 2 min. Child shows one matched pair. If they count all six without recipient groups, next time deal one-to-one again with a different safe set.

Week 35 · Day 172 · Compare the two kiosk shares

Target/code: share eight like paper tickets equally between two model kiosks, then verify no card remains and both counts match; AC9MFN06. Prepare: P172 eight broad tickets, two kiosk trays and share mat.

1. Notice · 3 min. Show eight pretend tickets in a neutral centre pile. Ask whether a visual pile beside one kiosk already tells us each kiosk's share; it does not.
2. Model · 4 min. Pair the first two tickets, one for each kiosk. Point to both recipient trays before continuing; avoid stating the final count.
3. Guide · 5 min. Child chooses repeated dealing or matching pairs for the remaining six, with an adult mover if needed. Count the final groups once.
4. Independent route · 7 min. Day 172 A/B/C uses kiosk, model ferry deck or gallery-wall fiction. Each route shows 4/4, no left-out ticket and an equal-share reason.
5. Reason check · 4 min. Ask “If one kiosk had five and the other three, would they have the same number?” Let the child compare by moving or matching, without judging real people's needs.
6. Exit · 2 min. Child explains one way to check equality. If number-word sequence is unreliable, use one-to-one partner pairs and a new smaller set later.

Week 35 · Day 173 · Groups, not recipients

Target/code: represent nine broad cards as equal groups of three and distinguish group size from number of groups; AC9MFN06. Prepare: P173 nine pretend roof cards and three wide empty frames on the grouping mat.

1. Notice · 3 min. Read “Put three roof cards in each kit.” Ask what will tell us a kit is complete; one, two, three cards together.
2. Model · 4 min. Fill the first wide group frame with three cards, counted once; say “one complete group of three” rather than “three groups”.
3. Guide · 5 min. Child/directing adult fills the next frames with the remaining six cards. Keep frames visibly separate and check none remains.
4. Independent route · 7 min. Day 173 A/B/C in a toy roof kit, library tab bundle or music-card case requires three cards per group and three complete groups.
5. Evidence check · 4 min. Point to one frame, then the whole mat; ask separately “How many cards here?” and “How many groups here?” Record any swapped labels before feedback.
6. Exit · 2 min. Child names or shows a complete group. If they make uneven groups, reset one group at a time and check each against a model frame.

Week 35 · Day 174 · Where did the equal groups go?

Target/codes: make two equal groups of broad paper pieces and describe each group's location relative to fixed familiar room markers; AC9MFN06, AC9MFSP02. Prepare: P174 four cards, two trays and room mat with DESK A, DESK B and PUPPET fixed.

1. Notice · 3 min. Show the two desk markers and puppet marker on the paper room. Ask “What can be between two desks?” Keep the named landmarks unmoved.
2. Model · 4 min. Deal one card to each of two trays, then show the first tray in the open space between DESK A and DESK B. Say “the tray is between these two desks”, naming both.
3. Guide · 5 min. Child finishes dealing four cards into 2/2, puts the second tray beside the fixed puppet and describes its place. An adult moves a tray only on the child's directions.
4. Independent route · 7 min. Day 174 A/B/C uses a model room, puppet rehearsal or paper campsite. Require equal groups and two relational location statements, not handwriting or body movement.
5. Reason check · 4 min. Shift a tray away from both desks while keeping landmarks fixed. Ask if “between the desks” is still true, and which physical relation changed.
6. Exit · 2 min. Child gives one group count and one named landmark relation. If “between” lacks a reference, ask “between which two?” in a later new case.

Week 35 · Day 175 · Fresh share, group and place check

Target/codes: independently model equal share and grouping in a new paper-room case and describe location relative to fixed markers; AC9MFN06, AC9MFSP02. Prepare: unseen Check A, separate teacher-held check setup and fixed room mat. Do not rehearse its values.

1. Welcome · 3 min. Say the new paper task helps choose the next lesson. It is not a race or a judgement about real people.
2. Access · 4 min. Set the two card sets separately, broad trays and fixed landmarks. Give neutral read-aloud, AAC or adult movement; do not preview group counts or placements.
3. First share · 5 min. Child deals the first set equally between two trays and shows how they checked. Save the first child-controlled arrangement before any repair.
4. Independent response · 7 min. Clear/reset, then child groups the second set in exact pairs and directs/places two groups in GROUP AREA 1/2. Any of Check A's A/B/C routes can show the same actions and spatial evidence.
5. Boundary · 4 min. Ask separately how many in each share, how many groups in the second story, and how each area relates to the fixed desk/puppet landmarks. Do not supply the relation words before the first description. Record content help separately; consult the public staff key only after first responses.
6. Close · 2 min. Give one next-step feedback move. Later offer Day 175 after-check practice with different objects and values.

Week 36 · Day 176 · Teach the two-card unit

Target/code: recognise, copy and continue a two-position repeating shape pattern, naming its whole unit; AC9MFA01. Prepare: P176 six broad CIRCLE/TRIANGLE cards and two blanks on repeat mat.

1. Notice · 3 min. Place CIRCLE, TRIANGLE, CIRCLE, TRIANGLE. Ask what seems to come around again; do not accept colour as the only rule.
2. Model · 4 min. Box the circle–triangle pair and copy that pair once. Say a repeat needs both positions in order.
3. Guide · 5 min. Child builds the six-card P176 strip and marks each full pair. Ask what comes after the sixth card.
4. Independent route · 7 min. Day 176 A/B/C can use broad shape cutouts, picture-book marks or model bus signs. Require the unit and the next two cards, not one lucky prediction.
5. Evidence check · 4 min. Hide one card in the middle. Ask child to restore the pair order and tell how they knew, then check against the visible repeats.
6. Exit · 2 min. Child teaches an adult the two-card unit. If they cannot name the part, provide two boxed pairs and ask what each box shares.

Week 36 · Day 177 · Pattern without needing sound

Target/code: recognise/copy/continue an alternating TAP–CLAP cue in two or more representations; AC9MFA01. Prepare: P177 broad word/picture cards, adult cue or optional original WAV and exact alternative. No child hearing or clapping is required.

1. Notice · 3 min. Adult points to TAP, CLAP, TAP, CLAP on cards while optionally making the cues. Ask which two labels return; let the child choose paper, touch or sound.
2. Model · 4 min. Box TAP–CLAP as one complete unit, then copy it on the table. Do not assess rhythm speed or volume.
3. Guide · 5 min. Child/directing adult lays out six cues P177 in order; if using sound, pause and check against the printed exact transcript.
4. Independent route · 7 min. Day 177 A/B/C can be a pretend stage cue, paper sign sequence or tactile strip. Require next TAP–CLAP and a description/point to the two-part unit.
5. Reason check · 4 min. Swap one middle CLAP/TAP card. Ask the child where the repeat breaks and what repair restores it.
6. Exit · 2 min. Child points, signs, says or directs the unit once. If sound is inaccessible, the visual/tactile equivalent is the complete task.

Week 36 · Day 178 · A three-place repeat

Target/code: identify and continue a three-position repeating unit rather than only predicting its first next card; AC9MFA01. Prepare: P178 CIRCLE, CIRCLE, SQUARE repeated twice, three blanks and repeat mat.

1. Notice · 3 min. Show the six cards; ask what repeats in the same order. Some children may see “two circles then a square”; accept pointing as well as words.
2. Model · 4 min. Box the first CIRCLE–CIRCLE–SQUARE and match it to the second full three-card part.
3. Guide · 5 min. Child copies the strip and marks the boundary between two units, using large cards or adult-directed placement.
4. Independent route · 7 min. Day 178 A/B/C in a toy border, fictional flag mark or gallery label requires the whole three-card unit and next three cards.
5. Evidence check · 4 min. Offer a proposed continuation CIRCLE–SQUARE–CIRCLE. Ask child to compare all three places and repair the wrong order.
6. Exit · 2 min. Child shows where the unit begins again. If only the next circle is known, box the first whole unit and copy a fresh one later.

Week 36 · Day 179 · A shape reason supports a pattern

Target/codes: recognise/create familiar shapes in a fictional object drawing with boundary reasons, then continue a triangle–circle border; AC9MFA01, AC9MFSP01. Prepare: P179 shape reason cards, broad cutouts and repeat mat.

1. Notice · 3 min. Show a made-up toy place: triangular roof, circular window and oblong rectangular door. Ask what feature makes the roof a triangle, beyond its colour.
2. Model · 4 min. Trace the three straight roof sides and corners, then the continuous curved window boundary. Name TRIANGLE and CIRCLE from features.
3. Guide · 5 min. Child finds the rectangle door, names a straight-side/corner reason, and creates one broad triangle or circle from a safe cutout or directed adult drawing.
4. Independent route · 7 min. Day 179 A/B/C asks for two reasoned shape names, one created matching shape and continuation of the TRIANGLE–CIRCLE border. A paper theatre or model garden can substitute as fiction.
5. Reason check · 4 min. Offer a rounded blob and a three-sided outline; ask which has a triangle reason. Then ask what border card comes after TRIANGLE–CIRCLE–TRIANGLE–CIRCLE.
6. Exit · 2 min. Child shows one shape feature and the repeating pair. Do not score neat drawing or infer recognition in every real environment.

Week 36 · Day 180 · Fresh unit and shape check

Target/codes: independently copy/continue a new three-position repeat and recognise/create two familiar shapes with reasons; AC9MFA01, AC9MFSP01. Prepare: unseen Check B and teacher-held fresh-check print. Do not preview its unit or drawing.

1. Welcome · 3 min. Explain that a new paper model helps decide what to practise. No sound, time pressure or polished drawing is required.
2. Access · 4 min. Offer broad cards, raised/text boundaries, neutral read-aloud, AAC or child-directed adult placement. Do not point to the next card or supply the shape reason.
3. First unit · 5 min. Child copies the fresh given strip and marks/points to the whole repeating part. Save the first unit identification before a hint.
4. Independent response · 7 min. Child places all three next cards, finds the two shapes in the new pretend station drawing, gives a boundary reason and creates one matching shape. A/B/C in Check B carry the same targets.
5. Boundary · 4 min. Ask which repeated part justified the continuation and which physical boundary justified each shape name. Record access separately from content prompts; use public staff key after capture.
6. Close · 2 min. Give one next step, then offer Day 180 after-check practice with a different unit and invented drawing.

The twenty optional swaps support new contexts but are not a compulsory second lesson. The desk run-through reports offline checks only; local educators must inspect pieces, accessibility and their state/territory sequence.