# Exact national rows and honest partial boundaries

Source: [Australian Curriculum v9 official downloads](https://www.australiancurriculum.edu.au/downloads), official workbook retrieved **29 September 2026**, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, imported into the [local ACARA v9 snapshot](../../../../../data/frameworks/acara-v9.json). The official [Foundation data classroom ideas](https://v9.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/digital-technologies-in-focus/resources/teaching/acquiring-managing-and-analysing-data/classroom_ideas_F_classifying_sorting_organising_data_representing_data.pdf) informed only the broad use of sorting; no worksheet, diagram or wording from it is copied into the lessons. **Workbook row numbers are not curriculum codes.** Check the applicable state or territory syllabus and school sequence before classroom adoption.

| Exact code | Workbook row | Level / area | Exact official content description | This pack's partial teaching opportunity and limit |
| --- | ---: | --- | --- | --- |
| AC9MFST01 | 17211 | Mathematics · Foundation Year | collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations | Days 181–185 answer **given** low-stakes questions using fixed fictional picture sources. Children sort/compare only the supplied sets, including the same set under two rules on Day 183. This does not survey real people or cover every familiar situation, representation, or independent question design. No claim about the larger world follows from the provided cards. |
| AC9MFN03 | 17160 | Mathematics · Foundation Year | quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning | Days 181–187 and 190 use one-to-one trails/counts to compare selected sets up to 16 in practice and 12 in Check B. This is **partial**: the “to at least 20” breadth, every arrangement and sustained independent reasoning are not established by these small samples. |
| AC9MFN01 | 17151 | Mathematics · Foundation Year | name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals | Day 186 matches one fourteen-object model with a numeral and revises a false 15 claim. The pack does **not** teach the full order range, zero or virtual representations, so this is a narrow representation opportunity only. |
| AC9MFN05 | 17171 | Mathematics · Foundation Year | represent practical situations involving addition, subtraction and quantification with physical and virtual materials and use counting or subitising strategies | Days 188–190 use visible start/change/end paper models for selected add/remove stories. A checked card result is grounded in the objects. This does not cover all practical situations, virtual materials, strategy variety or generalised operations. |

The [year sequence](../../../year-sequence.md) plans Week 37 around a given investigative question and object/picture comparison and Week 38 around rechecking a model/result before sharing. These are **250 scheduled minutes**, not a complete Foundation year, a Queensland Prep approval or secure assessment. The [public checks](STUDENT-CHECKS.md) and [public teacher key](teacher/KEY-AND-NEXT.md) are local formative samples. A child can switch response routes without changing the target; individual access still needs educator review.

**Rights boundary:** The four official descriptions above are attributed to ACARA and governed by [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). SubjectNest's fictional source sets, scripts, vector geometry, tasks and worked swaps are original and separately CC BY 4.0. No real child data, third-party worksheet, First Nations cultural/language content or unreviewed translation is reproduced or invented.