The exact codes and descriptions below come from the official Australian Curriculum v9 workbook/downloads, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, imported to the local ACARA v9 snapshot. Workbook row numbers are source locations, not curriculum codes. Queensland's QCAA ACiQ v9 P–10 Mathematics page provides Prep resources and achievement-standard links. This pack proposes partial Foundation/Prep teaching opportunities; it is not a QCAA-endorsed assessment, a state-specific sequence or a reportable full-year judgment. A school checks its current local plan and authentic evidence.
| Exact code | Workbook row | Level / area | Exact official content description | Specific partial opportunity and explicit limit |
|---|---|---|---|---|
| AC9MFN01 | 17151 | Mathematics · Foundation Year | name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals | Days 191, 195–196 use an empty zero frame, selected 0–20 numerals and a checked collection. This does not prove reliable ordering across the full range or virtual-material use. |
| AC9MFN02 | 17157 | Mathematics · Foundation Year | recognise and name the number of objects within a collection up to 5 using subitising | Day 192 invites recognition of arranged groups of three and five; the teacher records whether recognition was immediate or counted. No speed requirement or evidence of every arrangement. |
| AC9MFN03 | 17160 | Mathematics · Foundation Year | quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning | Days 191, 194–195 and 199 track selected source counts up to 18 and compare picture sets. Partial breadth: Check A's accurate result does not show every collection to at least 20. |
| AC9MFN04 | 17166 | Mathematics · Foundation Year | partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts | Days 192, 196, 200 use visible splits of eight or ten. Only a few partitions are sampled, and a counted part is not automatically subitised. |
| 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 196 and 200 model selected add/remove paper stories with explicit source and change. No claim of all situations, strategy variety or virtual transfer. |
| 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 | Day 199 makes equal groups of broad labels, separating group size from number of groups. This narrow grouping opportunity does not establish equal sharing breadth or social fairness. |
| AC9MFA01 | 17181 | Mathematics · Foundation Year | recognise, copy and continue repeating patterns represented in different ways | Days 197 and 200 use two paper shape units and a whole-unit continuation. Not all pattern representations are sampled. |
| AC9MFM01 | 17187 | Mathematics · Foundation Year | identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning | Days 198 and 200 compare printed length by same-scale alignment. Capacity, mass and measured duration are not assessed here; no physical outcome is presumed across differently scaled printouts. |
| AC9MFM02 | 17192 | Mathematics · Foundation Year | sequence days of the week and times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions | Day 198 sequences four named day parts with fictional safe actions. Days of the week and every personal schedule are not sampled; no child routine disclosure is required. |
| AC9MFSP01 | 17199 | Mathematics · Foundation Year | sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons | Days 193, 195, 197 use original fictional drawn circle/square/triangle features. They do not cover every familiar shape, child-created 3D forms or real-environment generalisation. |
| 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 193, 195, 197 describe paper objects relative to fixed SHELF/BOARD landmarks. Child body position, other people and real navigation are not assessed. |
| 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 194–195 and 199 use adult-given questions and fixed fictional picture sources. No real survey, wider-population inference or independently generated question is claimed. |
The Foundation year sequence plans Week 39 around explaining a chosen number/shape/data strategy and Week 40 around showing selected 0–20, parts, operations, pattern, measure, space and data work. This pack schedules 250 minutes and links all twelve Foundation maths descriptions as partial opportunities across two weeks, not twelve full outcomes. Check A samples number, shape/place and picture data; Check B samples parts, add-to, pattern and printed length. Other descriptions need authentic evidence elsewhere in the year. The public key is not an operationally secure exam key.
Rights: Official wording belongs to ACARA under its terms; SubjectNest's original fictional stimuli, vector geometry and teaching expression use CC BY 4.0. No QCAA endorsement, third-party worksheet, unreviewed translation, First Nations cultural content or real student record is asserted.