# Exact national rows, Queensland Prep application and partial limits

The exact codes and descriptions below come from the [official Australian Curriculum v9 workbook/downloads](https://www.australiancurriculum.edu.au/downloads), retrieved **29 September 2026**, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, imported to the [local ACARA v9 snapshot](../../../../../data/frameworks/acara-v9.json). Workbook row numbers are **source locations, not curriculum codes**. Queensland's [QCAA ACiQ v9 P–10 Mathematics page](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-mathematics) 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](../../../year-sequence.md) 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](STUDENT-CHECKS.md) 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](teacher/KEY-AND-NEXT.md) is not an operationally secure exam key.

**Rights:** Official wording belongs to ACARA under its [terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); 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.