# Ten teacher-ready 25-minute scripts · Foundation Days 191–200

Each six-phase routine is **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Prepare the day's exact [invented source](MATERIALS.md), one [clean learner card](LEARNER-CARDS.md) and a [print/text/tactile aid](print/TEXT-ALTERNATIVES.md). The optional [twenty worked swaps](PRACTICE-SWAPS.md) support transfer, not another required block. Offer neutral read-aloud, AAC, pointing or child-directed adult movement; distinguish that access from an adult mathematical clue. A paper visitor is a model audience. Capture first child decisions before feedback, particularly in the [public formative checks](STUDENT-CHECKS.md).

## Week 39 · Day 191 · Teach a visitor why the numeral fits

**Target/codes:** name/represent/order selected numerals 0–20 and justify one counted collection; AC9MFN01, AC9MFN03. **Prepare:** P191 eighteen broad stamp circles, 0–20 [rail](print/zero-to-twenty-rail.pdf), [explain mat](print/show-check-explain-mat.pdf).

1. **Notice · 3 min.** Introduce an invented archive-stamp sheet. Ask what an empty frame means; it shows **zero** stamps, not an unseen stamp.
2. **Model · 4 min.** Move three of the eighteen source circles to a DONE row and pair each with one count mark. Stop well before the full answer.
3. **Guide · 5 min.** Child counts all eighteen once, locates numeral 18 on the rail, and checks 17 comes before and 19 after. Adult may move only as directed.
4. **Independent route · 7 min.** Day 191 A/B/C all show the eighteen-to-18 match and teach a paper visitor a trackable method. Child may show zero in an empty frame and 20 at the rail end; do not claim full range fluency from this.
5. **Reason check · 4 min.** Offer a false card “19 in this sheet”. Ask which source mark it would need; recount the unchanged eighteen before revising the card.
6. **Exit · 2 min.** Record the child's own method and any prompt. If count order drifts, next use a shorter new set with one card moved to DONE each time.

## Week 39 · Day 192 · Tell how two parts make one whole

**Target/codes:** recognise small visible groups up to five, partition/combine eight as three and five and explain the same whole; AC9MFN02, AC9MFN04. **Prepare:** P192 and [part–whole mat](print/part-whole-mat.pdf).

1. **Notice · 3 min.** Show two wide frames of invented badge marks, three in one and five in the other. Ask “What do you notice without hiding any mark?”
2. **Model · 4 min.** Name the visible three as a small group and move it to PART A; keep the five visible but let the child name it.
3. **Guide · 5 min.** Child recognises/counts five, combines both to show whole eight, then separates back to the same parts. Do not require a quick response as proof of subitising.
4. **Independent route · 7 min.** Day 192 A/B/C use broad cards, drawn frames or adult placement; all show **3 and 5 make 8** with a part/whole explanation to a paper visitor.
5. **Reason check · 4 min.** Adult offers “If I move one badge from the three-part to the five-part, did the whole change?” Child checks 2+6 still eight while the parts changed.
6. **Exit · 2 min.** Child points to each part and the whole. If only total eight is named, next time ask for both named parts in a different small set.

## Week 39 · Day 193 · A shape and a place need evidence

**Target/codes:** sort/name familiar shapes by boundaries and describe object locations against fixed landmarks; AC9MFSP01, AC9MFSP02. **Prepare:** P193 [gallery mat](print/shape-and-place-mat.pdf) with SHELF A, SHELF B and BOARD fixed.

1. **Notice · 3 min.** Show a broad circle dial, square tile and triangle marker as **paper model pieces**. Ask what would help a paper visitor find the circle without colour.
2. **Model · 4 min.** Trace the circle's continuous curved boundary, then a triangle's three straight edges. Name only these observed features.
3. **Guide · 5 min.** Child places the square tile between SHELF A and SHELF B, the circle below BOARD; fixed landmarks stay in place. Ask “between which two?” and “below what?”
4. **Independent route · 7 min.** Day 193 A/B/C name two shapes with a feature and give both relative locations to a chosen paper visitor. No child body location or real-room navigation is tested.
5. **Reason check · 4 min.** Deliberately move the square beside only SHELF A. Ask whether “between the shelves” still holds and which object moved. Accept pointing/directing.
6. **Exit · 2 min.** Record one feature reason and one named landmark relation. If relation words are vague, practise with two immovable drawn markers.

## Week 39 · Day 194 · Explain a data strategy without a bigger claim

**Target/codes:** answer a **given** question by sorting/counting eleven invented picture tags, then explain the evidence boundary; AC9MFST01, AC9MFN03. **Prepare:** P194, [data mat](print/given-data-and-evidence-mat.pdf), paper visitor.

1. **Notice · 3 min.** Read the teacher-given question: “Which icon is more on **these eleven tags**?” State that KITE/FAN icons do not report real interests or products.
2. **Model · 4 min.** Put one KITE and one FAN picture in labelled rows, each with a matching count mark. Leave the rest for the child.
3. **Guide · 5 min.** Child sorts all eleven exactly once and counts **7 KITE/4 FAN**. Check 7+4 accounts for eleven.
4. **Independent route · 7 min.** Day 194 A/B/C explain to a paper visitor by pairing, tallying or adult-directed placement; all conclude KITE more **in the supplied tags** with a counted/matched reason.
5. **Boundary check · 4 min.** Ask “Can this tell us which flying object people like?” Child identifies the provided source and rejects that wider claim. If a picture is missing, reset before comparing.
6. **Exit · 2 min.** Record the child's source sentence and method. Next: a different balanced or reversed picture set, never a real child survey.

## Week 39 · Day 195 · Fresh explanation transfer

**Target/codes:** explain a checked number, familiar-shape/location and given picture-data result in a new compact paper set; AC9MFN01, AC9MFN03, AC9MFSP01, AC9MFSP02, AC9MFST01. **Prepare:** unseen [Check A](STUDENT-CHECKS.md), teacher-managed [new source sheet](print/check-a-explanation-source.pdf), neutral [explain mat](print/show-check-explain-mat.pdf). Do not rehearse its values/icons.

1. **Welcome · 3 min.** Say this new source shows what to practise next. A paper visitor or private mode is valid; no actual listener feedback is assumed.
2. **Access · 4 min.** Set the number marks, shape/place drawing and picture tags. Offer neutral read-aloud, pointing/AAC or adult card movement; do not preview counts or positions.
3. **First number · 5 min.** Child counts the new source, checks its numeral claim and explains one-to-one tracking. Save the first child-controlled count before hints.
4. **Independent response · 7 min.** Child answers the given picture-data question and describes the pictured familiar shape and object location with source features. Check A A/B/C routes cover the same three tasks.
5. **Boundary · 4 min.** Ask which exact paper source supports each statement. Record any content cue separately; consult the [public teacher key](teacher/KEY-AND-NEXT.md) only after first responses.
6. **Close · 2 min.** Give one specific next move and then release Day 195's different [after-check practice](LEARNER-CARDS.md).

## Week 40 · Day 196 · Revisit parts and a change, not a score

**Target/codes:** represent selected 0–20 numerals, recombine ten as six and four, then model add/remove practical changes; AC9MFN01, AC9MFN04, AC9MFN05. **Prepare:** P196, [number rail](print/zero-to-twenty-rail.pdf), [part mat](print/part-whole-mat.pdf).

1. **Notice · 3 min.** Show 0 as an empty frame and 20 at the end of the rail. Ask which source objects would be needed before calling a frame ten.
2. **Model · 4 min.** Put six broad labels in one part and four in another, then combine visibly to ten. Keep part labels.
3. **Guide · 5 min.** Child builds a separate 6 START +2 ADD =8 model; then resets and removes three from eight to leave five, keeping OUT pieces visible.
4. **Independent route · 7 min.** Day 196 A/B/C choose cards, marks or adult directions to show **6+4=10**, **6+2=8**, **8−3=5**, naming each source/change. These are three small review actions, not an all-year operations score.
5. **Reason check · 4 min.** Offer a displayed end of four after 8−3. Child rechecks five IN and three OUT total eight, repairing the card from model evidence.
6. **Exit · 2 min.** Keep an authentic child evidence note or mark NOT AVAILABLE; next practise whichever part/change action actually needed help.

## Week 40 · Day 197 · Repeat a whole unit and locate a shape

**Target/codes:** identify/continue a whole repeating unit, give familiar shape reasons and describe model location relative to fixed markers; AC9MFA01, AC9MFSP01, AC9MFSP02. **Prepare:** P197, [pattern strip](print/repeat-and-reason-strip.pdf), [shape/place mat](print/shape-and-place-mat.pdf).

1. **Notice · 3 min.** Show CIRCLE–SQUARE–TRIANGLE twice, with three blank spaces. Ask which **whole part** appears again.
2. **Model · 4 min.** Box the first three shapes and match the second full unit; trace why square, circle and triangle differ by edges/corners or a curve.
3. **Guide · 5 min.** Child places the next three shapes as CIRCLE–SQUARE–TRIANGLE, checking each position, not guessing only the next card.
4. **Independent route · 7 min.** Day 197 A/B/C show the complete unit/continuation and tell where a circle is **beside BOARD** and a triangle **inside a frame** on the fixed mat.
5. **Reason check · 4 min.** Offer CIRCLE–TRIANGLE–SQUARE as a proposed new unit. Child matches all positions and repairs order, then names a boundary reason for one shape.
6. **Exit · 2 min.** Record pattern reasoning and spatial relation separately; do not infer recognition in every real environment.

## Week 40 · Day 198 · Compare actual printed lengths; sequence a day

**Target/codes:** directly compare two printed lengths with aligned starts, then order familiar parts of a fictional day; AC9MFM01, AC9MFM02. **Prepare:** P198 [equal-scale sheet](print/direct-length-and-day-parts.pdf).

1. **Notice · 3 min.** Point to straight strip M and N. Ask what must line up to compare length fairly; do not call a thicker strip longer.
2. **Model · 4 min.** Align their printed left start marks on the **same 100% page** or trace them onto equal-scale paper. Show only the first common part.
3. **Guide · 5 min.** Child compares right endpoints; N extends beyond M and is longer **on this page**. If scale/print changes, reset rather than report a result.
4. **Independent route · 7 min.** Day 198 A/B/C use overlay, same-scale tracing or adult-directed alignment and then order MORNING → LUNCHTIME → AFTERNOON → NIGHT for an invented day.
5. **Reason check · 4 min.** Move strip starts to different positions and ask if that is still a direct fair comparison. Re-align. Ask whether the four named times are a duration measurement; they are sequence labels, not measured elapsed time.
6. **Exit · 2 min.** Child gives a length reason and one adjacent day-part transition. This does not assess capacity, mass or every duration event.

## Week 40 · Day 199 · Group, answer a given data question, hand over evidence

**Target/codes:** make equal groups of two, sort/compare a separate picture source in response to a given question and select authentic next-step evidence; AC9MFN06, AC9MFST01, AC9MFN03. **Prepare:** P199, [part mat](print/part-whole-mat.pdf), [data mat](print/given-data-and-evidence-mat.pdf), private sample notes if available.

1. **Notice · 3 min.** Ask what “two in each paper frame” means; it specifies group size, not yet number of groups.
2. **Model · 4 min.** Put the first two of ten broad lantern labels in one frame and call it **one group of two**.
3. **Guide · 5 min.** Child completes five groups of two, then resets for a different **twelve-picture** source and teacher-given PEN/BRUSH question.
4. **Independent route · 7 min.** Day 199 A/B/C show five groups of two, then sort **5 PEN/7 BRUSH** and explain BRUSH more in **these supplied pictures** only.
5. **Evidence check · 4 min.** Ask separately “two per group or five groups?” and “which exact picture source?” If an authentic prior sample exists, child chooses it and names their own method/support; otherwise record **not available** and use today's response only.
6. **Exit · 2 min.** Save a private next-step note grounded in observed action, not a made-up year summary. Fresh Day 200 stays covered.

## Week 40 · Day 200 · Fresh transfer and honest next step

**Target/codes:** show selected part-whole, add-to, repeating-unit and direct-length strategies on new fixed paper sources; AC9MFN04, AC9MFN05, AC9MFA01, AC9MFM01. **Prepare:** unseen [Check B](STUDENT-CHECKS.md), teacher-managed [source sheet](print/check-b-transfer-source.pdf), blank part/length mats. It samples these four ideas only.

1. **Welcome · 3 min.** Say this is one small view of current strategies. Offer private response and neutral access; do not call it a whole-year grade.
2. **Access · 4 min.** Place new broad parts, add-to marks, pattern strip and two printed length traces at equal scale. No worked values or unit before the first attempt.
3. **First models · 5 min.** Child shows both parts and the whole, then models the new START plus ADD story. Capture first arrangement and any neutral support.
4. **Independent response · 7 min.** Child continues the **whole** new pattern unit and directly compares the two new printed strip lengths by aligned starts. A/B/C routes preserve all four tasks.
5. **Evidence check · 4 min.** Ask for one reason from each model. Record math cues separately; use the [public worked key](teacher/KEY-AND-NEXT.md) after first responses. Note strands not sampled today as **not assessed here**.
6. **Close · 2 min.** Child chooses one next step; educator links it to actual first responses and earlier private evidence if available. Do not infer a year's mastery from the check.

The [desk run-through](RUN-THROUGH.md) reports artifact checks, not student or classroom outcomes. Queensland Prep educators should compare the partial [crosswalk](CURRICULUM-CROSSWALK.md) to current QCAA/school plans before use.