Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 156–160. Pair with English Days 156–160 and mathematics Days 156–160. The English practice sources include two original adding/taking-away stories; the maths pack includes distinct worked cases. The integrated examples here are different and are never substitutes for either subject's fresh Day 160 check. Run the final block after those checks.
One safe setup: Use ten broad paper inventory cards and two large paper pockets labelled IN BOX and OUT OF BOX. This is an imaginary classroom supply desk, not a record of a real student's possessions. Use no pins, staples, scissors, tiny pieces or photos. The adult prepares the pockets and checks the desk is reachable. Ask a child before a partner moves any piece; an adult can move pieces exactly as the child directs. Count every moved card once and keep the starting set visible. A drawing or full-word strip model is equivalent for reasoning when physical handling is unsuitable.
| Day | Thirty-five-minute sequence | Keep this evidence; use it for the next move |
|---|---|---|
| 156 · What happened first? | 5 min read a new imaginary supply note: “Ari had seven large paper labels in the box. One more arrived.”; 7 min child retells WHO/FIRST/ACTION/THEN from the note, naming that no label left; 8 min model 7 + 1 by moving one new card into the seven and counting 8 once; 10 min child draws or directs a pocket layout that keeps the starting seven and arriving one distinguishable; 5 min ask which detail the layout shows and which it does not. | Keep first/action/then record, two visible parts and the total 8. If a child says eight because of a numeral alone, return to matching each full-sized card once. The point is a representation of the event, not speed. |
| 157 · Leaving changes the model | 5 min adult reads a second invented note: “Beau had eight large cards in the box. Three were moved to a display.”; 7 min child tells whether the total in the box should grow or shrink and why; 8 min move three from eight, count the five still in the box and also check 3 + 5 = 8 with the same cards; 10 min child chooses or designs full-word labels for the two pockets so a new viewer can see what the five and three mean; 5 min explain why the display cards still exist although only five remain in the box. | Save two pocket labels, 8 → 5 in-box model and child explanation. Treat “three were destroyed” as unsupported; they moved. Do not conflate items remaining in one place with all items in the room. |
| 158 · The event changes the count | 5 min compare the 156 and 157 notes without giving an operation label; 7 min child invents a third fictional supply situation starting with 6 and adding 1; 8 min model 6 + 1 = 7 with full cards, then compare with the five left in the 157 box; 10 min child makes two simple paper panels for the 157 note and new story, each with FIRST / ACTION / THEN, and dictates a faithful sentence for both; 5 min peer/adult points to the evidence for each final quantity. | Keep distinct first/action/then panels and 7 versus 5. If a child supplies a plausible but different event, check its numbers instead of forcing the example. A quantity without an event is not a complete retell. |
| 159 · Does our organiser help? | 5 min show a teacher-made broad-paper pocket stand and ask who made it and why; 7 min child proposes one change that may help someone see the two parts (for example, headings or a dividing line), predicting what it will clarify; 8 min test with a fresh model of 3 + 5 = 8 broad cards and ask a consenting viewer which part is which; 10 min child makes one change and repeats the same 3 + 5 model, recording what the viewer actually understood; 5 min compare first and second version and name one limit. | Keep child design choice, original/revised pocket label and an actual viewer response only if one occurred. The design target is clearer communication, not proof that one label works for every user. Mathematics requires a correctly matched 3/5/8 model, not only a neat holder. |
| 160 · A new desk, a careful explanation | 5 min after both separate subject checks, present a different imaginary classroom display: ten broad cards begin in a box; one is moved to a tray; 7 min child independently says WHO/FIRST/ACTION/THEN, names WHO as not stated and predicts the in-box count; 8 min direct or perform a 10 → 9 move and verify nine by one-to-one counting; 10 min create a tiny paper explanation for a later imaginary helper, with full-word labels and a source-bound sentence; 5 min child says what the model can establish and what would need checking in a real room. | Keep the first prediction, model, 9 count and corrected explanation if needed. This is follow-on practice with a different context and numbers; never count it as a new independent check or substitute its evidence for the held-out Day 160 case. |
Curriculum and honest limits: The subject pack crosswalks control English and mathematics claims. This route samples ACARA v9 Mathematics AC9MFN04 where the learner shows parts that recombine to a whole up to 10 and AC9MFN05 where an actual stated add-to or take-away situation is modelled with materials and counting. These are opportunities, not a completed achievement standard. The optional pocket redesign can sample Design and Technologies AC9TDEFK01 only if a child recognises the adult's holder as designed for a purpose, and AC9TDEFP01 only if they generate, communicate, make and evaluate their own safe change; a tidy worksheet alone does neither. The official ACARA v9 workbook was retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 (Learning areas rows 17166, 17171, 19725 and 19733). QCAA's Queensland v9 guidance and the school's adopted plan determine actual teaching and assessment. No formal mark, state endorsement or classroom pilot is claimed.
Access and care: Offer a fixed mat, large text, tactile labelled pockets, a full-word strip narrative, spoken/sign/AAC telling or a child-directed adult mover. Keep the mathematical evidence the same: show the starting quantity, what moved and the final quantity, then explain. A spoken or AAC retell can demonstrate meaning but does not alone prove independent reading. Children need not discuss supplies at home, money or possessions. Build with broad paper only; avoid small pieces and public performance. Original SubjectNest script and invented inventory © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. ACARA and QCAA retain their own rights. Local educator and access review remain pending.