# Source, rights and run-through · Year 1 maths Weeks 3–4

**Checked 29 September 2026.** This is an authored opening continuation and a desk review, not a classroom trial or state syllabus sign-off.

| Primary source | Exact use | Limit |
| --- | --- | --- |
| [ACARA Australian Curriculum Version 9.0 official download](https://www.australiancurriculum.edu.au/downloads), original workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | Local pinned import confirms `AC9M1N01`, Year 1: recognise, represent and order numbers **to at least 120** with materials, numerals, number lines and charts; and `AC9M1N02`, Year 1: partition one- and two-digit numbers in different ways including tens and ones. | This pack only develops 51–90 using strips and charts, with some exchange/alternate partition examples. It does not complete either description or assess the achievement standard. |
| [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | Keep exact curriculum text and exclusions attributed separately. | No ACARA image, work sample, logo or teacher-support resource is copied. No endorsement. |
| [QCAA ACiQ v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) | Queensland starting point for local adoption check. | This is nationally mapped, not a verified Queensland, NSW or other state sequence. |
| [AERO early numeracy practice guide](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication) | Informs concrete representations, explicit model and observed response. | AERO has not evaluated these authored scripts or their effects. |

## Independent desk walk-through

- **Teacher:** Starting after a 0–50 fortnight, the 51–90 progression has repeated ten-as-a-unit checks at 60, 70, 80 and 90. Each day has exact materials, 25 timed minutes, three original daily contexts, a response mode and a misconception response. Day 15 and 20 sheets give fresh items, while the other cards can be held for transfer. The teacher still chooses local sequence and prepares safe objects.
- **Learner:** I can pick a library, garden, craft, music, sport or game context without disclosing my own circumstances. The child-facing cards and checks contain no answer table. I can use the chart or tactile/large cards, and ask an adult to move objects under my control. A fully adult-built model does not count as an independently built one.
- **Prospective funder/reviewer:** The pair of codes, pinned workbook checksum, 30 context cards, two fresh checks, keys, original SVG/text aid and file hashes can be inspected. The claims remain narrow: two weeks, one Year 1 subject, no measured learning gain or classroom usability result. A complete Year 1 still needs Weeks 5–40 and all other learning areas, local review and testing.

**Arithmetic audit:** The [teacher key](teacher-key.md) recomputes each of the thirty card totals and every fresh check. At every ten boundary, `5 tens + 10 ones = 6 tens`, `6 tens + 10 ones = 7 tens`, `7 tens + 10 ones = 8 tens`, and `8 tens + 10 ones = 9 tens`. The amount stays constant during the exchange. The chart rows are contiguous 51–90. The workbook hash and exact code/year should be checked by the included verifier against the local pinned import. Any discrepancy stops release.

**Reuse:** Original lesson prose, invented numbers, cards, check prompts, key and vector aid © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Cite SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA content remains subject to its separate terms. No third-party worksheet, image, audio or child data is included. Translation requires a named language variety and qualified human review. A First Nations language adaptation requires language-owner authority and a community-led process.

**Outstanding:** A Year 1 teacher must check time, progression and misconceptions with actual learners; accessibility and EAL/D reviewers should test the cards and print; each school must check local syllabus version, term calendar, safeguarding, approved technology and learner plans. No classroom outcome is implied by the mechanical checks.