# Year 1 mathematics · Weeks 5–6 · 91 to 120

**Authored development draft, 29 September 2026.** Ten 25-minute lessons continue [Weeks 3–4](../weeks-03-04/README.md). Week 5 builds across 99 into 100 and reaches 110. Week 6 reaches 120 and revisits representations, comparison, and ordering. This supplies practice for Australian Curriculum v9 `AC9M1N01`: recognise, represent and order numbers **to at least 120** with materials, numerals, number lines and charts. Two-digit partition work supports `AC9M1N02`; that code explicitly refers to **one- and two-digit numbers**, so do not count the three-digit examples as its completion. The lessons are a sequence option, not a local syllabus or an achievement-standard judgement.

## Set up once

- Prepare twelve **verified** ten-strips, a single large **hundred square** or ten-of-ten-strip bundle, at least ten loose counters, a labelled HUNDREDS/TENS/ONES mat, large numeral cards, the [91–120 chart and line](number-chart.svg), and its [complete text alternative](text-alternative.md). The hundred is a *unit of 100* after you have counted ten full tens; do not introduce it as a magic new symbol. The chart is a check and location aid, not proof that a learner understands the quantities.
- Use one [learner context card](student-cards.md) per day, keeping two for a later unfamiliar practice or different interest. Drawn or printed icons stand for fictional items; no child needs to discuss household money, real stock, personal travel or their own data. Replace loose pieces with drawn dots, large tactile marks or a learner-directed adult operator where small pieces or hand movement are unsuitable.
- Run the [daily scripts](LESSONS.md) as **notice 3 + model 5 + guided build 8 + independent route 6 + exit 3 minutes**. Ask for the *quantity*, *numeral* and *position/order* in more than one mode across the week. An adult may read a card; record any mathematical hint or adult-built model separately from an access adjustment.
- Keep [learner checks](student-checks.md) separate from the [teacher key and next moves](teacher-key.md). Day 25 and 30 checks use fresh numbers. Preserve the first response before teaching from it. Recheck after support with an unused context, rather than repeating the identical item until it is memorised.

An exact 100 or 120 reached with a script is only a sample of Year 1 number learning. Earlier 0–90 work, flexible partitions, transfer, speed-free fluency, and school-specific progressions still need attention. Pause and teach at the learner's demonstrated entry point when an exchange is uncertain; use age-respectful contexts and keep the learner in shared discussion.

## Sources, limits and reuse

The [source and desk run-through](source-and-review.md) records the official ACARA Version 9.0 workbook, its checksum, exact code wording, Australian evidence context and pending classroom, accessibility and state checks. There are no claimed translations or First Nations language versions; these need a named language variety, qualified review and, for First Nations languages, language-owner authority.

Original scripts, fictional cards, checks, diagram and text alternatives © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit “SubjectNest by NeuroForgeIO Pty Ltd”, link the source and licence, and note changes. ACARA material keeps [its own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); no endorsement is implied. Mechanical checks and a desk walk-through are not evidence of classroom effect.