# Source, rights and three-role desk review · Year 1 maths Weeks 5–6

**Checked 29 September 2026.** This is an authored and mechanically checked fortnight, not a classroom trial, independent expert review, national approval or state syllabus sign-off. It reaches 120 in selected tasks but cannot by itself establish full Year 1 attainment.

| Primary source | Checked use | Limit |
| --- | --- | --- |
| [ACARA Australian Curriculum v9 official download](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026; pinned original workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` | Local content-description import confirms `AC9M1N01`: recognise, represent and order numbers **to at least 120** with materials, numerals, number lines and charts. It confirms `AC9M1N02`: partition **one- and two-digit** numbers in different ways, including tens and ones. Both records are Year 1. | Week 5–6 three-digit models sample `N01`; they do not extend `N02` to three-digit partition or complete either code. A child needs repeated independent evidence in the school's sequence. |
| [ACARA Year 1 number charts and puzzles work-sample page](https://www.australiancurriculum.edu.au/resources/work-samples/mathematics/year-1/ws04-number-charts-and-puzzles) | Independent public check that the Year 1 achievement statement includes number names, numerals, quantities and order **to at least 120**. | Its example tasks and learner work are not copied or treated as evidence that SubjectNest's tasks work. |
| [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) | Separate authority over exact curriculum wording, exclusions and attribution. | No ACARA diagram, work sample, logo or worksheet is embedded; no endorsement. |
| [AERO explicit instruction guide](https://www.edresearch.edu.au/guides-resources/practice-guides/explicit-instruction-practice-guide-full-publication) | Informs short model, guided attempt, independent response and feedback/next teaching structure. | AERO has not tried or rated these exact lessons. |
| [QCAA ACiQ v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9) | Queensland local adoption entry point. | The national pack is not verified against current Queensland, NSW or any other state/territory scope and sequence. |

## Recomputed facts and held-out checks

- Thirty original context-card totals were recomputed from 9, 10, 11 or 12 **verified** strips plus named singles. The [teacher key](teacher-key.md) lists every value/action. At 99 + 1, ten ones become one ten and ten tens become one hundred; at 109 + 1 and 119 + 1, ten ones become one further ten. In all three trades, the amount is unchanged.
- A hundred square is an **alternative representation** of ten full strips. The centre zero in 103 means zero *separate* tens in the standard hundred-plus-ones model; 103 still contains groups of ten. The key addresses that wording to avoid a false place-value explanation.
- The [chart and one-step line](number-chart.svg) show every integer 91–120 and equal ticks 90–120; [text and tactile directions](text-alternative.md) give the same information. The line from 103 to 113 has ten steps and nine interior whole-number positions. The generator uses no third-party visual and the printable aid contains its licence.
- Day 25 and Day 30 checks are withheld from prior modelling as **situations and task combinations**; some number values recur across instruction because the concept requires transfer with familiar values. The [learner check page](student-checks.md) has no answer table. A copied group model, chart guess or adult-completed trade is recorded with its support, not silently marked independent.

## Use walk-through

**Teacher:** I can prepare ten audited strips, a hundred bundle and singles, then run each 25-minute block from its timed script. Day 27 needs twelve strips if I choose the no-hundred alternative; I can instead use a tactile ten-bundle plus two strips. Each day has three different interest contexts and a specific misconception response. I hold Check 1/2 away from learners, observe first representations, use the key to distinguish an access adjustment from a maths prompt, and choose an unused recheck. This is a 25-minute maths component, not a whole-day program.

**Learner:** I can choose drawn books, music, game, map, art or other invented marks without revealing my own address, money or preferences. I can build, touch, point, select, sign, speak or direct an adult, and I can look at the line when locating is the target. Nothing is timed for speed. If the pieces are too small, I can use large or tactile substitutes. I can challenge an incorrect model by finding the **duplicated** strips instead of being told only “wrong.”

**School/funder reviewer:** The release unit has ten 25-minute scripts, thirty fictional card choices, two fresh formative sheets, an explicit key and next moves, one original A4 SVG with full text alternative, exact pinned code/year checks and file hashes. These are inspectable inputs and desk checks, not evidence of learning gain, teacher workload reduction or classroom adoption. Year 1 still needs Weeks 7–40, other subjects, a locally approved Languages pathway, local/state overlay, accessibility/user review and classroom feedback.

## Reuse and pending decisions

Original prose, number examples and vector aid © 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. The optional generator/verifier code is Apache-2.0. ACARA material keeps [its own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). No child data, bought kit, stock art, recorded narration or translation is embedded. A translation needs a named locale and qualified human review; a First Nations language edition needs language-owner authority and a community-led process.

An experienced teacher, disability/access reviewer, local curriculum lead and learners should test the actual card size, language load, 25-minute timing, place-value misconceptions and real usability. A desk run-through does not replace them. Revisions should preserve earlier first-response evidence rather than pretending every child mastered the number range after one day.