Use the original source pairs, learner routes and worked teacher guide. Each day is 4 + 5 + 7 + 11 + 5 + 3 = 35 minutes. The common evidence target is exact source wording and maker/audience + a correct model with units/base/period + a bounded public revision. English and Mathematics evidence remain distinguishable; do not assign a combined QCAA mark. Select one A/B/C route for the 11-minute phase and switch when access or engagement calls for it. A read-aloud opens text analysis but does not prove independent reading. Source data are fictional except the linked official GST rule. This optional bridge cannot replace either school's subject lessons or summative instruments.
Day 11 · A cheaper card depends on the wall
0–4 orient: Display Orbit Hall's word any. Ask learners to predict which audience—20-card trial or 40-card wall—could challenge it. 4–9 source read: Attribute notice to its fictional editor and desk prices to a separate note; underline “delivery unknown”. 9–16 model: Work 20 ÷ 25 and 40 ÷ 25 as whole-set purchases, then establish $0.80 versus $0.70 per card. Ask why lowest unit price and lowest cash outlay are different questions. 16–27 route: A/B/C on the learner page produces two totals and a two-audience revision. The offline lab is optional, after a written prediction; the paper route is equal. 27–32 audit: Partners name the quantity, whole-set count, source and unknown delivery; do not reward “L always saves.” 32–35 exit: One true sentence for 40 and a different true sentence for 20; collect both.
Day 12 · Gross is not “in your pocket”
0–4 orient: Read the invented recruitment line without the desk note; ask what an adult applicant might infer from in your pocket. 4–9 source read: Reveal $58,240 gross annual and 52-week assumption. Keep actual tax/pay entitlements outside this model. 9–16 model: Use a period strip: year $58,240 → 52 equal model weeks → $1,120 gross/week. The division confirms a number, not the take-home claim. 16–27 route: Learners choose a pay-line comparison method and edit the invitation in their own wording. 27–32 audit: A peer points to gross, annual, weekly, and one unsupported inference; teacher notes whether a content hint was needed. 32–35 exit: Say why a correct $1,120 computation does not justify “in your pocket”.
Day 13 · The invisible base charge
0–4 orient: Put “no setup fee” beside “must cost less”; ask whether one missing fixed charge settles every quantity. 4–9 source read: Attribute the Trail Table handout, then reveal both model rules. 9–16 model: On the rate/base mat, form A(q) = 12 + 0.40q and B(q) = 0.65q; use q=40 for a check before any calculator. 16–27 route: Learners test 40 and 60 using number lines, a tactile fixed/variable strip or a narrated equation. 27–32 audit: Ask for the condition at which the preferred plan reverses, without needing to solve the exact crossing point. 32–35 exit: One source-grounded sentence for 40 and one for 60, with printing-only limit.
Day 14 · An invitation with committed money
0–4 orient: Circle whole in the public mini-garden invitation; ask who is welcomed and what that word promises. 4–9 source read: Distinguish the $380 pool from two fixed commitments and an optional proposal. 9–16 model: Sort 140 and 90 into fixed, 80 into discretionary; calculate uncommitted $150 before and $70 after the proposal. 16–27 route: Learners build a budget map, write a conditional invitation, or direct labelled counters. 27–32 audit: Another learner tests whether the revised invitation still encourages ideas while naming the $150 available before the proposal. 32–35 exit: Record one balance and one exact word changed; never ask for a family or personal budget.
Day 15 · Interest has a time unit
0–4 orient: Show 3% every month in the exhibition message; ask which source would establish that period. 4–9 source read: Read the desk note's per year, simple, and two years. 9–16 model: Write I = P × i × n; keep $, decimal 0.03/year, and 2 years visible. Sketch a model where interest is calculated on the same $1,200 principal each year. 16–27 route: Learners calculate interest and ending balance, then revise the message without predicting equipment affordability. 27–32 audit: Compare the revised claim to the original—did the month disappear and did any upgrade become bounded? 32–35 exit: Collect $72 and $1,272 with a reason. After this lesson, give fresh Check A if scheduled; collect its first response before showing the public key.
Day 16 · Two sticker prices, two actual totals
0–4 orient: Let learners choose quickly from $120 or $99, then ask what a price comparison needs. 4–9 source read: Locate discount base and mandatory setup line in the fictional recipe-card note. 9–16 model: Compute 15% of $120 = $18, so A is $102; B is $99 + $8 = $107. Keep delivery and print quality in an unknown column. 16–27 route: Learners create a side-by-side receipt, price-bundle cards or a voice/AAC comparison. 27–32 audit: Class checks why clearly is too strong even though one stated total is $5 lower. 32–35 exit: State known $5 gap and one reason it may not settle a real-world decision.
Day 17 · Eight accepted sleeves
0–4 orient: Ask which hidden condition sits inside paid by the piece. 4–9 source read: Put “accepted sleeve” and “four-hour shift” on separate unit cards; mark all pay figures fictional. 9–16 model: Compare $24/hour × 4 hours with $11/accepted sleeve × 8 accepted sleeves. Do not infer minimum wages or net income. 16–27 route: Learners calculate two stated gross outcomes, then revise the recruitment card for this one shift. 27–32 audit: Partner tests the word better: better for whom, and under which number accepted? 32–35 exit: Name the $8 model difference and the unmodelled employment conditions.
Day 18 · Excluding GST changes “final”
0–4 orient: Read the catalogue's final and ask whether a tax-exclusive label can be a final model price. 4–9 source read: State explicitly that the two invented parts are assumed fully taxable; actual product classification is outside the exercise. 9–16 model: Calculate 10% × $75 = $7.50, then A $82.50; B is supplied as $86 GST-inclusive. Use the percent mat to keep exclusive/inclusive bases distinct. 16–27 route: Learners mark up the card, lay price chips or dictate a corrected comparison. 27–32 audit: A peer checks the $3.50 listed-price difference and asks where delivery would belong. 32–35 exit: Replace $75 final with a sentence that names the assumption and known total.
Day 19 · Four weeks is not forever
0–4 orient: Ask what forever would require evidence about; take no learner financial data. 4–9 source read: Tag $210 as one-week allocation, $120 as fixed, $55 as discretionary. 9–16 model: Find $35 left for one week; under unchanged-model assumptions, four weeks leave $140 in total. Use the budget mat. 16–27 route: Learners use a four-row table, four tactile week stacks or a narrated repeat rule; an optional offline spreadsheet is unnecessary for the same reasoning target. 27–32 audit: Ask whether changing costs or a missing fifth week is in the source (neither is). 32–35 exit: Write a conditional four-week line and one concrete next check.
Day 20 · Two percentages do not cancel
0–4 orient: Show cancel in the gallery sign and ask learners to name each percentage's base before calculating. 4–9 source read: Trace $40 cost → marked price → discounted price. 9–16 model: Add 25% of $40 = $10 to reach $50, then subtract 10% of $50 = $5 to reach $45. Ask why $45 is neither $40 nor a 15%-of-$40 shortcut. 16–27 route: Learners show a two-stage receipt, proportional bars or a read-aloud script with both bases and a revised sign. 27–32 audit: Partners underline the exact base beside each percentage and test the phrase returns to cost. 32–35 exit: Collect $45, the two bases and a bounded correction. Give fresh Check B after the lesson if scheduled; use its public key only after the learner's first response.
Teacher evidence log: day | source wording identified | numerical rule and units | source-bound revision | access route | exact help given | next move. Keep this locally and without real child data in shared/public examples. A route choice or time taken does not rank a learner. The QCAA mapping is a partial skills encounter, not a school sequence or certified result.
Original resource rights: © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit author, source, licence and changes.