# Exact curriculum crosswalk · Year 2 mathematics

Checked against the pinned ACARA Version 9 workbook import [`acara-v9.json`](../../../../../data/frameworks/acara-v9.json), whose source workbook SHA-256 is `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` (retrieved 29 September 2026). Source rows and level below are machine-checked by [the verifier](verify_pack.py). These are content-description links, **not certification of the achievement standard**.

| Code · workbook row | Exact imported Year 2 content description | Where evidence is invited | Limit |
| --- | --- | --- | --- |
| `AC9M2SP02` · 17391 | locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways | Days 11–15, including unseen Map B on Day 15 | One fictional four-by-four representation does not cover all familiar spaces or local syllabus choices. |
| `AC9M2N01` · 17309 | recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines | Days 16–20 represent three-digit quantities with physical groups and numerals; optional number-line order in Day 19 | This fortnight samples part of the description. It does not teach/assess the full “to at least 1000”, virtual-material and ordering range. Earlier/later blocks must carry those. |
| `AC9M2N02` · 17314 | partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation | Days 16–20, with zero at Day 17 and held-out Day 20 | Select examples cannot certify flexible place-value reasoning across all quantities. |

The Year 2 [forty-week map](../../../year-sequence.md) assigns directions to Week 3 and non-standard grouping to Week 4. The [opening maths fortnight](../../../term-1/weeks-01-02/mathematics/LESSONS.md) has already introduced hundreds/tens/ones, zero and a first exchange. That prior teaching is a starting assumption, not a prerequisite for a learner to get access to the task; rebuild the concrete model when needed. State and territory implementation and school sequence must be checked locally before adopting this block as a required unit.