Draft for Australian school review · 29 September 2026. Ten complete 25-minute daily lessons (Days 11–20) continue the Year 4 opening mathematics fortnight. Week 3 locates tenths and hundredths on equal-spaced number lines. Week 4 links equivalent fractions with tenths, hundredths and decimal notation. The Year 4 sequence remains a planning map beyond authored packs; this fortnight is a partial number sequence, not Year 4 coverage or an achievement-standard judgement.
| Week | Teaching focus | Exact partial Australian Curriculum v9 links | New independent check |
|---|---|---|---|
| 3 · Days 11–15 | 0–1 and 1–2 number lines, tenths/hundredths, zooming and scale errors | AC9M4N01 |
Day 15 unseen decimal lines and claim repair |
| 4 · Days 16–20 | equivalent halves, quarters and fifths on equal-sized wholes; related denominators and decimals | AC9M4N03, with AC9M4N01 when decimal places are named |
Day 20 unseen two-fifths transfer and comparison |
Open a teaching day
- Teacher scripts give the six timed phases, exact model, guided attempt, one learner choice, exit and evidence note for each Day 11–20.
- Give a child one of three different learner practice routes for that day. The other routes are optional later practice, a small-group change of context or home use. Keep staff answers and next moves separate.
- On Days 15 and 20, use the fresh learner checks in the reserved ten minutes. Record the first response and access support before feedback. The checks do not appear in the practice cards.
- The original decimal-line A4 and equal-whole equivalence A4 are blank, reusable aids. SVG files and complete text/tactile versions carry every label and relation. A no-printer paper line or ten equal boxes works too.
- The exact curriculum crosswalk, source/rights ledger, desk run-through, read-only verifier and hash manifest support review.
Prepare once: strips of scrap paper marked into ten equal parts, a same-size 10×10 whole grid or tactile cells, a ruler/straight edge, number lines with endpoints explicitly labelled, and paper fraction/decimal cards. Keep one whole fixed whenever shaded parts are compared. A 0.1 gap is ten 0.01 gaps; a decimal is a number at a location, not a string of digits to compare by length. Let learners point, speak, sign, type, use AAC, place tactile markers, draw or direct an adult. Record the mathematical choice and any cue, rather than pencil control or speed.
Home and privacy: All library, route, game, art, garden, music and maker quantities are fictional maths contexts, not measured local facts. Nothing requires a family device, purchase, home measurements, actual route, child profile or personal spending. A caregiver can draw the equal line or ten-box strip in under five minutes and read one route. Adapt the context or number magnitude after checking that the intended decimal/fraction relation stays intact.
National and local boundary: Codes and wording are pinned to the official ACARA v9 workbook, retrieved 29 September 2026. QCAA's ACiQ v9 Mathematics page is the Queensland implementation entry. Schools in other states or territories should use their current approved syllabus and local sequence. These ten lessons are not a complete state or national program. No First Nations place, motif, story or language is invented for a maths context; local content requires authorised sources and appropriate relationships.
Reuse: Original lesson scripts, learner routes, worked keys, diagrams and checks © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and mark changes. The Python verifier/drawing source is Apache-2.0. Curriculum wording, embedded PDF font and any external materials retain separate rights in the ledger. ACARA does not endorse or sponsor SubjectNest.