Source: official Australian Curriculum Version 9.0 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Rows and description wording below come from the pinned local acara-v9.json import. They are curriculum reference text, not SubjectNest authorship; ACARA terms apply. QCAA English and mathematics are Queensland implementation entry points, not an approved mapping of this draft.
| Code | Workbook row | Exact level | Exact content description | Proposed narrow opportunity |
|---|---|---|---|---|
| AC9E5LA02 | 620 | Year 5 | understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources | Days 11, 14, 16 and 19 replace an unsupported flyer assertion with the source method, another view and an unknown. |
| AC9E5LA04 | 627 | Year 5 | understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text | Day 19 starts a short recommendation with the bounded message and uses later sentences to guide the reader through evidence and limit. |
| AC9E5LY02 | 677 | Year 5 | use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea | Days 16 and 19 paraphrase a consenting visitor and ask a clarifying question when interaction actually occurs. |
| AC9E5LY05 | 690 | Year 5 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas | Days 11–20 monitor what the count sheet and flyer permit, distinguishing literal numbers from a claimed preference. |
| AC9E5LY06 | 695 | Year 5 | plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation | Day 19 creates and revises a short written or multimodal recommendation for a selected audience; publication requires local approval. |
| AC9M5N06 | 17704 | Year 5 | solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers | Days 12–15 and 17–20 estimate, calculate and check larger-number products with one- and two-digit factors in a limited model. |
| AC9M5N08 | 17713 | Year 5 | check and explain the reasonableness of solutions to problems including financial contexts using estimation strategies appropriate to the context | Days 12–15 and 19–20 compare a prior estimate with an exact product and the fictional 900-card constraint. |
| AC9M5N09 | 17717 | Year 5 | use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation | Days 13–15 and 18–20 formulate and interpret a group-size decision from a fictional card limit, naming missing real-world facts. |
| AC9M5A01 | 17727 | Year 5 | recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts | Day 17 uses inverse multiplication/division facts to check group relationships; later division practice remains needed. |
| AC9M5A02 | 17732 | Year 5 | find unknown values in numerical equations involving multiplication and division using the properties of numbers and operations | Day 18 finds the unknown group count in ?×32=896 and checks substitution; one example is only a partial opportunity. |
Limit: These ten integrated blocks provide only selected opportunities. They cannot certify full content-description coverage, an achievement standard, local syllabus compliance, independent reading, actual spoken delivery, a real audience outcome or learning impact. The source scenario is fictional and has no visitor data. Check the current authority syllabus and learner plan before teaching.
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