# Year 5 mathematics · Term 1 · Weeks 3–4

**Days 11–20: ten 25-minute lessons.** Week 3 moves from sensible estimates to efficient one- and two-digit multiplication of larger whole numbers. Week 4 uses the same structure in invented cost and resource decisions, inverse checks and unknown-value equations. This continues the [opening Year 5 fortnight](../../../term-1/weeks-01-02/README.md) and fills the mathematics part of [Weeks 3–4 in the planning map](../../../year-sequence.md). It is a **two-week draft**, not a full curriculum or school-approved sequence.

## Start and teach

1. Read the [ten daily teacher scripts](LESSONS.md) and keep the [worked model notes](MATERIALS.md) handy. Have scrap paper, a pencil and optional counters/place cards. A device is **not** required. The [partial-products mat](print/partial-products-mat.pdf) and [estimate–exact–decision mat](print/estimate-exact-decision.pdf) are original A4 PDFs with editable [SVG](print/partial-products-mat.svg) [files](print/estimate-exact-decision.svg) and [complete text/tactile alternatives](print/TEXT-ALTERNATIVES.md).
2. Offer one of [three distinct learner cards per day](STUDENT-CARDS.md), changing context or mode while keeping the mathematical target. Days 15 and 20 use [new, held-out checks](STUDENT-CHECKS.md) before any after-check card. The private [worked key and next moves](teacher/TEACHER-KEY.md) includes all 30 learner-card products, constraint decisions and check answers. For longer blocks, choose from the [20 optional extensions](DAILY-EXTRAS.md).
3. Look for the child's estimate **before** an exact answer; then ask why the result fits the number size and the situation. Multiplication algorithms and calculators are tools, not automatic evidence of choosing a useful strategy. When a calculator is school-approved, let a learner compare and explain the output; keep evidence of the unaided strategy visible if that is the lesson target.
4. Use the [exact-code crosswalk](CURRICULUM-CROSSWALK.md), [source/right ledger](SOURCES-AND-REVIEW.md), [three-role desk review](RUN-THROUGH.md) and [verifier](verify_pack.py) for audit. The [SHA manifest](MANIFEST.sha256) covers every shipped file except itself.

**Access and local fit:** Learners may use speech, sign, AAC, typing, pointing, large print, tactile cards, a scribe who records the child's choices, or a chosen written algorithm. Record supports; do not treat manipulation speed or spoken English fluency as multiplication understanding. Give a predictable quiet route, chunk steps and invite movement or breaks without assigning fixed “learning styles.” All costs, capacities, teams and routes are fictional; no family financial information or real travel decision is requested. Check the applicable state/territory syllabus, school sequence, assessment calendar and learner plan before teaching. No translation is certified; a named locale and qualified review are needed, and First Nations languages require custodial authorisation.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest. Original lessons, tasks and vector art are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit, source, licence and changes. Suggested credit: “NeuroForgeIO Pty Ltd, *SubjectNest Year 5 Mathematics Weeks 3–4*, v0.1 (2026), [source](https://github.com/neuroforge-io/neuroforge_business/tree/main/products/curriculum-studio/content/year-5/mathematics/term-1/weeks-03-04), CC BY 4.0; changes indicated.” ACARA wording and DejaVu font have [separate terms](SOURCES-AND-REVIEW.md). No authority endorsement is implied.