# Year 6 mathematics · Term 1, Weeks 3–4 · Days 11–20

**Two weeks of ready-to-run 25-minute maths lessons:** Week 3 uses prime, composite and square-number properties in factor and array problems. Week 4 represents and orders equivalent common fractions on one same-whole line, including values beyond one. This follows the [Year 6 opening fortnight](../weeks-01-02/README.md) and the [40-week planning map](../../../year-sequence.md). It is a **partial Year 6 mathematics sequence**, not the whole year, a complete school day, an achievement-standard judgement or a state/territory approval.

## Use in class

1. Start with [ten teacher lesson scripts](LESSONS.md) and [materials/access setup](MATERIALS.md). Keep the [staff answers and next moves](teacher/ANSWER-AND-NEXT.md) separate from learner displays.
2. Give learners the [clean Day 11–20 page](LEARNER.md), one of [three genuine routes for that day](DAILY-CHOICES.md), and the appropriate original A4 aids: [factor-array lab](print/factor-array-lab.pdf), [square/factor strip](print/square-factor-strip.pdf), [fraction lines](print/fraction-lines.pdf) or [equal-whole bars](print/equal-whole-bars.pdf). All four have [complete text and tactile alternatives](print/TEXT-ALTERNATIVES.md).
3. Ordinary days: launch **2**, model **5**, guide **6**, choose **6**, exit **4**, record evidence **2** minutes. Offer one learner-selected route and mode. [Ten optional extra cards](DAILY-EXTRAS.md) extend a local timetable or can go home after instruction.
4. On **Days 15 and 20**, open the [fresh learner check](STUDENT-CHECKS.md) only at that point. A ten-minute check replaces the normal choice/exit. Keep D15/D20 practice routes for **later**. Record any mathematical hint separately from access such as read-aloud or a blank tactile line.
5. Use the [separate staff key](teacher/ANSWER-AND-NEXT.md) to name a next move, not a fixed ability or “learning style”. A child may explain by large tiles, text, drawing, speech, sign/AAC, pointing, a tactile line or learner-directed transcription.

The gallery, music, archive, display, tile and design settings are **invented**; they make no claim about a real learner, institution or community. No home device, purchase, personal finance disclosure or unsafe small object is required. The Week 4 whole and scale must be checked before any comparison. The [exact ACARA v9 crosswalk](CURRICULUM-CROSSWALK.md) pins **AC9M6N02 row 17823** and **AC9M6N03 row 17829** with full wording and taught limits. [Source/rights and review](SOURCES-AND-REVIEW.md), a [teacher/learner/funder desk run-through](RUN-THROUGH.md), [file hashes](MANIFEST.sha256) and the [read-only verifier](verify_pack.py) make the pack auditable. Run `python verify_pack.py` from this folder.

**Evidence boundary:** internal desk simulation and automated checks are complete. There has been **no classroom pilot, measured learning gain, formal accessibility user test, psychometric validation or jurisdictional sign-off**. Check local curriculum sequence and learner needs before adopting it.

Original SubjectNest lessons, learner material and print layouts © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit, link the licence and indicate changes. Python tools are [Apache-2.0](CODE-LICENSE.txt); ACARA curriculum text and embedded DejaVu fonts retain separate rights.