# A map someone can follow. A quantity someone can check.

Year 2 Mathematics · Term 2 · Weeks 13–14 · Days 61–70 planning sequence slots. Complete original WRITTEN proposal; Source, art, runtime and recordings are not produced. Teacher review comes first.

## Title

A map someone can follow. A quantity someone can check.

## Status

Original full written proposal: Year 2 Mathematics, Term 2, Weeks 13–14, Days 61–70 sequence slots. No Source, visual assets, runtime, audio or live bank is generated. Whole different written critique and Root acknowledgment are needed before construction.

## Sequence

The exact fixed annual sequence places maps, positions and pathways in week 13; three-digit representation, place value and ordering in week 14. Read the complete 11–12 predecessor teaching and its limits. Check 2×2 scene labels and known 100/10/1 values; explicitly teach gaps before extending. A day label or attendance does not prove those prerequisites.

## Teacher path

Choose one complete daily plan and one of its three practical routes. Read the full named ordinary source and separate adult model; receive own work first, then teach and offer the complete different guided source. If appropriate, use one exact neutral assessment component. Match its criterion and full NEXT account; record actual help and opportunity. The later Source must link each staff case to its matching neutral source, own page, paper aid, full alternative and four NEXT pages.

## Child path

Pick a useful job. Read or hear the whole source. Keep your first idea. Make a route or quantity guide with a checking reason. You can point, speak, sign, use AAC, draw, dictate or ask for larger or tactile labels. You do not need to upload anything.

## Parent path

Every H01–H10 has a complete first home source, a different later source and home-specific adult teaching after the child’s idea. Try one small part, work alone or pause. Home offers are optional; no classroom quantity silently replaces the home job.

## Funder boundary

Complete original written planning and staff support are provided. Deployment, classroom learning gains, uptake, equity outcomes, annual completeness and every-state acceptance remain unestablished.

## Timing

Forty planning weeks andDays 61–70 are sequence slots, not a 195-day attendance calendar. Queensland 2026 terms were 10 weeks; local holidays, pacing and supports vary. Australian/Queensland first; interstate, overseas and FirstNations-language verification remain open.

## Customisation

Use a complete fiction source or a documented, agreed familiar tabletop scene. Revise its whole source, model, prompts, criteria, visual/paper alternatives and next teaching as one reviewed edition. Renaming alone does not establish an unfamiliar assessment.