Search results

• TLF-IDA004045

This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 1 Mathematics. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...

• TLF-IDA004049

This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 3 Mathematics. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...

• TLF-IDA003114

This planning resource for Year 1 is for the topic of Place value. Students further establish part-part-whole when exploring one- and two-digit numbers. They use partitioning to think about and represent numbers in different ways.

• TLF-IDA004044

This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Year 1 Mathematics. The primary purpose for the work sample is to demonstrate the standard, so the focus is on what is evident in the sample not how it was created. The sample is an authentic representation ...

• TLF-IDA003298

This planning resource for Year 8 is for the topic of Linear expressions and equations. Students build on their knowledge of the order of operations, simplifying algebraic terms and their prior knowledge of the arithmetic laws. Students will now create and rearrange linear expressions, as well as expand and factorise them.

• TLF-IDM024938

Follow these simple calculations to illustrate the special properties of the number 9. Pick your favourite number between 1 and 9 and multiply that number by 3. Add 3 to your answer. Multiply the result by 3. Treat your two-digit answer as two separate numbers and add them together. No matter what number you pick to start ...

• TLF-IDM021818

This lesson focuses on building students' counting skills, particularly their ability to subitise a collection (recognise the number of items in a group without the need to count them) . Students consider ways of structuring a collection so that the total can be quickly identified. They explore different arrangements for ...

• TLF-IDM020745

This resource is a web page containing a short task to explore counting patterns. Dominoes are used to make counting patterns, add the next two dominoes that follow the pattern. A printable resource is also available to support the task. This resource is an activity from the NRICH website.

• TLF-IDM021835

This sequence of two lessons explores the triangle inequality theorem. Students are challenged to construct triangles with a given number of matchsticks, explore and record what combinations of sticks can create valid triangles and represent their findings using mathematical expressions. Each lesson is outlined in detail ...

• TLF-IDM021154

An abacus is a tool that helps people solve maths problems. Why might some people still use, and encourage the use of, an abacus when there are more contemporary tools like calculators?