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• TLF-IDA004280

This activity allows students to learn about measuring by measuring attributes of irregular shapes. The use of informal units is an important step in order to develop understandings of what it looks like when measuring the attributes of length, perimeter and area.

• TLF-IDA004282

This game focuses on addition, subtraction and estimation. It can be played many times as the totals will often be different and the focus of the mathematics can change. There is a video included to help with how to play the game.

• TLF-IDA004284

This activity provides a way for children to show and tell what they know about numbers. It can be modified for different age groups and used every day with a different number.

• TLF-IDA004286

This activity allows students to explore the concept of fractions in a familiar context. It lets them discover halves, quarters and eighths.

• TLF-IDA004288

The focus of this activity is on patterns and algorithmic thinking. The lesson aims to encourage students to explore problems with limited assistance from the teacher. Although the teacher asks questions and can prompt learning, the students will investigate the problem using their own strategies.

• TLF-IDA004290

The focus of this activity to challenge students to apply their knowledge of the four operations to solve a problem involving money. Students also need to demonstrate their ability to explain using evidence which option is the best.

• TLF-IDA004261

In this unit, let’s look at how percentages are used in everyday life to compare changes in things and measure rates of change.

• TLF-IDA004298

The focus of this activity is to find out what students know about linear equations and what are some of the different strategies students are able to use and explain. Do students prefer to use equations or do students rely more on empty number lines?

• TLF-IDA004295

The focus of this activity is to find out what students know about different addition strategies.

• TLF-IDA004294

The focus of this activity is to discover if students can represent numbers, without the need to count from 1. If students ‘trust the count’ from here they will be able to use strategies to combine collections. If students do not ‘trust the count’ they may be able to combine two collections by counting by ones, but this ...