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Pour to decide

  • TLF-IDA003571

Use this diagnostic task to assess if students know about capacity and comparing containers based on how much they hold.

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Assessment task: Non-transitive dice

  • TLF-IDA003651

This assessment includes a number of questions to enable students to demonstrate their understanding and learning in probability. Students will be asked to explore the outcomes of a set of non-transitive dice using probability tree diagrams, and discover their unique features. The assessment task is outlined in detail including ...

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Snail trails

  • TLF-IDA003580

Refer to the diagnostic task for a guide on how to conduct a one-on-one interview where the student is asked to measure length by choosing an informal unit.

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Categorisation

  • TLF-IDA003579

Use this task to assess students’ knowledge and understanding of properties of shapes, and language they use when describing common features.

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The school delivery

  • TLF-IDA003589

Use this task to assess language the student uses to describe position, direction and pathways in familiar environments.

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Assessment task: Chuck-a-Luck

  • TLF-IDA003648

This assessment includes a number of questions to enable students to demonstrate their understanding and learning in probability. Students will be asked to investigate an old gambling game known as Chuck-a-Luck. They will calculate the probabilities of each betting option and their expected values. The assessment task is ...

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Teaching kids about money

  • TLF-IDA002777

This web page is about how to talk to your child about money, encourage them to save, make a budget and much more. This page is designed to help you have conversations with children about how money is earned, needs versus wants, how money is spent, earning pocket money and making decisions about how many is spent or saved.

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Teaching consumer and financial literacy

  • TLF-IDA002778

This web page offers teachers a variety of resources to help them plan for embedding financial literacy topics across the curriculum. The page covers how to gauge students' financial literacy, how to plan to include financial literacy in meaningful ways and many other resources and support.

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Multiplication and division: Year 2 – planning tool

  • TLF-IDA003127

This planning resource for Year 2 is for the topic of Multiplication and division. Students begin to explore multiplication and realise that it can be represented in many ways.

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Mathematical modelling: Year 2 – planning tool

  • TLF-IDA003128

This planning resource for Year 2 is for the topic of Mathematical modelling. Students use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms ...

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Place value: Year 2 – planning tool

  • TLF-IDA003123

This planning resource for Year 2 is for the topic of Place value. Students consolidate part-part-whole knowledge when partitioning and describing two-digit numbers and extend this to three-digit numbers. They partition, rearrange, regroup and rename numbers to 999, and establish clarity about the role of zero.

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Fractions: Year 2 – planning tool

  • TLF-IDA003126

This planning resource for Year 2 is for the topic of Fractions. Students are extending their knowledge and understanding of the meaning of half to include equivalent fractions (e.g. 2 quarters and 4 eighths).

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Time and duration (read time): Year 2 – planning tool

  • TLF-IDA003132

This planning resource for Year 2 is for the topic of Time and duration: Read time. Students develop their understanding that different lengths of time have different names and that each time duration has a different standard unit of measure such as, hour, day, month and year.

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Transformation: Year 9 – planning tool

  • TLF-IDA003203

This planning resource for Year 9 is for the topic of Transformation. Students explore and develop their understanding of the enlargement transformation using dynamic geometry software. They will investigate what changes and what remains the same when a shape or object is enlarged. Students will look for patterns in the ...

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Number sequence: Year 9 – planning tool

  • TLF-IDA003215

This planning resource for Year 9 is for the topic of Number sequence. Students work with the real number system and recognise both rational and irrational numbers when working on a variety of mathematical problems. Students are fluent with integer arithmetic, fractions, decimals and now further their skills, applying them ...

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Graphs: Year 9 – planning tool

  • TLF-IDA003213

This planning resource for Year 9 is for the topic of Graphs. Students work with points, straight lines and line segments on the Cartesian plane, and use the coordinates of points to apply the formulas for calculating the gradient, midpoint and length of a line segment (distance between two points). They use digital tools ...

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First to finish

  • TLF-IDA003459

Compare algorithms designed to complete the same task, and evaluate each for efficiency.

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Use variables: Year 9 – planning tool

  • TLF-IDA003216

This planning resource for Year 9 is for the topic of Use variables. Students apply and extend their knowledge and skills of exponent laws to simplify or expand numeric and algebraic expressions and solve equations.

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Conduct chance experiments: Year 9 – planning tool

  • TLF-IDA003224

This planning resource for Year 9 is for the topic of Conduct chance experiments. Students draw on what they have learnt about probabilities related to compound events and apply this knowledge in a variety of experiments. The use of digital tools and simulations allow for repeated practice of compound events and help to ...

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Place Value: Lolly Shop

  • TLF-IDA003940

This sequence of 6 tasks explores the mathematical idea of '10 of these is equal to one of those'. Students explore through the context of a Lolly Shop as Ms Fizz counts and packs the lollies that she sells. They work with their own lollies and explore different ways that they might pack them to make it easy to count. The ...

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