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Lucky dip

  • TLF-IDA003534

Students conduct chance experiments and play chance-related games to generate data, which they represent and interpret.

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Sports betting

  • TLF-IDA003658

In this lesson students will take ownership of a gambling organisation. They will look at long term statistics of various sporting matches to set the initial odds and then monitor live betting to adjust the odds they are offering gamblers, in order to demonstrate how sports betting organisations guarantee they always make ...

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Left overs

  • TLF-IDA003576

Students investigate the relative position of numbers by modelling fractional numbers between whole numbers. They represent linear models of fractions along number lines and use these models to count and solve simple fraction addition problems.

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Diagnostic task: Volume of prisms

  • TLF-IDA003583

Use these diagnostic tasks, Volume of prisms (1) and Volume of prisms (2), to assess a student’s understanding of working out the volume of rectangular prisms and a formula for volume.

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How does gambling on the races work?

  • TLF-IDA003645

This lesson simulates the operation of a bookmaker to illustrate to students how easy it is to get swept up in the excitement of a race, and to show how the bookmakers are always coming out having made a profit. The lesson is outlined in detail including NSW curriculum links, learning intentions, discussion points, materials ...

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Loot boxes

  • TLF-IDA003652

In this lesson, students will create their own video game concept, complete with a loot box system. They will then calculate the probability of obtaining all unique items to form a complete set, considering the challenges this random system entails and how the gambling system inherent could lead to unexpected losses. The ...

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Can you beat the system?

  • TLF-IDA003659

In this lesson, students calculate the average expected value of losses on a roulette wheel over time, and use these values to analyse the cost of gambling on these games. They also study the flaws inherent in betting systems to determine whether these systems are weighted in the favour of game operators making a profit. ...

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Output of a Solar Cell

  • TLF-IDA003893

This activity invites students to measure the efficiency of solar cells as they convert sunlight to power. The activity includes a list of tools and materials required, assembly instructions, what to do and notice, an explanation for the underlying science of what students observe and suggestions for further activities.

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AERO Ochre Maths Year 4 Unit 2 - Addition and subtraction

  • TLF-IDA003871

This sequence of 15 lessons teaches students about various addition and subtractions methods and where to appropriately apply them.

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Shapes and objects: Foundation – planning tool

  • TLF-IDA003110

This planning resource for Foundation is for the topic of Shapes and objects. Students learn to identify, name and sort common shapes such as circles, triangles, squares and rectangles.

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Repeating and growing patterns: Year 2 – planning tool

  • TLF-IDA003129

This planning resource for Year 2 is for the topic of Repeating and growing patterns. Students continue to appreciate and observe how patterns are present throughout mathematics. They recognise, describe and create additive patterns that grow or shrink by a constant amount. They also identify missing elements in pattern sequences.

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Shapes and objects: Year 2 – planning tool

  • TLF-IDA003136

This planning resource for Year 2 is for the topic of Shapes and objects. Students develop their reasoning when comparing and classifying shapes by their attributes. They develop the spatial language to describe shapes.

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Find unknown values: Year 5 – planning tool

  • TLF-IDA003143

This planning resource for Year 5 is for the topic of Find unknown values. Students explore mathematical equations involving multiplication and division.

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Transformation: Year 5 – planning tool

  • TLF-IDA003150

This planning resource for Year 5 is for the topic of Transformation. Students develop their understanding and skills in transformations including reflections (flips), translations (slides) and rotations (turns). Students investigate reflection symmetry.

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Fractions: Year 6 – planning tool

  • TLF-IDA003157

This planning resource for Year 6 is for the topic of Fractions. Students develop increasingly efficient strategies for adding and subtracting fractions with related and unrelated denominators. They develop conceptual understanding by being given opportunities to estimate before computation and justify their thinking. They ...

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Interpret and compare data displays: Year 3 – planning tool

  • TLF-IDA003171

This planning resource for Year 3 is for the topic of Interpret and compare data displays. Students create and compare different graphical representations. They interpret the data and make generalisations.

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All operations: Year 7 – planning tool

  • TLF-IDA003262

This planning resource for Year 7 is for the topic of All operations. Students use all operations with positive rational numbers and to choose the most appropriate and efficient approach when solving a variety of problems.

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Shapes and objects: Year 8 – planning tool

  • TLF-IDA003276

This planning resource for Year 8 is for the topic of Shapes and objects. Students begin to explore geometric properties and proof. They identify the properties of quadrilaterals based on transformation, angles, parallel sides, side lengths, diagonals and symmetry.

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Factors, multiples, primes: Year 8 – planning tool

  • TLF-IDA003290

This planning resource for Year 8 is for the topic of Factors and multiples. Students extend the exponent laws of numerical calculations involving positive integers and zero exponents, and solve a broad range of practical problems, using mental methods, written algorithms, and digital tools.

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Work sample Foundation Year Mathematics: Knowing numbers

  • TLF-IDA004042

This work sample demonstrates evidence of student learning in relation to aspects of the achievement standards for Foundation Year 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 ...

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