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• TLF-IDA004297

This activity is designed to encourage students to develop and explain different strategies to solve subtraction problems.

• TLF-IDA003566

This comprehensive resource describes the progression of number-related ideas showing the relationship to other curriculum strands. The resource demonstrates examples of relevant teaching strategies, investigations, activity plans and connected concepts in number including teaching and cultural implications.

• TLF-IDA003590

The content of this book is organised into topics including understanding whole and decimal numbers, and understanding fractional numbers.

• TLF-IDA003577

Students revise and extend the recall of 10x. They describe and continue patterns created from multiplication, and solve multiplication and division problems.

• TLF-IDA003567

This comprehensive resource describes the progression of measurement ideas. The resource demonstrates examples of relevant teaching strategies, investigations, activity plans and connected concepts in measurement including teaching and cultural implications.

• TLF-IDA003556

A collection of diagnostic tasks designed to use with students to assess their understanding of space-related concepts in mathematics.

• TLF-IDA004603

In this lesson, students learn about place value and how it extends beyond whole numbers. They use drinking straws to model decimals.

• TLF-IDA004255

This resources describes some games and activities that can be used to help students to learn strategies to solve multi-digit multiplication problems, including using the area model.

• TLF-IDA004321

This game, played in on a grid on the classroom floor, challenges students to develop directional language and use coordinates to locate places on a grid. The instructions include multiple variations on the game which focus on different aspects of location and direction concepts.

• TLF-IDA004299

The focus of this activity is to find out what students know about addition of decimals 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?