F-10 Curriculum (V8)
F-10 Curriculum (V9)
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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.
This sequence of four lessons presents a purposeful context for counting using the context of planning a tea party. Students consider items required for a small party, draw and count the items and then extend this to a larger party for the whole class. Each lesson is outlined in detail including curriculum links, vocabulary, ...
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 ...
Make some music by building up rhythms for four instruments. Choose a starting point on a number line and build a counting rule. Count in lots between 2 and 10 until you reach 36. Add your number several times on the number line to make a pattern. For example, set up a sound pattern where a trumpet waits on the first note, ...
Test your understanding of place value with three-digit numbers. Start with a three-digit whole number such as 507. A spinner provides a randomly generated digit. Choose its place value and add it to (or subtract it from) your starting number. Work towards a given target number, say 539, using other digits. You can choose ...
Help monsters in a choir to make animal sounds in order. Make a sequence of up to four sounds. Choose monsters so that their sounds match the sequence. Repeat the pattern to make a song.
Arrange train carriages according to numbers on their sides. The numbers are represented in a range of formats such as words, numerals, dice dots or counting frames. Identify the numbers that come before and after starting numbers. Begin with numbers up to ten. Move on to work with larger numbers such as 40 and 50. Practise ...
This sequence of four lessons focuses on counting large collections of objects and developing efficient counting strategies. Students explore the ambiguous nature of a 'handful' and investigate how different sized hands and different grabbing techniques will result in different quantities of macaroni. Each lesson is outlined ...
This lesson explores counting large groups and building skip counting strategies. Students use their own strategies to work out how many birds are in a picture. They are then encouraged to consider efficient counting strategies and to recount the collection by grouping birds and using skip counting strategies. The lesson ...
This sequence of two lessons explores the multiplicative place value properties of numbers. Students learn to represent numbers up to 1000 as multiples of 100s, 10s and 1s. Students skip count according to random arrangements of place value cards and explore whether the order of the cards affects the totals. They then use ...
Make some music by building up rhythms from four instruments. Make a counting rule that matches a pattern on a number line. Select the start number and then select a number to count by. For example, describe a sound pattern where a saxophone waits on the first note, and then plays on every eighth note. Add a second number ...
What is the role of zero as a placeholder for large numbers such as 1 million, 1 billion and 1 trillion? Find out about the notion of place value and powers of ten through the act of bead counting.
Watch Dodly and Flynn at the monster fair investigating ways of representing the numbers from one to five. Two is a double, such as in a double scoop of ice-cream. Tally marks and 'tri' are used as representations of three, while four monster apples are shown as 3 and 1 or 2 and 2.
This is a year 2 mathematics unit of work about money. The unit is intended to take about 10 hours of teaching and learning time. It consists of 11 student activities supported by teacher notes on curriculum, pedagogy and assessment. Student activities include responding to a story about a rare foreign coin, interacting ...
This is a year 1 mathematics unit of work about shopping. The unit is intended to take about 10.5 hours of teaching and learning time. It consists of 11 student activities supported by teacher notes on curriculum, pedagogy and assessment. Student activities include responding to a story about shopping, working with Australian ...
Selected links to a range of interactive online resources for the study of patterns and algebra in Foundation to Year 6 Mathematics.
Selected links to a range of interactive online resources for the study of number in Foundation to Year 6 Mathematics.
This is a teacher resource that includes a set of student activities focusing on the numbers to 20, accompanied by copy masters and a detailed teacher guide for each activity. The activities cover the sequence of numbers, number names, 1:1 correspondence and recording and representing numbers, and make a connection to Asian ...