Using units of Measurement | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

Inspired by Michael Ymer | Mystery Muffin Thief | F: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language | We use uniform units to help us sort and compare different measurements. | F-1 | Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed. | Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back. | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. | Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking. |

NZ Maths Lesson Sequence | Worms and More | F: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language | Measurement helps us compare objects. | F | Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking. | Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value. | Inspires creative thinking and/or visualising Students invent, discover and imagine new ways to solve a problem. Task includes a visual component that helps students make connections and “see” relationships. e.g. visualise the problem, represent solutions using visual stimuli. |

Mathforlove Lesson Sequence | Cuisenaire Rods | F: Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language | Measurement helps us compare objects. | F-2 | Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back. | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. | Provides multiple entry and exit points Caters for a range of student abilities. Open-middle allows for different possibilities, strategies, materials and products to emerge. Task may adapt depending on student progress. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value. |

Teach Engineering Investigation | How Tall are we? | Y1: Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units | We can use objects like building blocks over and over again to measure length. | F-2 | Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths. | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. | Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed. | Students see the maths of others Students see other ways of knowing and working mathematically. The sharing of concrete, visual and abstract strategies and solutions significantly raises the level of thinking. |

Martin Holt Investigation | Stretchy Snakes | Y1: Measure and compare the lengths, masses and capacities of pairs of objects using uniform informal units. | We can accurately record the length of an object by measuring it from end to end. | F-4 | Students learn by doing Students are moving, designing, constructing etc. They actively solve problems in the physical space which may include an outdoor space. Experiential learning plays a crucial role in helping students understand patterns and relationships in maths. | Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value. | Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back. |

Martin Holt Investigation | Tearing Paper | Y2: Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units | We can accurately record the length of an object by measuring it from end to end. | F-4 | Students learn by doing | Stimulates curiosity and imagination | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Promotes reasoning and critical thinking |

Mathematics Task Centre | See Saw | Y2: Compare masses of objects using balance scales | Light things can balance heavy things if the heavy things move in and the light things move out. | 2-3 | Promotes reasoning and critical thinking | Students learn by doing | Problem solving is required to overcome obstacles Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed. | Stimulates curiosity and imagination |

Maths 300 Investigation (subscription) | Finger Knitting Challenge | Y3: Measure, order and compare objects using familiar metric units of length, area, mass and capacity | The metric system for measuring length connects with our base 10 number system. | F-4 | Students learn by doing | Stimulates curiosity and imagination | Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life. | Promotes reasoning and critical thinking |

NZ Maths | On the Slippery Slope | Y3: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures | Standard units helps us compare and order objects and events. | 3-4 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Students learn by doing | Stimulates curiosity and imagination | Problem solving is required to overcome obstacles Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed. |

reSolve Learning Sequence | Measurement: Jump! | Y3: Measure, order and compare objects using familiar metric units of length, area, mass and capacity (VCMMG140) | Standard units give us a common language to identify, compare, order and sequence objects and events. | 3-4 | Students learn by doing | Stimulates curiosity and imagination | Encourages collaboration and discourse | Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily. |

Martin Holt Investigation | Teddy Dancefloor | Y3: Measure, order and compare objects using familiar metric units of length, area, mass and capacity (VCMMG140) | Area is really just a specific kind of array that measures 2D space (Hattie). | 3-4 | Promotes reasoning and critical thinking | Provides multiple entry and exit points Caters for a range of student abilities. Open-middle allows for different possibilities, strategies, materials and products to emerge. Task may adapt depending on student progress. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily. |

Maths 300 Investigation (subscription) | Potato Olympics | Y4: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures | Standard units give us a common language to identify, compare, order and sequence objects and events. | F-6+ | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Encourages collaboration and discourse | Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life. | Students learn by doing |

NZ Maths Investigation | Paper Planes | Y4: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures | The metric system for measuring length connects with our base 10 number system. | 3-4 | Students learn by doing | Stimulates curiosity and imagination | Inspires creative thinking and/or visualising Students invent, discover and imagine new ways to solve a problem. Task includes a visual component that helps students make connections and “see” relationships. e.g. visualise the problem, represent solutions using visual stimuli. | Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily. |

Dan Meyer Problem-solving Task | Super-Bear | Y4: Use scaled instruments to measure and compare lengths, masses, capacities and temperatures | Converting units of measurement allows us to make sense of the world we live in. | 4-6 | Promotes reasoning and critical thinking | Inspires creative thinking and/or visualising Students invent, discover and imagine new ways to solve a problem. Task includes a visual component that helps students make connections and “see” relationships. e.g. visualise the problem, represent solutions using visual stimuli. | Encourages collaboration and discourse | Problem solving is required to overcome obstacles Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed. |

reSolve Learning Sequence | 10 000 Centicubes | Y4: Compare objects using familiar metric units of area and volume. | Commonly used volume measurements are the cubic centimetre and the cubic metre. | 3-5 | Problem solving is required to overcome obstacles | Promotes reasoning and critical thinking | Develops fluency | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

David Cook, Martin Holt & Ian Lowe Challenging Task | Sheep Pen | Y5: Calculate perimeter and area of rectangles using familiar metric units | Many shapes with a set perimeter can be reconstructed in order to increase their area. | 3-6 | Promotes reasoning and critical thinking | Provides multiple entry and exit points Caters for a range of student abilities. Open-middle allows for different possibilities, strategies, materials and products to emerge. Task may adapt depending on student progress. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Develops fluency |

NRICH Investigation | Perimeter Possibilities | Y5: Calculate perimeter and area of rectangles using familiar metric units | We can group, ungroup and rearrange a set of 2D shapes to increase or decrease their combined perimeter. | 5-6 | Promotes reasoning and critical thinking | Develops fluency | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Problem solving is required to overcome obstacles |

David Cook, Ian Lowe and Martin Holt Challenging Task | Busy Restaurant | Y5: Calculate perimeter and area of rectangles using familiar metric units | We can group, ungroup and rearrange a set of 2D shapes to increase or decrease their combined perimeter. | 5-6 | Problem solving is required to overcome obstacles | Encourages collaboration and discourse | Inspires creative thinking and/or visualising | Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life. |

Mark Driscoll Investigation | Paper Folding | Y6: Solve problems involving the comparison of lengths and areas using appropriate units | 2D shapes have an area and a perimeter even if they aren't rectangles. | 4-6 | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Problem solving is required to overcome obstacles | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

Estimation 180 Investigation | The File Cabinet | Y6: Solve problems involving the comparison of lengths and areas using appropriate units | Accuracy of measurement depends on the situation and the precision of the tool. | 5-6 | Promotes reasoning and critical thinking | Problem solving is required to overcome obstacles | Extends knowledge in new contexts | Stimulates curiosity and imagination |

Maths 300 Investigation (subscription) | Paper Plane Pentathlon | Y6: Connect decimal representations to the metric system | Standard units give us a common language to identify, compare, order and sequence objects and events. | 4-6 | Encourages collaboration and discourse | Stimulates curiosity and imagination | Extends knowledge in new contexts | Problem solving is required to overcome obstacles |

Robert Kaplinsky Investigation | How fast can you throw a baseball? | Y6: Measure, calculate and compare elapsed time | Speed is the rate at which an object's position changes, measured in metres per second. | 6+ | Stimulates curiosity and imagination | Extends knowledge in new contexts | Encourages collaboration and discourse | Problem solving is required to overcome obstacles |

Shape | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

WODB Warm-up / Number Talk | Which one Doesn't Belong? | F: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment | Shapes can be described and organised according to their properties. | F-6 | Promotes reasoning and critical thinking | Inspires creative thinking and/or visualising | Stimulates curiosity and imagination | Provides multiple entry and exit points |

Dr. Amie Albrecht | The Game of Set - Lesson Ideas | F: Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment | Shapes can be described and organised according to their properties. | F-6+ | Promotes reasoning and critical thinking | Inspires creative thinking and/or visualising | Stimulates curiosity and imagination | Encourages collaboration and discourse |

Maths300 Investigation | Halving Squares | Y2: Describe and draw two-dimensional shapes, with and without digital technologies | Shapes can be described and organised according to their properties. | F-6 | Students learn by doing | Stimulates curiosity and imagination | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

NRICH Investigation | Different Sizes | Y2: Describe and draw two-dimensional shapes, with and without digital technologies | Multiplication and area are connected. | F-4 | Develops fluency | Provides multiple entry and exit points | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Stimulates curiosity and imagination |

NRICH Game | Guess What? | Y2: Describe the features of three-dimensional objects | We can sort shapes based on their similarities and differences. | 1-6 | Develops fluency | Promotes reasoning and critical thinking | Extends knowledge in new contexts | Encourages collaboration and discourse |

Mathematics Task Centre Investigation | Four Cube Houses | Y3: Make models of three-dimensional objects and describe key features | When a shape is flipped or turned it has the same shape and size, but flipping gives it a different orientation. | 3-6 | Inspires creative thinking and/or visualising | Stimulates curiosity and imagination | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

YouCubed Task | Building Shapes | Y4: Explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects | There is a specialised geometry vocabulary to describe two-dimensional shapes. | 3-5 | Encourages collaboration and discourse | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Inspires creative thinking and/or visualising |

reSolve Task | Trapezium Pieces | Y4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies | Shapes can be classified and named according to their properties. | 3-5 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Promotes reasoning and critical thinking | Stimulates curiosity and imagination | Develops fluency |

reSolve Lesson Sequence | Expanded Square | Y4: Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies | When a shape is flipped or turned it has the same shape and size, but flipping gives it a different orientation. | 3-5 | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Extends knowledge in new contexts |

Martin Holt Investigation | M&Ms in a Box? | Y4: Compare objects using familiar metric units of area and volume | We can strategically construct 3D shapes to increase their capacity. | 4-6 | Promotes reasoning and critical thinking | Stimulates curiosity and imagination | Extends knowledge in new contexts | Develops fluency |

Location & Transformation | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

Martin Holt Investigation | Building Blocks | F: Describe position and movement. | Positional language helps us to describe where things are located. | F-1 | Students learn by doing | Encourages collaboration and discourse | Inspires creative thinking and/or visualising | Develops fluency |

David Cook & Martin Holt | Which Way? | Y1: Give and follow directions to familiar locations | We can use positional language to describe where things are located. | F-6 | Encourages collaboration and discourse | Students learn by doing | Supports formative assessment practices Helps teachers and students identify where the student is at, recognise where they are going and plan how they will get there with an emphasis on student growth. Self, peer and teacher feedback guide this process. | Stimulates curiosity and imagination |

Martin Holt Investigation | Lego School | Y2: Interpret simple maps of familiar locations and identify the relative positions of key features. | Objects in our environment have a position in space that can be described and recreated. | 2-4 | Students learn by doing | Encourages collaboration and discourse
| Inspires creative thinking and/or visualising | Stimulates curiosity and imagination |

Martin Holt Investigation | Pentominoes | Y2: Investigate the effect of one-step slides and flips with and without digital technologies (VCMMG123) | Objects can be moved but changing position does not alter an object’s size or features. | 2-5 | Promotes reasoning and critical thinking | Students learn by doing | Stimulates curiosity and imagination | Inspires creative thinking and/or visualising |

Maths 300 Investigation (subscription) | Orienteering | Y5: Use a grid reference system to describe locations. Describe routes using landmarks and directional language | Optimisation finds the most efficient path for navigating space. | 4-6 | Students learn by doing | Encourages collaboration and discourse
| Extends knowledge in new contexts | Promotes reasoning and critical thinking |

NRICH Investigation | School Fair Necklaces | Y3: Identify symmetry in the environment | Inspired by symmetry in the natural world, humans create and appreciate symmetry in art, architecture, and design. | F-6 | Provides multiple entry and exit points | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Inspires creative thinking and/or visualising | Students learn by doing |

Digital Technologies Game (Alice Keeler) | Coordinates Battleship | Y6: Introduce the Cartesian coordinate system using all four quadrants | A coordinates system like the Cartesian Plane helps us specify points and describe shapes. | 5-6+ | Stimulates curiosity and imagination | Develops fluency | Encourages collaboration and discourse | Promotes reasoning and critical thinking |

Geometric Reasoning | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

Victorian Maths Challenge Investigation | The Right Direction | Y3: Identify angles as measures of turn and compare angle sizes in everyday situations | Degrees enable us to give accurate, measured instructions. | 3-5 | Encourages collaboration and discourse | Students learn by doing | Inspires creative thinking and/or visualising | Stimulates curiosity and imagination |

Mathematics Task Centre | Angle Estimation | Y5: Estimate, measure and compare angles using degrees. Construct angles using a protractor | Degrees enable us to give accurate, measured instructions. | 3-6 | Promotes reasoning and critical thinking | Students learn by doing | Inspires creative thinking and/or visualising | Develops fluency |

reSolve Learning Sequence | Spatial Reasoning: Right-angles | Y6: Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find unknown angles | When angles coexist, connections and relationships form. | 5-6 | Promotes reasoning and critical thinking | Students learn by doing | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Encourages collaboration and discourse |