Measurement & Geometry

Using units of Measurement

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 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.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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 High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.
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 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.	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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.
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. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.	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.	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 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.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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. Seeing patterns, connecting related ideas based on previously constructed knowledge. Represent concepts (big ideas) in different ways. e.g. developing number sense, place value.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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 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.
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 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.	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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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 Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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 Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	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.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	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.	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.
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 Exploring non-routine questions, real life challenges, posing problems and designing investigations. There are obstacles that students have to overcome in order to succeed.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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.	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 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.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.
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 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.	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.	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.
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 High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	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.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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.

Shape

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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	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.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.
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 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.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.
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 Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.
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 Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.
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 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.	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.	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.
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 Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.
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. 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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.
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 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.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	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.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.

Location & Transformation

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 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.	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.
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 share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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.	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 High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.
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 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.	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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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.
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 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.	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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.
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 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.	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.	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.
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 High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.	Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.

Geometric Reasoning

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 share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.	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.	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.	Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	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.
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 Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back.	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.	Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers.