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.

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.

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.

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.

NRICH Investigation Different Sizes Y2: Describe and draw two-dimensional shapes, with and without digital technologies Doubling and halving helps us see how length 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.

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.

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.

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.

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.

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.

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.