Number & Place Value | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

Open Middle Task | Dot Card Counting | F: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point | Counting enables us to find out how many altogether. | F-3 | 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. | 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. | Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back. |

Maths Association of Victoria Card Game | Snap! One More, One Less | F: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond | Numbers are a naming system. | F-1 | Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily. | Supports formative assessment practices 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 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. | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. |

Prime Number Magazine Warm up/Investigation | Paper Plates | F: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond | Numbers are a naming system. | F-4 | 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. | 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. | 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. | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. |

Maths Association of Victoria Warm-up Activity | Horseshoe Numbers | F: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond | Numbers are a naming system. | 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. | Encourages collaboration and discourse | Students see the maths of others | Builds student understanding of the ‘why’ and ‘how’ of mathematics. Students see how mathematical ideas are connected across different strands and sub-strands of the mathematics curriculum. |

Kerri Smith Warm up Activity | Write and Wriggle | F: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond | We write numerals the same way so that they are easy for us, and for others, to read and understand. | F-2 | Students learn by doing | Develops fluency | Encourages collaboration and discourse | Students see the maths of others |

Maths 300 Investigation (subscription) | Cookie Count (& The Doorbell Rang) | F: Represent practical situations to model addition and sharing | Fairness in sharing often involves division into equal parts. | F-4 | Stimulates curiosity and imagination High student interest, motivation, enjoyment and sense of purpose can be anticipated and/or observed. | 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 see the maths of others |

Steve Wyborney Lesson Sequence | Splat! | F: Represent practical situations to model addition and sharing | Counting enables us to find out how many altogether. | 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. | 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 | Encourages collaboration and discourse |

Martin Holt Investigation | One is a Snail... | Y1: Count collections to 100 by partitioning numbers using place value | We can combine different numbers together to make new numbers. | F-1 | Students see the maths of others | 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. | 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. | Encourages collaboration and discourse |

Mathforlove 5 Lesson Sequence | Cuisenaire Rods | Y1: Count collections to 100 by partitioning numbers using place value | We can combine different numbers together to make new numbers. | F-2 | 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. | 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. | 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. |

Maths Association of Victoria Warm-up | Sticky Labels | Y1: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line | Place value helps us compare and order very large and very small numbers. | 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. | Develops fluency | 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 |

Martin Holt Assessment Task | F-2 Place Value Thinkboard | Y1: Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line | Numbers are connected to each other in many different ways. | F-2 | 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. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | 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. | 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. |

Maths Association of Victoria Warm-up | Flip 10 | Y1: Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts | We can combine different numbers together to make new numbers. | F-2 | Develops fluency | Promotes reasoning and critical thinking Logical, rational and critical thinking. e.g. Estimating, hypothesising, justifying, generalising, comparing, explaining, interpreting and looking back. | Students see the maths of others | Encourages collaboration and discourse |

Dr Paul Swan warm-up | Hokey Pokey | Y2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies | We can combine different numbers together to make new numbers. | F-4 | Students learn by doing | Encourages collaboration and discourse | Students see the maths of others | Develops fluency |

Michael Ymer game | Place Value Paths | Y2: Recognise, model, represent and order numbers to at least 1000 | All numbers are made up of the digits 0-9. | 1-5 | Develops fluency | Supports formative assessment practices | Students see the maths of others | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

3-Act-Tasks Graham Fletcher | The Cookie Monster | Y2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies | An array has the same number of objects in each row. We can sometimes use arrays to solve problems. | F-2 | 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. | 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 |

Michael Ymer Card Game | Ten in a Row | Y2: Solve simple addition and subtraction problems using a range of efficient mental and written strategies | The 4 basic operations are related to one another and are used to process information and solve problems. | 2-4 | Develops fluency | Stimulates curiosity and imagination | Students see the maths of others | Promotes reasoning and critical thinking |

reSolve Investigation | Counting Large Collections | Y2: Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting. | Ten is really just a group of 10 ones. | 1-3 | Supports formative assessment practices | Students see the maths of others | Develops fluency | 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. |

Mathematics Task Centre Investigation | Truth Tiles | The 4 basic operations are related to one another and are used to process information and solve problems. | 2-4 | Stimulates curiosity and imagination | Promotes reasoning and critical thinking | Develops fluency | Supports formative assessment practices | |

Mathematics Task Centre Investigation | Bob's Buttons | Y2: Recognise and represent division as grouping into equal sets and solve simple problems using these representations | When we make equal groups, there is sometimes a remainder. | 2-6 | Students learn by doing | Encourages collaboration and discourse | Develops fluency | 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. |

YouCubed Game | How Close to 100 | Y2: Recognise and represent multiplication as repeated addition, groups and arrays | Multiplication is repeated addition. | 2-4 | Develops fluency | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Supports formative assessment practices | Students see the maths of others |

Michael Ymer Card Game | Target 100 | Y3: Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies | Multiplication is repeated addition. | 3-4 | Develops fluency | Students see the maths of others | Stimulates curiosity and imagination | Promotes reasoning and critical thinking |

NRICH Investigation | Magic Vs | Y3: Investigate the conditions required for a number to be odd or even and identify odd and even numbers | Recognising odd and even numbers numbers can help us organise collections and solve problems. | 2-5 | Problem solving is required to overcome obstacles | Promotes reasoning and critical thinking | Develops fluency | Encourages collaboration and discourse |

Martin Holt Assessment Task | 3-6 Place Value Thinkboard | Y3: Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems | One of these is 10 of those. | 3-6 | Promotes formative assessment practices | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Provides multiple entry and exit points | Develops fluency |

Michael Ymer Investigation | What does ten thousand look like? | Y4: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems | The place value system helps us keep track of, and organise large numbers. | 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. | Students learn by doing | Promotes formative assessment practices | Encourages collaboration and discourse |

Maths Association of Victoria Warm-up Game | Beat the Teacher | Y4: Recognise, represent and order numbers to at least tens of thousands | The place value system helps us keep track of, and organise large numbers. | 1-5 | Encourages collaboration and discourse | Develops fluency | Students see the maths of others | Promotes reasoning and critical thinking |

Maths Association of Victoria Challenging Task | The 1,2,3,4 Problem | Y4: Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder | The 4 basic operations are related to one another and are used to process information and solve problems. | 3-6 | Encourages collaboration and discourse | Develops fluency | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Students see the maths of others |

YouCubed Investigation | Math Cards | Y4: Recall multiplication facts up to 10 × 10 and related division facts | 3-6 | Students see the maths of others | Develops fluency | Provides multiple entry and exit points | Encourages collaboration and discourse | |

Martin Holt investigation | Connecting Times Tables | Y4: Recall multiplication facts up to 10 × 10 and related division facts | 4-6 | Supports formative assessment practices | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Provides multiple entry and exit points | Develops fluency | |

Math4Love game | Damult Dice | Y4: Recall multiplication facts up to 10 × 10 and related division facts | 3-6 | Develops fluency | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Stimulates curiosity and imagination | Promotes reasoning and critical thinking | |

Mathematics Task Centre Investigation | Crosses | Y4: Investigate and use the properties of odd and even numbers | Recognising odd and even numbers can help us organise collections and solve problems. | 4-6 | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Develops fluency | Provides multiple entry and exit points |

Math4Love Warm-up / Investigation | The Broken Calculator | Y5: Use efficient mental and written strategies and apply appropriate digital technologies to solve problems | We can combine different numbers together to make new numbers. | 2-6 | Students see the maths of others | Provides multiple entry and exit points | Develops fluency | Supports formative assessment practices |

Mathematics Task Centre Investigation | Fay's Nines | Y5: Use efficient mental and written strategies and apply appropriate digital technologies to solve problems | To identify a pattern is to begin to understand how maths applies to the world in which we live. | 4-6 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Develops fluency | Encourages collaboration and discourse | Stimulates curiosity and imagination |

reSolve Investigation | Bakery Challenge | Y5: Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies | Arrays can help us make sense of large numbers. | 5-6 | Students see the maths of others | Provides multiple entry and exit points | Promotes reasoning and critical thinking | Encourages collaboration and discourse |

Youcubed Investigation | The Four 4s | Y6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers | Brackets make it clear which part of a calculation is to be done first. | 3-6+ | Stimulates curiosity and imagination | 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. | Develops fluency |

NRICH Investigation | Make 100 | Y6: Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers | Brackets make it clear which part of a calculation is to be done first. | 5-6 | Develops fluency | Problem solving is required to overcome obstacles | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Encourages collaboration and discourse |

reSolve: Maths by Inquiry game | The Elevator Challenge | Y6: Investigate everyday situations that use integers. Locate and represent these numbers on a number | A vertical number line can help us solve problems involving negative numbers. | 5-6 | Stimulates curiosity and imagination | Students see the maths of others | Extends knowledge in new contexts | Provides multiple entry and exit points |

Fractions & Decimals | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

Number Talk Images | Number Talk Images | Y2: Recognise and interpret common uses of halves, quarters and eighths of shapes and collections | A fraction of a shape may not always be a single part but may be made up of lots of different sized small parts. | F-6 | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Stimulates curiosity and imagination |

reSolve Investigation | Bottle Flipping | Y3: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole. | We can model, order and compare fractions to make sense of them. | 2-5 | Students learn by doing | Extends knowledge in new contexts | Problem solving is required to overcome obstacles | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

Wonder in Mathematics Investigation (Dr. Amie Albrecht) | Y3: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole | We can use pictures and symbols to represent fractions. | 3-6 | Supports formative assessment practices | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Problem solving is required to overcome obstacles | |

Steve Wyborney Lesson Sequence | Fraction Splat! | Y4: Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line | We can count, compare and add fractions just like we do for whole numbers | 2-6 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Inspires creative thinking and/or visualising | Develops fluency | Encourages collaboration and discourse |

Maths Association of Victoria Warm-up | Sticky Labels | Y4: Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation | We can model, order and compare fractions and decimals to make sense of them. | F-6 | Students learn by doing | Develops fluency | Promotes reasoning and critical thinking | Encourages collaboration and discourse |

Peter Sullivan Warm-Up Activity | Directions | Y4: Count by quarters halves and thirds, including with mixed numerals. | We can model, order and compare fractions to make sense of them. | F-6 | Students learn by doing | Students see the maths of others | Encourages collaboration and discourse | Develops fluency |

Fractiontalks.com | Fraction Talks | Y4: Investigate equivalent fractions used in contexts | We can model, order and compare fractions to make sense of them. | 3-6 | Encourages collaboration and discourse | Inspires creative thinking and/or visualising | Develops fluency | Students see the maths of others |

Dr. Chris Shore Lesson Ideas | The Clothesline | Y5: Compare and order common unit fractions and locate and represent them on a number line | There are always numbers between two other numbers. | 3-6+ | Inspires creative thinking and/or visualising | Students see the maths of others | Supports formative assessment practices | Students learn by doing |

Michael Ymer Game | Decimal Number Path | Y5: Compare, order and represent decimals | We can model, order and compare decimals to make sense of them. | 4-6 | Develops fluency | Promotes reasoning and critical thinking | Students see the maths of others | Supports formative assessment practices |

NRICH Game / Investigation | Spiralling Decimals | Y5: Compare, order and represent decimals | We can model, order and compare decimals to make sense of them. | 4-6 | Stimulates curiosity and imagination | Encourages collaboration and discourse | Inspires creative thinking and/or visualising | Develops fluency |

maththinkingseen.com Game / Investigation Carla Dawson
| Y6: Compare fractions with related denominators and locate and represent them on a number line | A fraction of a shape may not always be a single part but may be made up of lots of different sized small parts. | 5-6 | Develops fluency | Promotes reasoning and critical thinking | Encourages collaboration and discourse | Students learn by doing | |

NZMaths Lesson Sequence | Cuisenaire Rod Fractions | Y6: Solve problems involving addition and subtraction of fractions with the same or related denominators | A fraction of a shape may not always be a single part but may be made up of lots of different sized small parts. | 4-6 | Promotes reasoning and critical thinking | Encourages collaboration and discourse | Students see the maths of others | |

Youcubed Investigation (Mark Driscoll) | Paper Folding | Y6: Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies | When we divide an object or a group into equal parts we are creating fractions. | 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. |

3-Act Tasks Graham Fletcher | The Big Pad | Y6:Solve problems involving addition and subtraction of fractions with the same or related denominators | 5-6 | Problem solving is required to overcome obstacles | Promotes reasoning and critical thinking | Encourages collaboration and discourse | Extends knowledge in new contexts | |

openmiddle.com Challenging Task | Adding Decimals | Y6: Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers | To identify a pattern is to begin to understand how maths applies to the world in which we live. | 5-6 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Develops fluency | Encourages collaboration and discourse | Promotes reasoning and critical thinking |

Rob Vingerhoets | Fraction Inbetweenies | Y6: Make connections between equivalent fractions, decimals and percentages | Fractions, decimals and percentages help us make sense of quantities, including numbers that lie between whole numbers. | 4-7 | Students learn by doing | Encourages collaboration and discourse | Promotes reasoning and critical thinking | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

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

Kerri Smith Challenging Task | Bakery Mystery | Y1: Recognise, describe and order Australian coins according to their value | There is often more than one way to make an amount. | F-1 | Stimulates curiosity and imagination | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Students see the maths of others | Problem solving is required to overcome obstacles |

Dr. Paul Swan Game | Money Match | Y2: Count and order small collections of Australian coins ... according to their value. | There is often more than one way to make an amount. | 2 | Students learn by doing | Develops fluency | Students see the maths of others | Promotes reasoning and critical thinking |

Martin Holt Warm-up Activity | Money Make | Y3: Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents. | There is often more than one way to make an amount. | 2-3 | Develops fluency
| Students learn by doing | Students see the maths of others | Encourages collaboration and discourse |

Robert Kaplinsky Problem-solving Task | How much Money were those Pennies? | Y3: Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents | The notes and coins in our money system have been designed make it easier to calculate totals. | 3-6 | Stimulates curiosity and imagination | Inspires creative thinking and/or visualising | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Problem solving is required to overcome obstacles |

Would You Rather? John Stevens Investigation | Cookie Sale | Y4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies | Value can be measured by money. | 3-6 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Problem solving is required to overcome obstacles | Promotes reasoning and critical thinking | Students see the maths of others |

Jennifer Bowden Challenging Task | Sushi Plates | Y4: Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies | The notes and coins in our money system help us efficiently calculate amounts and change. | 4 | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Encourages collaboration and discourse | Extends knowledge in new contexts | Students see the maths of others |

Pattern & Algebra | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

NRICH Investigation | Three Blocks Towers | F: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings | Patterns repeat and grow. | F-2 | Students learn by doing | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Problem solving is required to overcome obstacles |

NRICH Investigation | Snakes | F: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings | Patterns repeat and grow. | F-2 | Students learn by doing | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Problem solving is required to overcome obstacles |

Martin Holt Warm-up | Come to my Party | Y1: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings. | We can sort any number once we find the rule. | F-6 | Promotes reasoning and critical thinking | Stimulates curiosity and imagination | Students see the maths of others | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

NZMaths | Staircases | Y1: Investigate and describe number patterns formed by skip-counting and patterns with objects | Patterns repeat and grow. | 1-4 | Students learn by doing | Promotes reasoning and critical thinking | Stimulates curiosity and imagination | Students see the maths of others |

Warm-up / Investigation | Visual Patterns | Y2: Describe patterns with numbers and identify missing elements | To identify a pattern is to begin to understand how maths applies to the world in which we live. | F-6 | Stimulates curiosity and imagination | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Supports formative assessment practices |

David Hellam Investigation | The Frog Puzzle | Y2: Describe patterns with numbers and identify missing elements | To identify a pattern is to begin to understand how maths applies to the world in which we live. | 2-4 | Problem solving is required to overcome obstacles | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Stimulates curiosity and imagination | Students learn by doing |

Maths Association of Victoria 10 Lesson for Algorithmic Thinking | Number Code | Y3: Describe, continue, and create number patterns resulting from performing addition or subtraction | The repetitive features of pattern can be identified and described as generalised rules called ‘functions’. | 3 | Problem solving is required to overcome obstacles | Provides multiple entry and exit points | Encourages collaboration and discourse | Develops fluency |

Youcubed investigation | Squares Upon Squares | Y3: Describe, continue, and create number patterns resulting from performing addition or subtraction | By analysing patterns and identifying rules for patterns it is possible to make predictions. | 3-6 | Inspires creative thinking and/or visualising | Promotes reasoning and critical thinking | Encourages collaboration and discourse | |

Youcubed Investigation | Messing with Pascal | Y3: Describe, continue, and create number patterns resulting from performing addition or subtraction | To identify a pattern is to begin to understand how maths applies to the world in which we live. | 3-6 | Inspires creative thinking and/or visualising | Stimulates curiosity and imagination | Students see the maths of others | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

Mathematics Task Centre Investigation | Add the Pack | Y4: Explore and describe number patterns resulting from performing multiplication | Recognising patterns helps us estimate and calculate the total. | 4-6 | Students learn by doing | Provides multiple entry and exit points | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Stimulates curiosity and imagination |

The Maths Projects Journal (Dr. Chris Shore) | I'm Thinking of a Number… | Y5: Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division | Patterns can often be generalised using algebraic expressions, equations or functions. | 4-6 | Supports formative assessment practices | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Develops fluency | Promotes reasoning and critical thinking |

NRICH Investigation | Summing Consecutive Numbers | Y5: Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction | By analysing patterns and identifying rules for patterns it is possible to make predictions. | 5-6 | Inspires creative thinking and/or visualising | Stimulates curiosity and imagination | Problem solving is required to overcome obstacles | Provides multiple entry and exit points |

Martin Holt Investigation | The King's Chessboard | Y6: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence | Exponential notation is a powerful way to express repeated products of the same number. | 3-6+ | Students learn by doing | Provides multiple entry and exit points | Problem solving is required to overcome obstacles | Encourages collaboration and discourse |