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

Martin Holt Challenging Task | On a Roll! | Y3: Conduct chance experiments, identify and describe possible outcomes and recognise variation in results | Some things are more likely to happen than others. | 2-6+ | 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. | 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. |

Maths 300 lesson sequence (subscription) | Addo | Y5: List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions | Probability is a fraction between 0 and 1 that indicates the chance of an event occurring. | 2-6 | Develops fluency Performing calculations, collecting & interpreting data, using mathematical language, continuing patterns, choosing appropriate unit of measurement, recalling factual knowledge and concepts readily. | 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. |

Mathematics Task Centre Investigation | Dice Differences | Y5: List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions | We can carry out experiments to help us understand how likely it is for an event to happen. | 4-6 | 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. | 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. |

Maths 300 Lesson Sequence (subscription) | Snakes and Ladders | Y6: Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies | We can carry out experiments to help us understand how likely it is for an event to happen. | 3-6+ | Stimulates curiosity and imagination | 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. | Promotes reasoning and critical thinking | Inspires creative thinking and/or visualising Students invent, discover and imagine new ways to solve a problem. Task includes a visual component that helps students make connections and “see” relationships. e.g. visualise the problem, represent solutions using visual stimuli. |

Data Representation & Interpretation | Resource Link | Australian Curriculum | Big Mathematical Idea | Year Levels | Task Attributes | |||

reSolve Maths by Inquiry Investigation | Shoes | F: Answer yes/no questions to collect information and make simple inferences | We can ask questions about things we see around us and collect and interpret data to provide an answer. | F-1 | 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. | 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. | Promotes reasoning and critical thinking |

NRICH Investigation | Ladybird Count | F: Answer yes/no questions to collect information and make simple inferences | We can ask questions about things we see around us and collect and interpret data to provide an answer. | F-1 | Develops fluency | 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. | Promotes reasoning and critical thinking | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. |

NRICH Problem | Three Blocks Towers | Y1: Represent data with objects and drawings where one object or drawing represents one data value. | Data can be organised and represented in many ways. | F-2 | 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. | 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. | Promotes reasoning and critical thinking | Encourages collaboration and discourse Students share and challenge each others' ideas. They recognise efficient strategies in the work of their peers. |

Investigation | How Tall Are We? | Y1: Represent data with objects and drawings where one object or drawing represents one data value. | We collect information to make sense of the world around us. | F-2 | Stimulates curiosity and imagination | 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. | Students see the maths of others | 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. |

Maths 300 Investigation (subscription) | Potato Olympics | Y2: Identify a question of interest based on one categorical variable. Gather data relevant to the question | We can ask questions about things we see around us and collect and interpret data to provide an answer. | 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 | 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. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

Maths 300 investigation (subscription) | Finger Knitting Challenge | Y3: Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies | Information can be expressed and organised in different ways to highlight similarities, difference and trends. | F-4 | Stimulates curiosity and imagination | Promotes reasoning and critical thinking | Students learn by doing | Encourages collaboration and discourse |

Mathematics Task Centre Investigation | Win at the Fair | Y5: Pose questions and collect categorical or numerical data by observation or survey | Data reliability increases the more we trial. | 3-6 | Stimulates curiosity and imagination | Encourages collaboration and discourse | Students learn by doing | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

Maths 300 Investigation (subscription) | Temperature Graphs | Y5: Describe and interpret different data sets in context | Information can be expressed and organised in different ways to highlight similarities, differences and trends. | 4-6 | Encourages collaboration and discourse | Promotes reasoning and critical thinking | Stimulates curiosity and imagination | Extends knowledge in new contexts Introduces students to forms of knowledge in contexts that probably exists outside of their experience and the contexts of everyday life. |

Robert Kaplinsky Investigation | How Fast can you Throw a Baseball? | Y6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables | Information can be expressed and organised in different ways to highlight similarities, difference and trends. | 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. | Builds student understanding of the ‘why’ and ‘how’ of mathematics. | Promotes reasoning and critical thinking | 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. |

YouCubed | Data Talks | Y6: Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables | We collect information to make sense of the world around us. | 5-6 | Stimulates curiosity and imagination | Promotes reasoning and critical thinking | Extends knowledge in new contexts | Builds student understanding of the ‘why’ and ‘how’ of mathematics. |

Maths 300 Investigation (subscription) | Paper Plane Pentathlon | Y6: Construct, interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables | We can represent data to help us identify patterns, draw conclusions and make decisions/predictions. | 4-6 | Encourages collaboration and discourse | Stimulates curiosity and imagination | Extends knowledge in new contexts | 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. |