Nelson Math Sampler K-6

NELSON MATHS Australian Curriculum NSW
AUSTRALIAN
CURRICULUM
NSW
K 6
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SAMPLER
STUDENT BOOK AND TEACHERS RESOURCE SAMPLER
Written for the

NSW Mathematics
K6 Syllabus for
the Australian
Curriculum
Glenda Bradley,
Pauline Rogers, Yale Mercieca,
Lauren White & Aaron Tait
PRI 8368 NMAC NSW Sampler Cover.indd 3
15/05/14 11:28 AM
Nelson Maths: Australian Curriculum NSW Sampler
Text: Glenda Bradley, Pauline Rogers and Brian Murray

Series consultant and co-author: Jay Dale
Series consultant (NSW): Brian Murray
Editor: Sarah Russell
Designers: Mark Sanders and Stella Vassiliou
Cover designer: Ivana Tendean
Cover illustration: Ned Culic
Text illustrations: Mary Ann Furness, Colby Heppell, Rob Mancini, Joe
Sciglitano
Production controller: Renee Cusmano
Acknowledgements
The authors and publisher would like to acknowledge permission to reproduce
material from the following source:
NSW Mathematics K10 Syllabus Board of Studies, NSW for and on behalf of
the Crown in right of the state of New South Wales, 2013
The Board of Studies takes no responsibility for errors in the reproduction of
the Material supplied by the Board of Studies to the Publisher.
ACARA Copyright Notice

All material identified by
is material subject to copyright
under the Copyright Act 1968 (Cth) and is owned by the Australian
Curriculum, Assessment and Reporting Authority 2014.
For all Australian Curriculum material except elaborations: This is an

extract from the Australian Curriculum.
Elaborations: This may be a modified extract from the Australian Curriculum
and may include the work of other authors.
Disclaimer: ACARA neither endorses nor verifies the accuracy of the
information provided and accepts no responsibility for incomplete or
inaccurate information. In particular, ACARA does not endorse or verify that:
The content descriptions are solely for a particular year and subject;
All the content descriptions for that year and subject have been used; and
The authors material aligns with the Australian Curriculum content
descriptions for the relevant year and subject.
You can find the unaltered and most up to date version of this material at
http://www.australiancurriculum.edu.au. This material is reproduced with
the permission of ACARA.
Every effort has been made to trace and acknowledge copyright. However, if
any infringement has occurred, the publishers tender their apologies and invite
the copyright holders to contact them.
Text 2014 Cengage Learning Australia Pty Limited

Illustrations 2014 Cengage Learning Australia Pty Limited
Copyright Notice
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15/05/14 11:28 AM
K 6
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SAMPLER
Glenda Bradley, Pauline Rogers, Yale Mercieca,
Lauren White & Aaron Tait
Marketing Sampler.indb 1
07/05/14 3:23 PM
Contents
Introduction
Kindergarten
Lesson Plan
BLM 8 Blank Cards
BLM 15 Dot Patterns to 6
BLM 16 Make a Dice
BLM 17 Number Fan: Numerals
BLM 20 In the Pond
BLM 21 Speckled Frogs
Assessment Task Card
Student Book
6
6
10
11
12
13
14
15
16
18
Lesson Plan
Student Book
22
22
26
Year 1
Lesson Plan
BLM 6 Blank Number Line
BLM 14 100 Chart
BLM 15 Make Your Own 100 Chart
Student Book
30
30
34
35
36
37
38
Lesson Plan
Student Book
Statistics and Probability

Unit 20 Chance
Lesson Plan
Student Book
Number and Algebra

Unit 18 Decimals to 2 Decimal Places
Lesson Plan
BLM 34 Decimal Numbers and Words 2
BLM 42 Symbols
Student Book
Unit 8 Shape
Lesson Plan
Student Book
42
42
46
Unit 1 Place Value

Lesson Plan
BLM 2 5-digit Number Expander
Student Book
Number and Algebra
Unit 14 Perimeter
BLM 1 Number Cards

BLM 2 Arrow Cards 1
BLM 3 Arrow Cards 2
BLM 4 Number Stairs
Student Book
50
50
54
55
56
57
58
60
Measurement and Geometry

Unit 10 Position
Lesson Plan
Student Book
Year 3
Lesson Plan
BLM 1 Number Cards 1
Student Book
114
114
118
119
120
122
126
126
130
Year 6
Number and Algebra
Unit 3 Integers
Lesson Plan
BLM 1 Integer Cards 1
BLM 2 Number Line
BLM 4 Plotting Points
BLM 5 1 cm Grid Paper
Student Book
134
134
138
139
140
141
142
143
144
Number and Algebra
Number and Algebra

Unit 1 Numbers, Numbers, Numbers
Lesson Plan
BLM 3 Integer Cards 2
64
64
68
106
106
110
Number and Algebra
Lesson Plan
94
94
98
99
100
101
102
Year 5
Year 2
Unit 4 Numbers Up to 1000
86
86
90
Year 4
BLM 1 Place-Value Chart

Unit 10 Length and Area
Student Book
77
78
79
80
82
Number and Algebra

Unit 8 Numbers Beyond 20
BLM 33 Decimal Numbers and Words 1

Unit 12 2D Shapes
BLM 3 Blank Chart

BLM 4 Blank Cards
Number and Algebra

Unit 6 Dot Patterns
BLM 2 Number Cards 2
72
72
76
Unit 11 Cartesian System

Lesson Plan
Student Book
Scope and Sequence
148
148
152
156
07/05/14 3:23 PM
Introduction
This Sampler presents units from the new primary mathematics program Nelson Maths: Australian
Curriculum NSW available for implementation in 2015. This exciting new mathematics program
supports the Australian Curriculum content strands of Number and Algebra, Measurement and Geometry,
and Statistics and Probability from Kindergarten to Year 6. The program also integrates the Working
Mathematically outcomes of Communicating, Problem Solving and Reasoning throughout the activities and
tasks for each year level. Assessment is an essential part of Nelson Maths: Australian Curriculum NSW,
providing teachers with a variety of opportunities to assess their students learning for future planning.
Two units from each year level from Kindergarten to Year 6 are included in this Sampler. One of the units for
each year level is from the strand of Number and Algebra, to showcase the
sequential development of this content throughout the year levels.
Teachers can be assured that Nelson Maths: Australian Curriculum NSW

NSW
continues the tradition of offering teachers choice when selecting tasks to suit
the needs of their students.
AUSTRALIAN
CURRICULUM
AUSTRALIAN
CURRICULUM
General Overview
NSW
er
Teacrhce Bs
Nelson Maths: Australian Curriculum NSW supports the implementation of the

NSW Syllabus for the Australian Curriculum: Mathematics K-10. The units cover the
content strands of Number and Algebra, Measurement and Geometry and Statistics
and
Probability K6, and integrate the Working Mathematically strands of Communicating,
Problem Solving and Reasoning throughout the activities and tasks.
sou
Re
This edition of Nelson Maths provides:

up to 33 units of work, specifically written to match the Australian Curriculum
extensive assessment opportunities including 30+ Assessment Task Cards, Student
Assessment pages and Mid- and End-of-Year Tests
numerous hands-on tasks and investigative activities where teachers have the opportunity
to choose tasks that best suit the needs of their students
interactive activities in every unit, incorporating ICT and utilising classroom

computers and interactive whiteboards
Nelson Maths: Australian Curriculum NSW is based on between 30 and

35 units of work for each year level. Each unit of work is divided into three
6 teaching 2
Lesson Plans. A Lesson Plan can be taught over one or more
5
sessions depending on the needs of students. While the Lessons
Plans%
8
5.. 6
are sequential and should be taught in the order they appear in7the63
unit,
teachers have the flexibility to complete a number of activities from a
Lesson Plan over a number of days to cater for the learning requirements
of their class.
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Pauline Rogers
an extensive range of interactive Nelson Teaching Objects and reference

to Learning Objects from Education Services Australia
specific recommendations for future learning experiences, including both
scaffolded and extension activities
over 50 unit, resource, assessment and planning BLMs.
YEAR 6
NSW
NELSON MATHS Australian Curriculum
AUSTRALIAN
CURRICULUM
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AUSTRALIAN
CURRICULUM

NSW Syllabus for the Australian Curriculum: Mathematics K-10. The units cover
the content strands of Number and Algebra, Measurement and Geometry and
Statistics and Probability K6, and integrates the Working Mathematically
strands of Communicating, Problem Solving and Reasoning throughout the
activities and tasks.
The Nelson Maths: Australian Curriculum NSW Edition Student Books feature:
engaging tasks that students can complete independently or in groups
three Student Book pages per unit
one Student Assessment page per unit
the linking NSW Syllabus for the Australian Curriculum - Mathematics K-10
content sub-strand, outcome and code for each unit
a Glossary of mathematical terms.
Nelson Maths Facts CVR.indd 1
21/01/09 10:16 AM
9 780170 352925
If you experience difficulties using this product, email: helpdesk@thomsonlearning.com.au
Unit
1 to 6, using small paper plates and dot stickers. Get them to arrange the plates in a random order in
front, and using NTO K.20 Dice roll a number and get them to point to a plate with the same number of
dots. Repeat, gradually rolling the dice more quickly.
Dot Patterns
Whole numbers: MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
ML
LESSON PLAN
TUNING IN
HOW MANY CAN YOU SEE?
FIVE LITTLE SPECKLED FROGS
Give the student a set of cards made from BLM 15 Dot Patterns to 6. Present NTO K.4 Numbers and
randomly generate a number from 0 to 6. Have them read the number and find the matching number card.
Give the student a set of cards made from BLM 15. Show them a card from BLM 15 and have them select
a card that is more than the dot pattern displayed.
a card that is less than the dot pattern displayed.
Whole numbers MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
You will need: enlarged cards made from BLM 15 Dot Patterns to 6 or paper plates with dot patterns, a
large number fan and one for each student made from BLM 17 Number Fan: Numerals
Ask students how many speckled frogs were sitting on the log. Show students large cards made from BLM 15
Dot Patterns to 6 or paper plates with dot patterns and invite a student to find a dot plate that shows five.
Show students the enlarged number fan made from BLM 17 Number Fan: Numerals and all the numbers that
are on it. Tell students that you will hold up each number, and when you get to the number that matches the
plate, students put up their hand. Select another dot plate and then ask a student to find the corresponding
number on the number fan. Give a number fan to each student, and hold up various dot plates, getting students
to find the matching number on their number fan.
Note: Choose from Tasks 1, 2 or 3.

You will need: NTO K.20 Dice or a large dice, BLM 16 Make a Dice, counters, NTO K.19 How Many Dots?,
Student Book p. 18 Dot Plates
You will need: BLM 20 In the Pond, counters, a dice, NTO K.22 What Number Is This?,
Student Book p. 19 Glub! Glub!
IN THE POND
Give a copy of BLM 20 In the Pond to pairs of students. Each student will need about 20 counters that are the
same colour but different from their partners. Students take it in turns to roll a dice and then place one counter
on a lily pad that matches the dice. The counter can be placed on a word, numeral or dot pattern that matches
the dice. If they cannot find a lily pad to match the dice, they miss that turn. The student who places the most
counters on the board is the winner.
INTERACTIVE TASK
Have students use NTO K.19 How Many Dots?.
STUDENT BOOK p. 18 Dot Plates
TASK 2:
TEACHING GROUP
DOT PATTERNS
TARGETED ASSESSMENT
If the student is experiencing difficulty:
TASK 1:
K.6
Kindergarten: Assessment Task Card

Unit
INDEPENDENT TASKS
SAME, SAME
Ask students what they can see on the sides of a dot dice on NTO K.20 Dice or a large dice. Explain that they
are going to make their own dice using BLM 16 Make a Dice. In one of the squares students draw one dot. In
the next square they draw two dots and so on until each side has been filled with dots for each number from
1 to 6. Students cut out the dice net and assemble. Note: students may need teacher, older peer or parent
support to assemble. Have students play Same, Same with a partner. Students roll their dice, and when the
numbers rolled are the same, they collect a counter. The first pair to collect six counters is the winner.
Q1
Have the student practise reading dot patterns by playing board games, e.g. Number Game Board in Nelson
Maths Building Mental Strategies Big Book 1, pp. 1213.
Q2
Have the student use NTO K.19 How Many Dots? set to numbers from 0 to 6 and randomly generate either
dot patterns or numerals for recognisation.
Q3
Give the student the set of cards made from BLM 15. Using NTO K.19 to generate a number between 0 and
6, have the student find a card with the same dot pattern. Then have them find the cards that show more and
show less.
Q4
Select a card from BLM 15, and have the student guess the card by asking Is it less? questions, e.g. Is it
less than 3?
INTERACTIVE TASK
Have students use NTO K.22 What Number Is This?. Vary the range of numbers to suit the abilities of
students.
You will need: a set of paper plates with dot patterns or a set of enlarged cards made from BLM 15 Dot
Patterns to 6, round counters, paper plates, stickers, NTO K.20 Dice, poster paper
TASK 3:
MAKING DOT PLATES

For students who require support, you may need to allow more time for them to view dot patterns and
provide many experiences to view common arrangements of dots. Show students a paper plate or card,
and ask them how many dots they can see. Get them to select that many counters and then make the
arrangement on a paper plate. Continue showing them a plate or card and they select that amount of
counters to make the same arrangement. Students can make their own set of dot plates for numbers
Teachers Resource
DOTS AND NUMBERS
INDEPENDENT TASKS
Nelson Maths Australian Curriculum NSW
Present NTO K.19 How Many Dots? and check if the student can automatically recognise how many dots.
WHOLE-CLASS INTRODUCTION
You will need: enlarged cards made from BLM 15 Dot Patterns to 6 or paper plates with dot patterns,
paper plates, round counters
Hold up a card made from BLM 15 Dot Patterns to 6 or a plate for a few seconds and ask, What did you see?
Hold up the card or plate again to check. Repeat. When students are comfortable identifying the number of
dots, give each student a paper plate and counters. Hold up a card or plate with three dots for a few seconds.
Ask students how many dots they can see and have them make the arrangement of dots with their counters.
Ask, Can you make three another way? Explore different arrangements. Repeat for other numbers.
K.6
DOT PATTERNS
Resources: NTO K.19 How Many Dots?, BLM 15 Dot Patterns to 6, NTO K.4 Numbers
You will need: NTO K.21 Five Little Speckled Frogs, enlarged cards made from BLM 15 Dot Patterns to 6
or paper plates with dot patterns
Present NTO K.21 Five Little Speckled Frogs, and while singing, hold up fingers matching the number of frogs
in each verse. Next, display dot plates with the numbers 1 to 5 represented. This time, as students sing, invite a
student to hold up a dot plate to match the number of frogs.
DOT PATTERNS
TASK 3:
LESSON PLAN
TUNING IN
TASK 2:
Select from the following to suit your class and their learning outcomes:
Ask students to show all the different ways they made five on Student Book p. 17. Make a Fabulous Five
poster recording the different ways students found to represent five.
Ask students how they were able to recognise the numbers quickly. Discuss what they see when they look
at arrangements for five and six. Ask which numbers are easy to recognise and discuss why.
You will need: NTO K.7 Can You Count?

Present NTO K.7 Can You Count? showing a collection of objects, and ask, How many can you see?. Invite a
student to point to each item while counting aloud to check if the response is correct. Repeat. This is a good
time to identify students who may still be having difficulty counting collections.
TASK 1:
Unit
REFLECTION
five, four, less, more, one, same, six, three, two, zero
9 780170 353007
DOT PATTERN POSTER

For students who require a challenge, have them work with a greater range of numbers. Get them to
choose a number, and using a paper plate and counters, have them explore different ways they can
represent the number. Students can record their findings by making a poster.
NUMBER AND ALGEBRA
CD-ROMs inside
ISBN: 978-0170353007
STUDENT BOOK p. 19 Glub! Glub!
TEACHING GROUP
BLM 21 Speckled Frogs, scissors, BLM 8 Blank Cards
Cengage 2014. This page from Nelson Maths: Australian Curriculum Teachers Resource Kindergarten may be photocopied for educational use within the purchasing institution.
Unit 6
Kindergarten
Dot Patterns
16
Teachers Resource
Kindergarten
Dot Plates
06/05/14 2:06 PM
Glub! Glub!
DATE:
Show 5 in different ways. Use a paper plate

and some counters.
06/05/14 2:06 PM
06/05/14 2:06 PM
DATE:
BLM
15
Draw dots on each frog to match the number

of bugs it will eat. One has been done for you.
BLM
20
Dot Patterns to 6
In the Pond
Draw some of the ways you found.
the lily pad, write the matching number word.

* On
One has been done for you.
three
two
five
Play a game.
six
Draw a line matching each frog to a lily pad

and a bug. One has been done for you.
You will need:
a partner
one
five
a dice
How to play:
four
In turn, roll a dice.

Each time you roll 5, cover one of the paper plates above
with a piece of paper.
five
The first player to cover all their plates wins.
six
one
two
18
Unit
Unit
Dot Patterns (TRB pp. 4245)

06/05/14 2:06 PM

19
06/05/14 2:06 PM
Unit
Unit
6 16
Whole numbers MAe-4NA
Unit
Teachers Note: Patterns can be made on paper plates or printed,

laminated and made into sets of cards.
Unit
11
Teachers Note: This BLM can be printed and laminated to use

for other number activities.
14
06/05/14 2:06 PM
06/05/14 2:06 PM
07/05/14 3:23 PM
Units in the Sampler

For each Number and Algebra unit in this Sampler, there are:
three Lesson Plans, which include Tuning In, Whole-Class Introduction, Independent Tasks,
Teaching Group tasks, Reflection, Home Tasks, Assessment and Recommendations for
Future Learning
accompanying unit and resource BLMs
an Assessment Task Card
three Student Book pages and one Student Assessment page that accompanies each unit.
Also included in this Sampler are the Lesson Plans, Student Book and Student Assessment pages
from an additional unit for each year level.
Components
The following components are available in 2015 for each year level from Kindergarten to Year 6.
Teachers Resource
The Teachers Resource Book provides:
three Lesson Plans for each unit
an Assessment Task Card with a linking Targeted Assessment Task Card
Tests A and B
assessment and planning BLMs
a CD-ROM containing all Nelson Teaching Objects (NTOs)
a CD-ROM containing all BLMs, tests, answers and Assessment Task Cards as printable PDFs.
Pauline Rogers
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the content strands of Number and Algebra,
the Working Mathematically
Statistics and Probability K6, and integrates
and Reasoning throughout the
strands of Communicating, Problem Solving
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The Nelson Maths: Australian Curriculum
independently or in groups
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ISBN: 978-0170352918
ISBN: 978-0170352925
Pauline Rogers
9 780170 352925
cengage.com.au
Pauline Rogers
9 780170 352918
ers
Pauline Rog
cengage.com.au
ISBN: 978-01703529
cengage.com.au
.au
visit cengage.com
.au
age.com
352901
9 780170
m.au
visit cengage.co
Student Book and Teachers Resource Sampler
07/05/14 3:23 PM
Nelson Teaching Objects and Learning Objects

Nelson Maths: Australian Curriculum NSW is committed to integrating Information and Communication
Technology (ICT) into the classroom. The program provides a large number of Nelson Teaching Objects
(NTOs) available for use on interactive whiteboards (IWBs) and individual computers. The NTOs:
illustrate mathematical concepts explicitly
engage students actively in their learning
scaffold student learning
require students to use their mathematical understandings in an engaging and meaningful context.
Also available are pedagogically sound, interactive Learning Objects (LOs) from Education Services Australia.
An example of a Nelson Teaching Object

DATE:
Unit
STUDENT ASSESSMENT
Tommy Turtle get to the letter box.

* Help
Colour in the stepping stones that show 5.
Assessment Resources
The assessment for each unit consists of:
one Student Assessment page per unit that links to
Recommendations for Future Learning in the Teachers
Resource Book
6
5
* more dots than Tommy.
Draw a friend for Tommy Turtle who has
a friend for Tommy Turtle who has

* Draw
less dots than Tommy.
one Assessment Task Card that has been designed to be

used with individual students, small groups or as a
whole-class assessment task. Each Assessment Task Card
has a linking Targeting Assessment Task Card with specific
recommendations for future learning
two pen-and-paper tests (Test A and Test B) for mid- and
end-of-year assessment and report writing.
Draw a friend with the same number of dots

as Tommy Turtle. Use a different pattern.
Unit

21
06/05/14 2:06 PM
We hope you and your class enjoy and benefit from the sample units provided in this Sampler.
Wefeel proud to say that Nelson Maths: Australian Curriculum NSW continues to provide
teachers with choice by featuring an array of hands-on tasks and investigative activities. Teachers
have the opportunity to tailor a program for their students based on their different learning styles
and their diverse needs. Each unit provides ideas on how to scaffold students learning and also
provides learning tasks to extend more able students.
Introduction
07/05/14 3:23 PM
Unit
Dot Patterns
NUMBER AND ALGEBRA

Whole numbers: MAe-4NA counts to 30, and orders, reads and represents numbers in the range 0 to 20
ML
five, four, less, more, one, same, six, three, two, zero
LESSON PLAN
TUNING IN
HOW MANY CAN YOU SEE?
You will need: NTO K.7 Can You Count?

Present NTO K.7 Can You Count? showing a collection of objects, and ask, How many can you see?. Invite a
student to point to each item while counting aloud to check if the response is correct. Repeat. This is a good
time to identify students who may still be having difficulty counting collections.
DOT PATTERNS
paper plates, round counters
Hold up a card made from BLM 15 Dot Patterns to 6 or a plate for a few seconds and ask, What did you see?
Hold up the card or plate again to check. Repeat. When students are comfortable identifying the number of
dots, give each student a paper plate and counters. Hold up a card or plate with three dots for a few seconds.
Ask students how many dots they can see and have them make the arrangement of dots with their counters.
Ask, Can you make three another way? Explore different arrangements. Repeat for other numbers.
INDEPENDENT TASKS

You will need: NTO K.20 Dice or a large dice, BLM 16 Make a Dice, counters, NTO K.19 How Many Dots?,
Student Book p. 18 Dot Plates
TASK 1:
SAME, SAME
Ask students what they can see on the sides of a dot dice on NTO K.20 Dice or a large dice. Explain that they
are going to make their own dice using BLM 16 Make a Dice. In one of the squares students draw one dot. In
the next square they draw two dots and so on until each side has been filled with dots for each number from
1 to 6. Students cut out the dice net and assemble. Note: students may need teacher, older peer or parent
support to assemble. Have students play Same, Same with a partner. Students roll their dice, and when the
numbers rolled are the same, they collect a counter. The first pair to collect six counters is the winner.
TASK 2:
INTERACTIVE TASK
Have students use NTO K.19 How Many Dots?.
TASK 3:
STUDENT BOOK p. 18 Dot Plates
TEACHING GROUP
You will need: a set of paper plates with dot patterns or a set of enlarged cards made from BLM 15 Dot
Patterns to 6, round counters, paper plates, stickers, NTO K.20 Dice, poster paper
MAKING DOT PLATES
For students who require support, you may need to allow more time for them to view dot patterns and
provide many experiences to view common arrangements of dots. Show students a paper plate or card,
and ask them how many dots they can see. Get them to select that many counters and then make the
arrangement on a paper plate. Continue showing them a plate or card and they select that amount of
counters to make the same arrangement. Students can make their own set of dot plates for numbers
Teachers Resource
Kindergarten
07/05/14 3:23 PM
1 to 6, using small paper plates and dot stickers. Get them to arrange the plates in a random order in
front, and using NTO K.20 Dice roll a number and get them to point to a plate with the same number of
dots. Repeat, gradually rolling the dice more quickly.
DOT PATTERN POSTER
For students who require a challenge, have them work with a greater range of numbers. Get them to
choose a number, and using a paper plate and counters, have them explore different ways they can
represent the number. Students can record their findings by making a poster.
REFLECTION
Ask students to show all the different ways they made five on Student Book p. 17. Make a Fabulous Five
poster recording the different ways students found to represent five.
Ask students how they were able to recognise the numbers quickly. Discuss what they see when they look
at arrangements for five and six. Ask which numbers are easy to recognise and discuss why.
LESSON PLAN
TUNING IN
FIVE LITTLE SPECKLED FROGS
You will need: NTO K.21 Five Little Speckled Frogs, enlarged cards made from BLM 15 Dot Patterns to 6
or paper plates with dot patterns
Present NTO K.21 Five Little Speckled Frogs, and while singing, hold up fingers matching the number of frogs
in each verse. Next, display dot plates with the numbers 1 to 5 represented. This time, as students sing, invite a
student to hold up a dot plate to match the number of frogs.
DOTS AND NUMBERS
You will need: enlarged cards made from BLM 15 Dot Patterns to 6 or paper plates with dot patterns, a
large number fan and one for each student made from BLM 17 Number Fan: Numerals
Ask students how many speckled frogs were sitting on the log. Show students large cards made from BLM 15
Dot Patterns to 6 or paper plates with dot patterns and invite a student to find a dot plate that shows five.
Show students the enlarged number fan made from BLM 17 Number Fan: Numerals and all the numbers that
are on it. Tell students that you will hold up each number, and when you get to the number that matches the
plate, students put up their hand. Select another dot plate and then ask a student to find the corresponding
number on the number fan. Give a number fan to each student, and hold up various dot plates, getting students
to find the matching number on their number fan.
INDEPENDENT TASKS

You will need: BLM 20 In the Pond, counters, a dice, NTO K.22 What Number Is This?,
Student Book p. 19 Glub! Glub!
TASK 1:
IN THE POND
Give a copy of BLM 20 In the Pond to pairs of students. Each student will need about 20 counters that are the
same colour but different from their partners. Students take it in turns to roll a dice and then place one counter
on a lily pad that matches the dice. The counter can be placed on a word, numeral or dot pattern that matches
the dice. If they cannot find a lily pad to match the dice, they miss that turn. The student who places the most
counters on the board is the winner.
TASK 2:
INTERACTIVE TASK
Have students use NTO K.22 What Number Is This?. Vary the range of numbers to suit the abilities of
students.
TASK 3:
STUDENT BOOK p. 19 Glub! Glub!
TEACHING GROUP
BLM 21 Speckled Frogs, scissors, BLM 8 Blank Cards
Unit 6
Dot Patterns
07/05/14 3:23 PM
FROG JUMP
For students who require support, practise identifying the dot patterns by making a trail of cards from
BLM 15 Dot Patterns to 6 and getting students to jump onto the first card, call out the number, and if
correct, jump to the next and so on. Then give pairs of students a copy of BLM 21 Speckled Frogs and
have them cut out each item (these could be prepared before the lesson). Get students to match the
frogs, lily pads and bugs. Then get students to place the items face-down and take it in turns to turn over
a frog, a lily pad and a bug to see if they get a match.
MORE DOT CARDS
For students who require a challenge, they can work with greater range of numbers. Give them a copy of
BLM 8 Blank Cards and have them make a set of cards by the writing the numerals for the numbers they
want to work with. Then they can make matching cards with the words for the numbers and also a set of
dot pattern cards. Students can play Snap or Memory with a partner.
REFLECTION
Ask, When you played In the Pond (Independent Tasks, Task 1), what did you cover first? Was it the
numeral, word or dot pattern? Also ask, Was it difficult to find a match to the dice all of the time? Why?
Ask, When you look at dot patterns, do you recognise the number instantly? Which patterns are easiest to
recognise? Why?
LESSON PLAN
TUNING IN
PUT THE PLATES IN ORDER
You will need: enlarged cards made from BLM 15 Dot Patterns to 6 or paper plates with dot patterns
Revisit the dot patterns by holding up a dot pattern card made from BLM 15 Dot Patterns to 6 (or a paper plate
with dot patterns) for a few seconds and have students call out how many. Place all of the dot pattern cards on
the floor and ask a student to find a card or plate that has three dots. When the student has identified the card
or plate, ask, Can you find another plate/card that shows the same number? Repeat for a few other numbers.
Tell students that you would like their help to pack the plates (or cards) up in order starting from zero. Make sure
all of the plates showing the same number are picked up.
MORE OR LESS DOTS
You will need: enlarged cards made from BLM 15 Dot Patterns to 6 or paper plates with dot patterns
Hold up a dot pattern card (or plate) that shows three dots and ask students how many dots they can see. Invite
a student to come and find a card or plate that has less dots. Ask, How do you know it has less dots? Then ask
if anyone can find a card that has more dots. Again ask, How do you know that the dot pattern has more dots?
Repeat for other number patterns. Next, hold a card in each hand and ask students to indicate which has more
by holding out the same arm. Repeat for other numbers. Give out number fans and hold up a dot plate (or dot
card) and ask students to show a number on their fan that is more and less. Repeat.
INDEPENDENT TASKS

You will need: a set of cards for each student made from BLM 15 Dot Patterns to 6, NTO K.20 Dice,
Student Book p. 20 Hungry Frogs
TASK 1:
MORE DOTS
From their set of cards made from BLM 15 Dot Patterns to 6, each student turns over a card. Students compare
cards and the student who has the card that shows more takes both cards and adds them to the bottom of their
pile of cards. The game continues until one student has won all of the cards.
TASK 2:
INTERACTIVE TASK
In pairs with their sets of cards made from BLM 15, students take it in turns to generate a number using NTO
K.20 Dice. However, before they select a card, they predict if the number on their card will be more, less or the
same than the number generated. If they are correct, they keep the card. The student with the most cards wins.
TASK 3:
STUDENT BOOK p. 20 Hungry Frogs
Teachers Resource
Kindergarten
07/05/14 3:23 PM
TEACHING GROUP
You will need: paper plates with dot patterns as in BLM 15 Dot Patterns to 6, paper plates, counters
MAKE MORE OR LESS
For students who require support, give them a dot paper plate with a number of dots on it that they can
identify, e.g. 3. Have them place the plate in front, and in front of their dot pattern plate, have them place
an empty plate and another empty plate after it. On the first plate they make a dot pattern that is less and
on the last plate they make a dot pattern that is more. Ask them how they know that the number is less or
more. Repeat with other number dot plates.
MORE OR LESS CHALLENGE
For students who require a challenge, have them use the dot pattern cards made from BLM 15 that they
made in Lesson Plan 2. In pairs, one student puts down one of their cards. Their partner turns over one of
their cards, but before they do, they must say if their number will be more, less or the same. If their choice
is correct, then they keep the pair of cards, but if not, their partner wins the cards. The students then take
it in turns deciding if the card they turn over is more, less or the same. The student with the most cards at
the end wins.
REFLECTION
Ask, How did you recognise the patterns that were more or less? Discuss if it was easy to tell which
numbers were more or less and why.
Hold up a dot pattern plate and ask, If I were to show another plate, do you think it would be a number
that is more, less or the same? Ask students to explain their choice.
Assessment
Have students complete Student Assessment p. 21.
Review with students Assessment Task Card K.6.
During the three lessons:
Observe which students were able to quickly recognise dot patterns during Lesson Plan 1, Independent
Tasks, Task 2 and Lesson Plan 2, Independent Tasks, Task 1, and mark on a class list.
Make note of students completing the scaffolding tasks or the more challenging activities of the
Teaching Groups.
Review Student Book pages and make notes of areas of difficulty.
Make a note of students responses to reflection questions.
Recommendations for Future Learning

Specific to Student Assessment p. 21; if the student is experiencing difficulty:
Continue working with recognition of dot patterns beginning with patterns for 1, 2 and 3 and then
Q 1
gradually increasing.
Q 23 Use NTO K.20 Dice to randomly generate numbers and have the student copy and then add or
subtract one counter to make more or less.
Provide the student with paper plates and counters to explore different possible arrangements for each
Q 4
number from 2 to 6.
If the student has not achieved the recommended skills for this unit:
1. See Assessment Task Card K.6 for specific recommendations.
2. Give more exposure to dot patterns by playing games, e.g. Snap and Concentration.
3. Continue to work with dot patterns in the context of other number work.
4. Review Nelson Maths Building Mental Strategies Big Book 1, p. 6.
If the student has achieved the recommended skills and these skills are firmly established, consider:
1. Moving forward to Nelson Maths: Australian Curriculum Year 1 Unit xx, pp. xxxx.
2. Extending the student in any of the listed activities or tasks by using larger numbers.
Unit 6
Dot Patterns
07/05/14 3:23 PM
BLM
Blank Cards
Unit
Unit
Unit
26 3
Unit
Unit
Unit
Unit
Unit
9 10 11 24
10
07/05/14 3:23 PM
BLM
15
Dot Patterns to 6
Unit
Unit
6 16
Teachers Note: Patterns can be made on paper plates or printed,

laminated and made into sets of cards.
11
07/05/14 3:23 PM
BLM
16
Make a Dice
Unit
12
07/05/14 3:23 PM
BLM
17
Number Fan: Numerals
10
Unit
Unit
Unit
Unit
Unit
Unit
8 10 11 20 30
Whole numbers
MAe-4NA
Teachers Note: This BLM can be photocopied onto card, laminated, cut out and made into
a fan by joining with a binder ring split pin. Enlarge and make a fan for teacher modelling.
13
07/05/14 3:23 PM
BLM
20
In the Pond
six
3
2
three
two
one
five
6
four
Unit
Unit
Teachers Note: This BLM can be printed and laminated to use

for other number activities.
14
07/05/14 3:23 PM
BLM
21
Speckled Frogs
Unit
15
07/05/14 3:23 PM
K.6

Unit
DOT PATTERNS
Resources: NTO K.19 How Many Dots?, BLM 15 Dot Patterns to 6, NTO K.4 Numbers
Present NTO K.19 How Many Dots? and check if the student can automatically recognise how many dots.
Give the student a set of cards made from BLM 15 Dot Patterns to 6. Present NTO K.4 Numbers and
randomly generate a number from 0 to 6. Have them read the number and find the matching number card.
a card that is more than the dot pattern displayed.
a card that is less than the dot pattern displayed.
K.6

Unit
DOT PATTERNS TARGETED ASSESSMENT

Q1
Have the student practise reading dot patterns by playing board games, e.g. Number Game Board in Nelson
Maths Building Mental Strategies Big Book 1, pp. 1213.
Q2
Have the student use NTO K.19 How Many Dots? set to numbers from 0 to 6 and randomly generate either
dot patterns or numerals for recognisation.
Q3
Give the student the set of cards made from BLM 15. Using NTO K.19 to generate a number between 0 and
6, have the student find a card with the same dot pattern. Then have them find the cards that show more and
show less.
Q4
Select a card from BLM 15, and have the student guess the card by asking Is it less? questions, e.g. Is it
less than 3?
16
Teachers Resource
Kindergarten
07/05/14 3:23 PM
17
07/05/14 3:23 PM
Dot Plates
DATE:
**
Show 5 in different ways. Use a paper plate

and some counters.
Draw some of the ways you found.
5
Play a game.
You will need:
a dice
a partner
How to play:
In turn, roll a dice.
Each time you roll 5, cover one of the paper plates above
with a piece of paper.
The first player to cover all their plates wins.
18
Unit

07/05/14 3:23 PM
Glub! Glub!
DATE:
**
Draw dots on each frog to match the number

of bugs it will eat. One has been done for you.
**
On the lily pad, write the matching number word.

One has been done for you.
five
a line matching each frog to a lily pad
**Draw
and a bug. One has been done for you.
five
Unit
six
one
two

19
07/05/14 3:23 PM
Hungry Frogs
DATE:
You will need:

a partner
one set of cards for each player made from
BLM 15 Dot Patterns to 6
How to play:
Choose a frog. Turn over all your cards and place
them in a pile.
Take a card from your pile. Your partner needs
to do this, too.
The player who has more dots on their card can
colour their first lily pad.
Keep turning over cards. The player with more dots
each time colours a lily pad.
The first player to reach the fly wins.
20
Unit

07/05/14 3:23 PM
DATE:
Unit
STUDENT ASSESSMENT
**
Help Tommy Turtle get to the letter box.

Colour in the stepping stones that show 5.
6
5

**Draw
more dots than Tommy.

**Draw
less dots than Tommy.
Draw a friend with the same number of dots

as Tommy Turtle. Use a different pattern.
Unit

21
07/05/14 3:23 PM
Unit
12
2D Shapes
MEASUREMENT AND GEOMETRY

Two-dimensional space MAe-15MG manipulates, sorts and describes representations of two dimensional shapes, including
circles, triangles, squares and rectangles, using everyday language
ML
circle, corners, edges, rectangle, square, triangle
LESSON PLAN
TUNING IN
BLOCKS
You will need: pattern blocks, attribute blocks and other sets of blocks containing a variety of shapes
Provide students with different sets of blocks, e.g. pattern blocks, attribute blocks or any that have a variety of
flat shapes. Have students make pictures using the different-shaped blocks. Give students the opportunity to
see one anothers pictures. Have students put the shapes back into their containers. Observe which students
have difficulty matching shapes to the holding space as this will help determine which students may need
support.
SHAPES IN THE CLASSROOM
You will need: NTO K.38 What Shape Is This?
Using NTO K.38 What Shape Is This?, select a shape, e.g. circle, and ask students to look around the room to
see if they can find something that has the same shape in it. It is not necessary at this stage to name the shape
as a circle; however, some students may know the name of the shape. If possible, let students bring to the
front of the class the objects they find that contain a circle. Have them trace the circle shape with their finger to
make it clear to the class where the circle is located. Continue until most objects containing circles have been
identified. Repeat for other shapes, e.g. square, rectangle and any others that can be found in the classroom.
Prior to the lesson, you may need to make sure that there are a range of objects in the classroom to match the
different shapes explored.
INDEPENDENT TASKS
You will need: BLM 30 I Can Find, NTO K.39 Match This Shape, Student Book p. 26 Shapes You Can See
TASK 1:
SHAPES I CAN FIND
Give each student a copy of BLM 30 I Can Find and explain that they need to find an object or objects in the
classroom for each shape and draw it. So that each BLM can be made into a book, have students fold their page
in half horizontally and then vertically.
TASK 2:
INTERACTIVE TASK
Using NTO K.39 Match This Shape, students work independently on computers to select the same shape from
five alternatives.
TASK 3:
STUDENT BOOK p. 26 Shapes You Can See
TEACHING GROUP
You will need: a set of cards made from BLM 31 Shape Cards 1 and BLM 32 Shape Cards 2
WHERE IS THE SHAPE?
For students who require support, show them a card with a rectangle made from BLM 31 Shape Cards
1. Have them trace the shape with their finger and imagine what the rectangle could be. Draw the
suggestions students give. Students may need to go on a walk around the classroom while you hold up
the shape card and then identify particular shapes in objects. Repeat with another shape, e.g. circle. Give
students either a rectangle or a circle to trace onto a piece of paper or a small whiteboard, and have them
draw an object in the classroom that contains that shape.
22
Teachers Resource
Kindergarten
07/05/14 3:23 PM
FIND MY SHAPE
For students who require a challenge, expose them to a greater range of shapes, e.g. shapes included in
BLM 32 Shape Cards 2. Have two sets of cards made from BLMs 31 and 32 Shape Cards. Place one set
where they are visible to all. Invite a student to select a card from the second set (making sure the other
students do not know the shape they selected). Have them describe their shape and invite other students
to find it. Encourage students to describe their shape in terms of features, e.g. number of sides and
corners.
REFLECTION
Have students share their I Can Find books they made using BLM 30 I Can Find in Independent Tasks,
Task 1. Ask, What other objects contain the same shape? As students share their drawings, make a chart
of what the students drew for each shape.
Have students share their completed Student Book p. 25 with a partner, and then select some students to
come and explain how they were able to find the shapes. Ask, How did you know that you were correct?
For students from the Teaching Groups, have them share their work and ask, How were you able to find
the objects with that shape? How did you know it was the same shape?
LESSON PLAN
TUNING IN
SHAPES IN OUR SCHOOL
You will need: BLM 31 Shape Cards 1
Enlarge a number of BLM 31 Shape Cards 1 and make these into cards. Give each student a card and take
students on a walk around the school to see if they can see their shape somewhere in the school environment.
Take digital photos of students finding their shape in the school environment for display or to put into a class
Maths Journal.
NAMING SHAPES
You will need: NTO K.38 What Shape Is This?, cards made from BLM 31 Shape Cards 1
Present NTO K.38 What Shape Is This? to students or alternatively use a card made from BLM 31 Shape Cards
1. Ask students to look carefully at the shape and provide words to describe it. Encourage students to look at
number of edges and corners, colour and size. Ask, Does anyone know the name of the shape? If necessary,
tell students the name of the shape. Repeat for other shapes.
INDEPENDENT TASKS
You will need: BLM 31 Shape Cards 1, BLM 32 Shape Cards 2, scissors, glue, sheets of paper, coloured
pencils, NTO K.40 Shape Express, Student Book p. 27 Find the Shape
TASK 1:
SHAPE PICTURES
For this task each student will select a card from BLM 31 Shape Cards 1 or for more able students a card from
BLM 32 Shape Cards 2. To find out which students know the names of some shapes, ask them to name the
shape they would like to use. Students then need to cut out the shape and paste it onto a sheet of paper. Using
coloured pencils, students make the shape into a picture.
TASK 2:
INTERACTIVE TASK
Have students use NTO K.40 Shape Express where they need to complete the train by finding the matching
shape.
TASK 3:
STUDENT BOOK p. 27 Find the Shape
TEACHING GROUP
You will need: BLM 31 Shape Cards 1, scissors, glue, sheets of paper, BLM 32 Shape Cards 2
RECTANGLES
For students who require support, work with them in a small group and have them cut out a rectangle
from BLM 31 Shape Cards 1. Before they paste the rectangle onto a sheet of paper and use coloured
pencils to make it into a picture, have them explore the features of the shape. They can do this by folding
Unit 12
2D Shapes
23
07/05/14 3:23 PM
the rectangle to find that the four corners are the same and that the opposite sides are the same, but
that there is a pair of long sides and a pair of short sides. As a group, brainstorm things that could be
rectangular in shape, e.g. a book, a laptop, a tabletop, and have students complete their picture.
LOTS OF SHAPES
For students who require a challenge, have them select a number of shapes from BLM 31 Shape Cards
1 or BLM 32 Shape Cards 2. Then they need to plan and draw a picture where these shapes might be
found.
REFLECTION
Select students to come to the front and name the shape and how they used it to make a picture in
Independent Tasks, Task 1. Record what students say, e.g. I used a square to make a picture of a house,
and make a display or a book of students work.
Get students to show where they put a rectangle in their picture Rectangles in the Teaching Group. Ask
them to explain how they knew the shape was a rectangle and not another shape. Ask students to identify
and name the other shapes that they can see.
LESSON PLAN
TUNING IN
I SPY SOMETHING IN THE CLASSROOM
Select an object in the classroom that has a particular shape, e.g. the door. Say, I spy something in the
classroom that is a big rectangle. Select students to go and point to an object that might be the object you are
thinking about. Once a student points to the door, select another object in the shape of another shape, e.g.
square, triangle or circle, and repeat the activity. This is a good time to identify students who cannot recognise
shapes and need support in the Teaching Group.
MATCHING SHAPES
You will need: a large hoop (or draw a circle on the floor with chalk that can be removed later),
attribute blocks
Tip the attribute blocks onto the floor so that all students can see them. Select a block, e.g. a rectangle, and
have students describe the shape by describing its colour, number of sides, size and thickness. Place the block
into a hoop on the floor and say, I like rectangles. Can anyone find another block that is a rectangle? Select
students to find other blocks with rectangles and get them to place them inside the hoop or circle. Continue
until all of the rectangles have been placed into the hoop or circle. Ask students to name the shapes in the hoop
or circle and tell them that the shapes outside the hoop or circle are not rectangles. Repeat for other shapes and
attributes, making sure that students understand which shapes have a common attribute and which do not.
INDEPENDENT TASKS
You will need: BLM 33 Shape Bingo, attribute blocks, a bag, counters, NTO K.41 Make a Picture, Student
Book p. 28 Shape Caterpillars
TASK 1:
SHAPE BINGO
Model the following tasks before students work in pairs or small groups. Provide students with one of the four
bingo templates from BLM 33 Shape Bingo. (Note that the one in the top left-hand corner is the easiest and
the one in the bottom right-hand corner is more difficult). Ask students to colour two of their shapes red, then
another two blue and another two yellow. Tell students that they can colour the remaining shapes red, blue or
yellow. Place the circles, squares, triangles and rectangles from the attribute blocks in a container or bag. Select
a shape and hold up for students to see. Tell them to look at their bingo board, and if they have the same shape
in the same colour, they can cover it with a counter. Continue selecting shapes from the container or bag until a
student has covered either a row or all of the bingo board.
TASK 2:
INTERACTIVE TASK
Have some students use NTO K.41 Make a Picture to recreate a picture by selecting the correct shapes.
TASK 3:
24
STUDENT BOOK p. 28 Shape Caterpillars
Teachers Resource
Kindergarten
07/05/14 3:23 PM
TEACHING GROUP
You will need: NTO K.39 Match This Shape, BLM 31 Shape Cards 1, BLM 32 Shape Cards 2, a bag,
green, red, blue and yellow counters
MATCH THE SHAPE
For students who require support, present NTO K.39 Match This Shape. When a shape appears on the
screen, ask students to look carefully at the shape and ask questions about its features, e.g. How many
sides does this shape have? Are the sides the same length? How many corners does the shape have?
What colour is the shape? Invite a student to come to the board and explain which shape they think has
the same number of sides, corners and colour, and then get them to test their prediction by selecting the
shape. Reset and repeat so that students continue to identify features of the shape to help find the match.
BINGO CHALLENGE
For students who require a challenge, have them fold a piece of paper in half and half again and then turn
the paper 90 degrees and fold in half and in half again so that their paper is a 4 x 4 grid. Give them BLMs
31 and 32 Shape Cards to create their own bingo board. Have students colour their shapes red, blue,
green or yellow. In a bag place a set of cards made from BLMs 31 and 32 Shape Cards and a red, blue,
green and yellow counter. Have one student select a card and counter from the bag, while the others look
for the shape in that colour on their bingo board. If a student has that shape in that colour, they cover it
with a counter. Continue until one student has bingo by getting four counters in a row.
REFLECTION
Put a selection of attribute blocks in front of students and then ask them to look at the shapes and see if
they can find a given shape, e.g. a triangle. Ask, How do you know that the shape is a triangle? How do
you know that it is not a circle?. Repeat.
Get students to show the caterpillars they designed in Independent Tasks, Task 3. Have students explain
the shapes they chose and why.
Assessment
Review with students Assessment Task Card K.12.
Note on a class list which students in Lesson Plan 2, Independent Tasks, Task 1, were able to name the
shape they wished to use.
Make a note of students completing the scaffolding tasks or more challenging activities in the
Teaching Group.
Review Student Book pages and make notes on which students are experiencing difficulties and those
able to complete the tasks.
Note students responses to Reflection questions.

Q 1
Provide more experiences for the student to explore the features of shapes. Make sets of laminated
shapes from BLM 31 Shape Cards 1. Have the student outline the shapes and then describe what they
see. Make a set of cards from BLM 31 Shape Cards 1 and play flashcard games so the student can
recognise and name the shapes.
Give the student cards made from BLM 31 Shape Cards 1 and have them identify objects that contain
Q 2
that shape in the classroom and school environment.
1. See Assessment Task Card K.12 for specific recommendations.
2. Have the student explore NTO K.39 Match This Shape and NTO K.40 Shape Express.
2. Extending the student in any of the listed activities or tasks by using more shapes, e.g. semi-circle,
trapezium, hexagon, pentagon, rhombus and kite.
Unit 12
2D Shapes
25
07/05/14 3:23 PM
Shapes You Can See
DATE:
at each shape. Draw something from your

**Look
classroom that has the same shape.
Find another shape in the classroom and draw it.
26
Unit
12
2D Shapes (TRB pp. 2223)

Two-dimensional space MAe-15MG manipulates, sorts and describes representations of two dimensional shapes,
including circles, triangles, squares and rectangles, using everyday language
07/05/14 3:23 PM
Find the Shape
DATE:
**
Look at the picture below.

Colour all the rectangles blue.
**How many rectangles are in the picture?

What other shapes can you see?
**
Unit
12

27
07/05/14 3:23 PM
Shape Caterpillars
DATE:
**Finish the patterns on the caterpillars.
**Draw your own shapes on the caterpillar.
28
Unit
12

07/05/14 3:23 PM
DATE:
Unit
12
STUDENT ASSESSMENT
**Look at all the shapes. Colour the triangles red.
**This is a rectangle.
Draw something from your classroom that has
a rectangle.
Unit
12

29
07/05/14 3:23 PM
Unit
Numbers Beyond 20
NUMBER AND ALGEBRA

Whole numbers MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
ML
consecutive, eighty, fifty, forty, ninety, one hundred, ones, seventy, sixty, tens, thirty, twenty
LESSON PLAN
TUNING IN
HOW FAR CAN YOU COUNT?

Have students sit or stand in a circle and designate someone to begin counting by ones from zero, with
each student counting the next consecutive number. See how far students can go before making a mistake.
Write down the last correct number. Have students try again to see if they can count further.
WRITING NUMBERS
On the board, write the numerals from 1 to 10 and underneath from 11 to 20 and have students read them. Point
to the 20 and say, This is how we write 20. Can anyone write the other numbers in the 20s? Invite a student
to write the numbers 21 to 29. Then ask, What number comes after 29?, and as students answer, write 30 on
the board. Ask, Do you notice anything about the numbers? Draw students attention to the repeating nature
of the final digit pattern. Continue by asking a student to write the other numbers in the 30s. Then ask what
comes next and write 40 on the board. Continue having students write the numbers up to 100. Point to different
numbers and see if students can read them.
INDEPENDENT TASKS

You will need: BLM 6 Blank Number Line, scissors, Word, Student Book p. 38 Number Bingo
TASK 1: NUMBERS TO 100

Have students work in a group of three to make a number line to 100. Give each student a copy of BLM 6 Blank
Number Line. Have them cut out the sections and work out which numbers individual students will write. Note:
number lines go up to 120 have students cut off the number line at 100. Remind students that the numbers are
on the board for support. Have students make number lines to 100 beginning at zero.
TASK 2:
INTERACTIVE TASK
Using Word, students make a 10 x 10 table and have them fill in the numbers from 1 to 100 to make a 100 chart.
TASK 3:
STUDENT BOOK p. 38 Number Bingo
TEACHING GROUP
You will need: NTO 1.1 Number Cards, number tiles made by cutting up BLM 14 100 Chart
MAKING A NUMBER LIST
For students who require support, begin revising numbers that students know and gradually introduce
larger numbers. Set NTO 1.1 Number Cards to show numerals to 20, and have students read numbers as
they appear. Then increase the range of numbers to 30 for students to practise reading. Have a number
race whereby students form a starting line and the first student to recognise the number takes one step
forward. Ask students to write down the numbers to 30. Introduce the next ten numbers, writing them
on the board and saying them and getting students to repeat. Randomly point to the numbers and have
students say them. Have students add the next ten numbers to their list. Once students have written down
the numbers to 50, call out random numbers and have students point to them. Keep the number lists to
add to in later lessons.
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Teachers Resource
Year 1
07/05/14 3:23 PM
PUT THEM IN ORDER

For students who require a challenge, give them a set of number tiles made from BLM 14 100 Chart and
have them put the numbers in order either in a 10 x 10 grid pattern or as a long line. Have students work
with a partner.
REFLECTION
Write numbers on the board, e.g. 68, 33, 92, and have students read the numbers. Ask, How did you know
what the numbers were? What helps you to read the numbers?
Ask, When you write all the numbers to 100, how can you make sure that you have not missed any?
What strategies do you use?
LESSON PLAN
TUNING IN
AROUND THE WORLD
You will need: a set of number cards from 1 to 100 made from an enlarged copy of BLM 14 100 Chart
Hold up number cards in random order and have students read them. Play Around the World whereby students
sit in a circle and two students sitting next to one another are selected to stand and see who can read the
number the quickest. The student who reads the number the quickest remains standing and the next student
in the circle competes. The game continues until every student has had a turn.
A CHART OF NUMBERS
You will need: NTO 1.21 Numbers to 100
Present NTO 1.21 Number to 100 and point to the 1 and 100. Have students read the numbers. Tell students
that you need their help to make a 100 chart. Ask, What number comes after 1? When students have answered,
click onto the first blank space to reveal the number. Continue asking for the next number and invite students to
come and click on the space to reveal the next number until all the numbers on the chart are revealed.
INDEPENDENT TASKS

You will need: BLM 15 Make Your Own 100 Chart, number tiles made by cutting up BLM 14 100 Chart, NTO 1.21
Numbers to 100, counters, a dice, Student Book p. 39 Lucky Slides
TASK 1:
TIC TAC TOE
Give students a copy of BLM 15 Make Your Own 100 Chart and have them fill in the numbers from 1 to 100.
If students need support, display NTO Numbers to 100 with the numbers revealed. Once students have filled
in the numbers, have them play Tic Tac Toe.
TASK 2:
INTERACTIVE TASK
Have students work in pairs. Give each pair a set of number tiles made from BLM 14 100 Chart. One student
from each pair selects a number for the other student to locate on NTO 1.21 Numbers to 100. Continue until all
of the numbers from 1 to 100 have been located.
TASK 3:
STUDENT BOOK p. 39 Lucky Slides
TEACHING GROUP
You will need: BLM 15 Make Your Own 100 Chart, number tiles made from BLM 14 100 Chart
A FEW MORE NUMBERS
For students who require support, continue to revise numbers that they know. Have students read through
the number list they made in Making a Number List in Lesson Plan 1, Teaching Group. Have students
stand in a circle and throw or roll a ball across the circle to each other and the student who catches the
ball says the next consecutive number. Support students to count past 50 to 80. Have students add the
numbers they have counted to their number list.
BURIED TREASURE
For students who require a challenge, have them complete a 100 chart using BLM 15 Make Your Own
100 Chart. Next, have pairs of students use their 100 charts to play a strategy game. One student selects
a number tile (these can be made from BLM 14 100 Chart). The number on the tile must be used as part
of a row of three adjacent numbers on the students 100 chart, e.g. if number tile 25 is chosen, the row of
three numbers or bars of buried treasure could be 24, 25, 26 or 25, 15, 5 or 25, 36, 47. (Note: numbers
Unit 8
Numbers Beyond 20
31
07/05/14 3:23 PM
may be diagonally adjacent on the 100 chart). The first student colours in their bars of treasure on the
100 chart, without showing their partner. The second student tries to find the bars of buried treasure by
guessing any number that forms part of the treasure. For example, students ask: Is number 25 in your bar
of buried treasure? Pairs swap roles when the bars of buried treasure have been guessed correctly.
REFLECTION
Have students share the 100 charts they completed in Independent Tasks, Task 1, and ask, When you
wrote the numbers, what were you thinking that helped you write the correct number?
Ask in relation to Buried Treasure in the Teaching Group, What strategies did you use to win?
LESSON PLAN
TUNING IN
POINT TO THE NUMBER

Present NTO 1.21 Numbers to 100 with numbers showing and the pointer selected. Ask, Can anyone point to
the number that tells us how many students are in the class? Continue to ask students to point to numbers that
are significant to them, e.g. their classroom number, the number in their address and so on.
HOW THE NUMBERS ARE ARRANGED
Present NTO 1.21 Numbers to 100 with the numbers showing and ask, Have you noticed anything about the
way that the numbers on a 100 chart are arranged? Discuss that the numbers are in consecutive order, the final
digit pattern is repeated in each row and that, as you move down a column, there is an increase of one in the
tens number. Hide the numbers on the NTO 1.21 Numbers to 100, click one number and have students read
the number. Then point to the next space and ask, What number will come next? Have students uncover the
next space to check their answer. Point to the first number uncovered and ask, What number will come before
this number? Again have students check their answer by uncovering the space. Continue selecting numbers
and asking students to name the numbers that comes after and before.
INDEPENDENT TASKS

You will need: Sets of number tiles made from BLM 14 100 Chart, NTO 1.21 Numbers to 100, Student Book p. 40
Whats the Number?
TASK 1:
CONSECUTIVE NUMBERS
Have students work in small groups. Give them a set of number tiles made from BLM 14 100 Chart and have
them spread the tiles out, face-down, on the floor or tabletop. Explain to students that they are going to try to
get two number tiles that are consecutive numbers. So, they turn over one tile and then turn over another one.
The second tile needs to be the number that comes before or after the number on the first tile for them to keep
the tiles and have another turn. Otherwise they have to turn the tiles back over and it is the next persons turn.
TASK 2:
INTERACTIVE TASK
Have students use NTO 1.21 Numbers to 100 to explore consecutive numbers. Randomly click on a number.
Students write it down and then write down the number that comes after and the number that comes before,
using the NTO to check their answers.
TASK 3:
STUDENT BOOK p. 40 Whats the Number?
TEACHING GROUP
You will need: NTO 1.21 Numbers to 100, a set of number tiles made from BLM 14 100 Chart, a copy of
BLM 14 100 Chart
MAKE IT TO 100
For students who require support, have them continue to complete their number list from A Few More
Numbers in Lesson Plan 2, Teaching Group. Present NTO 1.21 Numbers to 100 with the numbers
hidden. Begin clicking the numbers in order from 1 to 80, having the students recite the numbers as
you do. Ask, We know that the last number was 80, so what will the next number be? Check students
prediction by revealing it on the NTO. Have students continue predicting the numbers to 89 and then
ask them to write them on their number list. Tell students to look at the last column, have them read the
32
Teachers Resource
Year 1
07/05/14 3:23 PM
numbers 10, 20, 30, 40 50, 60, 70, 80 and ask, What do you think the next number will be? How do
you write that? Have students add 90 to their list and then have them check on the NTO that they are
correct. Have students write the remaining numbers to 100 and then check on the NTO.
WHAT COMES NEXT?
For students who require a challenge, put them into small groups and give each group a set of number
tiles made from an enlarged copy of BLM 14 100 Chart. Have them shuffle the tiles, and then each
student takes five. The remaining number tiles are placed in a pile face-down. One tile from the pile is
turned over and placed on a 100 chart (use another copy of BLM 14 100 Chart). The aim of the game
is to be the first student to get rid of their number tiles, which they do by taking it in turns to place a
tile on the 100 chart. They can only place a tile if it is the number that comes before or after or would
appear above or below the number/s on the 100 chart. If students are unable to place a number tile,
they must pick up another tile from the pile.
REFLECTION
Ask, When exploring a 100 chart, was it always easy to work out the numbers that come before and
after another number? What strategies do you use to help you work it out?
Ask, Are there some numbers that come after each other that are more difficult to remember than
others? Why?
Assessment
Review with students Assessment Task Card 1.8.
Collect created items, e.g. completed number lines and 100 charts, as work samples for student portfolios.
Observe students as they complete Consecutive Numbers in Lesson Plan 3, Independent Tasks, Task 1,
and mark on a class list students who are able to identify pairs of consecutive numbers.
Teaching Groups.

Q 1
Provide more practice with oral counting. Look for opportunities within the school environment, e.g.
classroom numbers, classroom charts that list numbers of books borrowed, for them to read numbers
up to 100.
Q 2
Have the student complete 100 charts and use as game boards and to play games, e.g. Tic Tac Toe,
which will reinforce understanding of how the numbers are organised.
Q 3
Have the student use NTO 1.21 Numbers to 100 whereby they can explore numbers that come before
and after.
1. See Assessment Task Card 1.8 for specific recommendations.
2. Review Nelson Maths: Australian Curriculum Year 1 Units 22 and 23.
3. Have the student complete Nelson Maths Building Mental Strategies Big Book 2, p. 6.
1. Completing Nelson Maths Building Mental Strategies Big Book 3, p. 3, to explore larger numbers.
Unit 8
Numbers Beyond 20
33
07/05/14 3:23 PM
BLM
Blank Number Line
Paste here
Paste here
Paste here
Paste here
Cengage 2014. This page from Nelson Maths: Australian Curriculum Teachers Resource Year 1 may be photocopied for educational use within the purchasing institution.
Unit
Whole numbers MA1-4NA
Teachers Note: This BLM can be cut out and individual sections used
or a number of sections pasted together.
34
07/05/14 3:23 PM
BLM
14
100 Chart
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 15 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Unit
1
8
Whole numbers
MA1-4NA
Teachers Note: This BLM can be photocopied and laminated for re-use in the classroom. Make sets of number
tiles from 1 to 100 by enlarging, copying each set on different-coloured paper and cutting into number tiles.
35
07/05/14 3:23 PM
Unit
15
Make Your Own 100 Chart
Fill in the numbers from 1 to 100.
10
14
43
27
35
59
62
86
78
100
Tic Tac Toe

You will need: a partner, a completed 100 chart,
a different-coloured pencil from your partner
Take it in turns to tell your partner which number
to colour in for you.
If your partner has coloured three numbers in a row
for you, then you score a point.
Unit
1
8
36
07/05/14 3:23 PM
1.8
F.1
Year
Foundation:
1: Assessment
Assessment
Task Card
Task Card
Unit
NUMBERS BEYOND 20
8
1
Resources: NTO 1.21 Numbers to 100, a set of number tiles made by cutting up a copy of BLM 14 100 Chart
Present NTO 1.21 Numbers to 100 set to show the numbers. Randomly point to different numbers
and have the student read them.
Have the student write the following numbers as you say them:
89, 13, 48, 72, 31, 50
Give the student a copy of BLM 14 100 Chart and a matching set of number tiles made from BLM 14
100 Chart. Have them randomly select number tiles and place them on the corresponding number on
the 100 chart.
Have the student select number tiles and name the number that comes before and after the number
they have selected.
1.8
F.1
Year
Foundation:
1: Assessment
Assessment
Task Card
Task Card
Unit
8
1
NUMBERS BEYOND 20
TARGETED ASSESSMENT

Q1
Continue to provide practice in reading numbers by playing races involving who can read the number first or playing
Around the World in Lesson Plan 2, Tuning In.
Q2
Look for opportunities for the student to read numbers in the school environment, e.g. team or sporting scores.
Q3
If the student takes a while to place number tiles on a 100 chart and appears to be going through numbers from
1 onwards to find a number, then they have not demonstrated an understanding of how the numbers are placed.
Have them complete a blank 10 x 10 grid writing the numbers to 99 or 100. Ask them to point to a particular
number and read all the numbers in that column and row, and discuss what is common to all the numbers in that
column and row.
Q4
Initially, have the student point to numbers on NTO 1.21 Numbers to 100 and name the number that comes before
and after. Then ask them to visualise a 100 chart and think about where a number would be and what numbers
they would see either side of it. Play Consecutive Numbers in Lesson Plan 3, Independent Tasks, Task 1, whereby
the student places number tiles side by side to see if they look like consecutive numbers.
Unit 8
Decimals to 2 Decimal Places
37
Teachers Resource
Year 1
07/05/14 3:23 PM
Number Bingo
DATE:
You will need: a partner, a copy of BLM 14 100 Chart, scissors,

a paper bag
1
Choose numbers between 1 and 100.
Write each number in the grid below.
Cut up BLM 14 100 Chart to make number tiles.
Place the number tiles in a paper bag.
With a partner, take it in turns to pull a number
tile from the paper bag. Read the number.
If you have that number in your grid, cross it off.
The first person to cross off all of their numbers wins.
Use the grid below to play again.
38
Unit
Numbers Beyond 20 (TRB pp. 3031)

Whole numbers MA1-4NA applies place value, informally, to count, order, read and represent two-and
three-digit numbers
07/05/14 3:23 PM
Lucky Slides
DATE:
You will need: a dice, small counters

1
Fill in the missing numbers to complete the game board.
10
13
21
22
30
14
15
52
71
90
64
46
66
91
85
39
47
57
58
67
68
76
72
84
19
38
55
80
27
45
63
17
35
40
60
16
24
33
51
78
79
98
99
86
97
2 To play a game with a partner, put your counters on 0.

3 In turn, roll the dice and move that many spaces.
4 Look carefully so you follow the numbers in the correct order.

If you do not follow the correct order, you have to go back to 0.
5 If you land on a number at the top of the slide, slide down

to the number at the bottom.
6 The first to 99 wins!
Unit

three-digit numbers
39
07/05/14 3:23 PM
Whats the Number?
DATE:
You will need: a set of number tiles made BLM 14 100 Chart

for each table, glue
Select a number card. Paste it in the space below. Think about
a 100 chart. Now write the number that comes before and
after. Do this 3 more times.
Three groups of children played a game.
Work out who came 1st , 2nd and 3rd for each group.
Their scores were:

a Abdul: 78
Jake: 79
2nd
1st
b Lucy: 84
Iman: 86
2nd
1st
c Carlos: 39 Nat: 41
2nd
1st
Lee: 76
3rd
Maria: 85
3rd
Tom: 40
3rd
one more than Jack, Jo scored
Jack scored 79. Jan scored
one less than Jack and Jed scored one more than Jan.
What were their scores? Write them in order.
40
Unit

three-digit numbers
07/05/14 3:23 PM
DATE:
Unit
STUDENT ASSESSMENT
You will need: a set of number tiles made from

BLM 14 100 Chart
Have your teacher or a partner select 8 number tiles.
As they read them to you, write down each number.
Fill in the missing numbers in the 100 chart.
1
19
24
50
53
75
100
3
Unit
Write the number that comes after each number.

71
17
39
63

three-digit numbers
41
07/05/14 3:23 PM
Unit
10
Length and Area

Length: MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and
centimetres
Area: MA1-10MG measures, records, compares and estimates areas using uniform informal units
ML
estimating, long, longer, longest, measuring, tall, taller, tallest, area, surface, cover
LESSON PLAN
TUNING IN
HOW CAN YOU MEASURE?

Present a problem to students about wanting to find out which is the longer of two things that cannot
be moved. Select something within the classroom or school environment, e.g. your desk and an upright
cupboard, and ask, How can we work out which is longer my desk or the cupboard when we cannot
place them side by side? Discuss with students their ideas, including the idea of using some sort of units
that are the same size to measure the objects.
MAKING A GOOD ESTIMATE
You will need: footprints cut out from BLM 18 Dinosaur Footprints
Show students the dinosaur footprints cut out from BLM 18 Dinosaur Footprints and tell them that these
will be used to measure the desk and the cupboard. Tell students you would like them to think about how
many footprints long the desk and cupboard might be and write students estimates on a class list. Invite two
students to measure the desk and two students to measure the cupboard. Ask, Which is longer? How do we
know? Look at the class list and find the students whose estimates were closest and ask, How did you make
your estimation? Discuss the idea of estimating by thinking about how many of the footprints would fit along
the desk or cupboard.
INDEPENDENT TASKS

You will need: BLM 18 Dinosaur Footprints, scissors, chalk, Student Book p. 40 Two Footprints Long
TASK 1:
ESTIMATE AND MEASURE
Have students work with a partner or small group. Give each pair or small group a copy of BLM 18 Dinosaur
Footprints and have them cut out the footprints. Students then choose two objects in the classroom to
measure. Before they measure, they need to record an estimate of how many footprints long they think each
object will be and then work together to measure. When students have finished measuring, they need to
write about what they did and a statement about which object was the longest and how they know.
TASK 2:
DRAW A DINOSAUR
Have students work with a partner or small group to draw a dinosaur that is five or 10 footprints long or tall
using chalk outside the classroom on a concrete or asphalted area.
TASK 3:
STUDENT BOOK p. 40 Two Footprints Long
TEACHING GROUP
You will need: BLM 18 Dinosaur Footprints, scissors

MORE OR LESS THAN A FOOTPRINT
For students who require support, continue to have them compare individual classroom objects to
decide if they are more or less than a dinosaurs footprint. Have students cut out a footprint from BLM 19
Dinosaur Footprints, and then holding the footprint in their hand, have them look around the classroom
to find something they think will be more than the footprint. Have students collect the object and make a
direct comparison. Then ask students to find something in the classroom they think will be less than the
footprint and directly compare the object. Have students write about their findings.
42
Teachers Resource
Year 1
07/05/14 3:23 PM
FIVE THINGS
For students who require a challenge, have them work with a partner or small group to cut out a footprint
from BLM 18 and look for things in the classroom that might be at least as long as three footprints. Have
students select up to five objects and measure them with the footprints and then order the five objects
from longest to shortest. Have students record their findings.
REFLECTION
Have students share their work from Independent Tasks, Tasks 1 and 2, or from the Teaching Groups, and
ask, Was it easier to measure some things than others? Why?
Ask, What did you do when you were measuring and the footprint went past the end of the object? How
did you count that?
LESSON PLAN
TUNING IN
MEASURING DINOSAUR FOOTPRINTS

You will need: three pieces of string 5cm, 27cm and 75cm long or drawings of dinosaur footprints
(of these lengths) on paper or on the floor using chalk
Prior to the lesson, make sure that all rulers are out of sight. Hold up the pieces of string or point to the
footprints, explaining to students that dinosaur footprints were discovered at Lake Quarry in Winton,
Queensland, that the footprints belonged to three different types of dinosaurs and that the string (or the
drawings) show the average size of the footprints. Ask, What do we have in the classroom that we can use to
measure the footprints? During discussions of possible objects, stress that whatever is to be used to measure
needs to be of uniform size.
MEASURE IT
You will need: NTO 1.24 Measure It
Present NTO 1.24 Measure It and select an object, e.g. a shoe, to measure. Choose between the paperclip,
craft stick or square counter. Have students estimate how many of each item will be needed to measure the
shoe, and then invite a student to measure using the unit of choice and students counting the units. Counting
the units presents a good chance to discuss what to do if the units are more than the object.
INDEPENDENT TASKS
Note: Choose from Tasks 1, 2 or 3

You will need: three pieces of string 5cm, 27cm and 75cm long, paperclips, craft sticks, counters, playing
cards, NTO 1.24 Measure It, Student Book p. 41 Paperclips or Counters?
TASK 1:
MEASURING WITH THINGS
Have students work with a partner and choose two of the dinosaur footprints (or pieces of string) to measure.
Have them record an estimate first and then measure, choosing from a range of informal uniform units, e.g.
paperclips, counters, craft sticks, playing cards. Have students record their results.
TASK 2:
INTERACTIVE TASK
Have students explore NTO 1.24 Measure It choosing different informal units to measure objects.
TASK 3: STUDENT BOOK p. 41 Paperclips or Counters?
TEACHING GROUP
You will need: paperclips, craft sticks, playing cards

HOW LONG IS A TABLE?
For students who require support, have them focus on one object and the skills involved in using uniform
units to measure its length. As a group, decide on an object in the classroom to measure, e.g. a tabletop.
Explain to students that they are to measure the length of the tabletop using paperclips. Give each
student a paperclip and ask, How many paperclips do you think will fit end to end from one edge of the
tabletop to the other? Have students write down their estimates. Then have them work in pairs or small
groups to measure the tabletop. Have students compare results and discuss reasons for any discrepancies.
Unit 10
Length and Area
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07/05/14 3:23 PM
MEASURING WITH DIFFERENT UNITS

For students who require a challenge, have them explore using different uniform units. As a group, decide
on a number of things in the classroom that can be measured, e.g. the width of the doorway, the shortest
side of your desk, the width of a computer keyboard. Have each pair of students use something different
to measure with, e.g. paperclips, craft sticks or playing cards. Have students record estimates before they
measure. When students have finished measuring, have them share results. Record the different results
and ask, Were the results the same? Why not?
REFLECTION
Have students share their results from Independent Tasks, Tasks 1 and 2, or from the Teaching Groups, and
ask, Did everyone get the same results? Why not?
Have the students who estimated well explain what strategies they used.
Have students explain how they measured and record a list of the key things they need to remember on
the board or poster paper.
LESSON PLAN
TUNING IN
WHAT DO WE MEAN BY AREA?

You will need: a normal classroom table
In order to ensure that students understand the difference between length and area, have students trace along
the edge of a classroom table with their index fingers and identify this as the length of the table top. Next, ask
them to start at one corner of the table top and to pretend that they are cleaning the whole surface of it with the
palms of their hands. Identify this as the surface of the table top and that they have rubbed their hands over the
whole of the area of the table top.
THE AREA OF A TABLE TOP
You will need: Several books of the same type/size or sheets of A4 paper.
Remind students of the Tuning In activity in order to ensure that they understand what is meant by the area of
something. Say something like, We are going to put the books (sheets of paper) side-by-side on the table top
so that they cover the whole area. How many do you think we will need? Carry out the activity and identify the
area as ** books/sheets of paper.
INDEPENDENT TASKS

You will need: counters/blocks, the cover of a book, NTO 1.53 Larger or smaller area? 10 cm x 10 cm
squares of coloured paper, a piece of card 30 cm x 20 cm divided into 10 cm x 10 cm squares, Student Book
p. 42 Area
TASK 1:
WHATS THE AREA?
Working with a partner, students estimate the number of counters that will be needed to cover the front of a
book. They could record their guesses and then carry out the activity. Afterwards they record the actvitiy by
writing something like, It took 20 counters to cover my book. The area of my book is 20 counters.
TASK 2:
INTERACTIVE TASK
Have students explore the comparison of two areas area using NTO 1.53 Larger or smaller area?
TASK 3: STUDENT BOOK p. 42 Area
TEACHING GROUP
You will need: 10 cm x 10 cm squares of coloured paper, a piece of card 30 cm x 20 cm divided into
10 cm x 10 cm squares, BLM 52 Two-centimetre Grids
LETS COVER IT
For students who require support, work with a small number of uniform, informal units (10 cm x 10 cm
squares) and a piece of card 30 cm x 20 cm divided into 10 cm x 10 cm squares. Identify what is meant
by the area of the card by rubbing a hand over the whole surface (see Tuning In). Ask the students how
many of the coloured squares they think will be needed to cover the card. Carry out the activity by placing
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the squares on the card side-by-side, one at a time. Identfy the area of the card as 6 squares. Also use
BLM 52 Two-centimetre Grids. Students estimate how many (2 cm) counters will be needed to cover the
rectangles and then carry out the activity and complete Student Book, page 42, Area.
USING DIFFERENT UNIFORM, INFORMAL UNITS
For students who require a challenge, have them explore using various uniform, informal units to find the
area of a 10 cm x 10 cm sheet of paper. Ask, Is the total number of counters the same as the total number
of blocks, for example? Why or why not? Subsequent discussion could lead to the understanding why the
use of a formal unit for finding area would be advantageous.
REFLECTION
Have students share their results from Lesson Plans 1 and 2 Independent Tasks, Task 1, or from the
Teaching Groups, and ask, Did everyone get the same results? Why not?
Have students who estimated well explain what strategies they used.
Have students explain the difference bewteen what we mean by the length of something and the area
ofsomething.
Assessment
Collect created items from Lesson Plan 1, Independent Tasks, Task 1, and Lesson Plan 2, Independent
Tasks, Task 1, as work samples for student portfolios.
Observe students as they complete Lesson Plan 1, Independent Tasks, Task 1, and Lesson Plan 2,
Independent Tasks, Task 1, and mark off on a class list students who are able to make reasonable
estimates and measure the length of objects reasonably accurately.
Make note of the way that students estimate area in Lesson Plan 3.
Recommendations for Future learning

Q 12 Provide more experiences in the classroom for the student to measure and compare two objects
according to length, e.g. finding who has the longest shoe.
Q 3
Have the students use a variety of informal units to find the area of the same object.
2. Have the student directly compare objects and determine the longest prior to using uniform
informal units.
3. Review Nelson Maths: Australian Curriculum Kindergarten Unit 7.
1. Moving forward to Nelson Maths: Australian Curriculum Year 2 Unit 3.
2. Extending the student in any of the listed activities or tasks by using more than two objects to measure
the length and compare using uniform informal units. Discuss the advantage of using uniform, formal
units for measurement.
Unit 10
Length and Area
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Two Footprints Long
DATE:
You will need: a copy of BLM 18 Dinosaur Footprints, scissors

1
Cut out your dinosaur footprints.
Look around your classroom. Draw 3 objects that might be
2 footprints long.
Now measure the objects and record what you found out.
Objects
(Draw here)
46
How many
footprints long?
Write what you

found out when
you measured
How did you decide which objects might be
Unit
10
long?
Length and Area (TRB pp. 5861)

Length MA1-9MG measures, records, compares and estimates lengths and distances using uniform
informal units, metres and centimetres
07/05/14 3:23 PM
Paperclips or Counters?
DATE:
You will need: paperclips, counters

1
Choose what you are going to use to measure the length
of each object. Write it here:
First estimate how long you think each object will be.
Now measure each object.
Object
Estimate
How many?
Book
Strap on school bag
Which object is longer?
How do you know?
Check with a partner. Did they get the same results as you?
How do you think that happened?
Unit

10
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Area
DATE:
Use counters to find the area of each shape.
How many counters for each shape?
Colour the shape with the largest area red.
Colour the shape with the smallest area blue.
Count the squares to find the area of each letter.
Which has the largest area?
Which has an area that is 1 square bigger than T?
Which have the same area?
Draw a letter L that has an area of 7 squares.
48
Unit
10

Area MA1-10MG measures, records, compares and estimates areas using uniform informal units
07/05/14 3:24 PM
DATE:
Unit
10
STUDENT ASSESSMENT
You will need: counters

Look at the snakes. Estimate how long you think each
snake might be if you measured it with counters.
Now measure the snakes with counters.
Estimate
Number of
counters long
Sammy
Sid
W
hich two letters have the same area? Use counters
to find out.
Unit
10
The letters with the same area are
and

Area MA1-10MG measures, records, compares and estimates areas using uniform informal units
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Unit
Numbers Up to 1000
NUMBER AND ALGEBRA

Whole numbers: MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
ML
digit, hundreds, ones, number cards, MAB blocks, spike abacus, tens
LESSON PLAN
TUNING IN
READING NUMBERS
You will need: NTO 2.1 Numbers
Present NTO 2.1 Numbers set to show three cards with numbers from 0 to 9. Place the cards close together
and have students read the 3-digit number. Rearrange the cards and have students read the new number
formed. Continue having students practise reading 3-digit numbers by using the NTO to generate cards that
can be arranged to form the numbers.
USING NUMBER CARDS
You will need: NTO 2.xx Number Cards
Present NTO 2.xx Number Cards. Select a random number and have students read the number. Then ask them
to say the number aloud and ask, How many hundreds did you say? Invite a student to select the number card
for that many hundreds. Have students say the number again. Invite a student to select the tens card and have
them say the number again. Finally, have a student select the ones card and have the class say the number
again. Generate more numbers, inviting students to say the number and then show it using the number cards.
INDEPENDENT TASKS

You will need: sets of arrow cards made from BLM 2 Arrow Cards 1, BLM 3 Arrow Cards 2, a set of cards
made from BLM 1 Number Cards, NTO 2.xx Number Cards, Student Book p. 60 Arrow Cards
TASK 1:
MATCH THE NUMBER
Have students work in pairs. Give each pair a set of arrow cards made from BLM 2 Arrow Cards 1 and BLM 3
Arrow Cards 2 and a set of number cards made from BLM 1 Number Cards. One student selects a number
card (their partner is not allowed to see it) and reads the number aloud while their partner forms that number
using arrow cards. This student can then check their arrow card by looking at the number card, and if they are
correct, they keep the number card. Students then reverse roles. The student with the most number cards wins.
TASK 2:
INTERACTIVE TASK
Have students explore NTO 2.xx Number Cards by randomly generating a number and using the number
cards to show the number.
TASK 3: STUDENT BOOK p. 60 Arrow Cards
TEACHING GROUP
You will need: sets of arrow cards made from BLM 2 Arrow Cards 1, BLM 3 Arrow Cards 2 (100 card only),
NTO 2.xx Number Cards
100 MORE
For students who require support, begin by having them make 2-digit numbers using a set of arrow cards
made from BLM 2 Arrow Cards 1. Working with a partner, have them sort their cards into columns of ones
and tens. Have students show 2-digit numbers. Say the number and have students repeat the number and
find the two cards to show the number. Continue having students make 2-digit numbers, and when they
are ready, have them show 28 and then ask then to place the 100 card (from BLM 3 Arrow
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Cards 2) underneath and read the number. Continue having students make 2-digit numbers and then
placing the 100 card underneath and reading the number.
USING THE 1000S CARDS
For students who require a challenge, have them work with higher numbers. Present NTO 2.xx Number
Cards and select the 1000s cards. Point to different cards and have students read them out. Select a
1000s card, hundreds card, tens cards and a ones card and have students read the number. Double click
on the hundreds card to remove it and have students read the number. Double click on the tens card and
have students read the number. Repeat a few more times, showing a number and having students read
the number aloud. Have students randomly generate a number and then make the number.
REFLECTION
Ask students When you make a number with arrow cards or on the computer, what are you thinking?
Tell students that you want them to show the number 942 (either using arrow cards or NTO 2.1 Numbers)
and have them explain how they would do it. Ask, How do you know you are correct?
Present NTO 2.xx Number Cards and randomly generate a number, but ask students to show a number
that is 100 more or less.
LESSON PLAN
TUNING IN
DOES ANYONE HAVE?

You will need: a set of number cards made from an enlarged copy of BLM 1 Number Cards
Give a number card to each student and ask, Does anyone have a number with six tens? Have those students
stand up and show their cards. Ask, Does anyone have a card with more than five hundreds? Continue asking
questions about place-value components and note any students who are having difficulty and may need support
in the Teaching Groups.
SPIKE ABACUS
You will need: NTO 2.xx Spike Abacus, a set of number cards made from an enlarged copy of BLM xx
Number Cards, small whiteboards
Present NTO 2.xx Spike Abacus and explain to students that they can use a spike abacus to model numbers.
Place one bead on the hundreds spike, two beads on the tens spike and three beads on the ones spike. Ask,
What number has one hundred, two tens and three ones? Invite a student to write the number on the board.
Make another three-digit number with seven beads on the hundreds spike, four beads on the tens spike and six
beads on the ones spike, and ask, What number has seven hundreds, four tens and six ones? Continue making
numbers and asking students to write down the number on small whiteboards. Next, select a number card made
from BLM xx Number Cards and ask, Can anyone show this number on the spike abacus? Invite a student to
show the number and then check the number of beads for each place-value component and check against the
number card. Continue inviting students to select a number card and show the number on the spike abacus.
INDEPENDENT TASKS

You will need: sets of arrow cards made from BLM 2 Arrow Cards 1 and BLM 3 Arrow Cards 2, a spike
abacus and beads, BLM 1 Number Cards, NTO 2.xx Spike Abacus, Student Book p. 61 Numbers on
a Spike Abacus
TASK 1:
SPIKE ABACUS AND ARROW CARDS
Have students work with a partner whereby one student shows a number on the spike abacus and their partner
must show that number using arrow cards made from BLM 2 Arrow Cards 1 and BLM 3 Arrow Cards 2. Then
have the student with the arrow cards show a number and their partner must show that number on the spike
abacus. Have students alternate roles using the modelling equipment.
TASK
2: INTERACTIVE TASK

Give students a set of number cards made from BLM 1 Number Cards, and have them use NTO 2.xx Spike
Abacus to model a selected number. They can check they are correct by selecting the show number button.
TASK 3:
Unit 4
STUDENT BOOK p. 61 Numbers on a Spike Abacus
Numbers Up to 1000
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TEACHING GROUP
You will need: small whiteboards, Blu Tack or playdough, wooden skewers (with sharp ends cut off), beads
(can be made from playdough), NTO 2.xx Spike Abacus
MAKING A SPIKE ABACUS
Give each student a small whiteboard and enough Blu Tack so that two skewers can stand upright on the
board. Have students label the skewer on the right Ones and the skewer on the left Tens. Say a 2-digit
number, e.g. 32, and ask, How many tens? Have students place that many beads on the tens skewer and
ask, How many ones? Have students place that many beads on the ones skewer. Continue.
FOUR SPIKES
For students who require a challenge, have them use a spike abacus to make 4-digit numbers. Present
NTO 2.xx Spike Abacus and select the show thousands button to reveal the fourth spike. Place some
beads on the spikes, and have students write the number shown on small whiteboards. Invite a student
to read their number and ask, How did you work that out? Repeat a few more times, displaying numbers
and having students write down what number is shown. Next, invite a student to write a 4-digit number
on their whiteboard and show that number on the NTO. Have the student reveal the number on the
whiteboard and the group determine if it matches the number shown on the spike abacus.
REFLECTION
Present NTO 2.xx Spike Abacus showing 438. Ask, What number is shown? How do you know?
Ask, I placed five beads on a three-spike abacus. What number could I have shown? Using a spike
abacus, discuss possible answers and have students explain how they worked out the problem.
LESSON PLAN
TUNING IN
WHAT NUMBERS CAN YOU MAKE?

You will need: NTO 2.1 Numbers
Present NTO 2.1 Numbers set to show three number cards between 0 and 9. Have students look at the
numbers, and move three of the numbers close to one another and say the 3-digit number. Ask, What other
numbers can we make using the three numbers displayed? Have students come to the board and rearrange
the cards to make other 3-digit numbers. Ask, What is the largest number you can make? What is the smallest
number you can make?
WHATS MY NUMBER?
You will need: NTO 2.xx Number Cards
Write a 3-digit number on a piece of paper and keep it hidden. Present NTO 2.xx Number Cards and ask,
What do you think my number is? Instead of saying the number, invite a student to show what they think the
number could be. If any of the components are correct, leave the card displayed, but if they are not part of the
number, double click to remove the incorrect cards. Continue to invite students to show their guesses, leaving
the correct components and removing the incorrect components until the mystery number is worked out.
INDEPENDENT TASKS

You will need: sets of 3 dice, BLM 4 Number Stairs, NTO 2.xx Playing Cards, Student Book p. 62 Climbing
Up the Ladder
TASK 1:
NUMBER STAIRS
Have students play with a partner whereby they take it in turns to roll the three dice to form a 3-digit number.
Students place the number in any space on BLM 4 Number Stairs, provided the numbers decrease as they
go down the stairs. If students cannot make a number that will fit, they forfeit their turn. The first student to
complete their stairs with the numbers in order from highest to lowest wins.
TASK 2: INTERACTIVE TASK

Have students work with a partner to use NTO 2.xx Playing Cards to deal three cards and rearrange the digits
to make the largest number they can. Their partner draws three cards to see if they can make a larger number.
TASK 3:
STUDENT BOOK p. 62 Climbing Up the Ladder
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TEACHING GROUP
You will need: a deck of playing cards with the tens and picture cards removed, a dice
BEAT IT
For students who require support, work with 2-digit numbers until they are able to extend their
place- value understanding to hundreds. Have students play with a partner whereby the first player draws two
playing cards from the deck and forms the largest number they can. Their partner then draws two cards to
make a number that will beat it. The student who has formed the highest number keeps all four cards. The
student with the most cards wins.
CLOSEST TO 999
For students who require a challenge, have them draw up a table or grid with three columns in which they
write the headings Hundreds, Tens and Ones. The object of the game is to get a score as close to 999
without going past it. The dice is rolled six times, and for each roll, students will decide if it is to be
a hundred, ten or one. After six rolls of the dice, students add up their score and the score that is closest to
999 wins, but if the total is more than 999 they have lost.
REFLECTION
Ask in relation to Independent Tasks, Tasks 1 and 2, When you rolled the dice or drew the cards, how did you
decide what was the best number to make?
Ask in relation to the Independent Tasks and the Teaching Groups, What strategies did you use to win the game?
Assessment
Observe students in Lesson Plan 2, Independent Tasks, Task 1, and mark on a class list students who are
able to represent 3-digit numbers with arrow cards and on a spike abacus.
Teaching Groups.

Q 1
Have the student work with a range of materials to model 2-digit and then 3-digit numbers, e.g. craft
sticks, Unifix blocks, MAB blocks, and use arrow cards to label models.
Q 23 Have the student model 2-digit numbers on a spike abacus before moving to 3-digit numbers.
Q 4
Provide opportunities for the student to explore making 2-digit numbers by drawing playing cards
or rolling dice.
Q 5
Look for opportunities in the classroom where the student needs to order numbers, e.g. scores in
games, team points and so on.
2. Have the student work with 2-digit numbers in any of the listed activities or tasks prior to moving to 3-digit
numbers.
3. Review Nelson Maths: Australian Curriculum Year 1 Unit 15.
1. Completing Nelson Maths Building Mental Strategies Big Book 3, pp. 1415, to reinforce mental strategies
involved in ordering numbers.
3. Extending the student in any of the listed activities or tasks by using 4-digit numbers.
Unit 4
Numbers Up to 1000
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BLM
Number Cards
237
73
615
516
948
840
909
217
643
821
395
781
702
372
515
416
489
94
150
634
803
362
123
468
Unit
Teachers Note: This BLM can be photocopied, laminated and cut

up to make cards to use for modelling and sorting activities.
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BLM
Arrow Cards 1
1
2
8
0 6
8 0
4 0
7 0
3 0
6 0
2 0
5 0
1 0
Unit
Teachers Note: To make the cards, cut around the outside borders and along the
dotted diagonal lines. Place cards one on top of the other, aligning the arrows, to build
combinations of numbers with hundreds, tens and ones.
55
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BLM
4 0 0
7 0 0
8 0 0
2 0 0
3 0 0
1 0 0
6 0 0
Arrow Cards 2
5 0 0
9 0 0
Unit
Teachers Note: To make the cards, cut around the outside borders and along
the dotted diagonal lines. Place cards one on top of the other, aligning the
arrows, to build combinations of numbers with hundreds, tens and ones.
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BLM
Number Stairs
1000
1000
Unit
57
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2.4
Year 2: Assessment Task Card

Unit
NUMBERS UP TO 1000
Resources: BLM 2 Arrow Cards 1, BLM 3 Arrow Cards 2, a spike abacus, NTO 2.xx Dice
Say the following numbers and have the student show using arrow cards:
472, 967, 214, 504, 370
Show the following numbers on a spike abacus and ask the student what number is shown:
274, 856, 247, 201, 960
Have the student show the following numbers on a spike abacus:
324, 178, 670, 302
Using NTO 2.xx Dice, show three dice. Ask the student what is the smallest 3-digit number they can make from
those numbers. Ask the student what is the largest 3-digit number they can make from those numbers.
2.4

Unit
NUMBERS UP TO 1
000 TARGETED ASSESSMENT

Q1
Provide opportunities for the student to show 2-digit numbers using arrow cards or NTO 2.xx Number Cards
before moving to 3-digit numbers.
Q23 Have the student model numbers using MAB blocks, and then have them show the same numbers modelled
with arrow cards. Have the student show the same numbers on a spike abacus.
Q34 Provide opportunities for the student to play games, e.g. BLM 4 Number Stairs or Ladder Games, similar
to Climbing Up the Ladder (Student Book p. 62), whereby the student uses their place-value understandings,
and the number of cards or dice used can also match the students level of place-value understanding.
Nelson Maths Australian Curriculum
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Arrow Cards
DATE:
You will need: a set of arrow cards made from

BLM 2 Arrow Cards 1 and BLM 3 Arrow Cards 2
1 Using your arrow cards, make numbers to match the MAB
models. Write your numbers beside each model.
a
2 Use your arrow cards to make the numbers below.

Write your number in the box.
a A number that is more than
700 but has no tens
b A number that is less than
700 but has no ones
c A number that is between
700 and 900
60
Unit
Numbers Up to 1000 (TRB pp. 5051)

three-digit numbers
07/05/14 3:24 PM
Numbers on a Spike Abacus
DATE:
1 Write the numbers that are shown on the abacus.
2 Show the following numbers on the abacus.
905 227 69
562
380
631
454
713
3 Show the following numbers on the abacus. Write the number

beside the abacus.
a 10 less than 256
Unit
b 100 less than 789

three-digit numbers
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Climbing Up the Ladder

You will need:
DATE:
a partner, 3 dice
1 In turn, roll the dice and make a 3-digit number. Write your

number on a rung of the first ladder. The numbers need to get
bigger as you go up the ladder.
2 Once you have written a number, it must stay on that rung.

3 Keep rolling the dice and placing your numbers until each
player has filled their ladder.
4 You score 1 point if the numbers are in order from smallest

to largest.
5 The person with the most points after 8 rounds wins.
62
Unit

three-digit numbers
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DATE:
Unit
STUDENT ASSESSMENT
You will need: a set of arrow cards made from

BLM 2 Arrow Cards 1 and BLM 3 Arrow Cards 2, a dice
1 Use the arrow cards to make the numbers. Write them.
2 Write the numbers that are shown on the abacus.
3 Show the following numbers on the abacus.

147 302 415
562
4 Roll a dice 3 times. Write each number in a box.
Use the numbers to write as many 3-digit numbers

as you can.
5 Order your numbers from smallest to largest.
Unit

three-digit numbers
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Unit
10
Position

Position: IMA1-16MG represents and describes the positions of objects in everyday situations and on maps
ML
above, back to back, backwards, behind, below, between, centre, forwards, half turn, in front of, left,
middle, near, next to, right, quarter turn, side by side, top, towards, under, underneath, upside-down
LESSON PLAN
TUNING IN
MIME IT
Have students work with a partner or in small groups. Explain to students that they are going to mime actions
without speaking words that are used to give directions. Ask students, What words might you use if you were
going to explain to someone how to get from one place to another? Record their suggestions. Whisper a word
to each group so that no one else can hear and have students mime the word for the class to guess.
ROBOTS
Tell students someone is going to be a robot and they will move around the room. Explain that the robot
cannot think for itself and needs to be programmed so that it can move around the room. Inform students that
you are the robot and that they will need to tell you how to move from one place to another in the classroom.
Pick two classroom objects to move between that will require at least one turn. Invite different students to give
instructions and follow them. If you are instructed to turn, complete a 360 turn unless the students tell you
otherwise. At that point, discuss with students the need for more specific language, e.g. quarter turn or half turn.
Continue until you have reached your destination. Next, invite a student to be the robot and another student
to give the instructions to move from place to place, e.g. from the door to your desk, from the board to the
bookshelf, from the sink to the computers, and so on.
INDEPENDENT TASKS

You will need: disposable or plastic plates of varying sizes, cups, bowls, cutlery, toy food items, LO 1074
Direct a Robot: Which Way?, Student Book p. 68 Pattern Block Pictures
TASK 1:
DINNER TIME
Have students work in pairs, each with a variety of the materials above. Have a student make an arrangement
using plates or bowls, cups and cutlery, and placing different food on the plates. This arrangement can be
covered with a cloth or a barrier placed between so that it is hidden from their partner. The student then
explains what they have done and the position of items in relation to one another so that their partner can draw
the arrangement as they have laid it out. When they have finished, they check to see which things are in the
correct position and which are not, and discuss why this might have happened. Students then change roles.
TASK 2:
INTERACTIVE TASK
Have students explore LO 1074 Direct a Robot: Which Way? whereby they need to select the direction the
robot turns in order to take the shortest route to collect samples before returning to their spaceship.
TASK 3:
STUDENT BOOK p. 68 Pattern Block Pictures
TEACHING GROUP
You will need: NTO 2.xx Pattern Blocks, a set of pattern blocks, a digital camera
ARRANGING BLOCKS
For students who require support, have them follow step by step as an arrangement is made on NTO 2.xx
Pattern Blocks and discuss positional language. Present NTO 2.xx Pattern Blocks, and explain that as
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an arrangement of shapes is made on the NTO, students will make the same arrangement with pattern
blocks. Select a shape, e.g. a square, place it in the centre of the board and ask, How can we describe
where we put the square? Have students find a square and place it in the centre of the space in front of
them. Then select another shape, e.g. a hexagon, place it under and touching the square and ask, How
can we describe where we put the hexagon? Have students place the hexagon in their own arrangement.
Select another shape, e.g. a trapezium, place it above and touching the square and ask, How can we
describe where we put the trapezium? Have students place the trapezium. Continue placing shapes and
have students use directional language to describe the position of each shape as they place in their own
arrangement.
CAN YOU MAKE A MATCH?
For students who require a challenge, have them create an arrangement of shapes and write a description
for a partner to follow to create the same arrangement. Take digital photos of original arrangements, and
after instructions have been followed by a partner, pairs can check the photo to see if they are correct. If
a matching arrangement has not been made, have students determine why and modify their instructions.
REFLECTION
Have students show their work from Independent Tasks, Tasks 1 and 3, and ask, Why do you think that
the pictures were not identical? Discuss why some things may have been different sizes and maybe things
may not have been placed in the correct place.
Ask in relation to Can You Make a Match? in the Teaching Group, What was the first instruction you
gave? Why did you choose that?
LESSON PLAN
TUNING IN
BIRDS-EYE VIEW
You will need: a box, a large can, a large ball, NTO 2.xx Birds-Eye View
Pass a box to students and ask them to look down on the box and think about the shape that they can see.
Ask, If you could fly and look down on this, what shape do you think you would see? Continue to pass the other
objects (can and ball) to students. Have them look down on these objects and ask them what shape they think
they might see if they were a bird flying over it. Present NTO 2.xx Birds-Eye View and explain to students that
the shape that they see on screen is what a bird would see if it was flying high above an object. Ask, What do
you think it could be? What makes you think that? Invite a student to check by selecting an object. Continue
presenting other birds-eye views and asking students what object they think it might be and why.
AS THE CROW FLIES
You will need: As the Crow Flies: The First Book of Maps by Gail Hartman (Bradbury Press, 1991)
Hold up the cover of As the Crow Flies: The First Book of Maps and ask, What can you see? Have students
describe all the different things they can see and ask, Why do you think the crow can see so much? Discuss
with students the idea that the crow is so high in the sky that it can see further than if it was on the ground as
there is nothing blocking its view. Read the book and discuss the difference between the picture and the map
for each animal.
INDEPENDENT TASKS

You will need: a digital camera, NTO 2.xx Birds-eye View, Student Book p. 69 Ebonys Run
TASK 1: AS THE CHILD SEES

Have students look out of the window and name at least three things that they can see. Explain that you want
them to draw their map just as there was a map for the eagle, rabbit, crow, horse and gull showing what they
saw. Ask, What shape do you think our classroom would be if we were looking down on it from above? Have
them begin their map by drawing the shape that represents the classroom and then have them draw the other
things they identified when looking out of the window.
TASK 2:
INTERACTIVE TASK
Students could use a digital camera to take birds-eye view pictures of classroom objects. Ask them to share
these with other students and to see if the other students can identify the objects. Alternatively students could
further explore NTO 2.xx Birds-Eye View.
Unit 10
Position
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TASK 3: STUDENT BOOK p. 69 Ebonys Run
TEACHING GROUP
You will need: a fairytale picture book, glue, BLM xx Funtime Park
FAIRYTALE MAP
For students who require support, read or tell the story of a fairytale, e.g. Goldilocks and the Three Bears,
Little Red Riding Hood, Cinderella or The Three Little Pigs. Ask, What are the different places in the
story? Make a list of the places and have individual students draw a picture of one of the places on a small
piece of paper. Then, on a large sheet of paper, have the students place their pictures where they think
each place should go. Reread or retell the story and make sure that the drawings have been placed in the
correct position. Have students paste the pictures in place.
MAP OF A THEME PARK
For students who require a challenge, give them a copy of BLM xx Funtime Park whereby they need to
read the directions and make a map of the park.
REFLECTION
Have students share their work from Fairytale Map in the Teaching Group, and ask, How did you know
where to draw things on your map? How do you know that you have put them in the correct place?
Ask in relation to Map of a Theme Park in the Teaching Group, What do you think was the most difficult
thing about drawing a map?
Discuss with students the things they need to remember when drawing maps and make a poster of their
suggestions to display in the classroom for reference during other mapping activities.
LESSON PLAN
TUNING IN
WHERE DO I LIVE?
You will need: Where Do I Live? by Neil Chesanow (Barrons Educational Series)
Explain that you are going to read a book about a student who lives in the United States of America and
she explains where she lives. Read the story to students, then ask, Where do you live? and invite students
to explain where they live.
OUR SCHOOL
You will need: access to SpatialGenie at www.spatialgenie.edu.au (you will need to register for a free login
prior to the lesson)
Present SpatialGenie to students showing a map of the world. Under My Map select the satellite view. Explain
to students that this view is just like being in a rocket and coming back to Earth. Double click onto Australia for
a closer view. Double click onto your state. Then keep double clicking until you have zoomed in to your school.
Point to different buildings of the school and ask students what they think each is. Have students identify places
they may know that are close to the school, e.g. shops or parks. You can scroll across from My Map to Street
View, and using the icon of an orange figure on the toolbar at the top of the map, you can get a street view
of the school building. Once you have explored the school from different angles, scroll back to My Map and
click on the normal view to see it represented as a map. Have students look at the map and ask, What do you
recognise on the map? Discuss any specially marked features, e.g. parks, shops and the names of streets.
INDEPENDENT TASKS

You will need: SpatialGenie, Student Book p. 70 Our School
TASK 1:
OUR NEIGHBOURHOOD
Explain to students that you want them to make a map of the neighbourhood where their school is. Ask, What
do we have in our neighbourhood that we would record on a map? Make a list of students responses so they
can include them on their own map. Have students draw a map and include their home if they can.
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TASK 2:
INTERACTIVE TASK
Have students explore SpatialGenie to see if they can find their house, and have them look at it as a satellite
view and as a map. Have them also use the street view to find their house.
TASK 3: STUDENT BOOK p. 70 Our School
TEACHING GROUP
CLASSROOM MAP
For students who require support, guide them through the process of drawing a map. Begin by asking
what is the shape of the classroom if students were looking down on it, and have them draw that. Next,
determine the key feature, e.g. tables, and have students count how many and look at the arrangement.
Then have students draw the tables on their maps. Continue identifying objects in the classroom and
determining which shapes will give a birds-eye view of the object and add those to the map.
WHICH ROOM?
For students who require a challenge, have them work with a partner whereby one student instructs the
other student what to draw for a map of a room of their choice. They can choose a room in the school and
their partner should be able to guess which room it is when the map is complete.
REFLECTION
Have students share their maps from Independent Tasks, Task 1, and have them explain what they drew
first and then how they proceeded. Ask, The maps look a bit different. Why?
Have students show their maps from Classroom Map in the Teaching Group to a partner, and ask, What
do you think was good in your partners map? What do you think they could improve next time?
Assessment
Collect created items, e.g. drawings and maps, as work samples for student portfolios.
Teaching Groups.

Look for opportunities in the school environment for the student to describe how to get from one place
Q 1
to the next, e.g. when sending students on messages, ask them to describe the route they would take.
Have the student draw classroom objects from different points of view and have others try to determine
Q 2
which view the drawing was done from. Increase the difficulty by placing more than one object.
Provide street directories, atlases and other simple maps for the student to explore.
Q 3
2. Provide experiences with simple maps of familiar areas, e.g. local parks and shopping centres.
2. Extending the student in any of the listed activities or tasks by including the use of scale.
Unit 10
Position
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Pattern Block Pictures
DATE:
You will need: BLM xx Pattern Blocks, glue, scissors,

sheets of paper
1 Cut out the pattern blocks from BLM xx Pattern Blocks. Make a
picture with the blocks and paste your picture below. Make sure
your partner cannot see your picture.
2 Have your partner get another sheet of paper. Tell them where
to draw the shapes so that they make a picture that is exactly
the same as yours.
3 Now listen to your partner and draw what they tell you on
another sheet of paper.
4 Is your partners picture the same as yours?
How is it different?
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Unit
10
Position (TRB pp. 5861)

Position MA1-16MG represents and describes the positions of objects in everyday situations and on maps
07/05/14 3:24 PM
Ebonys Run
DATE:
One day, Ebony got up early to go for a run. She walked out of her big
house and ran down to the end of her street where there was a big
forest. There were two paths into the forest, and she took the path on the
right. She ran until she was in the middle of the forest, where she found a
small cave. She heard a growl coming from the cave and quickly ran past
the cave and further into the forest. Ebony thought she was lost until she
came to a road. She turned left into the road and followed it all the way to
her street. She ran along her street until she got home.
Draw a map of where Ebony ran. Remember to include all of the
places mentioned in the story.
Unit
10

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Our School
DATE:
1 List the things that are part of your school buildings.

2 List the things that are outside the buildings but part
of the school.
3 Draw a map of your school. Make sure you include all the
things on your lists. Remember that a map is a birds-eye view.
4 Is there anything else you can add to the map of the school?
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Unit
10

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DATE:
Unit
10
STUDENT ASSESSMENT
1 Write how you would get from your classroom

to the office.
2 What could these be? You are looking at them from

a birds-eye view.
3 Draw a map of your classroom.
Unit
10

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Unit
Numbers, Numbers, Numbers
NUMBER AND ALGEBRA

Whole Numbers: MA2-4NA applies place value to order, read and represent numbers of up to five digits
ML
even, hundreds, larger, place value, odd, order, smaller, tens, thousands, units
LESSON PLAN
TUNING IN
WHATS IN THE JAR?
You will need: beans, four jars or transparent containers

Present students with four jars of beans, with one jar containing 9 beans, the next jar containing 31 beans,
the next 53 beans and the final jar 147 beans. Ask, Which jar has about 50 beans? Have students discuss
their guess and the reasons for their guess. Invite four students to count out the beans in each jar. Record the
numbers and tell students that these numbers have something in common that you will ask them about at the
end of the lesson.
EXPLORING ODD AND EVEN NUMBERS
You will need: sets of number cards made from BLM 1 Number Cards 1, counters
Have students work with a partner. Give each pair some of the number cards made from BLM 1 Number Cards
1. Have students count out counters according to their number cards. Explain to students that they are going
to determine if they have an odd or even number of counters and that this can be done by grouping counters in
twos. If all the counters can be made into groups of two, the number is even. If there is a counter that cannot be
grouped with another, the number is odd. Have students determine if their number is odd or even and make a
list of the even numbers and the odd numbers.
INDEPENDENT TASKS

You will need: NTO 3.1 Ten Frames, BLM 1 Number Cards 1, Student Book p. 82 Odd or Even?
TASK 1:
DOT PAIRS
Have students write some 1- and 2-digit numbers, e.g. how old they will be next birthday, the last two digits
in their phone numer, their street number, the number of students in their class, etc. Students can then make
models of the numbers by sticking dots (or drawing dots) in pairs onto a sheet of paper and writing the number
beside their model. Have students share and discuss their numbers with a partner and then label their models
either odd or even.
TASK 2:
INTERACTIVE TASK
Provide students with the numbers cards from BLM 1 Number Cards 1 that were not used in the Exploring
Odd and Even Numbers activity in the Whole-Class Introduction. Have them use NTO 3.1 Ten Frames to
determine if the numbers are odd or even.
TASK 3: STUDENT BOOK p. 82 Odd or Even?
TEACHING GROUP
You will need: Unifix blocks, BLM 3 Blank Chart
FINGERS ON SHOW
For students who require support, give them some Unifix blocks and have them make the numbers to
10 by making them with two groups of blocks joined, e.g. 4 would have two groups of two blocks. Have
students write a list of even numbers and odd numbers. Then have students play a game with a partner
whereby they put one hand behind their back and decide how many fingers to hold up. On the count of
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three, both students show their hands. One student will score a point if the total number of fingers shown
is even and the other will score a point if it is odd.
HOW DO YOU KNOW IT IS AN EVEN NUMBER?
For students who require a challenge, give them a copy of BLM 3 Blank Chart and have them choose any
starting number and fill in the numbers on the chart. Discuss with students the conditions for a number to
be even and have them colour all of the even numbers. Have students look at the even numbers and write
a rule for how to identify an even number.
REFLECTION
Have students share their work from the Whole-Class Introduction or from the Teaching Groups, and ask,
How do you know if a number is an even number? Then invite students to name even numbers that are
more than 20, 50, 100, 200, 500 and 1000. Ask, Can you think of a rule for deciding if a number is odd
or even?
Draw students attention to the four numbers that you recorded during Whats in the Jar? in Tuning In,
and ask them what the numbers have in common. Ask, How do you know that they are all odd numbers?
LESSON PLAN
TUNING IN
TELL ME ABOUT THE NUMBER

Write a number on the board, e.g. 46, and ask students to think of as many things as they can about
the number, e.g. it is an even number, it is made up of four tens and six ones, it is four less than 50,
it is ten more than 36 and so on. Repeat for other numbers.
WORDS AND NUMERALS
You will need: NTO 3.2 Number Cards, small whiteboards
Present NTO 3.2 Number Cards, selecting the random number to be shown. Have students read the number
and invite a student to show the number with the number cards. Explain that we can see the number written as
a numeral, shown with number cards and ask, How can you write the number in words? Have students say the
number and then ask them to write the number in words on their whiteboards. To support students, write the
words thousand, hundred, ninety, eighty, seventy, sixty, fifty, forty, thirty and twenty on the board or
on cards. Repeat for other numbers.
INDEPENDENT TASKS

You will need: BLM 4 Blank Cards, NTO 3.3 Dice, Student Book p. 83 Number Sort
TASK 1:
CARD GAME
Give each student two copies of BLM 4 Blank Cards. Have them make pairs of cards with numerals on half
of the cards and the matching numerals in words on the other half. Students combine with a partner to play
Memory, whereby all of the cards are placed face-down and students take it in turns to turn over two cards to
find a pair. Alternatively, students could play Go Fish or Snap.
TASK 2:
INTERACTIVE TASK
Have students work with a partner using NTO 3.3 Dice. Before rolling the dice, students decide if they will form
an odd or even number. They roll four dice and rearrange to form a 4-digit odd or even number, which they
record using words. Each time they meet the requirement, they score a point.
TASK 3:
STUDENT BOOK p. 83 Number Sort
TEACHING GROUP
You will need: NTO 3.3 Dice, five dice for each student in the group
STEP BY STEP
For students who require support, begin with 2-digit numbers and build up to 4-digit numbers. Present
NTO 3.3 Dice and select two dice to randomly generate two digits. Have students write the two possible
2-digit numbers and determine if the numbers are odd or even. Have students write the numbers in
words. Have students add 100 to the numeric form of their numbers and ask them to read the numbers
and write them in words. Then have students add 1000 to the numeric form of their numbers and have
them read the numbers and write them in words. Repeat the process by rolling the two dice again.
Unit 1
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FOUR CATEGORIES
For students who require a challenge, have them work with higher numbers. Give each student five dice
that they use to form four 5-digit numbers: the highest odd number, the highest even number, the lowest
odd number and the lowest even number. Have students write their numbers in words and compare with
the group. A point is given to the student who is able to form the highest or lowest in each category, and
a point deducted if they are unable to form a number for any of the categories. Have students continue to
roll the dice and form more numbers.
REFLECTION
Have students discuss any difficulties they encountered when writing numbers in words and ask, How did
you know that you had written the number correctly?
Create a chart of students strategies for writing numbers in words. Display the chart in the classroom.
LESSON PLAN
TUNING IN
POPCORN!
Explain to students that they are going to play a game in which you will call out numbers, and if
the number is odd they crouch down, but if the number is even, they jump up and say: Popcorn. Have students
stand, and begin by calling out 1- and 2-digit numbers. As the game progresses, increase the numbers to 3- or
4-digit numbers.
MOVING NUMBERS
You will need: number cards made from BLM 2 Number Cards 2
Have students sit on chairs in a circle and give each student a number card made from BLM 2 Number Cards 2.
Explain to students that, if their number meets the criteria mentioned, they need to stand up and swap chairs
with someone else. Begin by giving criteria like more than 500, odd number, 7 in the tens place, 4 units or
4-digit number. When students have had practice, say even number and take away a chair as students are
moving around so that one student is left in the centre of the circle. That student must give some criteria and try
to find an empty chair to sit on while the others are moving.
INDEPENDENT TASKS

You will need: NTO 3.4 Playing Cards, Student Book p. 84 Correct Statement
TASK 1:
BEAT THE TEACHER
Model the following game, then have groups of three students play the game using NTO 3.4 Playing Cards
on individual computers. One student must act as the teacher, while the other two students make the 4-digit
number. In pairs, have students draw four boxes joined together and in a horizontal line. Explain to students that
the following activity involves them making the largest 4-digit number they can and both students need to agree
where to place the numbers. Using NTO 3.4 Playing Cards, generate a card and students decide in which
box to place the number. (You must also choose a 4-digit number, but do not reveal it to the class.) The game
continues until four cards have been generated and students have placed the numbers into boxes. Say your
4-digit number to the class. If a pairs number is lower than your number, they score 1 point, and if it is equal
to your number, they score 3 points, but if it is higher than your number, they score 5 points. You score
10 points if you beat all the students. Note: when students are familiar with the game, make it more challenging
by deciding that the number must be odd or even.
TASK 2:
INTERACTIVE TASK
Have students work with a partner. Using NTO 3.4 Playing Cards, the first student draws four cards that they
rearrange to make the largest odd or even number they can. Their partner then draws four cards and tries to
make a larger odd or even number.
TASK 1: STUDENT BOOK p. 84 Correct Statement
TEACHING GROUP
You will need: dice
BONGEL
For students who require support, have them work with smaller numbers. Have students work with two
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or three dice, playing with a partner or in a small group. Each student rolls the dice to form the largest
number they can. The student with the largest number in this round writes the letter B. Students roll the
dice again to form the largest number they can, and each time a student wins a round, they write a letter.
The first student to form the word BONGEL wins.
HOW MANY NUMBERS?
For students who require a challenge, have them work with larger numbers. Give students five dice to
roll and have them form and record the smallest number they can. Students roll the dice again to form a
5-digit number that is more than the previous number. Students continue to roll the dice, and each time
they must form and record a number that is larger than the one before, and if they cannot, they must stop.
Have students compare how many numbers they formed.
REFLECTION
Have students share the strategies they used to help them win the games they played.
Draw four boxes on the board and tell students that you want them to form the largest number they can. Roll
a 10-sided dice, and ask, Which box would you put the number in? Why do you think that is a good choice?
Home Tasks
Select from the possible Home Tasks:
Have students look at the newspaper (hard copy or online) for examples of numbers used in the media.
Have them find examples of 4-digit numbers and what they are used for in daily life.
Assessment
Observe which students are able to read and write numbers in word and numeric form during Card
Game in Lesson Plan 2, Independent Tasks, Task 1 and mark on a class list.
Teaching Groups.

Have the student use counters to explore which numbers can make groups of two without any left-over
Q 1
counters. Have the student mark these even numbers on a 100 chart and identify patterns associated
with even numbers.
Q 23 Include numbers in word form in weekly spelling lists.
Q 4
Have the student revisit what makes a number even or odd number and have them model 2-, 3- and
4-digit numbers using MAB blocks. Have them order numbers by comparing models.
2. Have the student work with 2- and 3-digit numbers in any of the listed activities or tasks prior to moving to
4-digit numbers.
3. Review Nelson Maths: Australian Curriculum Year 2 Unit xx, pp. xxxx.
1. The student completing Nelson Maths Building Mental Strategies Skills Book Year 4, pp. 1011, to reinforce
mental strategies with 4- and 5-digit numbers.
Unit 1
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BLM
Number Cards 1
24
48
27
34
43
36
38
42
19
25
23
20
30
33
31
45
14
37
26
29
Unit
Teachers Note: This BLM can be photocopied, laminated and

cut up to make cards for number activities.
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BLM
Number Cards 2
348
2604
215
111
239
1380
564
92
1487
935
74
2460
803
158
1643
857
2596
971
726
29
Unit
Teachers Note: This BLM can be photocopied, laminated and

cut up to make cards for number activities.
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BLM
Blank Chart
Unit
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BLM
Blank Cards
Unit
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3.1
F.1

Unit
Resources: NTO 3.3 Dice, blank ten frames, counters, a number line
Present NTO 3.3 Dice with four digits generated on four dice. Have the student arrange the digits to form
an even number. Have the student record the number and read it aloud.
Have the student use the four digits to form an odd number, record the number and read it aloud.
Have the student form two other numbers using the four digits and record with the two previous numbers.
Have the student write all of the numbers in order of smallest to largest.
Have the student write the numbers in word form.
Whole numbers MA2-4NA applies place value to order, read and represent numbers of up to five digits
3.1
F.1

Unit
Numbers, Numbers, Numbers TARGETED ASSESSMENT

Q12
Have the student use ten frames and counters to explore odd and even numbers to 10. Each time they determine
that a number is odd or even, have them add a ten frame, then another. Discuss with the student that, it does not
matter how many tens or hundreds are added to the number, it will remain an odd or even number depending on
what is in the ones place.
Q34
Begin by having the student locate 2-digit numbers on a number line and use it to compare to other numbers.
When the student is able to identify larger or smaller 2-digit numbers by their position on a number line, extend to
3-digit numbers.
Q5
Have the student write the words for the numbers 1 to 9 and then the numbers 20, 30 up to 90. Have them
practise writing in words the numbers 20 to 99. Next have the student practise the numbers 11 to 19. When
the student is proficient, have them learn the words for 100 and 1000 and write the words for 3- and 4-digit
numbers.
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Odd or Even?
DATE:
You will need: counters
1 Use counters to work out if the following numbers are odd or even.

1 2 3 4 5 6 7 8 9 10
2 Colour the odd numbers green and the even numbers yellow

in the chart below.
3 Use counters to work out if the following numbers are odd or even.
11 12 13 14 15 16 17 18 19 20
4 Colour the odd numbers green and the even numbers yellow

in the chart below.
5 Is there a pattern?
What is the pattern?
6 Use the pattern to colour all of the odd numbers green and all of
the even numbers yellow.
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
7 What do you notice about all of the odd numbers?

8 What do you notice about all of the even numbers?
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Unit
Numbers, Numbers, Numbers (TRB pp. 2225)

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Number Sort
DATE:
1 Write the following numbers in word form in the table below.

Make sure you put them in the correct box!

372
621
509
196
765
Even
12
54
440
3007
Odd
Numbers
more than
500
Numbers
less than
500
2 Write your own 3-digit number here.

Write it in words in the table above.
Unit

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True Statement
You will need:
DATE:
a partner, a 10-sided dice
1 Take turns to roll the dice.

E
ach time you roll the dice, write the number in an empty box.
R
epeat these steps until you have a number in every box.
Score 1 point if you make each statement true.
is an even number less than 550.
is greater than 7500.
is a number less than 2500 but greater than 2000.
is an odd number less than 5500.
is a number between 6000 and 7000.
is a number more than 8000.
Total score:
2 Play the game again. See if you can get a better score.
is an even number less than 550.
is greater than 7500.
is a number less than 2500 but greater than 2000.
is an odd number less than 5500.
is a number between 6000 and 7000.
is a number more than 8000.
Total score:
3 Which numbers were the hardest to score a point on? Why?
Which numbers did you try to fill in first? Why?
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Unit
DATE:
STUDENT ASSESSMENT
1 Look at the numbers. Draw a circle around the odd numbers.

16 57 99 123 312 450 671 3025

7138 9734
How do you know the numbers you circled are odd?
2 Write the following numbers in words.

a 2763
b 919
c 5044
d 3900
3 Write the following numbers as numerals.
a Three thousand, four hundred and fifty-two
b Eight thousand and forty-seven
c Two hundred and ninety-six
d Seven thousand and thirteen
4 Use the four digits below to make the following numbers.

a an even number more than 8500

b an odd number less than 3500
c a number between 5000 and 8000
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Unit
20
Chance
STATISTICS AND PROBABILITY

Chance: MA2-19SP describes and compares chance events in social and experimental contexts
ML
certain, even chance, event, fair, impossible, likely, no chance, possible, outcome, unlikely
LESSON PLAN
TUNING IN
WHAT DOES IT MEAN?

You will need: book titles or newspaper headlines including the word chance
Present book titles, e.g. Cloudy with a Chance of Meatballs (J Barrett, 1978) and Mostly Sunny with a Chance
of Storms (M Roberts, 2010). Ask, What does the word chance mean? Discuss to find out what students
know about chance and its reference to the weather. Ask, What is the chance that it will be cloudy and
rain meatballs? Discuss the idea that some things have no chance of happening and can be described as
impossible. Explain to students that particular terms are used to describe the chance of something happening,
and write on the board the words impossible, certain, likely and unlikely. Have students brainstorm events that
they think are impossible, certain, likely and unlikely, and record these.
HEADS OR TAILS?
You will need: NTO 3.x Coin Toss
Present NTO 3.x Coin Toss to students and ask, What can you see? What is on the other side of the coin?
Explain to students that they are going to play a game whereby they need to predict if the coin toss will result in
heads or tails. Have students stand and make their prediction by either placing their hands on their head if they
think it will be a head and hands on their backside if they think it will be a tail. Flip the coin and those students
who predicted correctly make another prediction and the others sit down. Continue until one student remains.
Ask, When a coin is tossed, how many possible outcomes are there? Is one outcome more likely than the other?
Discuss with students that, when a single coin is tossed, there are two possible outcomes and that the outcome of
a head or a tail is 1 out of 2, so both outcomes are equally likely and have an even chance of happening.
INDEPENDENT TASKS

You will need: LO 115 Slushy Sludger: Questions, Student Book p. 90 Whats the Chance?
TASK 1:
WHAT WILL HAPPEN TODAY?
Working in pairs, students write or draw two things that have an impossible chance of happening, two things
that are certain to happen, two things that are likely to happen, two things that are unlikely to happen and
two things that have an even chance of happening during a normal school day.
TASK 2:
INTERACTIVE TASK
Have students explore LO 115 Slushy Sludger: Questions whereby a vending machine squirts coloured slushies into
ice-cream cones. Students work out which sludge events are possible and then choose a matching probability word.
TASK 3: STUDENT BOOK p. 90 Whats the Chance?
TEACHING GROUP
COULD HAPPEN 1
For students who require support, ask them to think about things that could happen to them today. As a
group, make a list, e.g. read a book, draw a picture, eat lunch, play with their friends, walk home. Encourage
students to think of things that are personally relevant to them. Read through the list and ask, Do you think
some things are more likely to happen during a day at school than others? Discuss and have students draw
a picture of something they think is likely to happen and something that is possible but unlikely to happen.
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COULD HAPPEN 2
For students who require a challenge, have them work in pairs to write ten things that could happen in the
classroom today. Discuss with students how some things are more likely to happen than others. Have students
order their list from the least likely to the most likely. Have them share their list and reasoning with the group.
REFLECTION
Have students share their work from the Independent Tasks and ask, How did you decide which things
were more likely to happen?
Ask, If I told you it was likely/unlikely that we would do something tomorrow at school, what do you think
it could be? Have students give their suggestions and discuss their reasoning.
LESSON PLAN
TUNING IN
WHEN PIGS HAVE WINGS

Explain that there are many sayings that have something to do with chance. Write It will happen when pigs have
wings on the board, and ask students if they know what it means. Discuss with students that it means there is no
chance or it is impossible. Ask, If I roll a dice with the numbers 1 to 6, what is my chance of rolling a 7? Discuss
possible outcomes and how there is no chance at all of rolling 7. Have students think of other things that there is
no chance of happening. Record their ideas.
LUCKY THREE
You will need: NTO 3.3 Dice
Present NTO 3.3 Dice and ask, If I roll the dice, what number could I get? Have students name the numbers
that could be rolled. Tell students that you would like to roll a 3 because that is your favourite number. Ask,
Could I roll 3 next? Do you think it is likely that I will roll 3? Discuss with students that, while it is possible to roll
3 as it is one of the numbers on the dice, the chance of rolling 3 is 1 out of 6. Have students predict how many
times they think the dice will need to be rolled before 3 comes up. Use the NTO and roll until 3 comes up. Ask,
If I want to roll 3 again, do you think it will take the same number of rolls? Why?
INDEPENDENT TASKS

You will need: BLM x Car Race, card, scissors, yellow and red pencils, glue, BLM x Spinner, paperclips,
sharp pencils, LO 2378 Spinners: Predict and Test, Student Book p. 91 Spinners
TASK 1:
RACING CARS
Using BLM x Car Race, students work in pairs to cut out and paste the race track on to card. They then cut out
and colour the two cars, one yellow and one red. Using the first spinner on BLM x Spinner, students colour
one section red and two sections yellow. Explain that they are to use the results of the spinner to move the cars
along the track. Have students predict which car they think will win the race. Then conduct the race. When all
races are complete, have students share their results. Have students look at the final positions of each car and
discuss variations in results. Have students design and colour a spinner so that both cars have an even chance of
winning. Students can conduct a race to test their spinner.
TASK 2:
INTERACTIVE TASK
Using LO 2378 Spinners: Predict and Test, students race two cars along a track determined by the results of
a spinner. Students compare actual results with predicted results.
TASK 3: STUDENT BOOK p. 91 Spinners
TEACHING GROUP
You will need: NTO 3.x Spinner, BLM x Spinner, paperclips, sharp pencils, small whiteboards or paper, a dice
SPIN THE SPINNER
For students who require support, have them explore spinners so that they can make the connection
between the area on the spinner and the likelihood of occurrence. Present students with NTO 3.x Spinner
and have all segments the same colour. Ask, When I spin the spinner, what colour do you think it will land
on? Why? Discuss how, as the whole area of the spinner is one colour, it can only land on that colour.
Invite all students to spin the spinner. Next click on one segment and ask, When I spin the spinner, what
colour could it land on? Which colour do you think it will land on? Why? Invite students to spin the spinner.
Continue to click on segments, discuss possible outcomes and determine most likely outcomes and test.
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SPINNING CHANCE
For students who require a challenge, give pairs of students a copy of BLM x Spinner and have them
make the fourth spinner. Using a dice, students roll the dice and record the number on the segments
of the spinner. Have students write a statement about the likelihood of each number occurring on their
spinner. Pairs of students then swap statements with another pair and use the information to make an
identical spinner. Have students compare spinners. Have students compare both spinners they have drawn
and ask, Are they the same? Why?
REFLECTION
Have students share their work from the Independent Tasks and the Teaching Groups, and discuss the
findings from their chance experiments in Independent Tasks. Ask, Did all outcomes have the same
chance of happening? Why?
Present NTO 3.x Spinner and click on five segments to change the colour. Ask, Which colour is the more
likely to occur? How do you know? Discuss with students how they can calculate the chance by counting
the segments of same colour and comparing to the total number of segments in the circle. Change the
colours on the spinner and ask, What are the chances of each of the colours occurring now?
LESSON PLAN
TUNING IN
WHICH LETTER?
You will need: a 10-sided dice
Take students to an area where they can line up side by side. Give each student a letter of the alphabet. Tell
them that you are going to roll a 10-sided dice, and if the number rolled has their letter in it, then they can take
a step forward. The first student to take five steps is the winner. After a student has won the game, ask, Did
everyone have the same chance of winning? Why? Discuss with students that some students with the letters
a, b, c, d, j, k, l, m, p, q, y and z have no chance of moving forward as no number uses those letters, and that as
the letter e is used in seven numbers, the student with the letter e would be the most likely to win. Ask, If we
played the game again, do you think we would get the same result? Why?
IN THE BAG
You will need: a paper bag, counters
Place a red, blue, green and yellow counter into the paper bag and ask, If I take a counter from the bag, what
colour might it be? Tell students that your favourite colour is red and ask, What is my chance of taking a red
counter from the bag? Discuss that red is one of four counters in the bag, so the chance is one in four. Shake
the bag, select a counter from the bag and place it back in the bag until a red counter has been collected.
Repeat. Ask, How can I increase my chance of selecting a red counter from the bag? As students make
suggestions (e.g. add more red counters, place only two counters in), have them work out the chance and trial.
Continue trialling students suggestions.
INDEPENDENT TASKS

You will need: BLM 4 Blank Cards with either a W, I or N written on the cards, paper bags, LO 116 The
Slushy Sludger: Best Guess, Student Book p. 92 Chance Machine
TASK 1:
WIN
Students can play with a partner or in a small group. Each group needs a paper bag and three cards with the
letters W, I and N, which are placed in the bag. Each student takes it in turns to shake the bag and select a card.
They record the letter and place the card back in the bag. When a student has recorded at least one of each letter,
they tally how many times they had to draw a card from the bag to make the word WIN. Have students share how
many times it took. Ask, What was the least and the most number of draws? Discuss the variation in results.
TASK 2:
INTERACTIVE TASK
Students can explore LO 116 The Slushy Sludger: Best Guess whereby a vending machine squirts slushies
into ice-cream cones. The machine serves coloured slush randomly from four slots, and students work out which
colour is the most common (most likely to be served). However, least common colours are sometimes served.
After several guesses, students can check their results from the random sample.
TASK 3: STUDENT BOOK p. 92 Chance Machines
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TEACHING GROUP
You will need: paper bags, coloured counters, paper bags containing a different combination of eight counters
HALF AND HALF
For students who require support, have them work with a partner to put an equal number of two differentcoloured counters into a paper bag. Ask, If you were to draw a counter 20 times from the bag, how many
of each colour do you think you would draw? Discuss students reasoning for their predictions. Have them
shake the bag, draw a counter, record its colour and place it back into the bag. Repeat the process 20
times. Have students share their results and discuss in relation to their predictions.
WHATS IN THE BAG?
For students who require a challenge, have students work with a partner whereby they draw a counter from a
paper bag containing a different combination of eight counters. They then place the counter back into the bag
and repeat this process 20 times. Have students record their results, and then based on their results, make a
prediction about what they think is in the bag. Have students share predictions and discuss their reasoning.
REFLECTION
Have students share and disuss the results of their chance activities. Ask, Were your results always the
same? Why or why not?
In front of students, place a blue, green and yellow counter and four red counters into a paper bag.
Ask, What colour counter am I most likely to draw out of the bag? Does that mean I will draw out a red
counter? Have students explain their reasoning.
Home Tasks
Have students think about events that could happen at home in the next week. Have them think of an
event that is certain to happen, one that is unlikely to happen, one that has an even chance of happening
and one that is unlikely to happen.
Have students teach someone at home how to play WIN, a game played in Lesson Plan 3.
Assessment
Collect created items from Lesson Plan 1, Independent Tasks, Task 1, as work samples for student
portfolios.
Make note of students completing the scaffolding tasks or the more challenging activities of the Teaching Groups.

Q 1
Encourage the student to use the language of chance by having them predict the likelihood of a
particular event happening each day, e.g. the principal coming into the room, the school being
flooded, a student from another class entering the classroom. Check the students predictions before
they leave at the end of the day.
Q 2
Have the student use spinners to play games and utilise NTO 3.x Spinner to explore the results of
shading the spinner in different ways.
Q 3
Look for opportunities to conduct chance experiments, e.g. drawing counters from a bag to group
students randomly or holding reward raffles where students can earn tickets.
1. Having the student make their own chance boardgame using a coloured spinner to move players around
the board. Have them explore the concept of fairness in relation to how the game has been designed.
Unit 20
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Whats the Chance?
DATE:
1 Read the statements below. Write a word from the box beside each
statement to describe the chance of it happening.

likely
unlikely
even chance
impossible
certain
a You will roll an even number on a dice.

b You will have fire drill practice today.
c You will walk home from school today.
d You will eat an ice-cream at lunchtime.
e You will toss heads on a coin.
f Tomorrow will be Friday.
g Your teacher will turn into a fish.
h The next lesson will be music.
2 Write down the statement you think is the most likely to happen.

Why do you think this?
3 Write down the statement you think is the least likely to happen.

Why do you think this?
4 Write down two other things that you think are unlikely to happen today.
5 Your teacher said that after lunch on Wednesday your class would
be likely to do something. What might it be?
Why do you think that?
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Unit
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Chance (TRB pp. 8687)

Chance MA2-19SP describes and compares chance events in social and experimental contexts
07/05/14 3:24 PM
Spinners
DATE:
You will need:

a partner, a paperclip, a sharp pencil
1 Colour half of the circle green

and the other half yellow.
2 If you were to spin a paperclip 20 times,

how many times do you think it will land
on yellow?
3 Spin the paperclip 20 times and record the

results in the table below.
Green
Yellow
4 Was your prediction correct?

Explain why.
5 Write your partners
Green
Yellow
results in the table.
6 Were the results the same?

Why do you think that happened?
7 What results do you think you might get if you used your spinner

1000 times?
Unit
20

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Chance Machines
DATE:
1 Colour in the balls so it is certain

that you will get a red ball.
2 Colour in the balls so it would be

likely that you would get a green ball.
3 Colour in the balls so it would be

impossible that you will get a yellow ball.
4 Colour in the balls so it is certain that

you have an even chance of getting
a red or blue ball.
5 Mike puts his money into the toy machine.

Do you think he will be happy with
the toy he gets?
Explain why.
6 Jo wants a yo-yo. What advice would you give her

about spending her money in the machine?
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DATE:
Unit
20
STUDENT ASSESSMENT
1 Write likely, certain, impossible or unlikely to describe

the chance of drawing out a black counter from each bag.
2 Colour the spinners to show the following.

It is impossible
It is unlikely to
There is a 3 out
equal chance of to get black but
get red and
of 4 chance of
likely to get red.
likely to get
getting green.
There is an
blue and yellow.
yellow.
3 There were 2 blue, 1 green and 2 yellow counters in a bag.

What do you predict will happen after 2 draws from
the bag?
4 After 20 draws, these were the results.
Blue
Green
Yellow
12
Are the results the same as you predicted?

Explain why.
Unit
20

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Unit
18
NUMBER AND ALGEBRA

Fractions and decimals: MA2-7NA represents, models and compares commonly used fractions and decimals
ML
decimal, decimal point, hundredths, larger, number line order, place value, smaller,
tenths, units, whole number, zero
LESSON PLAN
TUNING IN
ORDERING NUMBERS 11000

You will need: A4 paper, scissors
Give each student a sheet of A4 paper. Have students fold and cut the paper into quarters. On each quarter,
have students write: their favourite number between 1 and 1000, a number less than 500, a number greater than
800 and a number between 600 and 700. Have students work in pairs to order the eight pieces of paper from
smallest to largest. To extend the activity, students could work in groups of four. Note: this can be used as
a pre-assessment activity.
EXPLORING PLACE VALUE WITH DECIMAL NUMBERS
You will need: an IWB, NTO 4.5 Place-Value Chart
Generate numbers with either one or two decimal places, and have students place the digits into the relevant
place-value columns using NTO 4.5 Place-Value Chart. Ask, What are each of the columns called? What
happens after the decimal point? What happens if there is a zero in the number? The activity could be
completed on the IWB, by drawing a place-value chart with columns from thousands to hundredths
and giving students numbers to write into the chart.
INDEPENDENT TASKS

You will need: dice (four for each pair a different colour for each student in the pair), Excel, Word,
Student Book p. 102 Place-Value Chart
TASK 1:
PLACE-VALUE CHART
Have pairs of students draw a place-value chart with columns from tens to hundredths. Give each pair four dice
allocate two of one colour to one student and two of a different colour to the other student. Have each student
roll their dice and create the largest 2-digit number possible. Now have the two students combine their numbers
to make a decimal number one students dice represent the whole number, the others represent the decimal.
Finally, have each student record the number on their place-value chart. Students collect 10 numbers, then swap
the roles of whole number and decimal. Extend this activity by using more dice to create larger whole numbers.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets to create a place-value chart in Excel or Word. Give
students a set of numbers with up to two decimal places, and have them insert these into the correct columns
on the place-value chart.
TASK 3: STUDENT BOOK p. 102 Place-Value chart
TEACHING GROUP
You will need: three dice for each student who requires support
2-DIGIT NUMBERS
For students who require support, give them two dice and have them roll to create a 2-digit number. Have
students repeat this 10 times to make 10 different numbers. Ask students to create a place-value chart,
with columns for ones and tens, and record their numbers on their charts. When students are confident,
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give them a third dice, and have them create 2-digit numbers with one decimal place and record their
numbers on another place-value chart featuring tens, ones and tenths.
ORDER THE NUMBER
For students who require a challenge, give them a set of 10 numbers with two decimal places to order from
smallest to largest. Include numbers such as 3.20, 408.63, 408.4. Have students discuss why different numbers
are larger or smaller. Students create their own sets of 10 decimal numbers to order, and swap with a partner.
REFLECTION
Ask, Why are zeros important in decimal numbers? Create a class chart about the importance of the zero
in place value. Have students record their different ideas and display.
Using an IWB, have students display the charts they created in Independent Tasks, Task 2, to share with the class.
Revisit NTO 4.5 Place-Value Chart, and provide students with tricky numbers to add to the chart, e.g.
0.42, 1.06, 3.20, 180.40, 293.04. Discuss.
LESSON PLAN
TUNING IN
TRAFFIC LIGHTS
You will need: sticky notes
Draw a place-value chart on the board with columns from hundreds to hundredths. On a sticky note, write a
number that would fit into the place-value chart, containing different values for each digit, e.g. 327.14. Invite
students to guess the whole number recorded on the sticky note. On the chart, record the number and under
each numeral mark with symbols: for correct digit, for incorrect digit, and o for a digit in the number but in
the incorrect position. Students keep guessing, and try to beat you in a set number of rounds, e.g. eight. The
student who guesses correctly selects the next number to be recorded on the sticky note.
READING AND WRITING DECIMAL NUMBERS
You will need: BLM 33 Decimal Numbers and Words 1, BLM 34 Decimal Numbers and Words 2
Enlarge and cut up BLM 33 Decimal Numbers and Words 1 and BLM 34 Decimal Numbers and Words 2. Give
each student a card and have them silently move around the room to find their pair. Then have the class order
themselves from smallest to largest. Do this in individual sets, i.e. all the numbers, then all the word forms. Ask,
Are the orders the same?
INDEPENDENT TASKS

You will need: BLM 33 Decimal Numbers and Words 1, BLM 34 Decimal Numbers and Words 2, BLM 42
Symbols, PowerPoint, Student Book p. 103 Matching Decimal Numbers and Words
TASK 1: NUMBER CARDS

Give groups of students cards from BLM 33 Decimal Numbers and Words 1 and BLM 34 Decimal Numbers
and Words 2 and the symbols <, > and = from BLM 42 Symbols. Have students create statements with the
cards, e.g. 1.3 > One and three hundredths. When the group agrees, have the students record their statement
on a sheet of paper. Each statement needs to include one numeric card and one word card. Note: review the
symbols < and > if necessary.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets to create a PowerPoint presentation that has a number
of matching decimal numbers and words on each slide. Students should be encouraged to make the slides
interactive, e.g. a) the user has to draw a line matching words and numbers or b) select a match from two or
three options.
TASK 3: STUDENT BOOK p. 103 Matching Decimal Numbers and Words
TEACHING GROUP
You will need: 20 blank cards for each student who requires a challenge
NUMERIC ORDER
For students who require support, play a comprehension game. Read out decimal numbers (these could
be from BLM 33 Decimal Numbers and Words 1 or BLM 34 Decimal Numbers and Words 2 ) and have
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students record them in their books in numeric form. Once students are confident, have them record the
numbers read out in word form. Provide an incentive, e.g. once a student has 10 correct answers, they
become the reader.
DECIMAL MEMORY GAME
For students who require a challenge, give them 20 cards and have them develop their own decimal
memory game, e.g. where they write the decimal number and matching word on individual cards. Once
complete, pairs of students combine two sets and play the game. Earlier finishers from other activities
could be invited to play.
REFLECTION
Cut out cards from BLM 33 Decimal Numbers and Words 1. Invite three students to sit in front of the
whiteboard, with their backs towards it. Attach one card above each students head so they cant see it,
and have them take turns to guess the number, using Yes/No questions. For example: Does my number
have two decimal places? Is my number greater than 10? Play a number of rounds, with different students
taking turns to guess.
Invite students to share what they have learned in the Teaching Groups. Students describe the activity and
their discoveries. Ask, What was easy? What was challenging?
Create a chart of students strategies for writing decimal numbers in words. Ask, What little tricks did you
use? Display the chart in the classroom.
LESSON PLAN
TUNING IN
LETS RUN
You will need: a space to run, tape measure/trundle wheel, stopwatches
Have students measure a distance of 100m. Revise with them how to use a stopwatch. Have students time each other
running the 100m length, and to make note of their individual times. Ask, How do we write down/record the time?
ORDERING DECIMAL NUMBERS
You will need: BLM 33 Decimal Numbers and Words 1, BLM 34 Decimal Numbers and Words 2
Show students pairs of numbers and have them identify which is the largest decimal number. (You could use
BLM 33 Decimal Numbers and Words 1, BLM 34 Decimal Numbers and Words 2 for this.) Play this as a game:
show students 10 pairs of numbers, have them silently record the largest in each pair on a piece of paper, and
then find who has the most correct.
INDEPENDENT TASKS

You will need: BLM 33 Decimal Numbers and Words 1, BLM 34 Decimal Numbers and Words 2, long rolls
of paper, glue, LO 2005 Scale Matters: Hundredths, Student Book p. 104 Ordering Decimal Numbers
TASK 1:
DECIMAL NUMBERS AND WORDS
Give pairs of students the cards from BLM 33 Decimal Numbers and Words 1 and BLM 34 Decimal Numbers
and Words 2 and a long roll of paper. Have students create a giant number line to scale, attaching the decimal
numbers in the correct order. Leave the task fairly open-ended. Note: this could be used as informal assessment.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using a hundredths scale on LO 2005 Scale Matters:
Hundredths to locate or place a number on a number line.
TASK 3: STUDENT BOOK p. 104 Ordering Decimal Numbers
TEACHING GROUP
You will need: BLM 33 Decimal Numbers and Words 1, BLM 34 Decimal Numbers and Words 2, a long
sheet of paper, times from a sporting event, poster paper
SMALLEST TO LARGEST
For students who require support, use level-appropriate numbers from BLM 33 Decimal Numbers and
Words 1 and BLM 34 Decimal Numbers and Words 2. Have students work as a group to order the
decimal numbers from smallest to largest, and then to create a number line. Give support and guidance
through questioning as required.
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FASTEST TO SLOWEST
For students who require a challenge, give them a set of times (out of order) from a sporting event, e.g.
running, cycling, swimming, car racing. Have students place them in order from fastest to slowest. Have
students present this task as a poster. Students could include pictures related to the sport.
REFLECTION
Have students present the number lines they made in Independent Tasks, Task 1. Ask, Why did you place
this number first? How did you decide your order? What was tricky about this task?
Have students write their running times from Lets Run in Tuning In on a piece of card. Attach these to the
whiteboard. Then, as a group, have students order the times from fastest to slowest.
Home Tasks
Have students look for things around the home that show numbers with two decimal places, e.g. items
from the pantry, books, newspapers, measuring equipment. Have them list the item and the decimal.
Have students look at a newspaper (hard copy or online) for examples of decimal numbers, e.g. results of
sporting events, news reports or advertisements. Have students cut out/print/save and bring to class to
share. These items could be used in some of the activities in Lesson 3.
Assessment
Collect created items e.g. the Excel spreadsheets from Lesson Plan 1, Independent Tasks, Task 2,
and number lines from Lesson Plan 3, Independent Tasks, Task 1, as work samples for student portfolios.
Make note of students who completed the scaffolding tasks or the more challenging activities of
the Teaching Groups.

Q 1
Work with whole numbers, then numbers with only one decimal place.
Q 23 Use BLM 33 Decimal Numbers and Words 1 and BLM 34 Decimal Numbers and Words 2 to revisit
matching the numeric form of a number to its word form.
Q 48 Practise drawing number lines with whole numbers, before moving to numbers with one decimal place.
Give the student numbers like 3.1, 5.6 and 7.2.
2. Have the student work with whole numbers in any of the listed activities (at their level) before moving to
decimal numbers. Scaffold them with the use of a place-value chart to reinforce the values and positioning
of the decimal parts.
5. Having the student complete Nelson Maths Mental Strategies Big Book 4, pp. 89, to reinforce mental
strategies with decimal numbers.
6. Extending the student in any of the listed activities or tasks by using decimal numbers to three
decimal places.
Unit 18
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BLM
33
Decimal Numbers and Words 1
4.3
Four and
three tenths
43.3 43.33 43.03

Forty-three
and three
tenths
Forty-three
and
thirty three
hundredths
Forty-three
and three
hundredths
40.30 40.33 40.03
6.9
Forty and
thirty-three
hundredths
Six and nine

tenths
Forty and
three tenths
69.9
Sixty-nine
and nine
tenths
Forty and
three
hundredths
69.99 69.09 60.90

Sixty-nine and
ninety-nine
hundredths
Sixty-nine
and nine
hundredths
Sixty and
nine tenths
60.99 60.09 17.05 17.50

Sixty and
ninety-nine
hundredths
Sixty and
nine
hundredths
Seventeen
and five
hundredths
Seventeen
and five
tenths
Unit
Unit
18 27
Fractions and decimals MA2-7NA
Teachers Note: This BLM can be enlarged,

photocopied, laminated and cut up to make cards.
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BLM
34
Decimal Numbers and Words 2
17.55 17.75
Seventeen
and fifty-five
hundredths
Seventeen
and
seventy-five
hundredths
17.77 17.57
Seventeen
and
seventy-seven
hundredths
Seventeen
and
fifty-seven
hundredths
17.07 15.07 15.77 15.70

Seventeen
and seven
hundredths
Fifteen
and seven
hundredths
Fifteen and
seventy-seven
hundredths
Fifteen and
seven tenths
3.1
3.11
3.01
1.03
Three and
one tenth
Three and
eleven
hundredths
Three
and one
hundredth
One and
three
hundredths
1.3
1.33
1.31
3.31
One and
three tenths
One and
thirty-three
hundredths
One and
thirty-one
hundredths
Three and
thirty-one
hundredths
Unit
Unit
18 27

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BLM
42
Symbols
<
>
Unit
Unit
18 27

100
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4.18

Unit
18
Give the student a set of decimal numbers, e.g. 2.45, 3.07, 4.6, 3.90, 2.42. Ask them to record the numbers in
order from smallest to largest.
Have the student select one of the numbers with two decimal places and write it in words.
Ask the student to draw a number line and place on all of the listed numbers. Point to the number line and ask
questions, e.g. Why did you place 4.6 here? Would 3.4 be smaller or larger than 4.6?
For the student who requires extension, give them a decimal number, e.g. 4.126. Ask them to round the number
to the nearest hundredth and add the number to their number line (marked in a different colour).
Fractions and decimals MA2-7NA represents, models and compares commonly used fractions and decimals
4.18

Unit
18
TARGETED ASSESSMENT

Q1
Review with the student the ordering of numbers with no decimal places.
Q2
Use the cards from BLM 33 Decimal Numbers and Words 1. Give the student a number card and have them find
the matching word card.
Q3
Using LO 2005 Scale Matters: Hundredths, have the student review the use of number lines.
If the student has demonstrated an understanding beyond the skills, consider:

Having the student order a set of decimal numbers to three decimal places and place them on a number line.
Q4
Unit 18
101
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Place-Value Chart
DATE:
Expand each decimal number by using the correct columns

in the place-value chart.
a 42.39
b 21.78
c 130.45
d 17.09
e 12.6
f 710.56
g 11.08
h 403.6
Extension:
i
five and six tenths
seventeen and forty-two hundredths
ninety and nine tenths
twenty-seven hundredths
nine hundred and twenty-five and three tenths
Hundreds
Tens
Ones
Tenths
102
Unit
18
Hundredths
Decimals to 2 Decimal Places (TRB pp. 9495)

07/05/14 3:24 PM
Matching Decimal
Numbers and Words
DATE:
Match the words and the decimal numbers. Write the letter that corresponds
to the matching words on the line above each decimal number to complete
the puzzle. The first one has been done for you.
A
ninety-three and five hundredths
three and seven tenths
one hundred and six and thirty-nine hundredths
eighteen and twenty-five hundredths
eighty-one and seventy-six hundredths
eight and fifty-five hundredths
ninety-nine and ninety-nine hundredths
two hundred and sixteen and ninety-three hundredths
twenty-one and five hundredths
eighteen and five hundredths
three hundred and forty-two and thirty-nine hundredths
sixteen and thirty-nine hundredths
two hundred and fifteen
eight hundred and twenty-seven and twenty-five hundredths
four hundred and twenty-one and five hundredths
fifty-one and seven tenths
seventy-six and thirty-five hundredths
What is small and round?

A
93.05
Unit
18
106.39
8.55
18.05
216.93
421.05
18.25
81.76
16.39
21.05
342.39
76.35
827.25
Decimals to 2 Decimal Paces (TRB pp. 9596)

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DATE:
Ordering Decimal Numbers

1
Order each set of decimal numbers from smallest to largest.

a
42.39
12.85
15.72 29.46
30.08
20.36
25.49
21.39 19.86
23.76
8.46
8.59 8.62
150.26
150.73
8.73
150.07
8.21
150.54
150.37
Create a number line for each set of decimals.

a
16.3
16.5 16.9
100.5
100.9
101.3 101.6
101.9
3.6
4.7
3.8
4.1
126.7
128.9
124.6 123.5
125.8
17.3
17.5
3.3
These times in minutes are from a car race. Place them in order from
shortest to longest to find who came 1st, 2nd and 3rd.
9.45
9.00 8.45
9.30
9.15
9.27
9.06
8.54
These are the weights in kilograms of 5 elephants. Place them in order

from largest to smallest to find the heaviest and the lightest elephant.
3200.49
5505.69
4370.56
5505.05
4465.98
104
Unit
18

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DATE:
Unit
18
STUDENT ASSESSMENT
Look at these numbers:
2.453.074.63.9032.424.05
1
Order the numbers from smallest to largest.
Select one of the numbers that has 2 decimal places.

Write it here:
This is your special number.
Write your special number in words.
Draw a number line and include all of the numbers in the box.
Explain where you placed your special number on the number

line and why.
Is the number 5.01 smaller or larger than your special number?

How do you know?

7
Unit
18
Draw a picture of your special number.

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Unit
Shape

Two-dimensional space: MA2-15MG manipulates, identifies and sketches two-dimensional shapes, including special
quadrilaterals, and describes their features
ML
area, centimetres, formal, informal, irregular, regular, shape, units
LESSON PLAN
TUNING IN
BLOCKS
You will need: shape blocks
Give groups of students a pile of blocks to sort by criteria that they determine. Have groups share their sorting
criteria and the different groupings they have created.
REGULAR SHAPES
You will need: poster paper
Write the term shapes on the board and have students brainstorm what it means. Then write the term regular
shapes. Ask, What makes a regular shape? (A regular shape is a polygon where all sides and all angles are
equal.) Have students come up with criteria. Record the criteria on poster paper and display.
INDEPENDENT TASKS

You will need: an assortment of regular shapes, blank cards, LO 10736 Shape Sorter: Wand Tool, Student
Book p. 110 Regular Shapes
TASK 1:
WHAT AM I?
Give students an assortment of regular shapes and blank cards. Have students write Who am I? cards for
individual shapes. Ask students to focus on features, e.g. whether all angles are equal, the number of equal
sides, and so on. Have students include the answer on the back of the card. Have them make a number of these
cards and then test them on a friend. An example of text on a card could be: Who am I? I have 4 equal sides and
4 equal angles.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using LO 10736 Shape Sorter: Wand Tool to examine
examples of single shapes. They use the wand tool to compare the sides, right angles and lines of symmetry for
each shape, and to work out its features. Note: there are more Learning Objects in this series, which will cater
for different learning abilities.
TASK 3:
STUDENT BOOK p. 110 Regular Shapes
TEACHING GROUP
You will need: computers/tablets, LO 3547 Tessellations, rulers, protractors

LO 3547 TESSELLATIONS
For students who require support, have them work independently on computers/tablets using LO 3547
Tessellations to create tessellations with coloured shapes.
CREATING SHAPES
For students who require a challenge, have them practise drawing exact regular shapes, building on the
features they identify as important. Give students rulers and protractors to help with accuracy.
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REFLECTION
Have students share their cards from Independent Tasks, Task 1, reading out the description to the class
and having the group identify the shapes.
Have students share their electronic tessellations from the Teaching Group. Ask, Why did you select that
shape? How did you know to place that shape there?
Have students share their accurate drawings from Creating Shapes in the Teaching Group. Ask them to
reflect on the difficulty of the task, and how they used the tools, e.g. the ruler, to help. Display their work.
LESSON PLAN
TUNING IN
DRAWING SHAPES
Ask students to draw a regular six-sided shape and an irregular six-sided shape. Have students share their
drawings. Ask, Why is this shape regular? How do we know this shape is irregular?
Go over some of the features of regular shapes, i.e. a polygon where all sides and all angles are equal. Extend to
examine what makes a shape irregular. Have students draw a number of different irregular shapes on the board.
INDEPENDENT TASKS

You will need: BLM 15 1cm Grid Paper, an assortment of regular shapes (e.g. blocks), Word, Student Book
p. 111 Regular or Irregular?
TASK 1:
FINDING THE AREA
Give students copies of BLM 15 1cm Grid Paper and an assortment of regular shapes. Ask, How could we
find the area of the shapes? Guide students towards placing the shape on the grid paper and tracing around
it, then counting squares to find the area. Have students write the area (in cm2) in the centre of the shape. Have
them measure the area of three different regular shapes. Then ask students to find three irregular shapes in the
classroom and repeat the process.
TASK 2:
INTERACTIVE TASK
Have pairs of students work on computers/tablets to use the Shape function in Word to create irregular
shapes. Under each shape they create, have them write why the shape is irregular. Have students create at least
five different shapes.
TASK 3:
STUDENT BOOK p. 111 Regular or Irregular?
TEACHING GROUP
You will need: BLM 16 Regular and Irregular Shapes, sheet of paper, scissors, glue, BLM 15 1cm
Grid Paper
SORTING REGULAR AND IRREGULAR
For students who require support, give them copies of BLM 16 Regular and Irregular Shapes to cut up
into cards. Have students sort the shapes into two piles regular and irregular. Students then identify
the features of each different set. The cards could be pasted onto a sheet of paper under the headings
Regular and Irregular, with students writing the features of each group in the relevant section. This
activity could be extended by having students find the areas of the shapes, placing them on BLM 15 1cm
Grid Paper and tracing around them to find the area. Note: students would need another copy of BLM 16.
DESIGN WITH SHAPES
For students who require a challenge, have them play with a design tool, e.g. Google SketchUp (a free
Google application). Allow students to explore what they can design and create.
REFLECTION
Have students write a written reflection on the differences in finding the area of regular and irregular
shapes in Independent Tasks, Task 1. Ask, Which was easier to measure this shape or this shape? Why?
Invite students to share their electronic creations of irregular shapes from Independent Tasks, Task 2. Have
students explain how they created certain aspects of the shapes.
Unit 8
Shape
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Invite students to share their SketchUp designs from Design with Shapes in the Teaching Group. Ask,
What did you discover about the program?
LESSON PLAN
TUNING IN
COMPARING AREAS OF REGULAR AND IRREGULAR SHAPES

You will need: a regular shape and an irregular shape (these could be sourced from BLM 16 Regular
and Irregular Shapes)
Show students a regular and an irregular shape. Ask, How could we compare the areas of these two shapes?
Have students make suggestions and try out ideas. Guide students towards measuring the respective areas on
grid paper, and then comparing.
COMPARING AREAS OF REGULAR AND IRREGULAR SHAPES
You will need: IWB, a grid to project onto the board
Project a large grid onto the whiteboard or IWB. Note: all IWB software comes with a grid option or these can
also be found on the internet. Ask a student to draw a regular shape on the projection. Have another student
work out the area of the shape. Revisit the most effective methods of doing this. Repeat with an irregular shape.
Ask, What are the units of the area? Which shape has the greatest area? How do we know? Repeat the activity
with different shapes.
INDEPENDENT TASKS

You will need: BLM 15 1cm Grid Paper, Word, Student Book p. 112 Comparing Regular and Irregular
TASK 1:
COMPARING AREA OF SHAPES
Give each student a copy of BLM 15 1cm Grid Paper. Challenge pairs of students to find in the classroom at
least two shapes one regular and one irregular that have the same area. Students may select anything in the
classroom. Have them find as many different pairs as they can and record their findings. As an extension, once
an irregular shape has been outlined on the grip paper in pencil, have students change it in some way to make
it a regular shape with the same area.
TASK 2:
INTERACTIVE TASK
Have students work individually on computers/tablets to use the Shape function in Word to create regular and
irregular shapes that have the same area. Students could overlay their work on electronic grid paper, such as
that found on IWB software, to aid the construction.
TASK 3:
STUDENT BOOK p. 112 Comparing Regular and Irregular Shapes
TEACHING GROUP
You will need: BLM 15 1cm Grid Paper, flat blocks, computers/tablets, LO 3547 Tessellations
COMPARING AREAS OF BLOCKS
For students who require support, give them a copy of BLM 15 1cm Grid Paper and some flat blocks.
Have the students look at the blocks and estimate two that may be of equal area. Have them record their
estimate. Then have students place the blocks on the grid paper, trace around them and then find the
areas. Ensure that students count the squares correctly and talk to them about how to accommodate for
the partial squares. Have them check their prediction. Repeat the activity.
LO 3547 TESSELLATIONS
For students who require a challenge, have them work independently on computers/tablets, using LO
3547 Tessellations to create tessellations with coloured shapes. Have students complete a tessellation,
then identify which tiles are regular and which are irregular. Have students make a comment about
whether or not the regularity (or otherwise) of the tiles had an impact on creating tessellating patterns.
REFLECTION
Have students share their equal area shapes from Independent Tasks, Task 1. Ask, How did you find the
two shapes? Did you have a strategy? How did you check that the areas were the same?
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Have students share the equal area shapes from Independent Tasks, Task 2. Ask, How did you know the
areas were the same? How did you check? Which shape is regular and why? Students could show their
work electronically.
Invite students from the Teaching Group to share their tessellation patterns. Ask them to comment on
whether or not the regularity (or otherwise) of the tiles had an impact on creating tessellating patterns.
Home Tasks
Have students conduct a shape hunt at home, looking for regular and irregular shapes. Have them list five
things from the kitchen that are a regular shape and five that have an irregular shape. Have students bring
the items (if possible) or their list to school to share.
Give each student a copy of BLM 15 1cm Grid Paper. Have them find three items at home (regular or
irregular) that have an area of 10 cm2. Have students trace around the items and label.
Assessment
Collect a copy of students designs, e.g. the irregular shapes from Lesson Plan 2, Independent Tasks,
Task 2, or the equal area shapes from Lesson Plan 2, Independent Tasks, Tasks 1 and 2, to add to students
digital portfolios.
Collect students written reflections, e.g. the reflection on finding the area of regular and irregular shapes
from Lesson Plan 2, Independent Tasks, Task 1.
Make a note of the students completing the scaffolding tasks or the more challenging activities of the
Teaching Groups.

Q 12 Review the difference between shapes. Have the student sort shapes into groups and then identify
properties of the particular groups. Repeat, separating regular and irregular shapes.
Q 3
Have the student practise tracing shapes and counting squares. Show them strategies for recording the
number of squares, e.g. numbering each individual square or colouring in and keeping a tally. Examine
how to count partial squares. Talk about the importance of units.
2. Work with simple shapes, e.g. squares, rectangles and triangles. Consolidate ideas with these shapes
before moving forward.
3. Practise counting squares to determine areas.
4. When making area comparisons, have the student cut out the shapes and try to overlay them to determine
which one is larger.
6. Having the student investigate circles and how they fit into the classification. They may wish to
use references.
8. Having the student complete problems that require multiple steps to solve, i.e. nominate an area of
x amount, then create both an irregular and a regular shape of this area.
Unit 8
Shape
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Regular Shapes
DATE:
Write a description for each regular shape.
Circle the shape in each set that is the odd one out (not a regular shape).
Extension: On another sheet of paper, draw and name each shape from

110
Question 2.
Unit
Regular Shapes (TRB pp. 106107)

Two-dimensional space MA2-15MG manipulates, identifies and sketches two-dimensional shapes,
including special quadrilaterals, and describes their features
07/05/14 3:24 PM
Regular or Irregular?
DATE:
Colour all of the regular shapes.
Circle each shape in each set that is the odd one out (not regular).
a
Using the grid paper as a guide, draw 2 different irregular shapes

and 2 regular shapes. Label each shape regular or irregular.
Find the area of each shape by counting squares. Write the area
on your shape in cm2.
Unit

111
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Comparing Regular
and Irregular Shapes
1
DATE:
For each shape, find the area and write it inside the shape.
f
g
Shade each regular shape red and each irregular shape green.
Find the shapes that have the same areas and list them below.
Create an irregular shape that has an area the same as shape g.
112
Unit

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DATE:
Unit
8
1
STUDENT ASSESSMENT
Label each shape regular or irregular.
Describe what features make a regular shape, e.g. a pentagon.
Find and record the area of each shape.
2
3
4
a Which two shapes have the same area?
b Which shape has the largest area?

c What is the area of the smallest shape?
Extension: Draw an irregular shape that is 4cm2.
Unit

113
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Unit
Place Value
NUMBER AND ALGEBRA

Whole numbers: MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers
ML
abacus, digits, expanding numbers, hundreds, hundreds of thousands, integers, millions, number
expanders, place value, tens, tens of thousands, thousands, units
LESSON PLAN
TUNING IN
ORDERING NUMBERS
You will need: sticky notes, poster paper
Provide each student with a sticky note. Have each student write a 5- to 6-digit number on their sticky note, and
then collect the sticky notes. Redistribute the sticky notes, and have students in small groups order their notes
from smallest to largest. Then have the whole group arrange the sticky notes on poster paper from smallest to
largest. This activity could be varied by setting a range for the numbers according to students abilities. Have
students share and discuss the different strategies they used to order the numbers.
NUMBER KNOWLEDGE
You will need: sticky notes, NTO 5.1 Spike Abacus, NTO 5.2 Place-Value Chart
Invite a number of students to write a 3- or 4-digit number on a sticky note. Have students attach their sticky
notes to the board. Ask, How could we represent these numbers? NTO 5.1 Spike Abacus and NTO 5.2 PlaceValue Chart could be used. Discuss place value and what it means if there is a zero acting as a place holder.
Have students order the numbers from smallest to largest on the sticky notes using either NTO.
INDEPENDENT TASKS

You will need: newspapers or magazines, scissors, glue, poster paper, BLM 1 Place-Value Chart, LO 1999
Scale Matters: Tens of Thousands, Student Book p. 112 Identifying Place
TASK 1:
REAL PLACE-VALUE CHARTS
Individually, have students look in newspapers or magazines for different numbers, cut them out and paste them
on poster paper. Then have students write the number into a place-value chart, either one they have drawn or a
copy of BLM 1 Place-Value Chart. Set minimum numbers for students to collect or a time limit.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using LO 1999 Scale Matters: Tens of Thousands
whereby students explore the use of scale on a number line.
TASK 3: STUDENT BOOK p.122 Identifying Place
TEACHING GROUP
You will need: NTO 5.1 Spike Abacus, NTO 5.2 Place-Value Chart, blank cards, a long sheet of paper (optional)
ABACUS
For students who require support, display NTO 5.1 Spike Abacus and have students take it in turns to
display or read a selection of numbers. Review with students what each of the spikes represents. Repeat
the activity using NTO 5.2 Place-Value Chart with the MAB materials and the same numbers. Ask
students to identify what is similar and what is different between the two representations.
7-DIGIT NUMBERS
For students who require a challenge, have each student write a 7-digit number on a piece of card. Have
them represent the number three different ways, e.g. in words, as a diagram, on a place-value chart. Then,
as a group, have students order the numbers from smallest to largest. This activity could then be extended
with students creating a number line of their 7-digit numbers on a long sheet of paper.
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REFLECTION
Have students share their collected numbers from Independent Tasks, Task 1. Ask, How did you know how
to record the number in the place-value chart? Why did you write a zero there?
Invite students to share their 7-digit number representations from the Teaching Group. Have them share
the number line (if created) and display in the room.
Have students list three strategies that they use when ordering numbers from largest to smallest.
LESSON PLAN
TUNING IN
NUMBER EXPANDERS
You will need: BLM 2 5-digit Number Expander, scissors, contact (optional), |
NTO 5.3 Number Expander
Have students create a 5-digit number expander from BLM 2 5-digit Number Expander. You may wish to use
contact with the number expanders so students can write the numbers on the number expander with whiteboard
markers and erase. Note: it is difficult to fold the number expanders if they have been laminated. Once complete,
have students work in pairs providing each other with 5-digit numbers to explore on the number expander. Use
NTO 5.3 Number Expander to support and extend the activity.
WRITING IN EXPANDED FORM
You will need: NTO 5.4 Expanded Form
Explore writing numbers in expanded form, e.g. 421 = 400 + 20 + 1, by providing examples on the board. Have
students come to the board, show the expanded form and explain how they work it out. This could be supported
with NTO 5.4 Expanded Form. Then provide a number of expanded numbers, and have students write as a set of
digits, again having them explain their ideas.
INDEPENDENT TASKS

You will need: five different-coloured dice per pair of students, sheets of paper, LO 871 Wishball: Whole
Numbers, Student Book p. 123 Comparing Expanded Form
TASK 1:
EXPANDING WITH DICE
Provide students in pairs with at least five different-coloured dice. On a sheet of paper, students identify what
colour represents each place value, e.g. blue is hundreds. Have students take it in turns rolling the dice to
generate 5-digit numbers. Have students record the number and then express it in expanded form. This activity
could be altered by the number of dice used.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using LO 871 Wishball: Whole Numbers. This is where
students receive a starting number, such as 3786, and work towards turning it into a target number, 7664, based on
addition and subtraction with place value. The aim is to reach the target number in the smallest number of goes.
Note: this activity could be used as a whole-class activity and is one of a series of Learning Objects.
TASK 3: STUDENT BOOK p. 123 Comparing Expanded Form
TEACHING GROUP
You will need: sticky notes, sheets of paper, dice (optional), NTO 5 Flipbook
EXPANDED FORM IN PARTS
For students who require support, provide them with a number, e.g. 421. Have students expand the number
with each part of the expansion on a different sticky note, e.g. 400 + 20 + 1. Have students mix up the
equation using the sticky notes and record, e.g. 20 + 400 + 1. Then have them swap with a partner. The
other student needs to write the number in digits, e.g. 421. Repeat a number of times. Begin with smaller
numbers, e.g. 3-digit numbers, and work to 5-digit numbers if possible.
EXPANDED NUMBER QUIZ
For students who require a challenge, have them write a number in expanded form but not in order, e.g.
1 + 300 + 50 + 6000 + 90000 = . Have them complete 10 different examples on one sheet of paper with the
answers on another. Then have students swap and complete each others questions. Students can check the
answers. Numbers could be randomly produced using dice. To extend this activity, students could write their
numbers in expanded form in words.
Unit 1
Place Value
115
07/05/14 3:24 PM
REFLECTION
Using NTO 5.5 Flipbook, have a discussion with students about internal zeros in numbers and how these
are represented using place-value charts and expanded notation.
Have students share their results from Expanding with Dice, Independent Tasks, Task 1. Ask, What
numbers did you have difficulty with? Did the same number come up twice?
Provide five digits on the board, e.g. 4 2 5 0 0. Have students form these digits into three diferent 5-digit
numbers and represent them on their number expanders made from BLM 2 5-digit Number Expander.
Write all of the different variations on a place-value chart on the board. Note that NTO 5.3 Number
Expander could be used to support this activity.
LESSON PLAN
TUNING IN
IN WORDS
You will need: poster paper
Read out a set of numbers, and have students write them in words, starting with the smaller numbers, e.g. 45, and
moving to the larger numbers, e.g. 45689. Correct as a group, with students coming to the board to share their work.
Collect on poster paper any of the numbers that are tricky to spell, e.g. forty, eighty etc, creating a word chart.
STRATEGIES FOR WORDS
You will need: NTO 5.2 Place-Value Chart
Explore strategies that would help students to write numbers in words. Revisit NTO 5.2 Place-Value Chart to
look at how knowing the place-value language helps write numbers into words. Expanded notation ideas like
the number expander could also aid students understanding.
INDEPENDENT TASKS

You will need: Student Book p. 124 Which Animal?
TASK 1:
WHO AM I?
Read out a Who am I? problem about a number, e.g. I am a 5-digit number less than 40000. My tens place
is occupied by the digit 2 and the digit in the ones place is 2 more than in the tens place. My hundreds and
thousands digits are the same and total 8. All of my digits add up to 17. Who am I? (34424) Have students solve
and discuss the different strategies they used to solve the problem. Have students write their own Who am I?
problems about a number.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using level-appropriate software for the following
task. Provide each student with a number according to their ability. Then, have students key in everything they
can think of about that number, e.g. in words, expanded form, what it is larger than, less than, if it represents
something, if it is odd or even. Allow students to be creative in their presentation.
TASK 3: STUDENT BOOK p. 124 Which Animal?
TEACHING GROUP
You will need: packs of playing cards

MULTIPLYING WITH PLAYING CARDS
For students who require support, use packs of playing cards with the aces, tens and picture cards
removed. Provide students with a set of cards. Have them create a 3-digit number by turning over the
cards. Have students record the number, and then write the number in words below. Discuss strategies
to help students, e.g. identifying the value of each place, being aware of the place such as tens. Have
students say the word out loud. If students are still struggling, provide a word list of the first 20 numbers
and all of the tens numbers to 100 to support students with their writing.
WHO AM I? IN WORDS
For students who require a challenge, have them write Who am I? problems for numbers into the millions
only using words. Students could type their problems on the computer.
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Year 5
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REFLECTION
Have students present their Who am I? problems from Independent Tasks, Task 1, and the Teaching
Group. Have the student read them out and the rest of the class can solve.
Have students share their number investigation from Independent Tasks, Task 1. Look for interesting and
unusual representations. Collect into a class book, either digital or hard copy.
Put students in teams of three or four. Read out a number, e.g. 54291. Have students write the number
out in words in large text on a sheet of paper or on a tablet and hold it up. The first group that does this
correctly collects a point. The aim of the activity is accuracy. Play a number of rounds. This activity could
be varied by writing numbers in words as well.
Home Tasks
Have students take home their number expanders and explain to their parents or carers how the
expanders work with a number of examples. These examples could be provided on a sticky note
according to students abilities.
Have students look around at home for five numbers with at least four digits. Have students record the
numbers, where they found them and then expand them. Have students bring the numbers into class to share.
Assessment
Collect a copy of students Who am I? problems from Lesson 3, Independent Tasks, Task 1, as evidence of
their understanding of place value. Add the extension activity (Lesson Plan 3, Teaching Group) if completed.
Collect students ideas about their number from Lesson 3, Independent Tasks, Task 2, as evidence of their
knowledge of place value, how to express the number in different forms and so on.

Review the use of the place-value chart and what each of the columns represents. NTO 5.2 Place-Value
Q 1
Chart could be used to aid discussion. Have the student practise inserting numbers into the chart.
Review how to expand numbers by breaking them into each of the place values. Practise with the
Q 2
student-made number expanders and NTO 5.3 Number Expander.
Q 34 Review the writing of numbers in words and vice versa. The student could complete matching activities of
words and numbers. The student could also create their own word/number chart to remind them of spelling.
Q 56 To help the student with comparison of numbers, discuss strategies, e.g. working with the tens of
thousands, then thousands etc., essentially the place-value chart backwards. The student could also
circle the part of the number that they find to be the largest when comparing.
2. Have the student work with 2- and 3-digit numbers before moving to larger numbers.
3. Consolidate ideas by creating a tool box for the student including a place-value chart, their number
expander, their word/number chart as reference points.
4. Review Nelson Maths: Australian Curriculum Year 4 Units 23.
1. Having the student apply the ideas and concepts to larger numbers in the millions.
3. Have the student complete Nelson Maths Building Mentals Strategies Book 5 Unit 4 Ordering 6-digit
Numbers, Unit 5 Expanding Numbers and Unit 6 Less Than and Greater Than, pp. 1015.
4. Extending the student in any of the listed activities or task by using decimal numbers.
Unit 1
Place Value
117
07/05/14 3:24 PM
BLM
TM
Place-Value Chart
M
HTh
TTh
Th
Unit
118
07/05/14 3:24 PM
BLM
Ones
Tens
Thousands
Tens of
thousands
Hundreds
Ones
Tens
Thousands
Tens of
thousands
Hundreds
Thousands
Tens of
thousands
Hundreds
Tens
Ones
5-digit Number Expander
Unit
119
07/05/14 3:24 PM
5.1

Unit
PLACE VALUE
Resources: a sheet of paper per student, NTO 5.2 Place-Value Chart, NTO 5.3 Number Expander, NTO 5.4 Expanded Form
On a sheet of paper, have the student write the number 2542368.
Have the student write the number in words.
Have the student expand 45807.
Have the student write three numbers larger than 9999999.
For students who require extension, have them write a 7-digit number that has two internal zeros, and then write
this number in words.
Whole numbers MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers
5.1

Unit
PLACE VALUE TARGETED ASSESSMENT

Q1
Review writing numbers based on place-value charts. Work with NTO 5.2 Place-Value Chart and how this can help
with writing numbers. Work with numbers with only three digits.
Q2
Practise writing numbers in words, beginning with numbers less than 100. Have the student develop a word chart
to assist with the spelling of the numbers.
Q3
Use NTO 5.3 Number Expander and NTO 5.4 Expanded Form to revisit number structure and
expanding numbers.
Q4
Have the student practise ordering numbers from smallest to largest noting the strategies. When writing numbers
that are larger, have the student consider strategies, e.g. counting on.

Q5
Having the student work with larger numbers in all forms up to billions and also with decimal numbers.
120
Teachers Resource
Year 5
07/05/14 3:24 PM
121
07/05/14 3:24 PM
Identifying Place
DATE:
1 Write the numeral shown on each abacus.

a b
Hth Tth Th H T

Hth Tth Th H T
Hth Tth Th H T
2 State the value of the 6 in the following numbers.

a 61432
b 11056
c 46161
d 16528
e 43601
f 50116
3 Circle the largest number in each pair.

a 29006
2998
b 42119
41911
c 16832
17852
d 60479
60794
e 185609
185690
4600142
4006142
4 Describe how you worked out which number was largest in Question 3c.
5 Order the following sets of numbers from smallest to largest.

a 16487, 15058, 17598, 16993
b 423147, 406102, 450328, 44199, 424199
c 84294, 84105, 84336, 84156
d 307421, 4714809, 3074456, 37201, 471809
6 To turn 9 million into 10000000 I would: (Shade the correct bubble.)
Add 100000
Subtract 1000000
Add 1000000
Subtract 100000
122
Unit
Place Value (TRB pp. 2023)

Whole numbers MA3-4NA orders, reads and represents integers of any size and describes properties of
whole numbers
07/05/14 3:24 PM
Comparing
Expanded Form
DATE:
1 Write the numeral for the following numbers.

a 70000 + 2000 + 500 + 20 + 1
b 30000 + 5000 + 800 + 90 + 5
c 20000 + 400 + 50 + 6
d 10000 + 1000 + 400 + 30 + 3
2 Express each of the following in expanded form.

a 60419
c 81403

a 21432
20000 + 1000 + 400 + 40 + 1
b 42119
40000 + 2000 + 400 + 20 + 6
c 16832
10000 + 5000 + 700 + 90 + 5
d 60000 + 4000 + 300 + 5
64350
e 10000 + 8000 + 900 + 20 + 1
14922
f 4000 + 200 + 5
40205
4 Describe how you worked out which number was largest in 3e.
5 Order the following numbers from smallest to largest.

70000 + 5000 + 200 + 80 + 1
70000 + 5000 + 400 + 90 + 5
70000 + 5000 + 300 + 40 + 6
Extension: Using the digits 4, 8, 7, 6, 5, 1

a Write the smallest number using all
of the digits.
Unit
b Write the largest number using

all of the digits.

whole numbers
123
07/05/14 3:24 PM
Which Animal?
DATE:
Complete the gaps to find the unused number on the animal

that will complete the joke.
1 10658 = ten thousand hundred and fifty-eight
2 25306 = twenty-five thousand three hundred six
3 61259 = sixty-
thousand two hundred and fifty-nine
4 89220 = eighty-nine thousand, two hundred and

5
44244 =
-four thousand, two hundred and forty-four
16225 =
thousand, two hundred and twenty-five
7 98178 = ninety-
thousand, one hundred and seventy eight
8 54115 = fifty-four thousand, one hundred and

9 54
10 11
24 = fifty-four thousand, nine hundred and twenty-four

10 = eleven thousand, one hundred and ten
8456
11
= eighty-four thousand, five hundred and sixty
12 9 325 = ninety-five thousand, three hundred and twenty-five

13
4235 = fourteen thousand, two hundred and thirty-five
fift
e
eight
en
sixteen
one
forty
tw
en
and
en
six
e
et
ty
ni
1
5
What goes
29-clonk, 29-clonk,
29-clonk?
A
with
a wooden leg!
124
Unit

whole numbers
07/05/14 3:24 PM
Unit
DATE:
STUDENT ASSESSMENT
1 Write the following numbers in the place-value chart.

a
54236
d 4782368
TM
b 11054
c 724000
e 921
f 31270356
Hth
TTH
Th
a
b
c
d
e
f
2 Expand each of the following numbers.
a 58920
b 32560
3 Write each number in words.
a 32561
b 14560
4 Write the numeral for each number.
a twenty-five thousand, three hundred and eleven
b eighty-two thousand, one hundred and three
5 Order the following numbers from smallest to largest.
a 56123, 56892, 56741, 56334
b 2114021, 12114201, 12114210, 2114201
6 Circle the largest number of this pair. How did you work it out?
42631 and 42813
Unit

whole numbers
125
07/05/14 3:24 PM
Unit
14
Perimeter

Length: MA3-9MG selects and uses the appropriate unit and device to measure lengths and distances, calculates
perimeters, and converts between units of length
ML
centimetre, length, metre, millimetre, perimeter, rectangle, ruler, square, units, width
LESSON PLAN
TUNING IN
MEASURING LENGTH
You will need: rectangular objects, rulers
Provide each student with a rectangular object, e.g. a tissue box. Have students measure the length of each of
the sides with a ruler, and record on a diagram. Check students are measuring correctly using the ruler, and are
recording an appropriate diagram with the correct units of measurement. Repeat if necessary and have students
share results.
WHAT IS PERIMETER?
You will need: recorded measurements and objects from Tuning In, calculators
Ask, What is perimeter?. Brainstorm students ideas on the board. Then have students find the perimeter of their
object from Tuning In. Ensure they add the perimeter of their object correctly. Have them compare their results
with a partner. They may need to use calculators to aid the calculations. If time permits, have students swap objects
and find the measurement.
INDEPENDENT TASKS

You will need: rulers, sheets of paper, LO 3528 Geoboard, Student Book p. 130 Perimeter of Rectangles
TASK 1: MEASURING PERIMETER

Provide students with a ruler and a sheet of paper and have them
select five rectangular objects (from around the classroom) to measure
the perimeter of. Have them record the measurements of each side
length on a diagram. Students could be encouraged to collect their
information in the form of a table with the following headings.
TASK 2:
Name of object/
where found
Diagram
with labels
Perimeter
INTERACTIVE TASK
Have students work independently on computers/tablets using LO 3528 Geoboard, whereby students can use the
virtual geoboard to stretch bands to create shapes and then find the perimeter. Have students record their results.
TASK 3: STUDENT BOOK p. 130 Perimeter of Rectangles
TEACHING GROUP
You will need: rulers
MEASURING RECTANGLES ON THE BOARD

For students who require support, draw some rectangles on the board. Have students use a ruler to take it in
turns to measure and label each of the side lengths. Then discuss with students the idea of perimeter being
the total distance around the shape. Repeat with a number of examples.
FINDING THE PERIMETER
For students who require a challenge, provide them with the task of finding objects with a set value
perimeter, e.g. 10cm or 50cm or even 100cm or 1m. Have students work in pairs to see how many objects
they can find to meet the criteria.
126
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Year 5
07/05/14 3:24 PM
REFLECTION
Have students share their collected perimeters from Independent Tasks, Task 1. Look for different objects
that have the same perimeter. Perhaps they could be listed together. Ask students why they selected
particular objects.
Invite students to share the objects they found that met the perimeter requirements in Finding the
Perimeter from the Teaching Group. Ask students to explain how they solved the task.
As a class, create a perimeter poster with facts, ideas and reminders to be displayed in the classroom.
LESSON PLAN
TUNING IN
WORKING WITH GRIDS

You will need: NTO 5.6 Grid Paper
Using NTO 5.6 Grid Paper, create a rectangle on the board and have students find the length of each side and
then the perimeter. Repeat with a number of different examples.
IS THERE A QUICKER WAY?
You will need: NTO 5.6 Grid Paper
Using NTO 5.6 Grid Paper, have a student create a rectangle on the board. Discuss with students the strategies
for finding the perimeter. Ask, Is there a quicker way to find the perimeter? Draw out ideas, e.g. length + width
2 = perimeter or 2 Length + 2 width = perimeter. Add these to the perimeter poster from the Reflection
in Lesson Plan 1. Try the processes (ideas) with a number of examples at the board.
INDEPENDENT TASKS
Note: Choose from Tasks1, 2 or 3.

You will need: metre rulers, tape measures, trundle wheels, NTO 5.6 Grid Paper, Student Book p. 131
Rectangles on Grids
TASK 1:
PERIMETER OF A LARGE OBJECT
As a class, have students measure the perimeter of a large object, e.g. the basketball court or a school building
or playground. Before moving outside, have students brainstorm how, as a group, they will complete the
measurement task, e.g. they could divide into smaller groups and each group measures a particular section.
Have students consider how they will record this information.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets to explore NTO 5.6 Grid Paper, whereby they will
add a rectangle and find the side lengths and perimeter of the shape. Students could record their work by
taking a screen shot or photo of the page. Have students complete a number of measurements. This activity
could be extended by providing the perimeter and the students determine the side lengths of the rectangle.
TASK 3: STUDENT BOOK p. 131 Rectangles on Grids
TEACHING GROUP
You will need: BLM 3 1cm Grid Paper, rulers, calculators

PRACTISING WITH GRIDS
For students who require support, provide them with a copy of BLM 3 1cm Grid Paper. Have students
draw rectangles to specifications, e.g. length 5cm, width 3cm, using rulers. Then have students find the
perimeter. Encourage students to consider length + width 2 = perimeter or 2 length + 2 width =
perimeter, perhaps working through examples of each. Note: students may need to use calculators.
SOLVING THE GRID PROBLEM
For students who require a challenge, provide them with a copy of BLM 3 1cm Grid Paper. Have them
examine the problem: to find the number of rectangles with a perimeter of 24cm that will fit on their page.
Allow students to use any strategies they wish. They must be able to justify the number they arrive at.
REFLECTION
Draw the ideas and calculations of students finding the perimeter of a large object from Independent
Tasks, Task 1. Ask, What was challenging about this task? How do you know the answer is correct?
How would grids have aided you to find the answer?
Unit 14
Perimeter
127
07/05/14 3:24 PM
Have students share their discoveries and results from Solving the Grid Problem in the Teaching Group.
Display NTO 5.6 Grid Paper on the board and invite students to share some of their ideas.
Draw a rectangle on the board. Ask students how they could they find the perimeter. Draw out students
different strategies and calculate the perimeter of the rectangle with each of the strategies. Ask students
which strategies they prefer and why.
LESSON PLAN
TUNING IN
SQUARES AND RECTANGLES

Provide students with a number of squares and rectangles for them to find the perimeter of, including
rectangles and squares that have been rotated. Provide these on shapes with the side lengths labelled. Have
students find the perimeters of the shapes in pairs.
PERIMETER OF A SQUARE
Review the definition of perimeter with students. Then discuss the perimeter of a square. Ask, Do you know a
short cut when finding the perimeter of a square? i.e. 4 length = perimeter of a square. Ask, Why is a square
a special case?
INDEPENDENT TASKS

You will need: Student Book p. 132 Perimeter
TASK 1:
INVESTIGATING PERIMETER
Provide students with a total perimeter, e.g. 24cm or 48cm, and have students in pairs investigate all of the
different rectangles and squares that could have that total perimeter. Encourage students to be systematic in
solving the task. Have them write up their results on poster paper. To extend the activity, provide students with
a perimeter measurement featuring decimals.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets. Provide students with the task of designing a garden
bed that has a perimeter of 100m. The garden bed could be rectangular, or it may be an irregular shape, the
only stipulation being that the sections of the garden bed are straight.
TASK 3: STUDENT BOOK p. 132 Perimeter
TEACHING GROUP
You will need: rulers, square-based objects, calculators, rulers, NTO 5.7 Length Convertor
PERIMETER OF A SQUARE
For students who require support, provide a range of square-based objects and have students measure
the side lengths with rulers. Have them record the lengths on a diagram and label it. Ask them to find
the perimeter, reminding students about the measuring units to use. Repeat a number of times, then ask
students what they notice, and if there are any short cuts they may be able to use. Note: students may
need to be supported with the use of calculators.
CONVERTING UNITS
For students who require a challenge, provide them with a number of different-sized squares with sides
labelled in metres, e.g. side length 2m or 2.5m, etc. Ask them to find the perimeter and then have them
convert their answers into cm and even mm. Students will need access to calculators for this activity. Note:
NTO 5.7 Length Convertor could be used to assist with this activity.
REFLECTION
Have students share their findings from Independent Tasks, Task 1. Ask, How did you solve the problem?
Did you have a process?
Have students share their garden bed designs from Independent Tasks, Task 2, either in hard copy or
electronically. Ask, Why did you create your garden bed like that? Check students have side lengths
recorded and that they total 100m.
Draw a number of squares and rectangles on the board and have students find the perimeter of each.
Ask, What is a quicker method than adding all 4 side lengths with the square? How do we know the value
of each side length, if it is not labelled?
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Teachers Resource
Year 5
07/05/14 3:24 PM
Home Tasks
Have students find the perimeter of two squares and three rectangles from around their home. Have
students record the item, its side lengths and perimeter. This could be represented in a table.
Provide students with a value, e.g. 16 m, and have them determine the different perimeters of rectangles and
squares that could give that perimeter. Have students record their ideas and share with the rest of the class.
Assessment
Collect a copy of students results from Lesson Plan 3, Independent Tasks, Task 1, for their student
portfolio.
Collect a copy of the gardens designed by students from Lesson Plan 3, Independent Tasks, Task 2, for
their student portfolio.
Make a note of students completing the scaffolding tasks or the more challenging activities of the
Teaching Groups.

Q 1
Review the concept that opposite sides in a rectangle are equal in length. Review that all four side
lengths in a square are equal.
Q 23 Review how to find perimeter by adding each of the side lengths. When this concept is strong, the
student could be encouraged to use strategies such as 4 side length = perimeter of a square.
Q4
Review the finding of perimeter by adding each of the side lengths. Then have the student work out
what numbers could add to give 10 cm, e.g. 2 + 2 + 3 + 3 = 10. Then have them add this to a diagram.
Remind the student that two pairs of the side lengths need to be the same/equal.

2. Have the student continue to work with the physical materials, tracing and then measuring the side lengths
with rulers.
3. Review the use of rulers.
4. Have the student work with small numbers and not worry about the measurements units initially.
5. Create a reminder chart about perimeter to display.
1. Having the student work with larger numbers.

3. Having the student complete questions with conversions involved.
4. Extending the student to include more word-based problems.
Unit 14
Perimeter
129
07/05/14 3:24 PM
Perimeter of Rectangles
DATE:
You will need: a ruler

1 Find the length of each of the sides of the rectangles and label the diagrams.
2 By adding the side lengths, find the total perimeter for each of the rectangles

and write this in the centre of the rectangles.
d
e
Extension: On another sheet of paper, draw two different rectangles that each have
a total perimeter of 10cm.
130
Unit
14
Perimeter (TRB pp. 126127)

Length MA3-9MG selects and uses the appropriate unit and device to measure lengths
and distances, calculates perimeters, and converts between units of length
07/05/14 3:24 PM
Rectangles on Grids
DATE:

1 Find the length of each of the sides of the rectangles and label the diagrams.
2 Find the total perimeter for each of the rectangles and write this in the centre of

the rectangles. Use one of these strategies:
length + width 2 = perimeter
2 length + 2 width = perimeter
3 Which method did you use to find the perimeter of rectangle c?
Unit
14

131
07/05/14 3:24 PM
Perimeter
DATE:

1 Find the perimeter of each shape and label the diagram.
a
2 Find the perimeter of each square and label the diagram.

a
3 Which method did you use to find the perimeter of square c?
4 Complete the table.
Rectangle
Length
Width
7 cm
4 cm
12 cm
10 cm
5m
1m
10 m
20 m
Perimeter
Extension:
On another sheet of paper, draw an irregular shape with a perimeter of 20cm.
132
Unit
14

07/05/14 3:24 PM
DATE:
Unit
14
STUDENT ASSESSMENT

1 Find the missing side lengths on each rectangle and square

and add to the labels.

c
2cm
4cm
3cm
1cm
e
8cm
2 Find the perimeter of each rectangle and square. Write the perimeter

in each shape.
3cm
3cm
6cm
5cm
5cm
e
b
2cm
2cm
2cm
4cm
4cm
3 Explain how you found the perimeter of the shape c in Question 2.
4 On another sheet of paper, draw a shape that has a total perimeter

Unit
14
of 10cm, and label each of the side lengths.

133
07/05/14 3:24 PM
Unit
Integers
NUMBER AND ALGEBRA

Whole numbers: MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers
ML
integers, negative numbers, number line, positive numbers, zero
LESSON PLAN
TUNING IN
SORTING INTEGERS
You will need: sets of cards made from BLM 1 Integer Cards 1
Ensure there are enough cards from BLM 1 Integer Cards 1 for one set between two students. Have students
sort the cards into positive and negative numbers. Ask, What is similar about each group? What is different
about each groups? What about zero?
INTEGERS
Discuss what makes up the set of integers (whole numbers). Talk about the symbol representing negative
numbers, and look at the importance of zero. Introduce the term integers. Ask students where we see negative
numbers in real life, e.g. thermometers, on graphs, etc. Collect ideas and comments on the board.
INDEPENDENT TASKS

You will need: newspapers or magazines, scissors, glue, poster paper, calculators, sheets of paper,
NTO 6.1 Calculator, Student Book p. 144 Knights in Maths
TASK 1:
NEWSPAPER HUNT
Individually, have students look in newspapers or magazines for integers (positive and negative). Have students
cut out and collect these on poster paper, explaining the context in which the integers were found. Challenge
students with a minimum number of negative numbers and zeros for them to collect or set a time limit.
TASK 2:
INTERACTIVE TASK
Provide each student with a calculator. Have students create different numbers (up to millions) from a starting
point. Ask, If I begin with a 5, how can I create 5 million? How do I create negative 5? Have students record
what they do on a sheet of paper. Repeat with a number of different numbers. Note: NTO 6.1 Calculator could
be used to support this activity.
TASK 3: STUDENT BOOK p. 144 Knights in Maths
TEACHING GROUP
You will need: sets of number cards made from BLM 1 Integer Cards 1 and BLM 2 Number Line, sheets of paper
SORTING INTEGERS
For students who require support, provide them with a set of number cards made from BLM 1 Integer
Cards 1 and a copy of BLM 2 Number Line with the numbers from 10 to 10 filled in. Have students
match the cards to the numbers on the number line, and then have them sort into piles of positive and
negative numbers. Observe how students sort the numbers.
LARGER RANGE
For students who require a challenge, ask them to order the number cards made from BLM 1 Integer
Cards 1 from smallest to largest and record these on paper. Ask students to write a comment below their
work, articulating the process they used for the sorting. Students could then be encouraged to place
these on a number line to scale.
134
Teachers Resource
Year 6
07/05/14 3:24 PM
REFLECTION
Have students share their integers posters from Independent Tasks, Task 1, and explain where they found negative
numbers. On the back of their posters, have students write about what they learnt looking for the numbers.
Ask, What is the difference between a negative number and a decimal? Explore ideas and comments on the board.
Give each student a number card from BLM 1 Integer Cards 1 and have students sort themselves into
groups of positive and negative numbers. Give the zero card to one of the stronger students. Ask students
from the different groups, How do you know you are in the right group?
LESSON PLAN
TUNING IN
ORDERING INTEGERS
You will need: BLM 1 Integer Cards 1, BLM 3 Integer Cards 2
Provide each student with an integer card made from BLM 1 Integer Cards 1 or BLM 3 Integer Cards 2. Have
students order themselves from smallest to largest. Note that these numbers may be sequential the first time
the activity is completed, but it could be repeated with non-sequential numbers.
CONVERTING TO A NUMBER LINE
You will need: number cards made from BLM 1 Integer Cards 1 and BLM 3 Integer Cards 2, Blu Tack,
NTO 6.2 Number Line
Using the cards made from BLM 1 Integer Cards 1 and BLM 3 Integer Cards 2, have students add Blu Tack to their
card and place it on a number line on the board. Note that NTO 6.2 Number Line could be used for this activity.
Discuss with students the importance of zero. Look at the way the 1 and 1 sit on either side of the zero. This activity
could be expanded by having students complete counting patterns on the number line, including negative numbers.
INDEPENDENT TASKS

You will need: sets of number cards made from BLM 1 Integer Cards 1 and BLM 3 Integer Cards 2, long
sheets of paper, LO 2001 Scale Matters Negatives, Student Book p. 145 Ordering Integers
TASK 1:
NUMBER LINES
Provide pairs of students with a range of number cards made from BLM 1 Integer Cards 1 and BLM 3 Integer
Cards 2, e.g. from 20 to 20, and have them represent these numbers on a number line on a long sheet of
paper. Have students explore a number sequence, e.g. counting backwards by 2s starting at 20. Adjust the
activity based on students abilities. Repeat this activity, if required, either using the same number line with
a different number sequence to explore or a new set of numbers represented on a number line.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using LO 2001 Scale Matters Negatives, whereby
students explore the use of scale on a number line including negative numbers.
TASK 3: STUDENT BOOK p. 145 Ordering Integers
TEACHING GROUP
You will need: BLM 1 Integer Cards 1, BLM 3 Integer Cards 2, paper, glue, long sheets of paper
ORDERING GROUPS OF INTEGERS
For students who require support, provide them with the positive numbers and zero from BLM 1 Integer
Cards 1 and BLM 3 Integer Cards 2. Have students order these numbers from smallest to largest and
discuss how they worked this out. Repeat the activity with the set of negative numbers and zero. If
students are ready, move them to combining the two sets. Students could then paste these to a long
sheet of paper in order.
LARGER NUMBER LINES
For students who require a challenge, have them create a number line between 30 and 30 on long sheets
of paper. Have them write in all of the numbers and then include some decimal numbers and fractions.
Determine which extra numbers students include according to their ability.
REFLECTION
Unit 3
Integers
135
07/05/14 3:24 PM
Using NTO 6.2 Number Line, place numbers 10 to 10 on the number line. Ask, Where would a decimal
such as 1.5 or 0.5 go on the number line? What about and ? Have students locate these numbers on
the number line. Explore the difference between these numbers and negative numbers. Have students who
completed Larger Range in the Teaching Group share their number lines.
Go through students responses to Student Book p. 141. Note any students who seem to be struggling with
the numbers.
Create on a large piece of card a < or > sign. Have one student hold the card. Then provide two other students with
a number card made from BLM 1 Integer Cards 1 or BLM 3 Integer Cards 2. Have students arrange themselves in
order to create a correct number sentence. Note that it may be necessary to revise what < and > mean.
LESSON PLAN
TUNING IN
LOOK AT TEMPERATURE
You will need: NTO 6.3 Thermometer
Show students NTO 6.3 Thermometer, and have them identify the positive numbers, the negative numbers and
integers. Ask students to come to the board and represent different temperatures on the thermometer, including
negative temperatures, and perhaps relate to locations where the temperature is 5C, e.g. snowfields.
ADDITION
You will need: NTO 6.3 Thermometer, NTO 6.2 Number Line
Continuing with NTO 6.3 Thermometer, create scenarios for students to find the final temperature, e.g. It
was 1C when I woke up, but the temperature increased by 3 degrees. What is the temperature now? Have
students use the thermometer to determine the answer, then have students write an equation. Repeat a number
of times. Then move to a horizontal number line, completing similar equations. Note that NTO 6.2 Number
Line could be used with this activity.
INDEPENDENT TASKS

You will need: BLM 4 Plotting Points, NTO 6.4 Grid Paper, BLM 5 1cm Grid Paper, Excel, Student Book
p. 146 Addition with Negative Numbers
TASK 1:
PLOTTING POINTS
Have students complete BLM 4 Plotting Points. It may be necessary to review the process of plotting points,
and NTO 6.4 Grid Paper could be used to assist with this. To extend the activity, provide students with a copy
of BLM 5 1cm Grid Paper and have them create their own tracing to solve.
TASK 2:
INTERACTIVE TASK
Have students work independently on computers/tablets using level-appropriate spreadsheet software, e.g.
Excel. Have students create lists or grids of equations to explore the addition of negative numbers, e.g. 1 + 1 =
0, 1 + 2 = 1 and then 1 + 1 = 0, 1 + 2 = 1 and so on. As they are exploring, have students record comments
about their findings.
TASK 3: STUDENT BOOK p. 146 Addition with Negative Numbers
TEACHING GROUP
You will need: NTO 6.2 Number Line, counters

ON NUMBER LINES
For students who require support, use either NTO 6.2 Number Line or counters and a drawn number line.
Have students place their token at a starting place and then move it so many units forwards or backwards.
Have students record this as an equation, e.g. 5 7 = 2. Repeat. Then provide students with a selection
of equations (according to their ability) and have them work out the answers using the number line.
EXTENDING EQUATIONS
For students who require a challenge, provide them with more challenging equations either containing
2-digit positive and negative numbers or equations that would require multiple steps, e.g. 3 8 + 2
10 = ?. Spend time discussing with students the appropriate layout and organisation of their work.
REFLECTION
136
Teachers Resource
Year 6
07/05/14 3:24 PM
Revisit NTO 6.3 Thermometer and provide students with different temperatures. Ask, What would the
temperature be if it dropped 5C? Have students show this using the thermometer.
Have students share their work from Independent Tasks, Task 1. Ask, What is important about negative
numbers on the grid? Where does this mean points will be plotted? Have students share tracings they
may have created. Point out the use of negative numbers.
As a group, have a discussion about the general observations students may have made with what happens
when two signs are next to each other in an equation, e.g. 3 + 4 = ?. Ask, What does it mean? Is 3 4 =
the same thing? If possible, extend the discussion to include equations like 3 + + 4 = ? and 3 4 = ?.
Check to see whether or not students can make generalisations.
Home Tasks
Have students explore at home to find positive and negative integers. Have students note where these
integers are located. Have them bring samples to school and share with the group.
Have students create a number line from 10 to + 10. Have them write five equations that could be solved
using the number line. Criteria could be set, e.g. two of the equations must include negative numbers.
Assessment
Note students who are experiencing difficulties with positive and negative numbers through reflection
activities, e.g. using NTO 6.3 Thermometer in Lesson Plan 3.
Keep a copy of students home task of creating a number line and writing five related equations as
evidence of their understanding of integers.
Keep copies of students work examining the addition of negative numbers from Lesson Plan 3,
Independent Tasks, Task 2.
Make a note of students completing the scaffolding tasks or the more challenging activities of the Teaching Groups.

Review the difference between positive and negative numbers. Also review the writing of such numbers.
Q 1
Q 23 Review how to order positive and negative numbers on a number line. This could be completed with
the student drawing a number line and adding in values, or by using NTO 6.2 Number Line. Review
the structure of the number line before and after the zero and the importance of zero in its construction.
Q 45 Review the addition of numbers. First have the student work with positive numbers and then use either
NTO 6.2 Number Line or NTO 6.3 Thermometer to explore the addition of positive and negative
numbers. When the student is more confident, they could move away from the number line
to complete equations.
2. Have the student work with only positive numbers for both order-type activities and addition-based
activities, using a number line as support. Move to ordering activities and the addition of positive and
negative numbers supported by a number line.
1. Having the student apply the ideas and concepts to larger numbers.
2. Moving forwards to Nelson Maths: Australian Curriculum Year 6 Plus Unit 2.
3. Having the student complete Nelson Maths Building Mentals Strategies Big Book 6 Unit 7, pp. 1617.
4. Extending the student in any of the listed activities or tasks by creating equations with multiple steps,
e.g. 15 16 + 17 3 = ?.
5. Extending the student to consider the effect of negative numbers on multiplication and division equations.
This could be explored through the use of calculators and spreadsheets.
Unit 3
Integers
137
07/05/14 3:24 PM
BLM
Integer Cards 1
10
10
11
12
13
Unit
Teachers Note: This BLM can be enlarged, photocopied and cut

up to use as number cards.
138
07/05/14 3:24 PM
BLM
Number Line
Paste here
Paste here
Paste here
Paste here
Unit
Teachers Note: This BLM can be cut out and individual sections
used or a number of sections pasted together.
139
07/05/14 3:24 PM
BLM
Integer Cards 2
14
15
16
17
18
19
20
21
22
23
24
23
11
12
13
14
15
16
17
18
19
20
21
22
Unit
Teachers Note: This BLM can be enlarged, photocopied and cut

up to use as number cards.
140
07/05/14 3:24 PM
BLM
Plotting Points
Plot the following points on the grid. The first one has been done for you.
(0, 4), (0, 0), (2, 3), (3, 4), (4, 3), (5, 0), (6, 4), (7, 5), (9, 4), (10, 0), (10, 3), (9, 5)
When you have finished, turn the page on its side to find the letter.
Remember in the reference (3, 2), the first number (3) is the one read on the x
(horizontal) axis. The second number (2) is the one read on the y (vertical) axis.
Where these meet is where the dot is drawn.
When all the dots are on the grid, draw the line.
y 5
4
3
2
1
0
-1
x
1
10 11 12
-2
-3
-4
-5
Unit
141
07/05/14 3:24 PM
BLM
1 cm Grid Paper
Unit
142
07/05/14 3:24 PM
6.3
INTEGERS
Unit
Resources: a piece of paper per student
On a sheet of paper, have the student write three positive numbers and three negative numbers.
Have the student order the numbers from smallest to largest on a number line.
Have the student write and solve three addition equations related to their numbers, which contain the use of
negative numbers.
Have the student draw a thermometer showing the temperature 5C.
Have the student use the thermometer to show what the temperature would be if it decreased by 7oC.
For the student who requires extension, have them find the answer to 10 + 16 23 = ?.
6.3
Unit
INTEGERS TARGETED ASSESSMENT

Q1
Review the difference between positive and negative numbers. This could be supported with the use of
a number line using NTO 6.2 Number Line.
Q2
Use the number line in NTO 6.2 Number Line to help the student organise the numbers. Examine the numbers
that are the closest to zero and how they increase in size as they move away.
Q3
Use a tool like a number line to aid the student in developing equations. On Number Lines in the Teaching Group
in Lesson Plan 3 could be revisited.
Q45
Use NTO 6.3 Thermometer to revisit thermometers and where to locate numbers, as well as how to move up
and down the scale to find the answer.

The student could be encouraged to work with larger numbers, including 2- and 3-digit numbers, and both
processes of addition and subtraction of positive and negative numbers.
Q6
Unit 3
Integers
143
07/05/14 3:24 PM
Knights in Maths
DATE:
Why did the knight run about shouting

for a tin opener? Match the numbers
and words, and then write the letters
below to find the answer. The first one
has been done for you.
negative eight
four
two
negative nine
ten
negative six
negative three
seven
10
zero
three
negative ten
eight
five
negative one
10
one
negative two
10
10
Extension: On another sheet of paper, create your own puzzle.
144
Unit
Integers (TRB pp. 134135)

Whole numbers MA3-4NA orders, reads and represents integers of any size and describes properties of whole
numbers
07/05/14 3:24 PM
Ordering Integers
DATE:
1 Order each set of numbers from smallest to largest.

a 2, 3, 5, 0, 1, 2
b 2, 4, 0, 2, 6, 4
c 1, 3, 5, 0, 3, 5, 1
d 19, 14, 0, 10, 15, 9, 13
2 Show the following numbers on a number line.

a 2, 3, 0, 5, 4, 3
b 8, 7, 6, 5, 0, 1, 4
c 3, 10, 5, 8, 6, 0, 2
d 9, 5, 7, 8, 6, 4, 2

a 26
d 52
g 31
b 78
e 25
c 23
f 04
2 5
4 Describe how you worked out which number was largest in Question 3e.
Extension: Using all of the digits 5, 6, 2, 1

a Write the smallest number.
b Write the largest number.
c What might the smallest negative number be?
Unit

numbers
145
07/05/14 3:24 PM
Addition with
Negative Numbers
DATE:
1 During winter, the temperature was 5C. What would the temperature
be if it was:
a 4 degrees warmer?
b 5 degrees cooler?
c 7 degrees warmer?
d 10 degrees cooler?
2 Use the number line to solve each equation.

a 10 + 6 =
b 2 + 5 =
c 3 + 8 =
d 2 + 3 =
3 Complete each equation.

a 6 + 4 =
b 7 + 8 =
c 2 + 3 =
d 2 + 5 =
e 0 + 4 =
f 0 + 4 =
g 5 + 2 =
h 2 + 5 =
4 Describe any patterns you notice when adding negative numbers.
Extension: Use the graph to describe what is happening to the temperature

during the day.
temp oC
9
8
7
6
5
4
3
2
1
0
5am 6am 7am 8am 9am 10am 11am Noon 1pm 2pm 3pm
-1
time
-2
-3

146
Unit

numbers
07/05/14 3:24 PM
DATE:
Unit
STUDENT ASSESSMENT
1 Draw lines to match the numbers and words.

3
negative six
15
negative eighteen
twentyone
18
negative three
21
zero
fifteen
2 Draw each set of numbers on a number line.

a 5, 2, 0, 4, 8, 3
b 7, 1, 0, 5, 2, 8, 4

a 3 5
b 1
c 7
d 9
11
4 Use a number line to solve each equation.

a 7 + 3 =
b 4 + 5 =
c 0 4 =
d 1 3 =
5 Complete the equations.
a 3 + 4 =
b 5 + 3 =
6 Circle the largest number:

Unit
c 1+ 3 =
42631
d 6 + 7 =
42813
Describe how you worked this out.

numbers
147
07/05/14 3:24 PM
Unit
11
Cartesian System
NUMBER AND ALGEBRA

Patterns and Algebra: MA3-8NA analyses and creates geometric and number patterns, constructs and completes
number sentences, and locates points on the Cartesian plane
ML
Cartesian plane, coordinates, location, mapping, quadrant
LESSON PLAN
TUNING IN
PLOTTING POINTS
You will need: BLM 5 1cm Grid Paper, rulers
Provide each student with a copy of BLM 5 1cm Grid Paper. Have them rule an xy axis on the
paper, labelling 0 to 10 on each axis. Then provide students with a series of points to plot.
Use only use positive whole numbers. Review with students which number is plotted first (x, y).
1
x
CHECKING THE ANSWERS
You will need: plotted points from the Tuning In activity, NTO 6.5 Coordinates Grid
Using NTO 6.5 Coordinates Grid, invite students to the board to plot the different points from the Tuning In
activity. As students are plotting the points, ask, How did you know to place the point there? Why is the zero
important? If there is a zero in the coordinate pair, what does that mean? Have students check their answers.
You can extend this activity by having students plot additional points.
INDEPENDENT TASKS

You will need: coloured chalk, A4 paper, a digital camera, Student Book p. 152 Plot to Create
TASK
LARGEAXIS
AXIS
TASK
1: 1: LARGE
Using a large space, e.g. a basketball court and chalk, create a large xy axis. Discuss with students the
importance of putting arrows on the end of the axis as well labelling. Once created, provide different students
with a coordinate and have them plot themselves onto the graph. The plotted points may create a line or a
shape. Provide each student with at least one opportunity to be plotted. This activity could be varied by having
students write their coordinates in large print on a sheet of A4 paper, and then they could hold it up once
plotted and a digital photo taken.
TASK
INTERACTIVE TASK
TASK
2: 2: INTERACTIVE
TASK GRID ACTIVITY
Have students work independently on computers/tablets, using an online grid plotting activity, e.g. http://www.
oswego.org/ocsd-web/games/BillyBug/bugcoord.html, to practise plotting coordinate points.
TASK
3: 3: SB
p.XXX Plot
to Cr
TASK
STUDENT
BOOK
p. 152 Plot to Create
TEACHING GROUP
You will need: BLM 5 1cm Grid Paper, sheets of poster paper, sticky-tape
POSTER PAPER
For students who require support, draw an xy axis on large sheets of poster paper taped together and
work in the number range from 0 to 10. Provide students with a grid reference and have them stand
or place an object in the correct location. Talk about which number is first, e.g. (x, y). An easy way for
students to recall x is plotted first followed by y is to say to them, Go across the floor and up the stairs.
Provide students with a number of examples so they can practise plotting.
WORKING BACKWARDS
For students who require a challenge, provide them with a copy of BLM 5 1cm Grid Paper and have
them rule up an xy axis. Students create a drawing for which they will list the coordinates and swap with
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another student to draw (as with Student Book p. 148). Have students record the list of coordinates on
a different sheet of paper.
REFLECTION
If taken, provide students with a copy of the digital photo from Independent Tasks, Task 1. Have students
write a reflection about what they learnt through completing the activity.
Give students some points that are already plotted. You could use NTO 6.5 Coordinates Grid. Have
students identify the coordinates of each of the points.
Using the instructions created by one of the students from Working Backwards in the Teaching Group,
read out the coordinates and have students plot onto their own copy of BLM 5 1cm Grid Paper. Ask,
Did you all get the same answer?
LESSON PLAN
TUNING IN
POSITIVE AND NEGATIVE NUMBERS

You will need: sheets of paper, rulers
Have students rule and draw a number line with zero in the middle on a sheet of paper. Call out numbers and
have students locate them on the number line, e.g. 4, 6, 1, 10. Check to see that students have the numbers in
y
the correct position. Spend some time reviewing the construction with negative and positive
numbers and their order in relation to the zero.
EXTENDING THE AXIS

y
Provide students with a copy of BLM 5 1cm Grid Paper. Have them draw an axis that has all four
quadrants in the middle of the page. Have them label each of the axis from 10 to 10. Discuss with students
where the negative numbers lie, building on the Tuning In activity, and have students think about a thermometer
when considering the y axis. Label each of the axis, x and y, and discuss the term Cartesian System.
INDEPENDENT TASKS

You will need: created grid from Whole-Class Introduction activity, LO 352 Rainforest: Make a Walking
Track, Student Book p. 153 Plotting on the Cartesian Axis
TASK
TASK
1: 1: PLOTTING ON THE CARTESIAN SYSTEM
Have students use their axis created from the Whole-Class Introduction activity. Read out a series of coordinates
and have students plot them onto the axis. These may or may not form a shape, but should include points from
all four quadrants, e.g. (1, 5), (2, 6), (6, 4), (3, 1). Discuss with students which number is plotted first (x) and
discuss the importance of the sign (+/) in locating the point.
TASK
2: 2: INTERACTIVE TASK:
TASK
TASK LO 352 RAINFOREST: MAKE A WALKING TRACK
Have students work independently on computers/tablets using LO 352 Rainforest: Make a Walking Track.
Students mark the route for a walking track on a map of a rainforest. Choose a section of track based on
instructions about distances, compass directions and grid references.
TASK3: 3: SB
STUDENT
BOOK p.on
153
Plotting on
the Cartesian Axis
TASK
p.XXX Plotting
e Cartesian
Axis
TEACHING GROUP

PRACTISING WITH GRIDS
For students who require support, provide them with a copy of BLM 5 1cm Grid Paper.
Have them draw an axis just looking at positive numbers of the x axis and both positive and
negative numbers of the y axis. Provide students with a number of coordinates and have them
y
plot them onto the axis. Check that students are locating the positions correctly. Then have
students draw a number of points onto their grids and write the coordinates under each point.
MORE DETAIL
For students who require a challenge, provide them with a copy of BLM 5 1cm Grid Paper. Either have
them create their own picture and list the coordinates, or provide them with a set of coordinates. Ensure
the coordinate sets include halves, e.g. (3, 4).
Unit 11
Cartesian System
149
07/05/14 3:24 PM
REFLECTION
Using NTO 6.6 Coordinates Grid, review student answers from Independent Tasks, Task 1. Invite students
to the board to plot the points, and ask, Why did you place that point there?
Have students share their result from Student Book p. 149 Plotting on the Cartesian Axis. Ask, What
shape did you find? What other features did you add?
Show students a local map with an axis from a street directory and have them locate points using the
coordinates, e.g. the coordinate for the school. Extend the activity by asking students to locate a feature and
give the related coordinates. Discuss with students what happens if the feature goes across a number of grids.
LESSON PLAN
TUNING IN
BATTLESHIPS
You will need: BLM 5 1cm Grid Paper, NTO 6.5 Coordinates Grid
Have students draw up a 10 to 10 xy axis. On your grid, draw several ships that are of varying line lengths.
Write a list of these on the board, e.g. 3 cm ships 4, 5 cm ship 1 and so on. The aim of the game is for students
to find and sink all of your ships in a set number of goes by calling out the coordinates, e.g. this may be 48 goes,
so two guesses per student. You could use NTO 6.5 Coordinates Grid to keep a record of the guesses.
GIVING THE COORDINATES
You will need: NTO 6.5 Coordinates Grid, sheets of paper
Using NTO 6.5 Coordinates Grid, construct a shape. Have students record on a sheet of paper the coordinates
of each corner or main feature of the shape. Delete the shape, and using a students coordinates, recreate the
shape using the NTO. Repeat a number of times, checking that students are recording the coordinates correctly.
INDEPENDENT TASKS
Note: Choose from Tasks 1, 2 or 3

You will need: a copy of a local map with a grid reference system or one overlaid, sheets of paper, Turtle
Geometry, Student Book p. 154 Listing the Coordinates
TASK
ONMAPS
MAPS
TASK
1: 1: ON
Provide students with a copy of a local map with a grid reference system, e.g. from a street directory, or
alternatively Google Maps can be used and a grid overlaid onto it. Have students create a pathway around the
map between several locations, e.g. the school, local shops, the sportsground and home. Have students list the
coordinates of the pathway on another sheet of paper. You can vary this activity by providing students with a
number of coordinates and having them identify the feature at that location.
TASK
2: 2: INTERACTIVE
TASK: TURTLE GEOMETRY
TASK
INTERACTIVE TASK
Have students work independently on computers/tablets using Turtle Geometry to program a turtle around the
page or through a maze. The program can be found at http://nlvm.usu.edu/en/nav/frames_asid_178_g_3_t_1.
html?open=activities
TASK
3: 3: SB
p.XXX List
the p.
Coo4inates
TASK
STUDENT
BOOK
154 List the Coordinates
TEACHING GROUP
You will need: BLM 5 1cm Grid Paper

SQUARES AND RECTANGLES
For students who require support, provide them with a copy of BLM 5 1cm Grid Paper and have them
draw an axis of 5 to 5. Have students draw a number of squares on the axis, and then list the coordinates
of each square. Ask, What do you notice? Students should notice common values between coordinate
sets. Repeat with rectangles, again drawing out commonalities.
LARGE-SCALE TURTLES
For students who require a challenge, say: Imagine you have a large turtle to program, and the screen is
the classroom floor. 1 move = 1 m. Program your turtle to move around the room without crashing into the
furniture. Set a number of destinations, e.g. from the students seat to the door, etc.
REFLECTION
Have students do the Battleships activity from Tuning In in pairs, trying to guess the location of each
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Teachers Resource
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07/05/14 3:24 PM
others ships. It may be best to allocate the size and number of ships for the class for consistency.
Have students share the pathway they created on the local map from Independent Tasks, Task 1.
Students could read out the coordinates and have other students follow on their own maps.
Have students share what they discovered from Squares and Rectangles in the Teaching Group.
Have students share their large-scale turtle programing from Large-Scale Turtles in the
Teaching Group.
Home Tasks
Provide students with a copy of BLM 5 1cm Grid Paper and have them create a basic map of their house
or backyard on the grid. Have them create an axis over this, and then list coordinates of the important
features of their room, house or yard.
Provide students with a copy of BLM 5 1cm Grid Paper with a 10 to 10 axis drawn on. Have students use
this to create a set of instructions of coordinates to create a shape or picture of a rocket. Have students
bring to class to share.
Assessment
Collect student work from Working Backwards in the Teaching Group from Lesson Plan 1, as evidence of
students understanding of using coordinates to create a picture.
Collect a copy of student work from Lesson Plan 3, Independent Tasks, Task 1, to provide evidence of
students understanding of coordinates on a map system and how they relate to locating features.
Collect a copy of the rocket instructions created by students in Home Tasks as evidence of their
understanding of coordinates.
Make notes of students completing the scaffolding tasks or the more challenging activities of the
Teaching Groups.
Review Student Book pages and make notes of difficult areas.

Q 1
Review the process of finding coordinates on an axis. Ask, What value is read and written first?
Review how to write a coordinate pair (2, 4).
Review plotting of coordinates on a grid, e.g. the x is plotted, then the y. Review the process of reading the scale.
Q 2
Q3
Practise looking at maps, having the student locate and identify features and then giving coordinates
for the features. The student can practise reading coordinates to find a feature.
2. Have the student work with an axis, where they need to plot themselves at coordinate locations.
3. Provide laminated grids with an axis and have the student practise plotting coordinates with
whiteboard markers.
4. Provided laminated grids with a drawn shape, and have the student identify the coordinates of the corners
of the shape.
5. Have the student practise creating their own axis on grid paper using rulers and developing the scale.
1. Having the student work with larger scales.
2. Having the student work with scales that are not 1:1, e.g. scales of 5 or 10.
3. Moving forward to Nelson Maths: Australian Curriculum Year 6 Plus Unit 10.
4. Having the student complete more complex plotting.
5. Having the student develop pathways on maps, using the coordinate system.
Unit 11
Cartesian System
151
07/05/14 3:24 PM
Plot to Create
DATE:
1 Plot the following coordinates. Complete each set as a separate part of the

drawing, joining the points together.
Part A: (1, 5), (4, 1), (12, 1), (15, 5), (1, 5)
Part B: (12, 5), (12, 14), (5, 6), (12, 8)
Part C: (3, 5), (3, 15), (1, 13), (3, 13)
2 When completed, colour your picture.

3 Then add some of your own features and give the coordinates.
y 18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
152
1
Unit
11
9 10 11 12 13 14 15 16 17 18 x
Cartesian System (TRB pp. 148149)

Patterns and algebra MA3-8NA analyses and creates geometric and number patterns, constructs and
completes number sentences, and locates points on the Cartesian plane
07/05/14 3:24 PM
Plotting on the Cartesian Axis
DATE:
1 Plot the following coordinates. Join the points together in order.

(3, 0)
(6, 4)
(2, 4)
(0, 7)
(2, 4)
(6, 4)
(3, 0)
(6, 5)
(3, 4)
(0, 3)
(3, 4)
(6, 5)
(3, 0)
2 What shape have you made?

3 Add features to your picture and list the relevant coordinates.
y
8
7
6
5
4
3
2
1
0 1 2 3 4 5 6 7 8
8 7 6 5 4 3 2 1
-1
-2
-3
-4
-5
-6
-7
-8
Unit
11
Cartesian System (TRB)

153
07/05/14 3:24 PM
List the Coordinates
DATE:
1 List the coordinates of each of the points indicated on the image.
y
8
B
7J
6 I
5
4
b
3
2
1
e
d
0 U
8765432112345678
1
V 2
3
4
5
A
W 6
7
8
154
Unit
11

07/05/14 3:24 PM
DATE:
Unit
11
STUDENT ASSESSMENT
3
1 List the coordinates for
each of the corners of
y
A
the shape.
1
43211234
0
1
2
3
2 Plot the following
points. What shape
a (0, 2)
b (1, 1)
c (2, 0)
f (4, 2) g (3, 1) h (2, 0)
do they make?
d (3, 1)
e (4, 2)
i (1, 1)
3 y
2
1
0
43211234
1
2
3
3 Give the central coordinates for the following features:
a the school
b the oval
c the shop
d the playground
4 y
3
2
1
6543211
23456
0
1
2
3
4
Unit
11

155
07/05/14 3:24 PM
156
Scope and Sequence
00_nmnsw_2_trb_52963_txt_1pp.indd 19
19
02/05/14 5:50 PM
07/05/14 3:24 PM
Kindergarten
Addition and
subtraction
Unit 17 Beginning
Addition
Unit 19 More About
Addition
Unit 27 Subtraction
Unit 28 More About
Subtraction
Unit 30 Addition,
Subtraction and
Money
Number and Algebra

Unit 1 Numbers to 5
Whole numbers
Unit 2 Counting to 5
Unit 3 Groups of Things
Unit 5 More Counting
Unit 6 Dot Patterns
Unit 8 Numbers to 10
Unit 9 Counting with
Numbers to 10
Unit 10 Ten Frames
Unit 11 Counting and
Comparing Groups
Unit 13 Ordinal Number
Unit 16 Understanding
More About
Numbers to 10
Unit 22 Numbers
Beyond 10
Unit 24 More About
Numbers to 20
NSW Mathematics
K10 Syllabus strand
and substrand
Unit 12 Developing
Mental Strategies for
Addition
Unit 25 Subtraction
Unit 26 More About
Subtraction
Unit 30 Addition and
Subtraction
Unit 1 Recognising
Numbers to 20
Unit 2 Counting to 20
Unit 5 Modelling
Numbers
Unit 6 Number Lines
Unit 8 Numbers
Beyond 20
Unit 15 2-digit
Numbers
Unit 16 More About
2-digit Numbers
Unit 20 Money
Unit 21 More About
Money
Unit 28 Place Value
Year 1
Unit 4 Numbers Up
Unit 5 Strategies for
Addition
Unit 6 More Strategies
for Addition
Unit 9 Solving
Problems with
Addition
Unit 11 Strategies for
Subtraction
Unit 12 Subtraction
Unit 15 More About
Subtraction
Subtraction
Unit 1 Counting
Unit 2 Modelling
Numbers
Unit 4 Numbers up to
1000
Unit 17 Money
Year 2
Unit 1 Odd and Even

Numbers
Unit 2 Numbers to
Tens of Thousands
Unit 3 Place Value
Unit 31 Money
Year 4
Unit 5 Mental
Strategies for
Subtraction
Addition
Unit 31 Money
Unit 6 Addition
Unit 8 Place Value
Unit 12 Mental
Strategies for
Subtraction
Unit 13 Subtraction
Unit 14 Connections
Between Addition
and Subtraction
Unit 15 Solving
Addition and
Subtraction Problems
Unit 1 Numbers!
Numbers!
Numbers!
Unit 2 Numbers to
10 000
Unit 3 More About
Numbers to 10 000
Unit 8 Place Value
Unit 9 More About
Place Value
Unit 32 Money
Year 3
Unit 1 Place Value and

BODMAS
Unit 3 Integers
Unit 6 Prime Numbers
Unit 7 Composite
Numbers
Unit 18 Problems
with Positive and
Negative Numbers
Year 6
Unit 2 Addition and

Unit 2 All Four
Subtraction
Operations
Unit 6 Estimation
Unit 31 Financial Plans
Unit 1 Place Value and

BODMAS
Unit 3 Factors and
Multiples
Unit 6 Estimation
Year 5
Note: the Working Mathematically outcomes of Communicating, Problem Solving and Reasoning are integrated throughout the activities and tasks in the program.

Scope and Sequence across the Year Levels
20
Teachers Resource Book
Year 2
157
02/05/14 5:50 PM
07/05/14 3:24 PM
Kindergarten
Patterns and algebra
Unit 14 Patterns
Fractions and decimals Unit 23 Halves
Number and Algebra

Unit 20 Grouping and
Multiplication and
Sharing
division
NSW Mathematics
K10 Syllabus strand
and substrand
Unit 18 Patterns
Unit 19 Number
Patterns
Unit 13 Halves and

Quarters
Unit 3 Skip Counting

Unit 9 Grouping and
Sharing
Year 1
Unit 26 Fractions
Unit 27 More About
Fractions
Unit 28 Decimals
Unit 18 Mental
Strategies for
Multiplication
Unit 19 More About
Mental Strategies for
Multiplication
Unit 22 Multiplication
Unit 24 Division
Unit 25 More About
Division
Year 3
Unit 18 Number
Unit 21 Patterns
Patterns
Unit 19 More Number
Patterns
Unit 7 Fractions
Unit 30 More About
Fractions
Unit 24 More About
Multiplication
Unit 27 Division
Unit 28 More About
Division
Year 2
Unit 21 Number
Patterns
Unit 28 Number
Sentences
Unit 32 Word
Problems
Unit 18 Decimals to
2 Decimal Places
Unit 23 Equivalent
Fractions
Unit 24 Counting with
Fractions
Unit 27 Fractions and
Decimals
Unit 6 Number
Sequences: 3s, 6s
and 9s
Unit 7 Number
Sequences 4s, 8s
and 7s
Facts (Times Tables)
Facts and Related
Division Facts
and Division
Strategies
Unit 16 More
Multiplication and
Division Strategies
Year 4
Year 6
Unit 21 Number
Patterns
Unit 28 Number
Sentences
Unit 13 Addition
and Subtraction of
Decimals
Unit 17 Fractions
Unit 18 Decimals to
Three Places
Unit 23 Addition of
Fractions
Unit 24 Subtraction of
Fractions
Unit 27 Fractions and
Decimals
Unit 11 Cartesian
System
Unit 21 Number
Sequences
Unit 12 Decimal
Representations of
the Metric System
Unit 14 Addition
and Subtraction
ofDecimals
of Decimals
Unit 17 Fractions
Unit 23 Addition of
Fractions
Unit 24 Subtraction of
Fractions
Unit 27 Fractions of a
Quantity
Unit 28 Fractions,
Decimals and
Percentages
Unit 31 Percentage
Discounts
Unit 2 All Four

Unit 3 Factors and
Operations
Multiples
ofLarge Numbers A
of Large Numbers B
Unit 11 Division with
Remainders
Unit 15 Mental
Strategies
Year 5
158
Scope and Sequence
21
02/05/14 5:50 PM
07/05/14 3:24 PM
Unit 22 Data
Unit 11 Our
Community Data
Unit 27 Data
Data
Unit 25 Our Class
Unit 20 Chance
Unit 29 Chance
Unit 7 Position
Unit 24 Chance
Unit 10 Position
Unit 29 Symmetry
Unit 31 3D Objects
Unit 16 Time
Unit 30 Capacity
Unit 10 Mass
Unit 4 Length
Unit 23 Area
Year 3
Statistics and
Probability
Chance
Unit 7 Position
Unit 8 Transformation
with 2D Shapes
Unit 26 3D Objects
Unit 14 Telling the

Time
Unit 21 More About
Time
Unit 20 Capacity
Unit 13 Mass
Unit 3 Length
Unit 25 Area
Year 2
Unit 17 Angles
Unit 4 Position
Position
Unit 4 2D Shapes
Unit 17 3D Objects
Unit 14 Time
Unit 22 More
AboutTime
Unit 29 Capacity
Unit 23 Mass
Unit 10 Length and

Area
Year 1
Angles
Unit 12 2D Shapes
Unit 18 More About

Shapes and Objects
3D Space
2D Space
Unit 15 Time
Unit 29 More About
Time
Unit 26 How Much

Does It Hold?
Unit 21 Mass
Unit 7 Length and

Area
Kindergarten
Time
Volume and capacity

Mass
Measurement and
Geometry
Length
Area
NSW Mathematics
K10 Syllabus strand
and substrand
Unit 16 Volume and

Capacity
Unit 5 Mass and
Capacity
Unit 9 3D Objects
Unit 19 Chance
Unit 22 Angles
Unit 33 Angle
Applications
Unit 12 Grid
References
Unit 20 Collecting Data Unit 20 Collecting

Data
Unit 29 Displaying
Data
Unit 29 Data Displays
Unit 30 Interpreting
Data
Data
Unit 19 Chance
Unit 22 Angles
Unit 12 Mapping
Unit 8 Regular Shapes Unit 8 Shapes

Unit 33 Patterns
Unit 32
Transformations
Unit 9 Drawings of
3DObjects
Unit 20 Collecting
Data
Unit 29 Data Displays
Data
Unit 19 Chance
Unit 22 Angles
Unit 10 Mapping/Grid
References
Unit 8 2D Shapes and

3D Objects
Unit 9 Prisms and
Pyramids
Unit 8 2 Shapes and
3D Objects
Unit 32 Transformations
Unit 33 Use of
Transformations
Unit 25 Time
Unit 25 Time
Unit 25 Time
Unit 26 Time Problems Unit 26 Time Problems Unit 26 Timetables
and Timelines
Unit 5 Mass and

Capacity
Unit 17 Volume
Unit 5 Mass and
Capacity
Year 6
Unit 4 Area and

Perimeter
Unit 13 Length and
Area Problems
Year 5
Unit 4 Length, Area

Unit 4 Length and
and Volume
Temperature
Unit 14 Perimeter and Unit 14 Perimeter
Area
Unit 16 Area
Year 4
Notes
159
07/05/14 3:24 PM
Notes
160
07/05/14 3:24 PM
K 6
NSW
1
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STUDENT BOOK AND TEACHERS RESOURCE SAMPLER
LEVEL
NELSON MATHS Australian Curriculum NSW
AUSTRALIAN
CURRICULUM

Nelson Math Sampler K-6

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NELSON MATHS Australian Curriculum NSW

STUDENT BOOK AND TEACHERS RESOURCE SAMPLER

Written for the

Nelson Maths: Australian Curriculum NSW Sampler

Text: Glenda Bradley, Pauline Rogers and Brian Murray

ACARA Copyright Notice

For all Australian Curriculum material except elaborations: This is an

Text 2014 Cengage Learning Australia Pty Limited

Cengage Learning Australia

PRI 8368 NMAC NSW Sampler Cover.indd 4

Statistics and Probability

Number and Algebra

Unit 1 Place Value

Number and Algebra

BLM 1 Number Cards

Measurement and Geometry

Number and Algebra

Number and Algebra

BLM 3 Integer Cards 2

Number and Algebra

Measurement and Geometry

BLM 1 Place-Value Chart

Measurement and Geometry

Measurement and Geometry

Number and Algebra

Assessment Task Card

BLM 33 Decimal Numbers and Words 1

Measurement and Geometry

BLM 3 Blank Chart

Number and Algebra

BLM 2 Number Cards 2

Unit 11 Cartesian System

Scope and Sequence

Teachers can be assured that Nelson Maths: Australian Curriculum NSW

Nelson Maths: Australian Curriculum NSW supports the implementation of the

This edition of Nelson Maths provides:

interactive activities in every unit, incorporating ICT and utilising classroom

Nelson Maths: Australian Curriculum NSW is based on between 30 and

an extensive range of interactive Nelson Teaching Objects and reference

NELSON MATHS Australian Curriculum

Minimum system requirements:

Nelson Maths: Australian Curriculum NSW supports the implementation of the

Nelson Maths Facts CVR.indd 1

For learning solutions, visit cengage.com.au

If you experience difficulties using this product, email: helpdesk@thomsonlearning.com.au

FIVE LITTLE SPECKLED FROGS

Note: Choose from Tasks 1, 2 or 3.

Have students use NTO K.19 How Many Dots?.

STUDENT BOOK p. 18 Dot Plates

If the student is experiencing difficulty:

Note: Choose from Tasks 1, 2 or 3.

Kindergarten: Assessment Task Card

MAKING DOT PLATES

DOTS AND NUMBERS

Nelson Maths Australian Curriculum NSW

You will need: NTO K.7 Can You Count?

Kindergarten: Assessment Task Card

DOT PATTERN POSTER

NUMBER AND ALGEBRA

For learning solutions, visit cengage.com.au

STUDENT BOOK p. 19 Glub! Glub!

Nelson Maths Australian Curriculum NSW

Show 5 in different ways. Use a paper plate