Number and algebra: Who are we? - WS1
The learning intention of the task was to identify given numbers which occur before and after a given number on a hundreds number chart.
Number and algebra: Who are we? - WS1 | Samples | Mathematics proficiencies | Resources
Number and algebra: My thinkboard - WS2
The students were presented with a basket containing five skipping ropes. They were told that previously there was a basket full of skipping ropes and were asked to list three different solutions to how many skipping ropes had gone missing. Students gave …
Number and algebra: My thinkboard - WS2 | Samples | Mathematics proficiencies | Resources
Number and algebra: Fractions and decimals and percentages – WS4
Students were given the following problem to solve: ‘A school is enclosed by a fence that has sides of equal length. 60% of the whole fence has been painted black. How many different ways can you draw what the fence might look like? Look at each of your …
Number and algebra: Fractions and decimals and percentages – WS4 | Samples | Mathematics proficiencies | Resources
Number and algebra: Game show – Licence to solve – WS6
Students participated in a dice rolling game where they rolled two number dice and an operation die to determine the mathematical operation to be performed. The winner was the student with the highest number.
Number and algebra: Game show – Licence to solve – WS6 | Samples | Mathematics proficiencies | Resources
Number and algebra: Simplifying fractions - WS7
Students were asked to solve a problem, where they had to determine the missing numerator in a fraction. They were given a set of clues to calculate the numerator.
Number and algebra: Simplifying fractions - WS7 | Samples | Mathematics proficiencies | Resources
Number and algebra: Archers in the plane – WS9
Students were asked to find the coordinates of a point where an archery target could be placed such that it is equidistant from three archers.
Number and algebra: Archers in the plane – WS9 | Samples | Mathematics proficiencies | Resources
Understanding
In F–2, students make connections between related concepts and progressively apply the familiar to develop new ideas. In Years 3–6, students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop …
Understanding | Portfolios | Mathematics proficiencies | Resources
Fluency
In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …
Fluency | Portfolios | Mathematics proficiencies | Resources
Problem-Solving
In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …
Problem-Solving | Portfolios | Mathematics proficiencies | Resources