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Strand NumberAlgebraMeasurementSpaceStatistics and ProbabilityProfessional ReadingProblem Solving
Year Year 5Year 6Year 7Year 2Year 3Year 8Year 4Foundation YearYear 1Year 9Year 10Maths AMaths B
Numeracy Strategy Multiplication and Division TriangleAct it OutPart-Part-WholeLook for a patternAdditive to Multiplicative ThinkingBenchmarkingSee the Parts to match the wholeNumber LineTables and GraphsDraw a diagramVisualisationFind the PatternDraw what you can't seeMental StrategiesVarious

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Wild Fibonacci: Nature’s Secret Code Revealed

Joy N. Hulme

Strand

Australian Curriculum Year Level
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Numeracy Strategy

Maths Concepts
Australian Curriculum:  Description

Describe, continue, and create number patterns resulting from performing addition or subtraction (ACMNA060); 4-Find unknown quantities in number sentences involving addition and subtraction and identify equivalent number sentences involving addition and subtraction (ACMNA083)

Teaching ideas
Puzzle collaboration to create some summary notes for the maths workbook. Like the clip titled Fibonacci Numbers: Identifying Patterns on Teaching Channel

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Sir Cumference and the Sword in the Cone

Cindy Neuschwander

Strand

Australian Curriculum Year Level
, , ,

Numeracy Strategy

Maths Concepts
Australian Curriculum:  Description

Year 5 – Measurement and Geometry : Shape – Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111); Year 6 – Measurement and Geometry : Shape – Construct simple prisms and pyramids (ACMMG140); Year 7 – Measurement and Geometry : Shape – Draw different views of prisms and solids formed from combinations of prisms (ACMMG161); Year 8 – Measurement and Geometry : Shape – Investigate the relationship between features of circles such as circumference, area, radius and diameter. Use formulas to solve problems involving circumference and area (ACMMG197).

Teaching ideas
* Year 5 students could use page 5 to "form the solids and find their places"; * Year 6 students could use page 5 to "form the solids and find their places"; * Year 7 students could investigate Euler's Law by folding nets to form prisms and pyramids. They =could then draw up an investigation table (page 12) and draw their own conclusions; * By year 8 the mathematical vocabulary students know should enable them to understand and apprecaite the entire book. The teacher could pose the problem from the book without reading it, and have students work in groups to solve it. Were the steps you took to solving it the same as Radius and Vertex's?