MATHS

media type="custom" key="1521891" [|'I Think ...' - Funday] This richly animated short features the unscripted voices of a group of 5- to 9-year-old children discussing concepts related to passing and measuring time, social routines, work, and leisure. (For notes on the significance of this resource go to 'metadata record' at the end of this description and see the 'educational value' section). While the discussion is centred on the idea of the weekend and is anchored in concrete examples and personal experiences, the clip demonstrates the rich, complex thinking and discussion possible among young children. Traditional animation and sound effects illustrate, reinforce and expand on the children's comments. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6070&vers=1.0 [|'I Think ...' - The wheel turns] This richly animated short features the unscripted voices of a group of 5- to 9-year-old children discussing the concept of time. They consider time in terms of linear progression, cycles, and measuring time, and also discuss relationships between space and time. (For notes on the significance of this resource go to 'metadata record' at the end of this description and see the 'educational value' section). While discussion is anchored in everyday examples, the clip demonstrates the complex and abstract thinking and discussion possible among young children. Traditional animation and stop-motion using mixed media, along with sound effects, illustrate, reinforce and expand on the children's comments. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6068&vers=1.0 [|Area Counting with Coco] Find the area of rectangles on a grid. Explore how the formula works for finding a rectangle's area. First, estimate the area of a chosen rectangle or compound rectangular shape on a grid. Second, work out the correct formula for finding area by placing rows and columns of squares inside the rectangles. Then, compare the actual area of the original shape with your first estimate. Practise applying the formula directly to a range of rectangular shapes. Includes finding the area of: 1. Rectangles 2. Polygons made up of rectangles. A learning object suitable for middle primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=139&vers=1.0 [|Area counting with Coco] Find the area of rectangles on a grid. Explore how the formula works for finding a rectangle's area. First, estimate the area of a chosen rectangle or compound rectangular shape on a grid. Second, work out the correct formula for finding area by placing rows and columns of squares inside the rectangles. Then, compare the actual area of the original shape with your first estimate. Practise applying the formula directly to a range of rectangular shapes. Includes finding the area of: 1. Rectangles; 2. Polygons made up of rectangles. This learning object, suitable for lower and middle primary levels, is a combination of two objects in a series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=139&vers=2.0 [|Area of triangles] Find the area of different types of triangles on a grid. Explore how the formula works. First, estimate the area of a chosen triangle on a grid. Next, work out the correct formula by assembling a series of triangles and rectangles. Then, compare the actual area of the triangle with your original estimate. Practise applying the formula directly to a range of triangles. This learning object is a combination of four learning objects in the same series and is suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=145&vers=2.0 [|Arrays: explore factors] Explore how numbers can be broken up with factors. For example, the number 9 can be expressed as 9x1 or 3x3. Predict the factors of a number in the range 1 to 50. Make an array of equal rows and columns with the number to check its factors. Choose a statement to describe how many factors the number has. This learning object is one in a series of six objects and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2060&vers=1.0 [|Arrays: factor families] Make equal rows and columns to explore how numbers can be broken up into factors. For example, the number 24 can be expressed as 12x2 or 2x12, and therefore, it can be divided equally using its factors 12 and 2. Identify a missing factor to complete a factor family. Solve four expressions: two multiplication and two division statements. This learning object is one in a series of six objects and suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2059&vers=1.0 [|Arrays: word problems with products from 10 to 30] Read a number problem and think about how to solve it. For example, when 13 is divided by a number, the answer is 6 with a remainder of 1. Write the problem as a multiplication or division number sentence with a missing number. Think about multiplication or division facts to find the missing number. Test your answer by making an array of equal rows and columns to show the multiplication or division fact and the remainder. One of a series of six learning objects, suitable for middle primary levels. Students apply knowledge of factors of numbers, and the commutative property of multiplication, to solve problems with products up to 30. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2054&vers=1.0 [|Arrays: word problems with products from 30 to 50] Read a number problem and think about how to solve it. For example, when 38 is divided by a number, the answer is 7 with a remainder of 3. Write the problem as a multiplication or division number sentence with a missing number. Think about multiplication or division facts to find the missing number. Test your answer by making an array of equal rows and columns to show the multiplication or division fact and the remainder. One of a series of 10 learning objects, suitable for middle primary levels. Students apply knowledge of factors of numbers, and the commutative property of multiplication, to solve problems with products up to 50. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2055&vers=1.0 [|Arrays: word problems with products from 35 to 64] Read a number problem and think about how to solve it. For example, when 54 is divided by a number, the answer is 10 with a remainder of 4. Write the problem as a multiplication or division number sentence with a missing number. Think about multiplication or division facts to find the missing number. Test your answer by making an array of equal rows and columns to show the multiplication or division fact and the remainder. One of a series of ten objects, suitable for middle primary levels. Students apply knowledge of factors of numbers, and the commutative property of multiplication, to solve problems with products up to 64. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2053&vers=1.0 [|Attribute blocks] Practice sorting blocks by colour, shape, and size. The blocks inside the oval are the same colour, shape, or size. Drag blocks that belong with them to the middle. The solution can be checked and new problems are randomly generated. A learning object suitable for lower and middle primary levels. Students identify and classify blocks with attributes which include colour, size, and shape. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3511&vers=1.0 [|Attribute trains] Make an attribute train by completing a pattern with virtual attribute blocks. The student must discern what attribute is changing to form the pattern. It should be noted that only one attribute is changing to form the pattern. A learning object suitable for lower and middle primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3551&vers=1.0 [|Balance the blobs] Balance scales by using blobs. Explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 2 black blobs balances 1 white blob. Find out how many black blobs balance 2 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. Go on to balancing scales with black, white and grey blobs. This learning object, suitable for middle and upper primary, is a combination of three objects in the same series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5978&vers=2.0 [|Balance the blobs: find the rule 1] Balance scales by using blobs. Explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 2 black blobs balance 1 white blob. Find out how many black blobs balance 2 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. This learning object is the first in a series of three learning objects and is suitable for middle primary. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5979&vers=1.0 [|Balance the blobs: find the rule 2] Balance scales by using blobs. Explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 3 black blobs balance 2 white blobs. Find out how many black blobs balance 4 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. Go on to balancing scales with black, white and grey blobs. This learning object is the second in a series of three learning objects and is suitable for middle primary. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5980&vers=1.0 [|Balance the blobs: find the rule 3] Balance scales by using blobs. Explore how many black, white and grey blobs balance each other. Discover a set of rules that balances the scales with the correct number and type of blobs. For example, 1 black blob balances 2 white blobs. Then find out how many grey blobs balance 1 black blob. Then use the set of rules to solve a problem by moving blobs to make the scales balance. This learning object is the last in a series of three learning objects and is suitable for middle to upper primary. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5981&vers=1.0 [|Balance the cups] Put blocks (or balls) into the cups on the scales to make them balance. Think about the number rule and the problem to help you work out how many blocks you need in each cup. Finish the number sentence to show an equal number of blocks on each side. This learning object, suitable for lower to middle primaty, is a combination of three objects in the same series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5974&vers=2.0 [|Balance the cups: use the rule 2] Put balls into the cups on the scales to make them balance. Think about the number rule and the problem to help you work out how many balls you need in each cup. Finish the number sentence to show an equal number of balls on each side. This learning object, suitable for middle primary, is the second in a series of three learning objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5976&vers=1.0 [|Balance the cups: use the rule 3] Put blocks into the cups on the scales to make the scales balance. Think about the number rule and the problem to help you work out how many blocks you need in each cup. Write the number sentence to show the equal number of blocks on each side. Look for patterns to help you think of another solution. This learning object, suitable for middle primary, is the last in a series of three learning objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5977&vers=2.0 [|Bar chart] Use a template to display data in the form of a bar chart. Students select the format of the chart including title, labels for horizontal axis, and the format of the vertical axis (including percentages). A learning object suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3512&vers=1.0 [|Bridge builder: triangles 2] Build bridges by adding triangular sections (each made up of three beams). Make bridges in order of increasing widths (increasing by at least one section each time). Examine a table and graph of the total number of beams used in bridges of different sizes, predict the number of beams needed to build a wider span, and describe the number pattern. This learning object, suitable for middle primary to lower secondary levels, is the second in a series of five objects that progressively increase in difficulty. Students explore spatial and number patterns, use tables and graphs to create formulas and explore relationships between tabular, graphical and algebraic forms, and solve problems by using multiplicative strategies. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1923&vers=1.0 [|Building site] Look down on some building towers (a plan view). Build a street-level view of the buildings from a given perspective: front, side or back. Move on to view buildings from a corner angle; build a side view. Then build a group of blocks consistent with top and side views. Rotate the scene to check views from different angles. This learning object is a combination of four objects in the same series that progressively increase in difficulty. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=654&vers=1.0 [|Building site [Flash Player version]] Look down on some building towers (a plan view). Build a street-level view of the buildings from a given perspective: front, side or back. Move on to view buildings from a corner angle; build a side view. Then build a group of blocks consistent with top and side views. Rotate the scene to check views from different angles. This learning object, suitable for middle primary to lower secondary, is a combination of four objects in the same series that progressively increases in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7547&vers=1.0 [|Building site: level 1] Look down at a group of single-storey buildings. Think about which buildings could be seen by a person standing on the ground. Use coloured blocks to build a street-level view of the buildings. Build views from different perspectives: front, side or back. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=849&vers=2.0 [|Building site: level 1 [Flash Player version]] Look down at a group of single-storey buildings. Think about which buildings could be seen by a person standing on the ground. Use coloured blocks to build a street-level view of the buildings. Build views from different perspectives: front, side or back. This learning object, suitable for middle primary to lower secondary, is one in a series of four objects that progressively increases in difficulty. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7548&vers=1.0 [|Building site: level 2] Look down at a group of buildings, including some with more than one storey. Think about which buildings could be seen by a person standing on the ground. Use coloured blocks to build a street-level view of the buildings. Build views from different perspectives: front, side or back. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1097&vers=1.0 [|Building site: level 3] Look from a corner angle at a group of buildings. Think about which walls could be seen in a side view. Use marked blocks to build all four side views. Rotate the scene to check views from different angles. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1098&vers=1.0 [|Building site: level 4] Look at three different views of a group of buildings: a top view and two side views. Build a group of blocks consistent with the views shown. Rotate the scene to check views from different angles. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1099&vers=1.0 [|Cassowary ecology quiz] Explore facts about the life of cassowaries: physical characteristics; diet; habitat; life cycles; and locations. Interact with graphs to see how much people can help cassowaries. Work through ecology notes and resources. Answer questions as you go; express your answers as fractions. This learning object, suitable for middle to upper primary levels, is one in a series of two objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=119&vers=2.0 [|Cassowary fractions] Help a park ranger to arrange fencing in a wildlife sanctuary. Divide common geometric shapes into equal-sized sections for keeping cassowaries. Group the enclosures to form a quarantine zone for sick or injured birds. Then express the divisions of the enclosures as fractions. This learning object, suitable for middle to upper primary, is one in a series of two objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=155&vers=4.0 [|Cassowary sanctuary] Help a park ranger to arrange fencing in a wildlife sanctuary. Divide common geometric shapes into equal-sized sections for keeping cassowaries. Group the enclosures to form a quarantine zone for sick and injured birds. Then express divisions of the enclosures as fractions. Work through facts about the life of cassowaries: physical characteristics; diet; habitat; life cycles; and locations. Interact with graphs to see how people can help to save cassowaries. Answer questions as you go; express your answers as fractions. This learning object, suitable for middle to upper primary levels, is a combination of two objects in the same series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=86&vers=2.0 [|Colour patterns] Students extend a pattern made from coloured bubbles. A learning object suitable for middle and upper primary, and lower secondary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3516&vers=1.0 [|Comparing fractions: assessment] Test your understanding of fractions. Decide which one of a pair of fractions is larger, or if they are the same. There are up to 12 questions, depending on your answers. At the end, you get a report showing all of your answers. This assessment object, suitable for middle and upper primary levels, is one in a series of two objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7736&vers=1.0 [|Contours [Flash Player version]] Look at how contour lines are used on maps to represent the shape of landforms. Compare side and top views of geometrical objects such as a cone and a hemisphere. Examine contour lines on a map. Place geometrical objects on a 3D landscape to match the map. This learning object, suitable for middle and upper primary and lower secondary levels, is a combination of three objects in the same series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7552&vers=1.0 [|Contours: about contours [Flash Player version]] Look at how contour lines are used on maps to represent the shape of landforms. Compare side and top views of geometrical objects such as a cone and a hemisphere. This learning object, suitable for middle primary to lower secondary levels, is one in a series of three objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7553&vers=1.0 [|Contours: loony landscapes [Flash Player version]] Look at how contour lines are used on maps to represent the shape of landforms. Compare side and top views of geometrical objects such as a cone and a hemisphere. Examine contour lines on a map. Place geometrical objects on a 3D landscape to match the map. This learning object, suitable for middle primary to lower secondary levels, is one in a series of three objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7555&vers=1.0 [|Contours: mystery shapes [Flash Player version]] Look at how contour lines are used on maps to represent the shape of landforms. Compare side and top views of geometrical objects such as a cone and a hemisphere. Examine geometrical objects on a 3D landscape. Place contours of geometrical objects on a map to match a 3D landscape. This learning object, suitable for middle primary to lower secondary levels, is one in a series of three objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7554&vers=1.0 [|Cubirocks Galore!] Investigate cube-shaped rocks made by a special volcano in 'Cubiland'. Help two cuboid characters to estimate volume. Each character uses a different measuring unit: medium-sized or large. Use a measuring cube to help estimate the volume of different 'cubirocks' made up of cubes. Complete a data table. Volumes range from 1 unit up to 48 units (2x2x2x6). Notice cubic number patterns in your completed data table. A learning object suitable for middle primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=161&vers=2.0 [|Cubirocks Go!] Investigate cube-shaped rocks made by a special volcano in 'Cubiland'. Help three cuboid characters to estimate volume. Each character uses a different measuring unit: small, medium-sized or large. Notice that if 8 medium cubes and 27 small cubes fill a large cube that this ratio can be applied to all 'cubirocks'. Use a measuring cube to help estimate the volume of different 'cubirocks' made up of cubes. Volumes range from 1 unit up to 162 units (3x3x3x6). Notice that the volume of a cube stays the same when its parts are rearranged. A learning object suitable for middle primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=160&vers=2.0 [|Cubirocks are Measured!] Investigate cube-shaped rocks made by a special volcano in 'Cubiland'. Help three cuboid characters to estimate volume. Each character uses a different measuring unit: small, medium-sized, or large. Use a measuring cube to help estimate the volume of different 'cubirocks' made up of cubes. Complete a data table. Volumes range from 1 unit up to 162 units (3x3x3x6). Notice cubic number patterns in your completed data table. A learning object suitable for middle primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=162&vers=2.0 [|Decimaster collections: match-up 1] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a collection (represented by fishbowls) and adjust a common fraction. Match three decimals with each tool. This learning object, suitable for middle primary level, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1081&vers=2.0 [|Decimaster collections: match-up 2] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work through these representations in any order: common fraction, number line, counting frame, dial and a collection (represented by fishbowls). Match three decimals with each tool. This learning object, suitable for middle primary level, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1082&vers=2.0 [|Decimaster collections: match-up 3] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work with a random selection of two of these representations: common fraction, number line, counting frame, dial and a collection (represented by fishbowls). Match at least three decimals with each tool. This learning object, suitable for middle to upper primary levels, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1083&vers=2.0 [|Decimaster plus: match-up 1] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a number line and a common fraction. Match three decimals with each tool. This learning object, suitable for middle primary level, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1078&vers=2.0 [|Decimaster plus: match-up 2] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work through these representations in any order: common fraction, number line, counting frame and dial. Match three decimals with each tool. This learning object, suitable for middle primary level, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1079&vers=2.0 [|Decimaster plus: match-up 3] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work with a random selection of two of these representations: common fraction, number line, counting frame and dial. Match at least three decimals with each tool. This learning object, middle and upper primary levels, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1080&vers=2.0 [|Decimaster: match-up 1] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 1 such as 0.7. Adjust units on an area representation and a common fraction. Match three decimals with each tool. This learning object, suitable for middle primary level, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1076&vers=2.0 [|Decimaster: match-up 2] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 1 such as 0.7. Adjust units on a range of visual scales and other representations. Work through these representations in any order: common fraction, number line, counting frame, dial, array and pie chart. Match three decimals with each tool. This learning object, suitable for middle primary level, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1077&vers=2.0 [|Decimaster: match-up 3] Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 1 such as 0.7. Adjust units on a range of visual scales and other representations. Work with a random selection of two of these representations: common fraction, number line, counting frame, dial, array and pie chart. Match at least three decimals with each tool. This learning object, suitable for middle and upper primary levels, is one in a series of nine objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=586&vers=3.0 [|Design a city] Help a town planner to design a site plan for a city. Assign regions on a 10x20 grid for different uses such as factories, hospitals, or parks. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. This learning object, suitable for middle primary to lower secondary levels, is one in a series of three objects combined as 'Neighbourhood fractions'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=123&vers=2.0 [|Design a farm] Help a town planner to design a site plan for a farm. Assign regions on a 10x20 grid for different uses such as crops, dams or sheds. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. This learning object, suitable for middle primary to lower secondary levels, is one in a series of three objects combined as 'Neighbourhood fractions'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=124&vers=2.0 [|Design a neighbourhood] Help a town planner to design a site plan for a neighbourhood. Assign regions on a 10x20 grid for different uses such as apartments, shops, and parks. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. This learning object, suitable for middle to upper primary, is one in a series of three objects combined as 'Neighbourhood fractions'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=122&vers=2.0 [|Design a park] Help a town planner to design a site plan for a park. Assign regions on a grid for different uses such as picnic tables, swings, sandpits or ponds. Use this tool to explore how to express fractions and display them in different ways. Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. This learning object, suitable for middle primary to lower secondary levels, is one in a series of two objects combined as 'Park fractions'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=120&vers=2.0 [|Design a school] Help a town planner to design a site plan for a school. Assign regions on a 10x10 grid around a central playground for different uses such as a canteen, car park or lawn. Calculate the percentage of the total site used for each region. Use a number line to display fractions and equivalent fractions. This learning object, suitable for middle primary to lower secondary levels, is one in a series of two objects combined as 'Playground percentages'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=127&vers=2.0 [|Design your own park] Help a town planner to design a site plan for a park. Set the site dimensions to make a grid. Assign regions on the grid for different uses such as picnic tables, swings, sandpits or ponds. Use this tool to explore how to express fractions and display them in different ways. Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. This learning object, suitable for middle and upper primary levels, is one in a series of two objects combined as 'Park fractions'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=121&vers=2.0 [|Design your own school] Help a town planner to design a site plan for a school. Assign regions on a 10x10 grid for different uses such as a playground, canteen, car park or lawn. Calculate the percentage of the total site used for each region. Use a number line to display fractions and equivalent fractions. This learning object, suitable for middle primary to lower secondary levels, is one in a series of two objects combined as 'Playground percentages'. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=128&vers=2.0 [|Difference bars] Work through a series of five learning objects to learn how to split up numbers in your head. Use a partitioning tool to help find the difference between pairs of numbers. Split the numbers into parts that are easy to work with, use simple addition and subtraction, and then solve the main equation.1. Make your own easy subtractions, (eg 57 and 64);2. Make your own hard subtractions, (eg 46 and 84);3. Generate easy subtractions, (eg 8 and 64);4. Generate hard subtractions, (eg 27 and 86);5. Go figure (suitable for screen readers). A learning object suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=224&vers=3.0 [|Diffy] Choose a number type to practise subtraction: positive whole numbers, fractions, integers, decimals, or money. Work out the differences between four starting numbers. Then work out the differences between the four answers. Repeat this process twice more to find all 16 answers. Or choose your own group of starting numbers and solve the differences. For example, start by finding the difference between this group of currency values: $16.15, $6.42, $2.31 and $77.97. A learning object suitable for middle primary through to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=4159&vers=1.0 [|Direct a robot: collector] Give directions for a robot to collect rock samples on the moon. Plan the most direct route to save fuel. Enter direction and distance for each step. This activity is one of three activities in the same series, suitable for lower to middle primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=753&vers=2.0 [|Direct a robot: how far?] Give directions for a robot to collect soil and rock samples on the moon. Plan the most direct route to save fuel. Enter the best distance for each step. This learning object, suitable for lower to middle primary, is one in a series of three objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1075&vers=3.0 [|Direct a robot: which way?] Give directions for a robot to collect soil and rock samples on the moon. Plan the most direct route to save fuel. Enter the best direction of travel for each step. This learning object, suitable for lower to middle primary, is one in a series of three objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1074&vers=2.0 [|Divide it up: grouping tool] Use a dividing tool to make equal shares of stationery such as pens, pencils, or crayons. Complete a sentence describing a number operation. For example, pack 24 crayons into packets of 5. Predict how many packets are needed and identify how many items are left over. This learning object is one in a series of five objects and is suitable for lower to middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2810&vers=1.0 [|Divide it up: hardware] Use a dividing tool to make equal shares of hardware items such as nails, bolts or screws. For example, pack 32 bolts into packets of 3. Predict how many packets can be filled and how many items will be left over. Check your prediction. Complete a sentence describing the number operations, including the fraction of a packet remaining. This learning object is one in a series of five objects and is suitable for lower to middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2811&vers=1.0 [|Divide it up: kittens] Use a dividing tool to make equal shares of toys in a pet shop. For example, share 33 toys equally between seven kittens. Predict how many items each kitten will get, and how many leftovers there will be. Complete a sentence describing the number operations. This learning object is one in a series of five objects and is suitable for lower to middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2812&vers=1.0 [|Divide it up: puppies] Use a dividing tool to make equal shares of biscuits and toys in a pet shop. For example, share 34 biscuits equally between 6 puppies. Predict how many items each puppy will get, or how many packets can be filled. Check your prediction. Decide what to do with any leftovers. Complete a sentence describing the number operations. This learning object is one in a series of five objects. A learning object suitable for lower to middle primary. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2808&vers=3.0 [|Divide it up: sharing tool] Use a dividing tool to make equal shares of sweets. Complete a sentence describing a number operation. For example, 17 jellybeans shared equally into 6 jars. Predict how many sweets will go into each container and identify how many sweets are left over. This learning object is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2809&vers=1.0 [|Dynamic fractions] Use a tool to explore how to express fractions and display them in different ways. Create a grid with a number of rectangles ranging from 1 to 100 (up to a 10x10 array). Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. Change display options to set task difficulty. Make your own question and answer games. A learning object suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=134&vers=2.0 [|Exploring fractions] Use partially filled measuring cups to explore fractions: improper, mixed and equivalent fractions. For example, select six cups which are one-quarter full to balance one and a half cups. Or achieve an equivalent result by selecting three cups, which are half full. A learning object suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6542&vers=2.0 [|Face painter: finding faces 1] Identify polygons on a range of prisms and polyhedra such as a cube, square pyramid or triangular prism. Picture in your head all sides of a solid. Estimate how many faces the object has. Rotate it to see all of its faces. Paint each face of a given shape such as a triangle or rectangle. This learning object, suitable for lower to middle primary levels, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1068&vers=3.0 [|Face painter: finding faces 2] Identify polygons on a range of prisms and polyhedra such as a cuboid, square pyramid or hexagonal prism. Picture in your head all sides of a solid. Estimate how many faces the object has. Rotate it to see all of its faces. Paint each face of a given shape such as a hexagon or rectangle. This is one activity, suitable for middle primary level, in a series of four activities. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=653&vers=2.0 [|Face painter: locating faces] Identify faces of a range of prisms and polyhedra such as a triangular pyramid, pentagonal prism or L-shaped block. Picture in your head all sides of a solid. Estimate how many faces the object has. Rotate it to paint all of its faces. This learning object, suitable for middle primary level, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1069&vers=2.0 [|Face painter: predicting faces] Identify polygons on a range of prisms and polyhedra such as a cuboid, square pyramid or hexagonal prism. Picture in your head all sides of a solid. Estimate how many faces of each shape the object has. Rotate it to see and paint all of its faces. This learning object, suitable for middle primary level, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1070&vers=2.0 [|Finding the area of compound shapes] Find the area of compound shapes based on rectangles on a grid. Explore how the formula works for finding a rectangle's area. First, estimate the area of a compound shape based on rectangles on a grid. Second, work out the correct formula for finding area by placing rows and columns of squares inside two rectangles. Then, compare the actual area of the original shape with your first estimate. Practise applying the formula directly to a range of compound shapes based on rectangles. This learning object, suitable for lower and middle primary levels, is the last in a series of two objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=383&vers=2.0 [|Fraction fiddle: comparing non-unit fractions] A kookaburra and a magpie each gobble up part of a worm. Identify which bird ate the most. For example, decide whether three-quarters (3/4) is larger than two-thirds (2/3). Build the fraction that each bird ate. Compare the fractions on a number line. Check which fraction is bigger. This learning object is one in a series of seven objects and suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2803&vers=2.0 [|Fraction fiddle: comparing unit fractions] Two kiwis each gobble up part of a worm. Identify which bird ate the most. For example, decide whether one-third (1/3) is larger than one-quarter (1/4). Build the fraction that each bird ate. Compare the fractions on a number line. Check which fraction is bigger. This learning object, suitable for middle primary level, is one in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2802&vers=2.0 [|Fraction fiddle: hit the apple] Help an archer to hit an apple with his arrow. Build two fractions to make a total of one whole. Complete the numerators of both fractions (they may have fixed denominators). For example, work out how many quarters and how many eighths can be added together to total one whole. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2804&vers=1.0 [|Fraction fiddle: matching cake fractions] Fill orders in a cake shop. Match a fraction to parts of a cake. For example, identify the fraction of a cake remaining after it has had one quarter removed. Check your prediction by making the fraction and seeing what it looks like as part of a circle. Watch the circle change as you adjust the numerals in the numerator and denominator of the fraction. This learning object is one in a series of seven objects suitable for lower to middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2801&vers=1.0 [|Fraction fiddle: reach the target] Help a boy to hit a bullseye with his paper plane. Build two fractions that add up to a target number up to two. Complete the numerators of both fractions (one may have a fixed denominator). For example, work out how many thirds and how many sixths can be added together to total 4/3. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2806&vers=1.0 [|Fraction fiddle: shoot the hoop] Help a girl to throw her ball through a hoop. Build two fractions to make a total of one whole. Complete the denominator of a fraction (at least one fraction may have a fixed numerator). For example, work out how many tenths can be added to three-fifths to total one whole. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects and suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2805&vers=1.0 [|Fraction fiddle: tool] Use a tool to explore what happens when you change the numerals in a fraction. Compare two fractions and find out which is larger. For example, decide whether 4/3 is larger than 7/5. Build the two fractions. Compare the fractions on a number line. This learning object is one in a series of seven objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2800&vers=2.0 [|Fractions: rectangle multiplication] Represent fractions on a rectangular model to show the product using either proper or improper fractions. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3525&vers=1.0 [|Function machine] Drag the numbers 1, 2, 3 and 4 into a function machine to find the output numbers, then continue the pattern for 5, 6, and 7. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3527&vers=1.0 [|Function machine] Drag the numbers 1, 2, 3, and 4 into a function machine which automatically creates the first four numbers of a new number pattern. Recognise the pattern and apply it to 5, 6, and 7. A learning object suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3527&vers=2.0 [|Geoboard] Use a virtual geoboard to investigate polygons and other plane figures including measures of area, perimeter, and slope. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3528&vers=1.0 [|Geoboard: coordinate [Windows version]] Use a virtual geoboard to investigate polygons and other plane figures on a coordinate plane including measures of area, perimeter, and slope. Play Battleships by plotting points on a coordinate plane. A learning object suitable for upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3529&vers=1.0 [|Geoboard: isometric [Windows version]] Use a virtual geoboard with an isometric grid to construct representations of polyhedra and other 3D objects. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3530&vers=1.0 [|Hamlet happens] Select letters from the quote ‘to be or not to be’ to make a word of 2 to 5 letters.Watch as the letters of the quote are randomly typed until the selected word is typed, compare length of random typing for particular words and hence see the variation in trials.Compare different lengths of words or different words of the same length. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3532&vers=1.0 [|Home Internet survey] Explore students' use of the Internet at home. Choose questions to ask in a survey. For example, look at the percentages of students that use the Internet for finding out things for school, email, or messaging. Examine a table of results. Sort the data and use it to answer questions. Display the results using a suitable type of graph: pie chart, bar graph, or histogram. Identify conclusions supported by the evidence. Write a report based on the survey results. This learning object is a combination of three objects in the same series and is suitable for upper primary to lower secondary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3150&vers=3.0 [|Hopper challenge: whole numbers] Help a frog to jump along a number line. Estimate the exact finishing point on a number line, after adding or subtracting multiples of whole numbers to a starting number. For example, 1+ (5 x 2) = 11. Explore the patterns made on a counting grid and number line. Identify counting rules that match the pattern of 'landing spots' on a counting grid. This learning object, suitable for middle primary, is one in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1087&vers=2.0 [|Hopper: hundredths] Help a frog to jump along a number line. Estimate the finishing point on a number line, after adding or subtracting multiples of hundredths to a starting number. For example, 1.72 + (11 x 0.07) = 2.49. Explore the patterns made on a counting grid and number line. Identify counting rules that match the pattern of 'landing spots' on a counting grid. This learning object, suitable for middle and upper primary levels, is one in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=587&vers=2.0 [|Hopper: tenths] Help a frog to jump along a number line. Estimate the finishing point on a number line, after adding or subtracting multiples of tenths to a starting number. For example, 29.5+(12 x 0.2) = 31.9. Explore the patterns made on a counting grid and number line. Identify counting rules that match the pattern of 'landing spots' on a counting grid. This learning object, suitable for middle primary level, is one in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1085&vers=3.0 [|Hopper: ultimate] Help a frog to jump along a number line. Estimate the finishing point on a number line, after adding or subtracting multiples of decimal fractions or whole numbers to a starting number. For example, 1.72 + (11 x 0.07) = 2.49. Explore the patterns made on a counting grid and number line. Identify counting rules that match the pattern of 'landing spots' on a counting grid. This learning object, suitable for middle to upper primary levels, is one in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1086&vers=3.0 [|Hopper: whole numbers] Help a frog to jump along a number line. Estimate the finishing point on a number line, after adding or subtracting multiples of whole numbers to a starting number. For example, 255+(10 x 4) = 295. Explore the patterns made on a counting grid and number line. Identify counting rules that match the pattern of 'landing spots' on a counting grid. This learning object, suitable for middle primary, is one in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1084&vers=3.0 [|How Big is a Cubic Metre?] Watch a game show host as he demonstrates the size of a cubic metre (100cm x 100cm x 100cm). See how small a cubic centimetre looks when compared with a cubic metre. Work through a series of questions about the length, width and height of a cubic metre. Work out areas of layers within a cubic metre. Use the areas of these layers to work out the total number of cubic centimetres contained within one cubic metre. This learning object is suitable for the middle primary to lower secondary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=163&vers=1.0 [|How high?] Learn about conservation of volume and ratio, by predicting how high an amount of liquid will be, when poured from one to another. Tanks are rectangular, cylindrical, or conical. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3534&vers=1.0 [|Inside a cubic metre] Watch a game show host as he demonstrates the size of a cubic metre (100cm x 100cm x 100cm). See how small a cubic centimetre looks when compared with a cubic metre. Work through a series of questions about the length, width and height of a cubic metre. Work out area of layers within a cubic metre. Use multiples of 100 to calculate volume. For example, 0.5 of a cubic metre can be expressed as: 100cm x 100cm x 50cm = 500 000 cubic centimetres. Fill in data tables by working out progressive totals of length, width, height and volume (up to one cubic metre). This learning object is suitable for the middle primary to lower secondary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=164&vers=1.0 [|Ladybird mazes] Manoeuvre a lady bug through a maze using forward and backward arrows and rotations of 90 degrees. Students can construct directions for a path through a maze. A learning object suitable for lower and middle primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3535&vers=1.0 [|Matchbox machine] Explore variation in the number of matches packed into a matchbox. Check whether a machine is packing matchboxes within acceptable limits. Examine an array of results. Sort the data into four equal groups. Identify the range, median and quartile values from the table of data. Use the data to build a boxplot. Plot the variation by building a sequence of boxplots. Identify conclusions supported by the evidence. This learning object is one in a series of nine objects and suitable for middle and upper primary, and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2340&vers=1.0 [|Matchbox machine: plot the variation] Check whether a machine is packing most matchboxes with an acceptable number of matches (40-60 matches per box). Take a sample of 100 matchboxes and make a boxplot to analyse the results. Sort the sample data into four equal groups. Identify the range, median, first and third quartile values. Position the data points to build a boxplot. Take more samples and plot the variation by building a sequence of boxplots on a graph. Identify conclusions supported by the evidence. This learning object is the second in a series of two objects. The series is also packaged as a combined learning object and suitable for middle and upper primary, and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2339&vers=1.0 [|Matchbox machine: take a sample] Check whether a machine is packing most matchboxes with an acceptable number of matches (40-60 matches per box). Take a sample of 100 matchboxes and make a boxplot to analyse the results. Sort the sample data into four equal groups. Identify the range, median, first and third quartile values. Position the data points to build a boxplot. Identify conclusions supported by the evidence. This learning object is the first in a series of two objects. The series is also packaged as a combined learning object and is suitable for middle and upper primary, and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2338&vers=1.0 [|Monster choir: look and listen] Help monsters in a choir to make animal and instrumental sounds in order. Look at a sequence of two or three shapes: squares, circles and triangles. Choose monsters so that their sounds match the shape pattern. Repeat the pattern to make a song. This learning object, suitable for lower and middle primary levels, is one in a series of three objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=494&vers=3.0 [|Musical number patterns: music maker] Make some music by building up rhythms for four instruments. Choose a starting point on a number line and build a counting rule. Count in lots between 2 and 10 until you reach 36. Add your number several times on the number line to make a pattern. For example, set up a sound pattern where a trumpet waits on the first note, and then plays on every third note. Add a second or third number pattern for other musical instruments. Then play all of the sound patterns together to hear your music. This learning object, suitable for lower and middle primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=589&vers=2.0 [|Musical number patterns: musical times] Make some music by building up rhythms from four instruments. Make a counting rule that matches a pattern on a number line. Select the start number and then select a number to count by. For example, describe a sound pattern where a saxophone waits on the first note, and then plays on every eighth note. Add a second number pattern using another musical instrument. Then play all of the sound patterns together to hear your music. This learning object, suitable for middle primary, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1065&vers=2.0 [|Musical number patterns: odds and evens] Make some music by building up rhythms for chimes. Complete a counting rule that matches a pattern on a number line. Select the start number or select a number to count by. For example, start at 1 on a number line; then choose which number to count by (4, 5 or 6) to alternate between odd and even numbers. Add a second number pattern for more chimes. Then play all of the sound patterns together to hear your music. This learning object, suitable for middle primary, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1064&vers=2.0 [|Musical number patterns: the challenge] Make music by building up rhythms from two instruments. Make a counting rule that includes a given number. Select the start number and then select a number to count by. For example, include the number 9 in a counting pattern by starting at 1, then count by 4. Describe another counting pattern that includes the same number. Then play all of the sound patterns together to hear your music. This learning object, suitable for middle to upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1067&vers=2.0 [|Mystery spinner] Look at results in a frequency graph compiled after testing an unseen spinner. Work out the likely proportions of colours in the mystery spinner. Use a tool to build a new spinner (a dial with a pointer). Choose up to twelve equal-sized sectors. Fill the sectors with up to five colours. For example, make a six-part spinner with three red sectors, two blue sectors and one yellow sector. Test the new spinner over a number of spins. Look at a graph of the test results. Compare it to the graph generated by the mystery spinner. Are the results similar? This learning object is the last in a series of three objects that progressively increase in difficulty. Suitable for middle to upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2382&vers=1.0 [|Mystery spinner: challenge] Look at results in a frequency graph compiled after testing an unseen spinner. Work out the likely proportions of colours in the mystery spinner. Use a tool to build a new spinner (a dial with a pointer). Choose up to five equal-sized sectors. Fill the sectors with up to five colours. For example, make a six-part spinner with three red sectors, two blue sectors, and one yellow sector. Test the new spinner over a number of spins. Look at a graph of the test results. Compare it to the graph generated by the mystery spinner. Are the results similar? This learning object is the second in a series of three objects that progressively increase in difficulty and is suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2384&vers=1.0 [|Mystery spinner: match the graph] Look at results in a frequency graph compiled after testing an unseen spinner. Work out the likely proportions of colours in the mystery spinner. Use a tool to build a new spinner (a dial with a pointer). Choose up to three equal-sized sectors. Fill the sectors with up to three colours. For example, make a three-part spinner with one red sector and two blue sectors. Test the new spinner over a number of spins. Look at a graph of the test results. Compare it to the graph generated by the mystery spinner. Are the results similar? This learning object is the first in a series of three objects that progressively increase in difficulty and is suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2383&vers=1.0 [|Neighbourhood fractions] Help a town planner to design site plans. Assign regions on a 10x20 grid for different uses. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. Design site plans for a: 1. Neighbourhood; 2. City; 3. Farm. This learning object, suitable for middle primary to lower secondary levels, is a combination of three objects in a series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=125&vers=2.0 [|Number trains] Arrange train carriages according to numbers on their sides. The numbers are represented in a range of formats such as words, numerals, dice dots or counting frames. Identify the numbers that come before and after starting numbers. Begin with numbers up to ten. Move on to work with larger numbers such as 40 and 50. Practise 'skip counting' by twos, fives and tens. For example, 'skip count' by five to arrange four carriages into the order 12, 17, 22, 27. This learning object suitable for lower to middle primary level is a combination of five objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2317&vers=2.0 [|Number trains: patterns: assessment] Test your understanding of numbers and order them to create patterns. Arrange train carriages according to numbers on their sides to form patterns. For example, count in fives to arrange four carriages into the sequence 12, 17, 22, 27. Identify the numbers that come before and after starting numbers. Work with numbers in the range 1–120. View and print a report of your results. This assessment object, suitable for middle primary level, is one in a series of two objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8275&vers=1.0 [|Number trains: skip counting] Arrange train carriages according to numbers on their sides. Identify the numbers that come before and after starting numbers. Work with numbers in the range 1–120. Practise 'skip counting' by twos, fives, and tens. For example, 'skip count' by five to arrange four carriages into the order 12, 17, 22, 27. This learning object suitable for lower to middle primary level is the last in a series of five objects that progressively increase in difficulty. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2322&vers=1.0 [|Numberline arithmetic] Watch as simple number calculations are solved using a numberline. Choose the operation from the four basic processes - addition, subtraction, multiplication, and division. A learning object suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3536&vers=1.0 [|Numberline bars] Place a number bar on a number line and use it see common differences. Can also be used to illustrate other operations. A learning object suitable for primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3537&vers=1.0 [|Papa Whakarea: Hangaia āu ake whakareatanga (The Multiplier: Make Your Own Easy Multiplications)] Solve easy multiplications, eg 76x9. Use a partitioning tool to help solve your own multiplications. Learn strategies to do complex arithmetic in your head. Split a multiplication into easy parts, use simple times tables, then solve the main equation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292007&vers=1.0 [|Papa Whakarea: Hangaia āu ake whakareatanga uaua (The Multiplier: Make Your Own Hard Multiplications)] Solve hard multiplications, eg 84x93. Use a partitioning tool to help solve your own multiplications. Learn strategies to do complex arithmetic in your head. Split a sum into easy parts, use simple times tables, then solve the main equation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292008&vers=1.0 [|Papa Whakarea: He whakareatanga uaua (The Multiplier: Generate Hard Multiplications)] Solve hard multiplications, eg 67x88. Use a partitioning tool to help solve randomly generated multiplications. Learn strategies to do complex arithmetic in your head. Split a multiplication into easy parts, use simple times tables, then solve the main equation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292010&vers=1.0 [|Papa Whakarea: Ngā Rautaki (The Multiplier: Go Figure)] This tutorial is suitable for use with a screen reader. It explains strategies for solving complex multiplications in your head, eg 22x38. Work through sample questions and instructions explaining how to use partitioning techniques. Solve multiplications by breaking them up into easier parts, use simple times tables, then solve the main equation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292012&vers=1.0 [|Park fractions] Help a town planner to design two site plans for a park. Assign regions on a grid for different uses such as picnic tables, swings, sandpits or ponds. Use this tool to explore how to express fractions and display them in different ways. Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. Move on to a harder activity where you first set the site dimensions to make a grid. This learning object, suitable for middle to upper primary levels, is a combination of two objects in a series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=126&vers=2.0 [|Party time: assessment] Assess your ability to fulfil a shopping list for a class party, with a view to budgeting. Buy enough lemonade, cupcakes, and party hats for 32 people at the cheapest price, given minimum requirements. Calculate the cheapest unit price for the three items and the quantity of each required, considering the special discounts available. Then calculate the total cost of the party goods to see if you've paid the lowest possible price. A learning object suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8491&vers=1.0 [|Photo hunt [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. Progress through four levels. This learning object, suitable for middle primary to lower secondary levels, is a combination of four objects in the same series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6246&vers=2.0 [|Photo hunt: level 1] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. Both the original photo and base grid are rotated only in the same horizontal plane. This learning object is one in a series of four objects. The series is also packaged as a combined learning object suitable for middle primary to lower secondary. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=876&vers=2.0 [|Photo hunt: level 1 [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. Both the original photo and base grid are rotated only in the same horizontal plane. This learning object is one in a series of four objects, suitable for middle primary to lower secondary levels. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6258&vers=2.0 [|Photo hunt: level 2] Explore visual perspectives of solids such as cylinders, spheres, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. You may need to tilt the base grid up or down as well as rotate it horizontally to match the camera position. This learning object, suitable for middle to upper primary and lower secondary level, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=877&vers=2.0 [|Photo hunt: level 2 [Flash Player version]] Explore visual perspectives of solids such as cylinders, spheres, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. You may need to tilt the base grid up or down as well as rotate it horizontally to match the camera position. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6259&vers=2.0 [|Photo hunt: level 3] Explore visual perspectives of solids such as cylinders, spheres, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. The view of the base grid is elevated relative to the original photo. This learning object, suitable for middle to upper primary and lower secondary level, is one in a series of four objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=878&vers=2.0 [|Photo hunt: level 3 [Flash Player version]] Explore visual perspectives of solids such as cylinders, spheres, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate a base grid until the view matches the original photo. The view of the base grid is elevated relative to the original photo. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6260&vers=2.0 [|Photo hunt: level 4] Explore visual perspectives of solids such as cylinders, spheres, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate the scene until the view matches the original photo. The solids in the original photo and on the base grid use only two colours. This learning object, suitable for middle to upper primary, is one in a series of four objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=879&vers=2.0 [|Photo hunt: level 4 [Flash Player version]] Explore visual perspectives of solids such as cylinders, spheres, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rotate the scene until the view matches the original photo. The solids in the original photo and on the base grid use only two colours. This learning object, suitable for middle primary to lower secondary levels, is one in a series of four objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6261&vers=2.0 [|Playground percentages] Help a town planner to design two site plans for a school. Assign regions on a 10x10 grid for different uses such as a playground, canteen, car park or lawn. Calculate the percentage of the total site used for each region. Use a number line to display fractions and equivalent fractions. This learning object, suitable for middle primary to lower secondary levels, is a combination of two objects in a series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=133&vers=2.0 [|Pobble arrays: find two factors] Help creatures to line up and walk through gates in equal rows and columns. For example, predict how many equal rows of pobbles are needed to fit 12 of them through four gates. This learning object is one in a series of three objects and suitable for lower and middle primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2058&vers=1.0 [|Pobble arrays: make multiples] Help creatures to line up and walk through gates. Make equal rows and columns. For example, start with 17 pobbles. Predict whether the number can be divided into an equal number of rows. If not, add or subtract pobbles to make a number that will work. Check your prediction. This learning object is one in a series of three objects and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2056&vers=1.0 [|Polyominoes] Make polyominoes like triominoes, tetrominoes, pentominoes. Rotate and drag to see if they are the same. Find complete sets of particular polyominoes and use the rotate, translate feature to see if different looking polyominoes are in fact congruent. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3543&vers=1.0 [|Rectangle division] Use a rectangular grid to solve a division question and link division to multiplication. Investigate what happens as the dividend changes for a particular divisor. Dividends range from 2 to 99 and divisors from 2 to 19. The students could also explore the meaning of factors. A learning object suitable for middle primary to lower secondary levesl. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3704&vers=1.0 [|Rectangle multiplication] Use a rectangular grid to investigate the meaning of multiplication algorithms: grouping (1 digit numbers only), lattice, and common (1 and 2 digit numbers) to 30 times 30. Colour coding is used to explain the different components of the algorithm. Switch between common and lattice forms to see the difference methods. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3503&vers=1.0 [|Rectangle multiplication: integers] Visualise and practise multiplying positive and negative integers using an area representation. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3504&vers=1.0 [|Rice crisp machine] Check whether a machine is packing most bags with an acceptable number of rice crisps (20–35 rice crisps per packet). Take a sample of 100 packets and make a boxplot to analyse the results. Sort the sample data into four equal groups. Identify the range, median, first and third quartile values. Position the data points to build a boxplot. Take more samples and plot the variation by building a sequence of boxplots on a graph. Identify conclusions supported by the evidence. Practise building more boxplots and checking more samples. This learning object is a combination of two objects in the same series. It is suitable for middle to upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2341&vers=2.0 [|Rice crisp machine: take a sample] Check whether a machine is packing most bags with an acceptable number of rice crisps (20-35 rice crisps per packet). Take a sample of 100 packets and make a boxplot to analyse the results. Sort the sample data into four equal groups. Identify the range, median, first and third quartile values. Position the data points to build a boxplot. Identify conclusions supported by the evidence. This learning object, suitable for middle primary to lower secondary levels, is the first in a series of two objects. The series is also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2342&vers=1.0 [|Scale matters: decimal numbers: assessment] Test what you know about using scales ranging from hundreds and tens down to tenths and hundredths. Look at two numbers and place a third number on a number line. Rename the third number by assigning place values for each digit or group of digits. For example, look at the numbers 74.6 and 76 on a number line and select 'Tenths' as the most useful scale to locate the given number 75.1. Rename 75.1 as 75 ones and 10 hundredths. See a report of your results. This assessment object, suitable for middle and upper primary level, is one in a series of three objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8630&vers=1.0 [|Scale matters: hundreds] Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as hundreds. Look at a pair of numbers such as 900 and 1200 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help estimate the relative distances. This learning object, suitable for lower and middle primary, is one in a series of seven objects. Some objects in the series are also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2005&vers=2.0 [|Scale matters: range of numbers] Explore the use of scale on a number line. Select a ruler displaying a scale such as ones, tenths or hundredths. Look at a pair of numbers marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help you estimate the relative distances. This learning object, suitable for middle primary to lower secondary levels, is a combination of four objects in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1997&vers=2.0 [|Scale matters: simple units] Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as ones, tens or hundreds. Look at a pair of numbers such as 900 and 1200 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help estimate the relative distances. This learning object, suitable for middle and upper primary levels, is a combination of three objects in a series of seven objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2002&vers=2.0 [|Scale matters: tens] Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as tens. Look at a pair of numbers such as 90 and 120 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help estimate the relative distances. This learning object, suitable for lower and middle primary levels, is one in a series of seven objects. Some objects in the series are also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2004&vers=2.0 [|Scale matters: tens of thousands] Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as tens of thousands. Look at a pair of numbers such as 70,000 and 120,000 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help estimate the relative distances. This learning object, suitable for middle and upper primary levels, is one in a series of seven objects. Some objects in the series are also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1999&vers=2.0 [|Scale matters: tenths] Explore the use of scale on a number line. Select a ruler displaying a helpful scale such as tenths. Look at a pair of numbers such as 29.7 and 30.2 marked on a number line. Identify the number corresponding to another point. Or locate another point on the number line to complete a series of three numbers. Apply a marked scale to help estimate the relative distances. This learning object, suitable for middle and upper primary levels, is one in a series of seven objects. Some objects in the series are also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1998&vers=2.0 [|Scale matters: whole numbers: assessment] Test what you know about placing numbers on a number line. See two numbers on a line. Choose the best ruler to add markers to the number line and find the place for a third number. Rename the third number in two different ways by selecting the correct place values. For example, look at the numbers 35 and 47 on a number line and select 'Ones' as the most useful ruler to find the number 40. Rename 40 as 4 tens or 40 ones. Check your report. This assessment object, suitable for lower to middle primary levels, is one in a series of three objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8631&vers=1.0 [|Scatter plots] Find out what a scatter plot is and how it can be used to investigate relationships between two variables. Analyse data for a pair of variables such as hand span and foot length. Enter your personal data and plot it with other data on a graph. Use a line of best fit to identify if there is a positive or negative relationship between the two variables. This learning object, suitable for middle primary to lower secondary, is a combination of five objects in the same series. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5857&vers=2.0 [|Scatter plots: about scatter plots] Find out what a scatter plot is and how it can be used to investigate relationships between two variables. Examine data for a pair of variables such as a person's height at the age of 2 and their height at the age of 22. Look at the data plotted on a graph. Notice how a line of best fit is used to identify if there is a positive or negative relationship between the two variables. This learning object, suitable for middle primary to lower secondary, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5858&vers=2.0 [|Scatter plots: create your own data] Find out what a scatter plot is and how it can be used to investigate relationships between two variables. Gather and analyse data for a pair of variables such as hand span and foot length. Enter your data set and plot it on a graph. Use a line of best fit to identify if there is a positive or negative relationship between the two variables. This learning object, suitable for middle primary to lower secondary level, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5862&vers=2.0 [|Scatter plots: foot length and hand span] Find out what a scatter plot is and how it can be used to investigate relationships between two variables. Analyse data for a pair of variables: hand span and foot length. Enter your personal data and plot it with other data on a graph. Use a line of best fit to identify if there is a positive or negative relationship between the two variables. This learning object, suitable for middle primary to lower secondary, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5861&vers=2.0 [|Scatter plots: height and bellybutton height] Find out what a scatter plot is and how it can be used to investigate relationships between two variables. Analyse data for a pair of variables: a person's height and the height of their bellybutton measured from the floor. Enter your personal data and plot it with other data on a graph. Use a line of best fit to identify if there is a positive or negative relationship between the two variables. This learning object, suitable for middle primary to lower secondary, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5859&vers=2.0 [|Scatter plots: age and reaction time] Find out what a scatter plot is and how it can be used to investigate relationships between two variables. Analyse data for a pair of variables: a person's age and the time it takes them to react to a signal. Enter your personal data and plot it with other data on a graph. Use a line of best fit to identify if there is a positive or negative relationship between the two variables. This learning object, suitable for middle primary to lower secondary level, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=5860&vers=2.0 [|School canteen: best buy: level 1] Buy supplies online for a school canteen. Purchase given amounts of items such as bottles of orange juice and boxes of sultanas. Check the prices for a range of packaging sizes. For example, choose how to order forty tubs of yoghurt that are available in boxes of 4, 8 or 10. Notice that the unit prices may be different for packs of different sizes. Complete the shopping list and calculate the total cost. This learning object, suitable for middle primary to lower secondary level, is the third in a series of eight objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1928&vers=4.0 [|School canteen: estimate and check: level 1] Buy supplies online for a school canteen. Purchase given amounts of items such as bottles of orange juice and boxes of sultanas. Look at the shopping list and check the prices and package sizes from the price catalogues of two traders. Estimate which trader will supply all the goods for the lowest total cost. Test your estimate by calculating the total cost from each price catalogue. Notice that unit prices vary depending on the multiples in which items are sold. This learning object is the seventh in a series of eight objects that progressively increase in difficulty and is suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1930&vers=2.0 [|School canteen: restock: level 1] Buy supplies online for a school canteen. Purchase items such as muffins and bread rolls. Check the prices for a range of packaging sizes. For example, choose how to order 40 tubs of yoghurt that are available in boxes of two, eight or thirty. Calculate total quantities and costs. In these examples, the unit price of the item remains the same regardless of the quantity purchased. This learning object, suitable for middle primary to lower secondary levels, is the first in a series of eight objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1927&vers=2.0 [|School canteen: two traders: level 1] Buy supplies online for a school canteen. Purchase given amounts of items such as bottles of orange juice and cheese sticks. For each item on the shopping list, check the prices and package sizes of two traders. Calculate and select the cheaper deal for each item. Compare the total cost of the items from each trader. This learning object is the fifth in a series of eight objects that progressively increase in difficulty and is suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1929&vers=2.0 [|Shape fractions] Use this tool to explore how to express fractions and display them in different ways. Divide simple shapes into equal parts. Select regions, then express the area selected as a fraction (or equivalent). Manually select fractions or choose other options to set variables displayed. This learning object is suitable for the middle to upper primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=135&vers=2.0 [|Shape maker: blocker] Transform 2D shapes to make a stack of 3D objects. For example, spin a triangle on its central axis to form a cone or extrude it to form a triangular prism. Choose a shape and imagine it being spun around an axis or extruded. Predict which 3D block your 2D shape will make. Picture other transformations in your head and identify the solids produced. This learning object, suitable for middle primary level, is one in a series of six objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1058&vers=3.0 [|Shape maker: complex objects 1] Transform 2D shapes to make a stack of 3D objects. Start with a shape such as a crescent, semicircle, circle, triangle, or rectangle. For example, spin a semicircle around its straight edge to form a sphere or extrude it to form a half cylinder. Choose a shape and imagine it being spun around an axis or extruded. Picture which 3D block your 2D shape will make. This learning object is one in a series of six objects and suitable for middle to upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1061&vers=2.0 [|Shape maker: complex objects 2] Transform 2D shapes to make a stack of 3D objects. Start with a shape such as a crescent, T-shape or pentagon. For example, spin a cross shape around its central axis to form a wheel-like block or extrude it to form a prism. Choose a shape and imagine it being spun around an axis or extruded. Picture which 3D block your 2D shape will make. This learning object, suitable for middle and upper primary levels, is one in a series of six objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1062&vers=2.0 [|Shape maker: replicator] Transform 2D shapes to make 3D objects. Match part of a complex object. Start with a shape such as a crescent, T-shape, or pentagon. For example, spin a cross shape around its central axis to form a wheel-like block or extrude it to form a prism. Choose a shape and imagine it being spun around an axis or extruded. Picture which 3D block your 2D shape will make. This learning object, suitable for middle to upper primary level, is the most difficult in a series of six objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1059&vers=3.0 [|Shape maker: simple objects] Transform 2D shapes to make a stack of 3D objects. Start with a circle, triangle, square, or rectangle. For example, spin a circle on its central axis to form a sphere or extrude it to form a cylinder. Choose a shape and imagine it being spun around an axis or extruded. Picture which 3D block your 2D shape will make. This learning object is one in a series of six objects and suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1060&vers=2.0 [|Shape maker: stacker] Transform 2D shapes to make a stack of 3D objects. For example, spin a circle around a lateral axis to form a doughnut-shaped solid or extrude it to form a cylinder. Choose a shape and imagine it being spun around an axis or extruded. Predict which 3D block your 2D shape will make. Picture other transformations in your head and identify the solids produced. This learning object is one in a series of six objects and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=588&vers=3.0 [|Shape overlays: picture puzzle] Make a target shape by positioning a simple shape over another shape. Cut out the new shape formed by the intersection of the other two shapes. For example, form a heart shape by overlaying a triangle onto a large shape that includes two arcs at the top. Use the shape overlay to complete a picture. This learning object, suitable for middle primary level, is the third in a series of four objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1073&vers=2.0 [|Shape overlays: picture studio] Position two simple shapes to form an overlap, then cut out that new shape. For example, lay a rectangle over a circle to make a semicircle. Make several shapes. Rotate the shapes and move them around to make pictures. Build a new picture or match an existing picture such as a fish or a truck. This learning object, suitable for lower and middle primary levels, is the last in a series of four objects that progressively increase in difficulty. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1071&vers=2.0 [|Spinners: advanced builder] Use a tool to build coloured spinners (dials with pointers). Choose up to six equal-sized sectors. Choose up to four colours for the parts of each spinner. For example, make a five-part spinner with two blue sectors, two yellow sectors and one green sector. Test the spinner over a number of spins. See which colour the pointer lands on each time. Watch the graph build and the numbers change in the results table after each spin. Compare the actual results with the expected results. This learning object is one in a series of six objects and is suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2377&vers=1.0 [|Spinners: assessment] Test your understanding of chance by constructing coloured spinners (dials with pointers) according to given criteria. Choose up to twelve equal-sized parts. Choose up to three colours for the parts of each spinner. There are 16 different tasks. For example, make a red and blue spinner with seven parts so that the chance of spinning red is less than spinning blue. Or, choose the number of parts and make a spinner that is likely to spin 20% red, 40% blue and 40% yellow. Suitable for middle to upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8277&vers=1.0 [|Spinners: basic builder] Use a tool to build coloured spinners (dials with pointers). Choose up to six equal-sized sectors. Choose up to four colours for the parts of each spinner. For example, make a three-part spinner with two blue sectors and one yellow sector. Test each spinner over a number of spins. See which colour the pointer lands on each time. Watch the graph build and the numbers change in the results table after each spin. Compare the actual results with the expected results. This learning object is one in a series of six objects and is suitable for lower to middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2376&vers=2.0 [|Spinners: explore] Test a coloured spinner (dial with pointer) with three equal-sized sectors. Use a tool to build more spinners. Choose up to twelve equal-sized sectors. Choose one of three colours for each part of a spinner. For example, make a three-colour spinner with six red sectors, four yellow sectors and two orange sectors. Test the spinner over a number of spins. See which colour the pointer lands on each time. Watch the graph build after each spin. Compare the actual results with the expected results. Check whether increasing the proportion of a colour on a spinner increases the chances of the spinner landing on that colour. This learning object is one in a series of six objects and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2380&vers=1.0 [|Spinners: match up] Predict the results of testing coloured spinners (dials with pointers). Choose two spinners that are likely to generate similar results. For example, choose a four-part spinner with two blue sectors and two yellow sectors. Match it with an equivalent spinner divided into blue and yellow halves. Test the pair of spinners over a number of spins. See what colour the pointer lands on each time. Watch the graph build and the numbers in the results table change after each spin. Compare the actual results with the expected results. Check whether spinners with the same proportion of each colour produce similar frequency graphs. This learning object is one in a series of six objects and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2381&vers=1.0 [|Squirt: two containers] Examine the relationships between capacities of various containers. Look at two containers that may have different diameters, heights, and shapes. Fill a container and squirt liquids between the containers to establish the proportional relationship. Express relationships using mathematical notation such as a=6xb. This learning object, suitable for lower and middle primary levels, is a combination of two objects in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1993&vers=2.0 [|Squirt: two containers: level 1] Examine the relationships between capacities of various containers. Look at two containers that have different diameters and heights. Fill a container and squirt liquids between the containers to establish the proportional relationship. Express relationships using mathematical notation such as a=6xb. This learning object, suitable for lower and middle primary levels, is the first in a series of five objects that progressively increase in difficulty. Some objects in the series are also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1994&vers=2.0 [|Squirt: two containers: level 2] Examine the relationships between capacities of various containers. Look at two containers that have different diameters, heights, and shapes. Fill a container and squirt liquids between the containers to establish the proportional relationship. Express relationships using mathematical notation such as a=6xb. This learning object, suitable for lower and middle primary levels, is the second in a series of five objects that progressively increase in difficulty. Some objects in the series are also packaged as a combined learning object. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=1995&vers=2.0 [|Swamp survival: hundredths challenge] Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look carefully at whole numbers and the tenths or hundredths. Put the decimals in order from smallest to largest. Test the sequence by sending the boy across the swamp. This learning object is the third in a series of six objects that progressively increase in difficulty and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7903&vers=1.0 [|Swamp survival: hundredths counting] Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order, counting by either tenths or hundredths to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look for a counting pattern. Put the decimals in order from smallest to largest. Test the sequence by sending the boy across the swamp. This learning object is the first in a series of six objects that progressively increase in difficulty and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7901&vers=1.0 [|Swamp survival: hundredths patterns] Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order, skip-counting by tenths or hundredths to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look for a skip-counting pattern. Put the decimals in order from smallest to largest. Test the sequence by sending the boy across the swamp. This learning object is the second in a series of six objects that progressively increase in difficulty and is suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=7902&vers=1.0 [|Take-away bars] Work through a series of five learning objects with strategies to help you do subtraction sums in your head. Use a linear partitioning tool to help solve subtraction sums such as 58-29. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation. 1. Make your own easy subtractions, (eg 28-9); 2. Make your own hard subtractions, (eg 87-29); 3. Generate easy subtractions, (eg 58-9); 4. Generate hard subtractions, (eg 93-47); 5. Go figure (suitable for screen readers). This learning object is suitable for the middle to upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=221&vers=2.0 [|Te Pātaka Matihiko Our Digital Storehouse] This is the New Zealand gateway to a collection of quality learning objects, part of a growing collection of quality curriculum content being produced under The Le@rning Federation (TLF) initiative, and a collaboration between the governments of Australia and New Zealand. Find out from this page about access to the learning objects for all New Zealand schools. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/ [|Tennis tournament: assessment] Assess your ability to calculate the number of matches each of six players plays in a round-robin tournament. Assess your ability to calculate the total number of matches in a round-robin tournament. Construct a round-robin tennis tournament following the rules provided. For example, organise the tennis tournament over three consecutive evenings. A learning object suitable for middle primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8492&vers=1.0 [|Tessellations] Form a regular tessellation using squares. Form a regular tessellation using hexagons. Form a regular tessellation using octagons. Explain why some shapes form regular tessellations while others do not. Students can tessellate regular polygons and can explore which regular polygons tessellate. A learning object suitable for primary and lower secondary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3547&vers=1.0 [|The Array Tutorial] A tutorial that explains how to use an array-building tool to help solve multiplications. Learn strategies to break up multiplications. Create and solve easy multiplications, eg 9x3. Learn relationships between rows, columns and areas in arrays. This learning tool is suitable for the lower to middle primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=106&vers=1.0 [|The Difference Bar: Make Your Own Easy Subtractions] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of numbers such as 8 and 64. Choose your own pairs of numbers (a single-digit number and a two-digit number). Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=109&vers=1.0 [|The Difference Bar: Make Your Own Easy Subtractions Tāhei Huatango - Make your own difference - Hangaia āu ake mahi huatango] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of numbers such as 8 and 64. Choose your own pairs of numbers (a single-digit number and a two-digit number). Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292025&vers=1.0 [|The Foul Food Maker: Game] Use a vending machine to get an awful meal, eg fly soup, worm pasta or yucky duck. The machine serves a meal randomly from four slots. Work out the likelihood of getting each type of meal. Guess which type of meal is most likely to be served. Make several guesses, then check your results from the random sample. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=214&vers=1.0 [|The Multiplier: Generate Hard Multiplications] Solve hard multiplications, eg 67x88. Use a partitioning tool to help solve randomly generated multiplications. Learn strategies to do complex arithmetic in your head. Split a multiplication into easy parts, use simple times tables, then solve the main equation. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=84&vers=1.0 [|The Multiplier: Go Figure] This tutorial is suitable for use with a screen reader. It explains strategies for solving complex multiplications in your head, eg 22x38. Work through sample questions and instructions explaining how to use partitioning techniques. Solve multiplications by breaking them up into easier parts, use simple times tables, then solve the main equation. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=90&vers=1.0 [|The Number Partner] Learn how to break up numbers into pairs of smaller numbers, eg 15 = 9 + 6. Work through examples of whole number pairs and sample questions. Apply these principles to solve additions or subtractions. Use a partitioning tool to break up numbers under 30. Recognise number patterns; use the strategy of counting on. A learning object suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=103&vers=1.0 [|The Number Partner: Go Figure] This tutorial is suitable for use with a screen reader. Learn how to break up numbers into pairs of smaller numbers, eg 15 = 11 + 4. Work through examples of whole number pairs and sample questions. Apply these principles to solve additions or subtractions. A learning object suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=105&vers=1.0 [|The Take-Away Bar] A sequence of five learning objects with strategies to help you do subtraction sums in your head. Use a linear partitioning tool to help solve subtraction sums such as 58-29. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation.1. Make your own easy subtractions, (eg 28-9);2. Make your own hard subtractions, (eg 87-29);3. Generate easy subtractions, (eg 58-9);4. Generate hard subtractions, (eg 93-47);5. Go figure (suitable for screen readers). This learning object is suitable for the middle to upper primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=221&vers=1.0 [|The Take-Away Bar: Generate Easy Subtractions] Solve subtractions such as 28-9. Use a linear partitioning tool to help solve randomly generated subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. A learning object suitable for middle and upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=99&vers=1.0 [|The Take-Away Bar: Make Your Own Easy Subtractions] Solve subtractions such as 58-9. Use a linear partitioning tool to help solve your own subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=97&vers=1.0 [|The Take-away Bar: Go Figure] This tutorial is suitable for use with a screen reader. It explains strategies for solving subtractions in your head such as 87-39. Work through sample questions and instructions explaining how to use linear partitioning techniques. Solve subtractions by breaking them up into parts that are easy to work with, work out each part and then solve the original calculation. A learning object suitable for middle and upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=102&vers=1.0 [|The Take-away Bar: Make Your Own Hard Subtractions] Solve subtractions such as 93-47. Use a linear partitioning tool to help solve your own subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=98&vers=1.0 [|The array] Use an array-building tool to help solve multiplications. Explore strategies to break up multiplications. Create and solve easy multiplications such as 9x3. Examine relationships between rows, columns, and areas in arrays. This learning tool is suitable for the lower to middle primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=106&vers=2.0 [|The array: go figure] This tutorial is suitable for use with a screen reader. Learn strategies for solving simple multiplications in your head such as 6x4. Work through sample questions and instructions explaining how to break up numbers into their factors. Solve multiplications by using arrays to break them up into rows and columns, then solve the main equation. A learning object suitable for lower and middle primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=108&vers=2.0 [|The difference bar: generate easy subtractions] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 57 and 64. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle to upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=111&vers=3.0 [|The difference bar: generate hard subtractions] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 46 and 84. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle to upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=112&vers=3.0 [|The difference bar: go figure] This tutorial is suitable for use with a screen reader. It explains how to split up numbers in your head when finding the difference between two numbers such as 26 and 73. Work through sample questions and instructions explaining how to use linear partitioning techniques. Find the difference between pairs of numbers. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle to upper primary levels, is one in a series of five learning objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=114&vers=3.0 [|The difference bar: make your own easy subtractions] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of numbers such as 8 and 64. Choose your own pairs of numbers (a single-digit number and a two-digit number). Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=109&vers=2.0 [|The difference bar: make your own hard subtractions] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 27 and 86. Choose your own pairs of numbers. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle to upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=110&vers=3.0 [|The divider: solve your own problem] Create and solve division problems such as 156/6. Use a partitioning tool to help solve division problems. Learn strategies to do complex arithmetic in your head. Split a division problem into parts that are easy to work with. This learning object is one in a series of four objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2009&vers=1.0 [|The divider: whole number remainders] Solve whole number division problems such as 157/6. Use a partitioning tool to help solve randomly generated division problems. Learn strategies to do complex arithmetic in your head. Split a division problem into parts that are easy to work with. This learning object is one in a series of four objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2008&vers=1.0 [|The divider: without remainders] Solve whole number division problems such as 156/6. Use a partitioning tool to help solve randomly generated division problems. Learn strategies to do complex arithmetic in your head. Split a division problem into parts that are easy to work with. This learning object, suitable for middle to upper primary, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=2007&vers=2.0 [|The foul food maker] Work through a series of four learning objects introducing mathematical words and concepts for describing likelihood. Express probability in terms of decimals, fractions, and percentages. Use a vending machine to get an awful meal, eg fly soup, worm pasta or yucky duck. The machine serves a meal randomly from four slots. Work out the likelihood of getting each type of meal. Run simple probability experiments. Compare actual results with theoretical probability. Activities focus on: 1. Choosing words; 2. Matching statements; numerical equivalents; 3. Matching statements; filling in numerical equivalents; 4. Text only (suitable for screen readers). A learning object suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=227&vers=3.0 [|The foul food maker: best guess] Use a vending machine to get an awful meal such as fly soup, worm pasta or yucky duck. The machine serves a meal randomly from four slots. Work out the likelihood of getting each type of meal. Guess which type of meal is most likely to be served. Make several guesses, then check your results from the random sample. This learning object, suitable for middle and upper primary levels, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=214&vers=3.0 [|The foul food maker: go figure] This tutorial is suitable for use with a screen reader. Practise using simple words to describe the likelihood of everyday events. How likely is an event: certain, likely, equal chance, unlikely, or certainly not? Answer some questions using these words and then build your own examples. Learn how to describe probability using fractions, decimals and percentages. Explore sampling experiments and compare actual results with expected results. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=215&vers=2.0 [|The foul food maker: questions 1] Use a vending machine to get an awful meal such as fly soup, worm pasta or yucky duck. The machine serves a meal randomly from four slots. Work out the likelihood of getting each type of meal. Then choose a matching probability word: impossible, unlikely, equal, likely, or certain. Run simple probability experiments. Compare actual results with theoretical probability. Look at data tables that describe probability using fractions, decimals and percentages. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=212&vers=2.0 [|The foul food maker: questions 2] Use a vending machine to get an awful meal such as fly soup, worm pasta or yucky duck. The machine serves a meal randomly from four slots. Work out the likelihood of getting each type of meal. Then choose a matching probability word: impossible, unlikely, equal, likely or certain. Run simple probability experiments. Compare actual results with theoretical probability. Look at data tables that describe probability using fractions, decimals and percentages. Fill in the blanks with equivalent values. This learning object, suitable for middle to upper primary, is one in a series of four objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=213&vers=2.0 [|The multiplier] Work through a series of five learning objects with strategies to help you do multiplication 'in your head'. Use a partitioning tool to help solve multiplications such as 36 x 29. Split a multiplication into parts that are easy to work with, work out each part, then solve the original calculation. Try using strategies such as 'making to 10' and 'doubling'. Start with the simplest level: two-digit by one-digit multiplications such as 6 x 29. Move on to more complex calculations: two-digit by two-digit multiplications. Work with calculations which are generated randomly (one pair of activities). Or choose your own numbers to create calculations (another pair of activities).Get feedback and tips at every step from an animated character. Work through a comprehensive tutorial on multiplication strategies. There is also a non-interactive version of the tutorial, suitable for screen readers. This can be used by visually impaired students.1. Generate easy multiplications (eg 6 x 29);2. Make your own easy multiplications (eg 6 x 29);3. Generate hard multiplications (eg 36 x 29);4. Make your own hard multiplications (eg 36 x 29);5. Go figure (tutorial suitable for screen readers). A learning object suitable for middle to upper primary. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=219&vers=3.0 [|The multiplier: generate easy multiplications] Solve multiplications such as 9x88. Use a partitioning tool to help solve randomly generated multiplications. Learn strategies to do complex arithmetic in your head. Split a multiplication into parts that are easy to work with, use simple times tables, then solve the original calculation. This learning object, suitable for middle to upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=83&vers=3.0 [|The multiplier: generate hard multiplications] Solve multiplications such as 67x88. Use a partitioning tool to help solve randomly generated multiplications. Learn strategies to do complex arithmetic in your head. Split a multiplication into parts that are easy to work with, use simple times tables, then solve the original calculation. This learning object, suitable for suitable for middle to upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=84&vers=2.0 [|The multiplier: go figure] This tutorial is suitable for use with a screen reader. It explains strategies for solving complex multiplications in your head such as 22x38. Work through sample questions and instructions explaining how to use partitioning techniques. Solve multiplications by breaking them up into parts that are easy to work with, use simple times tables, then solve the original calculation. This learning object, suitable for middle to upper primary levels, is one in a series of five learning objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=90&vers=2.0 [|The multiplier: make your own easy multiplications] Solve multiplications such as 76x9. Use a partitioning tool to help solve your own multiplications. Learn strategies to do complex arithmetic in your head. Split a multiplication into parts that are easy to work with, use simple times tables, then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=61&vers=3.0 [|The multiplier: make your own hard multiplications] Solve multiplications such as 84x93. Use a partitioning tool to help solve your own multiplications. Learn strategies to do complex arithmetic in your head. Split a sum into parts that are easy to work with, use simple times tables, then solve the original calculation. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=82&vers=3.0 [|The number partner] Explore how to break up numbers into pairs of smaller numbers such as 15 = 9 + 6. Work through examples of whole number pairs and sample questions. Apply these principles to solve additions or subtractions. Use a partitioning tool to break up numbers under 30. Recognise number patterns; use the strategy of counting on. A learning object suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=103&vers=2.0 [|The part-adder] Work through a series of five learning objects with strategies to help you do addition in your head. Use a linear partitioning tool to help solve addition sums such as 58+29. Split a sum into easy parts, work out each part and then solve the original calculation.Receive feedback and tips at every step from an animated character. Work through a comprehensive tutorial on multiplication strategies. There is also a non-interactive version of the tutorial, suitable for screen readers. This can be used by visually impaired students. 1. Generate easy sums (eg 28+9); 2. Generate hard sums (eg 58+27); 3. Make your own easy sums (eg 58+9); 4. Make your own hard sums (eg 43+29); 5. Go figure (tutorial suitable for screen readers). A learning object suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=220&vers=2.0 [|The part-adder: generate easy sums] Solve addition sums such as 28+9. Use a linear partitioning tool to help solve randomly generated addition sums. Learn strategies to do complex sums in your head. Split a sum into parts that are easy to work with, work out each part, then solve the original calculation. This learning object is one in a series of five objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=93&vers=2.0 [|The part-adder: generate hard sums] Solve addition sums such as 58+27. Use a linear partitioning tool to help solve randomly generated addition sums. Learn strategies to do complex sums in your head. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=94&vers=2.0 [|The part-adder: go figure] This tutorial is suitable for use with a screen reader. It explains strategies for solving addition sums in your head such as 22+49. Work through sample questions and instructions explaining how to use linear partitioning techniques. Solve addition sums by breaking them up into parts that are easy to work with, work out each part, and then solve the original calculation. A learning object suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=96&vers=1.0 [|The part-adder: go figure] This tutorial is suitable for use with a screen reader. It explains strategies for solving addition sums in your head such as 22+49. Work through sample questions and instructions explaining how to use linear partitioning techniques. Solve addition sums by breaking them up into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=96&vers=2.0 [|The part-adder: make your own easy sums] Solve addition sums such as 58+9. Use a linear partitioning tool to help solve your own addition sums. Learn strategies to do complex sums in your head. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=91&vers=2.0 [|The part-adder: make your own hard sums] Solve addition sums such as 43+29. Use a linear partitioning tool to help solve your own addition sums. Learn strategies to do complex addition sums in your head. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five objects and suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=92&vers=2.0 [|The slushy sludger: best guess] Use a vending machine to squirt 'slushies' into ice-cream cones. The machine serves coloured slush randomly from four slots. Work out which colour is the most common (most likely to be served). Notice that the least common colours are sometimes served. Make several guesses, then check your results from the random sample. This learning object is one in a series of three objects suitable for lower to middle primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=116&vers=2.0 [|The slushy sludger: go figure] This tutorial is suitable for use with a screen reader. Practise using simple words to describe the likelihood of everyday events. Will an event happen: yes, no or maybe? Answer some sample questions using these words and then build your own examples. This learning object is one in a series of three objects suitable for lower to middle primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=117&vers=2.0 [|The slushy sludger: questions] Use a vending machine to squirt coloured 'slushies' into ice-cream cones. Work out which 'sludge events' are possible and then choose a matching probability word. This learning object, suitable for lower and middle primary levels, is one in a series of three objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=115&vers=2.0 [|The take-away bar: generate easy subtractions] Solve subtractions such as 28-9. Use a linear partitioning tool to help solve randomly generated subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=99&vers=2.0 [|The take-away bar: generate hard subtractions] Solve subtractions such as 87-29. Use a linear partitioning tool to help solve randomly generated subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=100&vers=2.0 [|The take-away bar: go figure] This tutorial is suitable for use with a screen reader. It explains strategies for solving subtractions in your head such as 87-39. Work through sample questions and instructions explaining how to use linear partitioning techniques. Solve subtractions by breaking them up into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=102&vers=2.0 [|The take-away bar: make your own easy subtractions] Solve subtractions such as 58-9. Use a linear partitioning tool to help solve your own subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=97&vers=2.0 [|The take-away bar: make your own hard subtractions] Solve subtractions such as 93-47. Use a linear partitioning tool to help solve your own subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. This learning object, suitable for middle and upper primary levels, is one in a series of five objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=98&vers=2.0 [|The vile vendor] Work through a series of three learning objects introducing mathematical words for describing likelihood. Use a vending machine to get a vile-flavoured drink such as cabbage, smelly sock or rusty nail. The machine serves a can of drink randomly from four slots. Work out the likelihood of getting each flavour. Activities focus on: 1. Choosing words; 2. Most likely outcomes; 3. Text only (suitable for screen readers). A learning object suitable for middle and upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=226&vers=3.0 [|The vile vendor: best guess] Use a vending machine to get a vile-flavoured drink such as cabbage, smelly sock or rusty nail. The machine serves a can of drink randomly from four slots. Guess which drink flavour is most likely to be served. Make several guesses and then check your results from the random sample. Work out the likelihood of an event in fraction terms, eg four correct guesses out of seven turns = 4/7. Next, move on to explore the language of likelihood in the activity called 'The vile vendor: questions'. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of three learning objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=168&vers=2.0 [|The vile vendor: go figure] This tutorial is suitable for use with a screen reader. Practise using simple words to describe the likelihood of everyday events. How likely is an event: certain, likely, equal chance, unlikely, or certainly not? Answer some sample questions using these words and then build your own examples. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of three learning objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=211&vers=2.0 [|The vile vendor: questions] Use a vending machine to get a vile-flavoured drink such as cabbage, smelly sock or rusty nail. The machine serves a can of drink randomly from four slots. Work out the likelihood of getting each flavour. Then choose a matching probability word: impossible, unlikely, equal, likely, or certain. Move on to filling the slots with drink flavours to match the given likelihood statements. This learning object, suitable for middle and upper primary levels of the New Zealand mathematics curriculum, is one in a series of three activities. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=118&vers=2.0 [|Time: analogue and digital clocks] Set the time on an analogue or digital clock and change either to match the other. Alternatively link the clocks and see the relationship. There is an option to include seconds. A learning object suitable for primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3548&vers=1.0 [|Time: match clocks] Identify the time on either the digital or analogue clock, and then change the time on the other clock to match the time on the first. A learning object suitable for primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3549&vers=1.0 [|Time: what time will it be?] Perform calculations to change the time on a digital or analogue clock according to directions. A learning object suitable for primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=3550&vers=1.0 [|Tower of Hanoi] Move a tower of 2-8 disks between three pegs. Each disk can only be moved onto any empty peg or a larger disk. Use logic to break the puzzle up into simpler steps. Change the difficulty by starting with smaller or larger numbers of disks. Try to complete each puzzle in the fewest number of moves. A learning object suitable for middle primary through to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=4158&vers=1.0 [|Treasure hunt: assessment] Test your ability to follow directions and move a character around a map to find treasure. Make decisions about the best route to take at several points on the journey. Apply your knowledge of major compass point directions and your sense of left and right. A learning object suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8866&vers=1.0 [|Tāhei Huatango: Hangaia āu ake mahi huatango uaua (The Difference Bar: Make Your Own Hard Subtractions)] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 27 and 86. Choose your own pairs of numbers. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292026&vers=1.0 [|Tāhei Huatango: He mahi huatango uaua (The Difference Bar: Generate Hard Subtractions)] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 46 and 84. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292028&vers=1.0 [|Tāhei Huatango: Ngā Rautaki (The Difference Bar: Go Figure)] This tutorial is suitable for use with a screen reader. It explains how to split up numbers in your head when finding the difference between two numbers such as 26 and 73. Work through sample questions and instructions explaining how to use linear partitioning techniques. Find the difference between pairs of numbers. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292030&vers=1.0 [|Tāhei Huatango: Ngā mahi huatango kua hangaia kē (The Difference Bar: Generate Easy Subtractions)] Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 57 and 64. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292027&vers=1.0 [|Tāhei Tangotango: Hangaia āu ake tangohanga (The Take-Away Bar: Make Your Own Easy Subtractions)] Solve subtractions such as 58-9. Use a linear partitioning tool to help solve your own subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292013&vers=1.0 [|Tāhei Tangotango: Ngā Rautaki (The Take-away Bar: Go Figure)] This tutorial is suitable for use with a screen reader. It explains strategies for solving subtractions in your head such as 87-39. Work through sample questions and instructions explaining how to use linear partitioning techniques. Solve subtractions by breaking them up into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292018&vers=1.0 [|Tāhei Tangotango: Ngā tangohanga kua hangaia kē (The Take-Away Bar: Generate Easy Subtractions)] Solve subtractions such as 28-9. Use a linear partitioning tool to help solve randomly generated subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292015&vers=1.0 [|Tāhei Tangotango:Hangaia āu ake tangohanga uaua (The Take-away Bar: Make Your Own Hard Subtractions)] Solve subtractions such as 93-47. Use a linear partitioning tool to help solve your own subtractions. Learn strategies to do complex arithmetic in your head. Split a subtraction into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292014&vers=1.0 [|Tāhei Tau Punarua (The Number Partner)] Learn how to break up numbers into pairs of smaller numbers, eg 15 = 9 + 6. Work through examples of whole number pairs and sample questions. Apply these principles to solve additions or subtractions. Use a partitioning tool to break up numbers under 30. Recognise number patterns; use the strategy of counting on. A learning object in reo Māori suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292019&vers=1.0 [|Tāhei Tau Punarua: Ngā Rautaki (The Number Partner: Go Figure )] This tutorial is suitable for use with a screen reader. Learn how to break up numbers into pairs of smaller numbers, eg 15 = 11 + 4. Work through examples of whole number pairs and sample questions. Apply these principles to solve additions or subtractions. A learning object in reo Māori suitable for lower and middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292021&vers=1.0 [|Tāhei Tāpiripiri: Hangaia āu ake tāpiritanga māmā (The part-adder: make your own easy sums)] Solve addition sums such as 58+9. Use a linear partitioning tool to help solve your own addition sums. Learn strategies to do complex sums in your head. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292002&vers=1.0 [|Tāhei Tāpiripiri: Hangaia āu ake tāpiritanga uaua (The part-adder: make your own hard sums )] Solve addition sums such as 43+29. Use a linear partitioning tool to help solve your own addition sums. Learn strategies to do complex addition sums in your head. Split a sum into parts that are easy to work with, work out each part, and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292004&vers=1.0 [|Tāhei Tāpiripiri: Ngā Rautaki (The part-adder: go figure)] This tutorial is suitable for use with a screen reader. It explains strategies for solving addition sums in your head such as 22+49. Work through sample questions and instructions explaining how to use linear partitioning techniques. Solve addition sums by breaking them up into parts that are easy to work with, work out each part, and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292006&vers=1.0 [|Tāhei Tāpiripiri: Ngā tāpiritanga māmā kua hangaia kē (The part-adder: generate easy sums)] Solve addition sums, eg 28+9. Use a linear partitioning tool to help solve randomly generated addition sums. Learn strategies to do complex sums in your head. Split a sum into parts that are easy to work with, work out each part, then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292001&vers=1.0 [|Tāhei Tāpiripiri: Ngā tāpiritanga uaua kua hangaia kē (The part-adder: generate hard sums)] Solve addition sums such as 58+27. Use a linear partitioning tool to help solve randomly generated addition sums. Learn strategies to do complex sums in your head. Split a sum into parts that are easy to work with, work out each part and then solve the original calculation. A learning object in reo Māori suitable for middle and upper primary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292003&vers=1.0 [|Tūtohi Tukutuku: Akoranga (The Array Tutorial)] A tutorial in reo Māori that explains how to use an array-building tool to help solve multiplications. Learn strategies to break up multiplications. Create and solve easy multiplications, eg 9x3. Learn relationships between rows, columns and areas in arrays. This learning tool in reo Māori is suitable for the lower to middle primary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=292022&vers=1.0 [|Viewfinder] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. Progress through four levels. This learning object is a combination of four objects in the same series and suitable for middle and upper primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=582&vers=2.0 [|Viewfinder [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. Progress through four levels. This learning object is a combination of four objects in the same series and suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6245&vers=1.0 [|Viewfinder [Flash player version]] Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. Progress through four levels. This learning object is a combination of four objects in the same series and is suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6245&vers=2.0 [|Viewfinder: all angles] Explore visual perspectives of solids such as cylinders, cones, spheres and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a grid until the view matches the original photo. One of three levels is generated randomly; each focusing on a different aspect of spatial perception. This learning object is a combination of three objects in a series of four objects and suitable for middle and upper primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=924&vers=2.0 [|Viewfinder: all angles [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. One of three levels is generated randomly; each focusing on a different aspect of spatial perception. This learning object is a combination of three objects in a series of four objects suitable for middle and upper primary and lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6262&vers=2.0 [|Viewfinder: backwards glance] Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the solids on a base grid until the view matches the original photo. The original photo is taken from behind the base grid. This learning object is one in a series of four objects. The series is also packaged as a combined learning object and suitable for middle primary through to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=882&vers=2.0 [|Viewfinder: backwards glance [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. The original photo is taken from behind the base grid. This learning object is one in a series of four objects. The series is also packaged as a combined learning object suitable for middle and upper primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6263&vers=2.0 [|Viewfinder: flip side] Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the solids on a base grid until the view matches the original photo. The original photo is taken from the side of the base grid. This learning object is one in a series of four objects. The series is also packaged as a combined learning object and suitable for middle primary through to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=881&vers=2.0 [|Viewfinder: flip side [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. The original photo is taken from the side of the base grid. This learning object is one in a series of four objects. The series is also packaged as a combined learning object suitable for middle and upper primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6264&vers=2.0 [|Viewfinder: up front] Explore visual perspectives of solids such as cylinders, cones and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the solids on a base grid until the view matches the original photo. View both the original photo and the base grid front-on in the same horizontal plane. This learning object is one in a series of four objects. The series is also packaged as a combined learning object and suitable for middle primary through to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=880&vers=2.0 [|Viewfinder: up front [Flash Player version]] Explore visual perspectives of solids such as cylinders, cones, and cuboids. Match a 2D photo of a group of 3D objects taken from a different viewpoint. Identify the relative positions of the solids by comparing 2D outlines and colours. Rearrange the objects on a base grid until the view matches the original photo. View both the original photo and the base grid front-on in the same horizontal plane. This learning object is one in a series of four objects. The series is also packaged as a combined learning object suitable for middle and upper primary to lower secondary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=6265&vers=2.0 [|What's in a cube: level 1] Watch a game show host as he demonstrates the size of a cubic metre (100cm x 100cm x 100cm). See how small a cubic centimetre looks when compared with a cubic metre. Estimate the volume of cuboid objects, eg DVD player, TV set, and icebox. Rotate a 3D grid to help you work out dimensions in centimetres. Estimate the relative volume of the different items. Use a 3D animation of each estimate to improve your answer. A learning object suitable for middle and primary to lower secondary level of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=165&vers=1.0 [|What's in a cube: level 2] Watch a game show host as he demonstrates the size of a cubic metre (100cm x 100cm x 100cm). See how small a cubic centimetre looks when compared with a cubic metre. Estimate the volume of irregular cuboid objects, eg toy train, backpack and doll's house. Rotate a 3D grid to help you work out dimensions in centimetres. Estimate the relative volume of the different items. First, estimate the regular part of the shape. Then, estimate the irregular parts and add up the total number of cubic centimetres that make up the item. Use a 3D animation of each estimate to improve your answer. A learning object suitable for middle and upper primary and lower secondary levels of the New Zealand mathematics curriculum. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=166&vers=2.0 [|Wishball challenge: hundreds] Challenge your understanding of place value in whole numbers. Either only add or only subtract numbers in ones, tens or hundreds to reach a target number. For example, you must subtract. Receive a starting number of 328. Spin the number 5 and decide whether to subtract 5, 50 or 500 to reach your target number of 177 within 20 turns. Don’t undershoot the target number! Use the ‘Wishball’ to select your final digit. Try to reach the target in as few turns as possible. This learning object, suitable for lower and middle primary level, is one in a series of 15 objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8457&vers=1.0 [|Wishball challenge: hundredths] Test your understanding of decimal place value. Start with a number such as 46.87 that includes hundredths. Spin a random digit, then choose its decimal place value. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 85.32. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object, suitable for middle to upper primary level, is one in a series of ten objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=873&vers=3.0 [|Wishball challenge: tens] Challenge your understanding of place value in whole numbers. Either only add or only subtract numbers in ones or tens to reach a target number. For example, you must subtract. Receive a starting number such as 86. Spin the number 5 and decide whether to subtract 5 or 50 to reach your target number of 18 within 20 turns. Don’t undershoot the target number! Use the ‘Wishball’ to select your final digit. Try to achieve the target in as few turns as possible. This learning object, suitable for lower and middle primary level, is one of a series of 15 objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8459&vers=1.0 [|Wishball challenge: tenths] Test your understanding of decimal place value. Start with a number such as 128.9 that includes tenths. Spin a random digit, then choose its decimal place value. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 845.6. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object, suitable for middle primary level, is one in a series of ten objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=872&vers=3.0 [|Wishball challenge: thousandths] Test your understanding of decimal place value. Start with a number such as 3.569 that includes thousandths. Spin a random digit, then choose its decimal place value. Decide whether to add or subtract the random digit from your target number. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 7.832. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object, suitable for middle and upper primary level, is one in a series of ten objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=874&vers=3.0 [|Wishball challenge: whole numbers] Test your understanding of decimal place value. Start with a whole number such as 1374 that includes four digits. Spin a random digit, then choose its decimal place value. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 3278. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object, suitable for middle primary level, is one in a series of ten objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=871&vers=3.0 [|Wishball: hundreds] Test your understanding of place value. Start with a three-digit whole number such as 507. A spinner provides a randomly generated digit. Choose its place value and add it to (or subtract it from) your starting number. Work towards a given target number, say 539, using other digits. You can choose the final digit (the ‘Wishball’) to reach your target. Don’t overshoot (in addition) or undershoot (in subtraction) the target number! Try to achieve it within 20 turns, and in as few turns as possible. This learning object, suitable for lower and middle primary level, is one in a series of 15 objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8456&vers=1.0 [|Wishball: hundredths] Test your understanding of decimal place value. Start with a number such as 46.87 that includes hundredths. Spin a random digit, then choose its decimal place value. Decide whether to add or subtract the random digit from your target number. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 85.32. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object is one in a series of ten objects and suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=869&vers=3.0 [|Wishball: tens] Test your understanding of place value. Start with a two-digit whole number such as 57. A spinner provides a randomly generated digit. Choose its place value and add it to (or subtract it from) your starting number. Work towards a given target number, say 12, using other digits. You can choose the final digit (the ‘Wishball’) to reach your target. Don’t overshoot (in addition) or undershoot (in subtraction) the target number! Try to achieve it within 20 turns, and in as few turns as possible. This learning object, suitable for lower and middle primary level, is 1 in a series of 15 objects. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8458&vers=1.0 [|Wishball: tenths] Test your understanding of decimal place value. Start with a number such as 128.9 that includes tenths. Spin a random digit, then choose its decimal place value. Decide whether to add or subtract the random digit from your target number. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 845.6. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object is one in a series of ten objects and suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=868&vers=3.0 [|Wishball: thousandths] Test your understanding of decimal place value. Start with a number such as 3.569 that includes thousandths. Spin a random digit, and then choose its decimal place value. Decide whether to add or subtract the random digit from your target number. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 7.832. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object is one in a series of ten objects and suitable for middle and upper primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=495&vers=3.0 [|Wishball: tournament] Challenge your understanding of place value in whole numbers and decimal fractions, from 0.001 to 9999. Either add or subtract numbers to reach a target number. For example, receive a starting number of 39.61. Spin the number 5 and decide whether to add or subtract 0.05, 0.5, 5 or 50 to reach your target number of 70.12 within 20 turns. Use the ‘Wishball’ to select your final digit. Try to reach the target in as few turns as possible. Play a random game, replay a previous game or play a game with the same target number as someone else. This learning object is one in a series of 15 objects and is suitable for middle and upper primary levels. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=8460&vers=1.0 [|Wishball: whole numbers] Test your understanding of decimal place value. Start with a whole number such as 1374 that includes four digits. Spin a random digit, then choose its decimal place value. Decide whether to add or subtract the random digit from your target number. The starting number will be adjusted by the amount you choose. Work towards a given target number such as 3278. You can use a ‘Wishball’ to help you reach the target number. Try to achieve the target with as few additions or subtractions as possible. This learning object is one in a series of ten objects suitable for middle primary level. [ [|Metadata record] ] http://www.tki.org.nz/r/digistore/protected/objects/?id=867&vers=3.0


 * [| Fraction fiddle: reach the target] ||  ||
 *  //Area : Mathematics// ||  Years : **5 to 6** ||
 *  Help a boy to hit a bullseye with his paper plane. Build two fractions that add up to a target number up to two. Complete the numerators of both fractions (one may have a fixed denominator). For example, work out how many thirds and how many sixths can be added together to total 4/3. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects. ||
 * [| Fraction fiddle: shoot the hoop] ||  ||
 *  //Area : Mathematics// ||  Years : **4 to 5** ||
 *  Help a girl to throw her ball through a hoop. Build two fractions to make a total of one whole. Complete the denominator of a fraction (at least one fraction may have a fixed numerator). For example, work out how many tenths can be added to three-fifths to total one whole. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects. ||
 * [| Fraction fiddle: hit the apple] ||  ||
 *  //Area : Mathematics// ||  Years : **3 to 4** ||
 *  Help an archer to hit an apple with his arrow. Build two fractions to make a total of one whole. Complete the numerators of both fractions (they may have fixed denominators). For example, work out how many quarters and how many eighths can be added together to total one whole. Look at fraction bars and a number line to compare the two fractions and their total. This learning object is one in a series of seven objects. ||
 * [| Fraction fiddle: matching cake fractions] ||  ||
 *  //Area : Mathematics// ||  Years : **2 to 3** ||
 *  Fill orders in a cake shop. Match a fraction to parts of a cake. For example, identify the fraction of a cake remaining after it has had one quarter removed. Check your prediction by making the fraction and seeing what it looks like as part of a circle. Watch the circle change as you adjust the numerals in the numerator and denominator of the fraction. This learning object is one in a series of seven objects. ||
 * [| Fraction fiddle: comparing non-unit fractions] ||  ||
 *  //Area : Mathematics// ||  Years : **3 to 4** ||
 *  A kookaburra and a magpie each gobble up part of a worm. Identify which bird ate the most. For example, decide whether three-quarters (3/4) is larger than two-thirds (2/3). Build the fraction that each bird ate. Compare the fractions on a number line. Check which fraction is bigger. This learning object is one in a series of seven objects ||
 * [| Fraction fiddle: comparing unit fractions] ||  ||
 *  //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Two kiwis each gobble up part of a worm. Identify which bird ate the most. For example, decide whether one-third (1/3) is larger than one-quarter (1/4). Build the fraction that each bird ate. Compare the fractions on a number line. Check which fraction is bigger. This learning object is one in a series of seven objects. ||
 * [| Finding the area of rectangles] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **0 to 3** ||
 * <span class="search_text"> Find the area of rectangles on a grid. Explore how the formula works. First, estimate the area of a rectangle on a grid. Second, work out the correct formula for finding area by placing rows and columns of squares inside the rectangle. Then, compare the actual area of the original shape with your first estimate. Practise applying the formula directly to a range of rectangles. ||


 * [| Face painter: locating faces] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Identify faces of a range of prisms and polyhedra such as a triangular pyramid, pentagonal prism or L-shaped block. Picture in your head all sides of a solid. Estimate how many faces the object has. Rotate it to paint all of its faces. This learning object is one in a series of four objects. ||
 * [| Face painter: predicting faces] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Identify polygons on a range of prisms and polyhedra such as a cuboid, square pyramid or hexagonal prism. Picture in your head all sides of a solid. Estimate how many faces of each shape the object has. Rotate it to see and paint all of its faces. This learning object is one in a series of four objects. ||
 * [| Face painter: finding faces 1] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 3** ||
 * <span class="search_text"> Identify polygons on a range of prisms and polyhedra such as a cube, square pyramid or triangular prism. Picture in your head all sides of a solid. Estimate how many faces the object has. Rotate it to see all of its faces. Paint each face of a given shape such as a triangle or rectangle. This learning object is one in a series of four objects. ||
 * [| Face painter: finding faces 2] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Identify polygons on a range of prisms and polyhedra such as a cuboid, square pyramid or hexagonal prism. Picture in your head all sides of a solid. Estimate how many faces the object has. Rotate it to see all of its faces. Paint each face of a given shape such as a hexagon or rectangle. This is one activity in a series of four activities ||
 * [| Exploring probability] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Look at the probability of a snowboarder choosing any one of six ski runs down a mountain. Compare expected probabilities with experimental results. Examine outcomes illustrated in graphs and probabilities expressed as fractions and percentages. Notice there is likely to be a greater variation between expected and actual results when the number of trials is small. ||
 * [| Exploring triangles] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Find an active triangle in a photograph. Work out its angles by applying principles of opposite angles, complementary angles, supplementary angles and the sum of interior angles. Watch a video showing how triangles are used in buildings and other structures. ||
 * [| Exploring graphs] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Examine two graphs and compare the data represented. Identify whether both graphs represent the same data. Notice variations in formatting of the graphs such as the scales on the axes and rotation of sectors in pie charts. ||


 * [| Exploring integers] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Â°C one day and 14 Â°C the next day, then the temperature change is -3 Â°C. Watch a video showing how temperature is expressed using integers. Find out why temperature variation is important in places such as an ice hockey rink. ||


 * [| Exploring number patterns] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Find an addition or subtraction pattern relating to four numbers on a grid. Predict the next three numbers in the pattern. For example, predict the next three numbers in the following sequence: 60, 53, 46, 39... ||
 * [| Exploring measures of central tendency] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Examine the mean and median values for a data set recording emergency response times. Predict changes to the mean and median as new results are added. ||
 * [| Exploring fractions] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **5 to 9** ||
 * <span class="search_text"> Use partially filled measuring cups to explore fractions: improper, mixed and equivalent fractions. For example, select six cups which are one-quarter full to balance one and a half cups. Or achieve an equivalent result by selecting three cups, which are half full. ||


 * [| Dynamic fractions] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Use this tool to explore how to express fractions and display them in different ways. Create a grid with a number of rectangles ranging from 1 to 100 (up to a 10x10 array). Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. Change display options to set task difficulty. Make your own question and answer games. ||


 * [| Divide it up: puppies] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Use a dividing tool to make equal shares of biscuits and toys in a pet shop. For example, share 34 biscuits equally between six puppies. Predict how many items each puppy will get, or how many packets can be filled. Check your prediction. Decide what to do with any leftovers. This learning object is one in a series of five objects. ||
 * [| Divide it up: sharing tool] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Use a dividing tool to make equal shares of sweets. Complete a sentence describing a number operation. For example, 17 jellybeans shared equally into 6 jars. Predict how many sweets will go into each container and identify how many sweets are left over. This learning object is one in a series of five objects. ||
 * [| Divide it up: hardware] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Use a dividing tool to make equal shares of hardware items such as nails, bolts or screws. For example, pack 32 bolts into packets of 3. Predict how many packets can be filled and how many items will be left over. Check your prediction. Complete a sentence describing the number operations, including the fraction of a packet remaining. This learning object is one in a series of five objects. ||
 * [| Divide it up: kittens] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Use a dividing tool to make equal shares of toys in a pet shop. For example, share 33 toys equally between seven kittens. Predict how many items each kitten will get, and how many leftovers there will be. Complete a sentence describing the number operations. This learning object is one in a series of five objects. ||
 * [| Direct a robot: which way?] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Give directions for a robot to collect soil and rock samples on the moon. Plan the most direct route to save fuel. Enter the best direction of travel for each step. This learning object is one in a series of three objects. ||
 * [| Divide it up: grouping tool] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Use a dividing tool to make equal shares of stationery such as pens, pencils or crayons. Complete a sentence describing a number operation. For example, pack 24 crayons into packets of 5. Predict how many packets are needed and identify how many items are left over. This learning object is one in a series of five objects. ||
 * [| Direct a robot: collector] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Give directions for a robot to collect rock samples on the moon. Plan the most direct route to save fuel. Enter direction and distance for each step. This activity is one of three activities in the same series. ||
 * [| Direct a robot: how far?] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Give directions for a robot to collect soil and rock samples on the moon. Plan the most direct route to save fuel. Enter the best distance for each step. This learning object is one in a series of three objects. ||
 * [| Diffy] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 9** ||
 * <span class="search_text"> Choose a number type to practise subtraction: positive whole numbers, fractions, integers, decimals or money. Work out the differences between four starting numbers. Then work out the differences between the four answers. Repeat this process twice more to find all 16 answers. Or choose your own group of starting numbers and solve the differences. For example, start by finding the difference between this group of currency values: $16.15, $6.42, $2.31 and $77.97. ||


 * [| The difference bar: make your own hard subtractions] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 27 and 86. Choose your own pairs of numbers. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five objects. ||
 * [| Difference bars] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Work through a series of five learning objects to learn how to split up numbers in your head. Use a partitioning tool to help find the difference between pairs of numbers. Split the numbers into parts that are easy to work with, use simple addition and subtraction, and then solve the main equation.1. Make your own easy subtractions, (eg 57 and 64);2. Make your own hard subtractions, (eg 46 and 84);3. Generate easy subtractions, (eg 8 and 64);4. Generate hard subtractions, (eg 27 and 86);5. Go figure (suitable for screen readers). ||
 * [| The difference bar: go figure] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> This tutorial is suitable for use with a screen reader. It explains how to split up numbers in your head when finding the difference between two numbers such as 26 and 73. Work through sample questions and instructions explaining how to use linear partitioning techniques. Find the difference between pairs of numbers. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five learning objects. ||
 * [| The difference bar: make your own easy subtractions] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of numbers such as 8 and 64. Choose your own pairs of numbers (a si ||
 * [| The difference bar: generate easy subtractions] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 57 and 64. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five objects. ||
 * [| The difference bar: generate hard subtractions] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Learn how to split up numbers in your head. Use a linear partitioning tool to help find the difference between pairs of two-digit numbers such as 46 and 84. Split the numbers into parts that are easy to work with, work out each part and then solve the original calculation. This learning object is one in a series of five objects. ||
 * [| Design your own park] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 6** ||
 * <span class="search_text"> Help Terry the town planner to design a site plan for a park. Set the site dimensions to make a grid. Assign regions on the grid for different uses, eg picnic, swings, sandpit, pond. Use this tool to explore how to express fractions and display them in different ways. Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. ||


 * [| Design a neighbourhood] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **5 to 8** ||
 * <span class="search_text"> Help a town planner to design a site plan for a neighbourhood. Assign regions on a 10x20 grid for different uses such as apartments, shops and parks. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. This learning object is one in a series of three objects combined as 'Neighbourhood fractions'. ||
 * [| Design a park] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 5** ||
 * <span class="search_text"> Help Terry the town planner to design a site plan for a park. Assign regions on a grid for different uses, eg picnic, swings, sandpit, pond. Use this tool to explore how to express fractions and display them in different ways. Select boxes within the grid and view or enter corresponding fractions and their equivalents. Interact with a dynamic number line to express fractions differently. ||
 * [| Design a city] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **5 to 8** ||
 * <span class="search_text"> Help Terry the town planner to design a site plan for a city. Assign regions on a 10x20 grid for different uses, eg factories, hospitals and parks. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. ||
 * [| Design a farm] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **5 to 8** ||
 * <span class="search_text"> Help Terry the town planner to design a site plan for a farm. Assign regions on a 10x20 grid for different uses, eg crops, dams and sheds. Calculate the percentage and the fraction of the total site used for each region. Use a number line to display fractions and equivalent decimals. ||
 * [| Decimaster plus: match-up 2] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 5** ||
 * <span class="search_text"> Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work through these representations in any order: common fraction, number line, counting frame and dial. Match three decimals with each tool. This learning object is one in a series of nine objects. ||
 * [| Decimaster plus: match-up 3] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 5** ||
 * <span class="search_text"> Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work with a random selection of two of these representations: common fraction, number line, counting frame and dial. Match at least three decimals with each tool. This learning object is one in a series of nine objects. ||
 * [| Decimaster collections: match-up 3] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **5 to 6** ||
 * <span class="search_text"> Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work with a random selection of two of these representations: common fraction, number line, counting frame, dial and a collection (represented by fishbowls). Match at least three decimals with each tool. This learning object is one in a series of nine objects. ||
 * [| Decimaster plus: match-up 1] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a number line and a common fraction. Match three decimals with each tool. This learning object is one in a series of nine objects. ||
 * [| Decimaster collections: match-up 1] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a collection (represented by fishbowls) and adjust a common fraction. Match three decimals with each tool. This learning object is one in a series of nine objects. ||
 * [| Decimaster collections: match-up 2] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Explore ways of representing decimals using mathematical notation and visual tools. Match a decimal fraction between 0 and 4 such as 2.6. Adjust two sets of units on a range of visual scales and other representations. Work through these representations in any order: common fraction, number line, counting frame, dial and a collection (represented by fishbowls). Match three decimals with each tool. This learning object is one in a series of nine objects. ||
 * [| Cubirocks go!] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Investigate cube-shaped rocks made by a special volcano in 'Cubiland'. Help three cuboid characters to estimate volume. Each character uses a different measuring unit: small, medium-sized or large. Notice that if 8 medium cubes and 27 small cubes fill a large cube that this ratio can be applied to all 'cubirocks'. Use a measuring cube to help estimate the volume of different 'cubirocks' made up of cubes. Volumes range from 1 unit up to 162 units (3x3x3x6). Notice that the volume of a cube stays the same when its parts are rearranged. ||


 * [| Cubirocks are measured!] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Investigate cube-shaped rocks made by a special volcano in 'Cubiland'. Help three cuboid characters to estimate volume. Each character uses a different measuring unit: small, medium-sized or large. Use a measuring cube to help estimate the volume of different 'cubirocks' made up of cubes. Complete a data table. Volumes range from 1 unit up to 162 units (3x3x3x6). Notice cubic number patterns in your completed data table. ||
 * [| Cubirocks galore!] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Investigate cube-shaped rocks made by a special volcano in 'Cubiland'. Help two cuboid characters to estimate volume. Each character uses a different measuring unit: medium-sized or large. Use a measuring cube to help estimate the volume of different 'cubirocks' made up of cubes. Complete a data table. Volumes range from 1 unit up to 48 units (2x2x2x6). Notice cubic number patterns in your completed data table. ||
 * [| Bar chart] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **6 to 9** ||
 * <span class="search_text"> Use a template to display data in the form of a bar chart. Students select the format of the chart including title, labels for horizontal axis and the format of the vertical axis (including percentages). ||


 * [| Balance the cups: use the rule 2] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Put balls into the cups on the scales to make them balance. Think about the number rule and the problem to help you work out how many balls you need in each cup. Finish the number sentence to show an equal number of balls on each side. This learning object is the second in a series of three learning objects. ||
 * [| Balance the cups: use the rule 3] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Put blocks into the cups on the scales to make the scales balance. Think about the number rule and the problem to help you work out how many blocks you need in each cup. Write the number sentence to show the equal number of blocks on each side. Look for patterns to help you think of another solution. This learning object is the last in a series of three learning objects. ||
 * [| Balance the cups] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Put blocks (or balls) into the cups on the scales to make them balance. Think about the number rule and the problem to help you work out how many blocks you need in each cup. Finish the number sentence to show an equal number of blocks on each side. This learning object is a combination of three objects in the same series. ||
 * [| Balance the cups: use the rule 1] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 3** ||
 * <span class="search_text"> Put blocks into the cups on the scales to make them balance. Think about the number rule and the problem to help you work out how many blocks you need in each cup. Finish the number sentence to show an equal number of blocks on each side. This learning object is the first in a series of three learning objects. ||
 * [| Balance the blobs: find the rule 2] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Balance scales by using blobs. Explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 3 black blobs balance 2 white blobs. Find out how many black blobs balance 4 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. Go on to balancing scales with black, white and grey blobs. This learning object is the second in a series of three learning objects. ||
 * [| Balance the blobs: find the rule 3] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **5 to 6** ||
 * <span class="search_text"> Balance scales by using blobs. Explore how many black, white and grey blobs balance each other. Discover a set of rules that balances the scales with the correct number and type of blobs. For example, 1 black blob balances 2 white blobs. Then find out how many grey blobs balance 1 black blob. Then use the set of rules to solve a problem by moving blobs to make the scales balance. This learning object is the last in a series of three learning objects. ||
 * [| Balance the blobs] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 6** ||
 * <span class="search_text"> Balance scales by using blobs. Explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 2 black blobs balances 1 white blob. Find out how many black blobs balance 2 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. Go on to balancing scales with black, white and grey blobs. This learning object is a combination of three objects in the same series. ||
 * [| Balance the blobs: find the rule 1] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Balance scales by using blobs. Explore how many black blobs and white blobs balance each other. Discover the rule that balances the scales with the correct number and type of blobs. For example, 2 black blobs balance 1 white blob. Find out how many black blobs balance 2 white blobs. Build a number pattern. Then use the rule to solve a problem by moving blobs to make the scales balance. This learning object is the first in a series of three learning objects. ||
 * [| Arrays: word problems with products from 35 to 64] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Read a number problem and think about how to solve it. For example, when 54 is divided by a number, the answer is 10 with a remainder of 4. Write the problem as a multiplication or division number sentence with a missing number. Think about multiplication or division facts to find the missing number. Test your answer by making an array of equal rows and columns to show the multiplication or division fact and the remainder. This learning object is one in a series of ten objects. ||


 * [| Arrays: word problems with products from 10 to 30] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Read a number problem and think about how to solve it. For example, when 13 is divided by a number, the answer is 6 with a remainder of 1. Write the problem as a multiplication or division number sentence with a missing number. Think about multiplication or division facts to find the missing number. Test your answer by making an array of equal rows and columns to show the multiplication or division fact and the remainder. This learning object is one in a series of six objects. ||
 * [| Arrays: word problems with products from 30 to 50] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Read a number problem and think about how to solve it. For example, when 38 is divided by a number, the answer is 7 with a remainder of 3. Write the problem as a multiplication or division number sentence with a missing number. Think about multiplication or division facts to find the missing number. Test your answer by making an array of equal rows and columns to show the multiplication or division fact and the remainder. This learning object is one in a series of ten objects. ||
 * [| Arrays: explore factors] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **4 to 5** ||
 * <span class="search_text"> Explore how numbers can be broken up with factors. For example, the number 9 can be expressed as 9x1 or 3x3. Predict the factors of a number in the range 1 to 50. Make an array of equal rows and columns with the number to check its factors. Choose a statement to describe how many factors the number has. This learning object is one in a series of six objects. ||
 * [| Arrays: factor families] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **3 to 4** ||
 * <span class="search_text"> Make equal rows and columns to explore how numbers can be broken up into factors. For example, the number 24 can be expressed as 12x2 or 2x12, and therefore, it can be divided equally using its factors 12 and 2. Identify a missing factor to complete a factor family. Solve four expressions: two multiplication and two division statements. This learning object is one in a series of six objects. ||
 * [| Area counting with Coco] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Find the area of rectangles on a grid. Explore how the formula works for finding a rectangle's area. First, estimate the area of a chosen rectangle or compound rectangular shape on a grid. Second, work out the correct formula for finding area by placing rows and columns of squares inside the rectangles. Then, compare the actual area of the original shape with your first estimate. Practise applying the formula directly to a range of rectangular shapes. Includes finding the area of: 1. Rectangles 2. Polygons made up of rectangles. ||
 * [| The array] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> Use an array-building tool to help solve multiplications. Learn strategies to break up multiplications. Create and solve easy multiplications, eg 9x3. Learn relationships between rows, columns and areas in arrays. ||
 * [| The array: go figure] ||  ||
 * <span class="search_text"> //Area : Mathematics// || <span class="search_heading"> Years : **2 to 4** ||
 * <span class="search_text"> This tutorial is suitable for use with a screen reader. Learn strategies for solving simple multiplications in your head, eg 6x4. Work through sample questions and instructions explaining how to break up numbers into their factors. Solve multiplications by using arrays to break them up into rows and columns, then solve the main equation. ||