open term 1 - north coast

7/29/2019 Open Term 1 - North Coast

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Developed by Sue ORegan (Numeracy Consultant) Original Formatting by Gayle Pinn (Yerong Ck PS) Trialled & Edited by the Staff of Wollongbar PS 1

Mathematics

Scope and ContinuumLinking Support Material to the Syllabus


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Yearly Overview

Week Term 1 Term 2 Term 3 Term 4Week 1 Assessment Revision Revision Revision

SENA 1&2, Counting On Whole Numbers Whole Numbers 2D Space

Week 2 Whole Numbers Patterns and Algebra Patterns and Algebra Patterns and Algebra

Time Mass Position 3D Space

Week 3 Patterns and Algebra

Patterns and Algebra Patterns and Algebra Patterns and Algebra

Time Time Mass Volume and Capacity

Week 4 Patterns and Algebra Addition and Subtraction Addition and Subtraction Addition and Subtraction

Data Money Money Length

Week 5 Addition and Subtraction Addition and Subtraction Addition and Subtraction Addition and Subtraction

Money

Length Time Mass

Week 6 Addition and Subtraction Multiplication and Division Multiplication and Division Multiplication and Division

Chance 2D Space Area Position

Week 7 Multiplication and Division Multiplication and Division Multiplication and Division Multiplication and Division

2D Space

Data 2D Space - Angles Area

Week 8 Multiplication and Division Fractions relate to area Fractions and Decimals Fractions and Decimals

2D Space - Angles Area Data Time

Week 9 Fractions relate to length

Fractions and Decimals Fractions and Decimals Fractions and DecimalsLength

3D Space Length Chance

Week 10 Volume and Capacity Position Chance Revision

Position Volume and Capacity 3D Space


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Early Stage 1 Maths Key Ideas

Content Term 1 Term 2 Term 3 Term 4

NES1.1 Count Forwards to 30, from a given numberVital, Daily Counting Drills

Counts backwards from a given number range 0 to 20

Compare, order, read and represent numbers to at least 20

Read and use ordinal names to at least tenth

Use the language of money

NES1.2 Combine groups to model addition

Take part of a group away to model subtraction

Compare groups to determine how many more

Record addition and subtraction informallyNES1.3 Model equal groups or rows

Group and share collections of groups equally

Record grouping and sharing informally

NES1.4 Divide an object into 2 equal parts

Recognise and describe halves

PAES1.1 Recognize, describe, create and continue repeating patternsVital, Daily Counting Drills

Continue simple number patterns that increase or decrease

Use the term is the same as to describe equality of groups

DES1.1 Collect Data about students and their environment

Organise actual objects or pictures of objects into data displays

Interpret data displays made from objects and pictures

MES1.1 Identify and describe the attribute of length

Compare lengths directly by placing objects side by side and aligning ends

Record comparisons informally


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Stage 1 Maths Key IdeasContent Term 1 Term 2 Term 3 Term 4

NS1.1 Count Forwards and backwards by ones, twos and fivesVital, Daily Counting DrillsCount forwards and backwards by tens, on and off the decade

Read, order and represent two and three digit numbers

Read and use the ordinal names to at least thirty-first

Sort, order and count money using face valueNS1.2 Model addition and subtraction using concrete materials

Develop a range of mental strategies and informal recording methods for additionand subtraction

Record number sentences using drawings, numerals, symbols and words

NS1.3 Rhythmic and skip count by ones, twos, fives and tensModel and use strategies for multiplication including arrays, equal groups andrepeated additionModel and use strategies for division including sharing, arrays and repeated

subtractionRecord using drawings, numerals, symbols and words

NS1.4 Model and describe a half or a quarter of a whole object

Model and describe a half or a quarter of a collection of objects

Use fraction notation and

Money concepts are developed in Whole Numbers

NS1.5 Recognise the elements of chance in familiar daily activities

Use familiar language to describe the element of chance

PAS1.1Create, represent and continue a variety of number patterns and supply missing

elements

Vital, Daily Counting Drills

Use the equals sign to record equivalent number relationships

Build number relationships by relating addition and subtraction facts to at least 20

Make generalizations about number relationships Vital, Daily Counting Drills

DS1.1 Gather and record data using tally marks

Display the data using concrete materials and pictorial representationsUse objects or pictures as symbols to represent other objects, using one-to-onecorrespondenceInterpret information presented in picture graphs and column graphs

MS1 1 Use informal units to estimate and measure length and distance by placingi f l it d t d ith t l


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NS2.1 Count Forwards and backwards by tens or hundreds, on and off the decade Vital, Daily Counting Drills

Use place value to read, represent and order numbers up to four digits

Money concepts are developed further in Fractions and Decimals

NS2.2Use a range of mental strategies for addition and subtraction involving two, three

and four digit numbersExplain and record methods for adding and subtracting

Use a formal written algorithm for addition and subtraction

NS2.3 Develop mental facility for number facts up to 10 x 10

Find multiples and squares of numbers

Interpret remainders in division problems

Determine factors for a given number

Use mental and informal written strategies for multiplying or dividing a two digitnumber by a one digit operator

NS2.4Model, compare and represent fractions with denominators 2, 4, and 8, followed byfractions with denominators 5, 10 and 100Find equivalence between halves, quarters and eighths; fifths and tenths; tenthsand hundredths

Model, compare and represent decimals to 2 decimal placesAdd and subtract decimals with the same number of decimal places (to 2 decimalplaces)Recognise percentages in everyday situations.

Relate a common percentage to a fraction or decimal

Perform calculations with money

NS2.5 Explore all possible outcomes in a simple chance situationConduct simple chance experiments

Collect data and compare likelihood of events in different contexts

PAS2.1 Generate, describe and record number patterns using a variety of strategies Vital, Daily Counting DrillsBuild number relationships by relating multiplication and division facts to at least 10x 10Complete simple number sentences by calculating the value of a missing number Vital, Daily Counting Drills

DS2.1 Conduct surveys, classify and organize data using tables

Construct vertical and horizontal column graphs and picture graphs

Interpret data presented in tables column graphs and picture graphs


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NS3.1 Identify differences between Roman and Hindu-Arabic counting systemsRead, write and order numbers of any size using place value Vital, Daily Counting DrillsRecord numbers in expanded notationRecognise the location of negative numbers in relation to zero

Money concepts are developed further in Fractions and Decimals

NS3.2Select and apply appropriate mental, written or calculator strategies for addition andsubtraction with counting numbers of any size

NS3.3Select and apply appropriate mental, written or calculator strategies for multiplicationand divisionExplore prime and composite numbersUse formal written algorithms for multiplication (limit operators to two-digit numbers)and division (limit operators to single digits)

NS3.4Model, compare and represent commonly used fractions (those with denominators 2,3, 4, 5, 6, 8, 10, 12, and 100)

Find equivalence between thirds, sixths and twelfthsExpress a mixed numeral as an improper fraction and vice versaAdd and subtract simple fractions where one denominator is a multiple of the otherMultiply simple fractions by whole numbers.Calculate unit fractions of a number.Multiply and divide decimals by whole numbers in everyday contexts.Add and subtract decimals to three decimal placesCalculate simple percentages of quantitiesApply the four operations to money in real-life situations

NS3.5 Assign numerical values to the likelihood of simple events occurringOrder the likelihood of simple events on a number line from 0 to 1PAS3.1a Build simple geometric patterns involving multiples

Complete a table of values for geometric and number patternsDescribe a pattern in words in more than one way Vital, Daily Counting Drills

PASS3.1bConstruct, verify and complete number sentences involving the four operations with avariety of numbers

DS3.1Draw picture, column, line and divided bar graphs using scales of many-to-onecorrespondenceRead and interpret sector (pie) graphs

Read and interpret graphs with scales of many to one correspondence


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NS4.1 Explore other counting systems

Investigate groups of positive whole numbers

Apply mental strategies to aid computation

Find squares/related square roots; cubes/related cube roots

Use index notation for positive integral indices

Determine and apply tests of divisibility

Express a number as a product of its prime factors

Divide two- and three-digit numbers by a two-digit number

NS4.2 Perform operations with directed numbers

Simplify expressions involving grouping symbols and apply order of operations

NS4.3 Perform operations with fractions, decimals and mixed numerals

Use ratios and rates to solve problems

NS4.4 Determine the probability of simple eventsSolve simple probability problems

Recognise complementary events

PAS4.1 Use letters to represent numbersTranslate between words and algebraic symbols and between algebraic symbolsand words

Recognise and use simple equivalent algebraic expressions

PAS4.2 Create, record and describe number patterns using words

Use algebraic symbols to translate descriptions of number patterns

Represent number pattern relationships as a point on a gridPAS4.3

Use the algebraic symbol system to simplify, expand and factorise simple algebraicexpressions

Substitute into algebraic expressions

PAS4.4 Solve linear equations and word problems using algebra

PAS4.5 Interpret the number plane and locate ordered pairs

Graph and interpret linear relationships created from simple number patterns andequations

DS4.1Draw, read and interpret the graphs (line, sector, travel, step, conversion, dividedbar, dot plots, and stem and leaf plots) tables and charts

Di ti i h b t t f i bl d i h


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Term 1Mathematics Scope and Continuum:Linking Support Material to the Syllabus


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Daily Counting Lesson Warm-up (5 to 10 minutes)Whole Number and Patterns and Algebra concepts form the basis of many sub-strands of Number and require continuous, daily development and consolidation.

Strand ES1 S1 S2 S3Daily

LessonIntro

5-10min

Whole Numberincludes countingstrategies, numberrelationships and

the concept of place

value.Counting is an

importantcomponent of

number and theearly learning of

operations. There isa distinction

between countingby rote and countingwith understanding.Regularly counting

forwards andbackwards from a

given number willfamiliarise studentswith the sequence.

NES1.1

Count forward to 30, from agiven number Count backwards from a givennumber, in the range 0-20

NS1.1

Count forwards and backwards by ones, twos andfive Count forwards and backwards by tens, on and offthe decade

NS2.1

Count forwards and backwardsby tens or hundreds, on and off thedecade

Stage 3 needconsolidation of thecounting sequence byextending S2 to countingby thousands ensuringthat they have an idea ofthe magnitude ofnumbers of any size.

IWB Resource100 Chart Notebook(Developed By JoshStephens - Centaur PS)

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Smart Notebook Lesson CountingForward/backward

Counting forwards to 30 from agiven number

Counting backwards from a givennumber in the range 0 to 20

Identifying the number before andthe number after a given number

Counting with one to onecorrespondence

Recognising a dot patterninstantly for numbers up to seven(Subitising)


Counting forwards or backwards by ones, from agiven two-digit number

Identifying the number before and the number after agiven two-digit number

Counting and representing large sets of objects bysystematically grouping in tens

Using a number line or hundreds chart to assist withcounting and ordering

Counting forward and backwards by 2s, 5s and 10sCounting forwards and backwards by tens, on and offthe decade

Counting forwards and backwards by ones, from agiven three-digit number Identifying the number beforeand the number after a given three-digit number


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Identifying the number beforeand the number after a given two,three or four-digit number

Counting forwards andbackwards by tens or hundreds onand off the decade

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Identifying the numberbefore and the numberafter a given two, three,four(and five) -digitnumber

Counting forwards andbackwards by tens,hundreds (and thous ands)on and off the decade

Patterns andAlgebraincludes theexploration of

number and pre-algebra concepts bypattern making(replicate, complete,continue), anddiscussing,generalising, andrecordingobservations in avariety of ways.

PAES1.1

Recognise, describe, createand continue repeating patterns Continue simple number

patterns that increase or decrease

PAS1.1

Create, represent and continue a variety of numberpatterns and supply missing elements Make generalisations about number relationships

PAS2.1

Generate, describe, recordnumber patterns using a variety ofstrategies

Complete simple numbersentences by calculating the valueof a missing number

PAS3.1a

Describe a patternin words in more thanone way

Recognising, copying, andcontinuing repeating patterns usingsounds, actions, shapes, objects orpicturesDescribing a repeating pattern interms of a number pattern

Recognising and describing patterns whencounting forwards or backwards by ones, twos, fives, ortens

Representing number patterns on a number line orhundred chart

Determining missing elements in a number pattern

Identifying and describing numberpatterns when counting forwards andbackwards by threes, fours, sixes,sevens, eights & nines

Describing a simple numberpattern in words

Determine a rule todescribe numberpatterns

Interactive 100 Chartfor Mac Computers
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ounting%20forwards%20and%20backwards.notebookhttp://www.numbernut.com/basic/activities/number_4card_count1-10.shtmlhttp://www.numbernut.com/basic/activities/number_4card_count1-10.shtmlhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/100%20charts.notebook


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Term 1 Strand ES1 ST1 ST2 ST3 ST4

Week 2Beginning30/1/12

Assessment Best Start/SENA 1 SENA 1 SENA 2 Counting On

Week 3 Whole NumbersStudents developa sense of therelative size ofwhole numbersand the role ofplace value intheirrepresentation

Many Key Ideasfor WholeNumber areaddressed duringdaily countingactivities andlesson warm-ups.

NES1.1

Count forward to 30, froma given number

Count backwards from a

given number, in the range 0-20 Compare, order, read andrepresent numbers to at least20 Read a use the ordinalnumbers to at least tenth Use the language ofmoney

NS1.1

Count forwards andbackwards by ones, twos andfive

Count forwards andbackwards by tens, on and offthe decade Read, order andrepresent two and three-digitnumbers Read and use the ordinalnumbers to and least thirty-first Sort, order and countmoney using face value

NS2.1

Count forwards andbackwards by tens orhundreds, on and off thedecade Use place value to read,represent and order numbersup to four digits

Money concepts aredeveloped further in fractionsand decimals

NS3.1

Identify differencesbetween Roman and Hindu-

Arabic counting systems

Read ,write and ordernumbers of any size usingplace value Record numbers inexpanded notation Recognise the location ofnegative numbers in relationto zero

Money concepts aredeveloped further in fractionsand decimals

NS4.1

Explore other countingsystems

Investigate groups of

positive whole numbers Apply mental strategies toaid computation

Syllabus Page : 41 Syllabus Page : 42-43 Syllabus Page : 44 Syllabus Page : 45

Numeracy K-10 Continuum Numeracy K-10 Continuum Numeracy K-10 Continuum Numeracy K-10 Continuum Numeracy K-10 Continuum


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Yr3 BST/NAPLAN Questions

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Yr7 SNAP/NAPLAN Questions

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Yr9 NAPLAN Questions

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BST/NAPLAN Ready to go!

BST Yr3 2000 Prac H WN


BST Yr3 2000 Q9 WN

BST Tr3 2004 Q4 WN


BST Yr5 2000 Q43 WN

SNAP/NAPLAN Ready to go!

SNAP Yr7 2001 Q21 WN

SNAP/NAPLAN Ready to go!

DENS 1 DENS 1 DENS 2 DENS 2

E 23,24,28,30,31,33,34,35,36,37,41,43,45,49,

E 37, CB1s 66,70,76,88,90, CB1s

P 85,87,89,97,93,101,105,113,119,125,

P 81,85, 87,95, Forminggroups

180,184,222, Forminggroups

180,182,184,192,194,

F 149, 151, F 157,161, Co-ordigroups

284, 292, Co-ordigroups

CO 221, CO 221,223,225,227,229,239,

CMIT ActivitiesAbracadabraBefore and afterClear the boarddot diceClear the board# Dice x1

CMIT ActivitiesAbracadabraBefore and afterClear the boarddot diceClear the board# Dice x1Clear the board# Dice x2Clear the board# Dice x3Blocks on a bowlTeddy race

CMIT ActivitiesThree in a lineChoosyClear the board# Dice x3

Counting On ActivitiesOrdering numbers to 100Jumps of ten on number lineDouble number lineTracks on a hundreds chartHundreds chart jigsawFirst to 100

Add to 100Make 100The nasty gameClimb the ladder

Counting On ActivitiesOrdering numbers to 100Jumps of ten on number lineDouble number lineTracks on a hundreds chartHundreds chart jigsawFirst to 100

Add to 100Make 100The nasty gameClimb the ladder

Syllabus Sample Units ofWork12-15

Syllabus Sample Units ofWork46 - 51

Syllabus Sample Units ofWork85, 86

Card and Dice Games Card and Dice GamesMake the largest number(Dealing only 2 or 3 cards)

Card and Dice GamesMake the largest number(Dealing 3 or 4 cards)

Card and Dice GamesMake the largest number(Dealing 5 cards)Up and Down

Card and Dice GamesMake the largest number(Dealing 5 cards)Up and DownOperations with WholeNumbers
http://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr3%202000%20PracH%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr3%202000%20PracH%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr3%202000%20Q9%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr3%202000%20Q9%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr3%202004%20Q4%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr3%202004%20Q4%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr5%202000%20Q43.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/BST%20Yr5%202000%20Q43.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/SNAP%20Yr7%202001%20Q21%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Notebooks_BST_SNAP_NAPLAN/Term%201/SNAP%20Yr7%202001%20Q21%20WN.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Feather%20drop.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Handful%20of%20teddies-Egg%20game.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Handful%20of%20teddies-Egg%20game.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Ten%20frames.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Ten%20frames.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Ten%20frames.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/F-Popsticks.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/F-Popsticks.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Musical%20cushions.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Musical%20cushions.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Musical%20cushions.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Take%20a%20numeral1.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Take%20a%20numeral1.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Take%20a%20numeral1.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Mothers_babies-Beehive.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Mothers_babies-Beehive.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Concentration.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Concentration.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Fences.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Fences.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Fences.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Hang%20it%20on%20the%20line.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Hang%20it%20on%20the%20line.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Hang%20it%20on%20the%20line.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-The%20number%20train.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-The%20number%20train.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Peg%20boards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Peg%20boards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Peg%20boards.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Teddy%20bear%20race.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Teddy%20bear%20race.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Robot%20Race.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Robot%20Race.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/E-Robot%20Race.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/C-The_Price_IS_Right.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS1/C-The_Price_IS_Right.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-Hands_up.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-Bean_counter.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-Bean_counter.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-100chart_window.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-100chart_window.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-100_chart_jigsaw.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-100_chart_jigsaw.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-Teeny_tiny_10_frames.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/DENS2/CB1-Teeny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12/61


Smart Notebook Lessons

Numbers before and after(10s, teens, 2 digit & 3 digit)

Collect Dinosaurs

10 in the bed

Counting sheep to 10

The very hungry caterpillar

Numbers to 20


Circle the larger number(Two digit numbers)

Blocks on a bowl

Penguin count

Counting to 100


Circle the largest number(Three digit numbers)

Arrow Place Value

Learning Objects

CMIT WebsiteButterfly Ten FramesWashing LineNumeral Track

Learning Federation - TALENumber Trains 1-10Number Trains 1-20

Number Trains 30-50Scale Matters : OnesScale Matters:whole numbersassessmentCounting Beetles:Level 1Counting Beetles:Level 2Counting Beetles:Level 3Numberline Arithmetic

Learning Objects

CMIT WebsitePenguin CountArrow card game100 chart

Learning Federation - TALECounting Beetles: makingword problems

Counting Beetles: solvingword problemsThe Number PartnerScale Matters: OnesScale Matters: TensScale Matters: HundredsScale Matters: Simple UnitsNumber Trains 30-50Number Trains 90-120Number Trains Skip CountingThe number partner: GoFigureNumberline Bars

Learning Objects

CMIT Website4 Turns to 100Arrow card game100 chart

Learning Federation - TALEWhats the problem:nature L1Whats the problem:nature L2

Whats the problem:planet L1Whats the problem:planet L2Whats the problem:sports L1Number Trains: Skip countingScale Matters: simple unitsScale Matters: tensScale Matters : TenthsScale Matters: hundredsScale Matters: tens ofthousandsHopper: whole numbersWishball: Whole numbersWishball: challengeTower of Hanoi

The Number PartnerThe Number Partner: GoFigureThe part-adder: genetate easysumsThe part-adder: genetate hardsumsThe part-adder: go figure

Learning Objects

Learning Federation - TALEScale Matters: range ofnumbersWishball: UltimateSieve of EratosthenesCircle 99Scale Matters: hundredsScale Matters: tens of

thousandsScale Matters: tenthsScale Matters: hundredthsHopper Challenge : Series of3Hopper: SeriesThe part-adder: genetate easysumsThe part-adder: genetate hardsumsThe part-adder: go figure

Learning Objects

Learning Federation - TALEScale Matters: negativesScale Matters: range ofnumbers
http://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_S1_Before%20and%20After%20to10%20-%20100.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_S1_Before%20and%20After%20to10%20-%20100.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_collect_dinosaurs.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_collect_dinosaurs.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_10%20in%20the%20bed.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_10%20in%20the%20bed.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Counting%20sheep%20to%2010.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Counting%20sheep%20to%2010.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Hungry%20Caterpilla.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Hungry%20Caterpilla.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Numeral%20identification%20to%2020.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Numeral%20identification%20to%2020.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_CircleTheLargerNumber-Tens.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_CircleTheLargerNumber-Tens.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_blocks_bowl%20perceptual.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_blocks_bowl%20perceptual.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_tens_frames_perc.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_tens_frames_perc.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_Counting%20to%20100.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_Counting%20to%20100.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_CircleTheLargerNumber-Hundreds.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_CircleTheLargerNumber-Hundreds.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_arrow%20place%20value.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_arrow%20place%20value.notebookhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://www.tale.edu.au/tale/live/index.jsp?callback=true&muid=000000&taleUserId=-445990256&userType=u&username=http://www.curriculumsupport.education.nsw.gov.au/countmein/index.htmhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_arrow%20place%20value.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_CircleTheLargerNumber-Hundreds.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_Counting%20to%20100.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_tens_frames_perc.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/S1_blocks_bowl%20perceptual.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_CircleTheLargerNumber-Tens.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Numeral%20identification%20to%2020.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Hungry%20Caterpilla.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_Counting%20sheep%20to%2010.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_10%20in%20the%20bed.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_collect_dinosaurs.notebookhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Smart%20Notebook%20Lessons/Term%201/ES1_S1_Before%20and%20After%20to10%20-%20100.notebook


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IWB Resources viaStandards Site UK

Interactive 100 chart(Number Grid)

100 chart instructions

Interactive counting(1-100)(Counting on and back)Counting instructions




Interactive counting(1-100)(Counting on and back)Counting instructions

Interactive Number Spinner

Number Spinner Instructions













http://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/counting_on_and_back_1_1.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/counting_on_and_back_1_1.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/num_itp_counting_on_back_1_1.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/num_itp_counting_on_back_1_1.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/counting_on_and_back_1_1.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/counting_on_and_back_1_1.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/num_itp_counting_on_back_1_1.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/num_itp_counting_on_back_1_1.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/prima_itpmanual0_4_numspin.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Spinner/number_spinners_04.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/num_itp_counting_on_back_1_1.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/counting_on_and_back_1_1.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/num_itp_counting_on_back_1_1.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Counting%20on%20and%20back/counting_on_and_back_1_1.ziphttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/num_itp_number_grid_4_0.dochttp://localhost/var/www/apps/conversion/tmp/scratch_2/Standards%20Site%20UK/Number%20Grid/number_grid_4_0.zip


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Other Websites

http://www.abc.net.au/countusin

http://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.html

http://www.oswego.org/ocsd-web/games/SplatSquares/spla

tre100.html

http://www.bbc.co.uk/schools/numbertime/games/mend.shtml

http://pbskids.org/curiousgeorge/games/count_your_chickens/count_your_chickens.html

http://www.bbc.co.uk/schools/numbertime/games/snakes.shtml

http://www.bbc.co.uk/schools/numbertime/games/find_the.shtml

http://www.bbc.co.uk/schools/numbertime/games/find_the.shtml

http://www.amblesideprimary.com/ambleweb/quizes/guessit.htm

http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Other Websites

http://www.mathcats.com/

http://www.bbc.co.uk/schools/numbertime/games/mend.shtml

http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m

3_05_00_x.swf

http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdf

http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdf

http://pbskids.org/curiousgeor

ge/games/banana_411/banana_411.html


http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html

http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

Other Websites

http://www.funbrain.com/brain/MathBrain/MathBrain.html

http://www.crickweb.co.uk/assets/resources/flash.php?&file=ncmenu

http://resources.oswego.org/games/Estimate/estimate.html

http://www.wmnet.org.uk/resources/gordon/sequences%20v6.swf

http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a(Place Value Calculator,Virtual HTU Place ValueCards, Interactive NumberLine )

http://www.hbschool.com/activ

ity/numbers_to_1000/


http://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.html

Other Websites

http://www.figurethis.org/

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4history.pdf

http://www.amblesideprimary.com/ambleweb/mentalmaths/sq

uaremaker.html

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4matching.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4placevalue.pdf

http://www.curriculumsupport.education.nsw.gov.au/second

ary/mathematics/assets/pdf/literacyy7/s4placevalue2.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4placevalue3.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4inequality.pdf

http://www.curriculumsupport.

education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4numbers.pdf

Other Websites

http://illuminations.nctm.org/ActivitySearch.aspx

http://www.mathplayground.com/

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/lit

eracyy7/s4history.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4matching.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4placevalue.pdf

http://www.curriculumsupport.education.nsw.gov.au/second

ary/mathematics/assets/pdf/literacyy7/s4placevalue2.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4placevalue3.pdf

http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4inequality.pdf

http://www.curriculumsupport.

education.nsw.gov.au/secondary/mathematics/assets/pdf/literacyy7/s4numbers.pdf
http://www.abc.net.au/countusinhttp://www.abc.net.au/countusinhttp://www.abc.net.au/countusinhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatsq100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatre100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatre100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatre100.htmlhttp://www.oswego.org/ocsd-web/games/SplatSquares/splatre100.htmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://pbskids.org/curiousgeorge/games/count_your_chickens/count_your_chickens.htmlhttp://pbskids.org/curiousgeorge/games/count_your_chickens/count_your_chickens.htmlhttp://pbskids.org/curiousgeorge/games/count_your_chickens/count_your_chickens.htmlhttp://pbskids.org/curiousgeorge/games/count_your_chickens/count_your_chickens.htmlhttp://www.bbc.co.uk/schools/numbertime/games/snakes.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/snakes.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/snakes.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/snakes.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/find_the.shtmlhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://illuminations.nctm.org/ActivityDetail.aspx?ID=75http://illuminations.nctm.org/ActivityDetail.aspx?ID=75http://illuminations.nctm.org/ActivityDetail.aspx?ID=75http://www.mathcats.com/http://www.mathcats.com/http://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.bbc.co.uk/schools/numbertime/games/mend.shtmlhttp://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swfhttp://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swfhttp://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swfhttp://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swfhttp://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/05/m3_05_00_x.swfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/assets/pdf/stage1/handsup.pdfhttp://pbskids.org/curiousgeorge/games/banana_411/banana_411.htmlhttp://pbskids.org/curiousgeorge/games/banana_411/banana_411.htmlhttp://pbskids.org/curiousgeorge/games/banana_411/banana_411.htmlhttp://pbskids.org/curiousgeorge/games/banana_411/banana_411.htmlhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/quizes/guessit.htmhttp://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.htmlhttp://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.htmlhttp://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.htmlhttp://www.amblesideprimary.com/ambleweb/mentalmaths/numberbond.htmlhttp://illuminations.nctm.org/ActivityDetail.aspx?ID=75http://illuminations.nctm.org/ActivityDetail.aspx?ID=75http://illuminations.nctm.org/ActivityDetail.aspx?ID=75http://www.funbrain.com/brai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