# data[].attributes.attachment_link.title
Navigating Play in A Redeveloped Curriculum: A Primary Inspector’s Perspective

# data[].attributes.attachment_link.description
This activity focuses on similarities and differences between shapes.

# data[].attributes.attachment_link.description
This tool allows you to create any geometric shape imaginable. Squares, triangles, rhombi, trapezoids and hexagons can be created, colored, enlarged, shrunk, rotated, reflected, sliced, and glued together.

# data[].attributes.attachment_link.description
This tool allows you to manipulate various geometric solids and investigate their properties.

# data[].attributes.attachment_link.description
View all five webinar recordings on developing mathematical thinking

# data[].attributes.attachment_link.provider_name
PMC - Oide - Welcome to the Primary Mathematics Curriculum Hub

# data[].attributes.attachment_link.description
Welcome to our PMC in Action page, where you have a front row seat to witness the incredible learning experiences of pupils from various school contexts across Ireland.

# data[].attributes.attachment_link.readable_text
Operations with Time

May 25, 2017

Directions: Use the digits 1 to 9 at most one time each, place a digit in each box to make the latest possible time. Source: Robert Kaplinsky

Read More »

Operations with Time

May 25, 2017

Directions: Use the digits 1 to 9, at most one time each, to fill in the boxes to make a time that is 4:37 pm. Source: Robert Kaplinsky

Read More »

Building Shelves 2

August 31, 2016

Directions: Using the digits 1 to 9 at most one time each, fill in the question marks to make the following problem true. Ricky is building ? sets of shelves for the office. It takes him ? ? minutes to do each set of shelves. He’ll be done building the sets in ? hours and ?? minutes. Source: Chase Orton

Read More »

Building Shelves 1

August 31, 2016

Directions: Using the digits 0 to 9 at most one time each, fill in the boxes to make the following problem true. Ricky is building ? sets of shelves for the office. It takes him ? ? minutes to do each set of shelves. He’ll be done building the sets in ? hours. Source: Chase Orton

Read More »

It’s About Time 1

August 31, 2016

Directions: Using the digits 0 to 9 at most one time each, fill in the question marks to make the following problem true. Suzie leaves work at ? : ? ?. She get’s home at ? : ? ?. Therefore, her commute is ? ? minutes long. Source: Chase Orton

Read More »

Interpreting Graphs

April 26, 2016

Directions: Using the digits 1 to 6 at most one time each, fill in the boxes to create a graph and fill in the blanks to make them true. Source: Bryan Anderson

Read More »

Biggest Rectangle

August 4, 2015

Directions: Find the largest area for the rectangle filling the boxes with numbers 1 through 9. You may use a digit at most once. Source: Nanette Johnson, Inspired by Mike Chamberlain’s Problem

Read More »

Perimeter

March 16, 2014

Directions: Draw three rectangles with a perimeter of 20 units. Source: Dan Meyer

Read More »

Rectangles: Maximizing Area

March 15, 2014

Directions: What is the greatest area you can make with a rectangle that has a perimeter of 24 units? Source: Robert Kaplinsky

Read More »

Rectangles: Maximizing Perimeter

March 15, 2014

Directions: What is the greatest perimeter you can make with a rectangle that has an area of 24 square units? Source: Robert Kaplinsky

Read More »

# data[].attributes.attachment_link.description
These activities are part of our Primary collections, which are problems grouped by topic.

# data[].attributes.attachment_link.title
Preparation for Teaching and Learning Guidelines

# data[].attributes.attachment_link.readable_text
The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas. Another 40% have a "growth mindset" - they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.

Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets - my student online class which can be accessed under courses - has been shown to shift students' mindsets from fixed to growth and cause higher mathematics achievement. There are a range of resources on this page - a poster of math norms, a strategizer card with lots of teaching ideas, a short video to boost students' mindset, and some interesting short papers.

# data[].attributes.attachment_link.description
The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas.

# data[].attributes.headline
Jo Boaler: When you Believe in Students They Do Better

# data[].attributes.subject
Jo Boaler: When you Believe in Students They Do Better

# data[].attributes.attachment_link.description
Maths Week will take place from 14 - 22 Oct. 2023. We will have events and activities for all the family. Visit MathsWeek.ie for more info MATHS WEEK IRELAND

# data[].attributes.attachment_link.readable_text
The Maths Eyes Concept

If you can see the maths that you do in your everyday life you will build your confidence in your own ability with mathematics.

Implementing the Maths Eyes concept is a low Threshold High Ceiling approach that means everyone can get started but the concept also enables lots of built in extension opportunities.

# data[].attributes.attachment_link.description
Our mission is to help you to see the maths that you use in your everyday life by opening your Maths Eyes. Unlock Your Maths Eyes.

# data[].attributes.headline
Strategies for Creating Open-ended Tasks

# data[].attributes.subject
Strategies for Creating Open-ended Tasks

# data[].attributes.attachment_link.readable_text
Skip to Content

Grade: K - College

Ask students to reflect on the idea discussed in the video that math in NOT about speed. What is important in math is to think carefully, deeply, and the make connections.

Select Day

Not building a Playlist?

Your Playlist

Expand this window to see the lessons you've created. Think of it as your weekly playlist!

Oops!

A resource has already been chosen for this date.

Would you like to join the Youcubed mailing list for News and Announcements?

Elementary school teachers, join us online or in person this fall for professional development on teaching mathematics through big ideas!

# data[].attributes.attachment_link.description
Ask students to reflect on the idea discussed in the video that math in NOT about speed. What is important in math is to think carefully, deeply, and the make connections.

# data[].attributes.attachment_link.readable_text
Skip to Content

Grade: K - College

Ask students to reflect on the idea discussed in the video that math in NOT about speed. What is important in math is to think carefully, deeply, and the make connections.

Select Day

Not building a Playlist?

Your Playlist

Expand this window to see the lessons you've created. Think of it as your weekly playlist!

Oops!

A resource has already been chosen for this date.

Would you like to join the Youcubed mailing list for News and Announcements?

Elementary school teachers, join us online or in person this fall for professional development on teaching mathematics through big ideas!

# data[].attributes.attachment_link.description
Ask students to reflect on the idea discussed in the video that math in NOT about speed. What is important in math is to think carefully, deeply, and the make connections.

# data[].attributes.attachment_link.title
Partial Product Finder | The Math Learning Center

# data[].attributes.attachment_link.description
Partial Product Finder allows multiplication combinations to be represented as a rectangle, or array, with dimensions that match the combination.

# data[].attributes.headline
NCCA Support Material - Promoting Maths Talk

# data[].attributes.subject
NCCA Support Material - Promoting Maths Talk

# data[].attributes.headline
NCCA Support Material - Introduction to Maths Talk

# data[].attributes.subject
NCCA Support Material - Introduction to Maths Talk

# data[].attributes.attachment_link.readable_text
Welcome! Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It's an ideal routine to foster mathematical practice #7 - look for and make use of structure.

# data[].attributes.attachment_link.description
Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It's an ideal routine to foster mathematical practice #7 - look for and make use of structure.

# data[].attributes.attachment_link.readable_text
An interactive place value and decimals display.

Aimed at children 8yrs and older.

Learning Objectives:

Y3:

To count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

Pupils connect tenths to place value, decimal measures and to division by 10.

Y4:

To count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

Pupils should connect hundredths to tenths and place value and decimal measure

Ways to use it:

Partition:
Press on each card to partition. What is the value of this digit?

Hide & Count:
Hide the numbers, the teacher adds tenths, hundreths etc. When the teacher stops ask the children to write the number on their drywipe boards.

Count Backwards:
Start from 1 and count backwards in tenths or hundredths.

Count Forwards:
Start from 99.90 and count forwards in hundredths.

Build on the learning with
these games:

This game is © copyright 2019, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

# data[].attributes.attachment_link.description
Aimed at children 8yrs and older. Y3: To count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 Pupils connect tenths to place value, decimal measures and to division by 10.

# data[].attributes.attachment_link.readable_text
Browse through over 60 complete K-12 math units of study chalked full of problem based investigations, 3 act math tasks, visual number talks, consolidation prompts and purposeful practice worksheets to Spark Curiosity & Fuel Sensemaking in every student.

# data[].attributes.attachment_link.title
Real World Math Lessons | 3 Act Math Tasks | Math Worksheets & Practice

# data[].attributes.attachment_link.description
Contextual problem based real world math lessons with rich math tasks, multi-day 3 act math tasks, math practice materials and math worksheets

# data[].attributes.attachment_link.provider_name
Steve Wyborney's Blog: I'm on a Learning Mission.

# data[].attributes.attachment_link.title
170 New Esti-Mysteries - Steve Wyborney’s Blog: I’m on a Learning Mission.

# data[].attributes.attachment_link.description
This school year, I’ll be creating and posting 170 brand new Esti-Mysteries. I’ll be posting a new one nearly every day for the rest of the school year –

# data[].attributes.attachment_link.description
Act 1 - Chasing Gold Download the Task Watch the Video: Who will win the race? What's your prediction? Act 2 The individual times for each spri...

# data[].attributes.headline
PDST Manual: Place Value, Decimals and Percentages

# data[].attributes.subject
PDST Manual: Place Value, Decimals and Percentages

# data[].attributes.attachment_link.title
Place Values Decimels & Percentages Teachers Manual_0

# data[].attributes.attachment_link.readable_text
Arrow Cards is a tablet-friendly place value teaching tool.

Learning Objectives:
Y1: To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Y1: When given a number, identify 1 more and 1 less
Y2: To recognise the place value of each digit in a two-digit number (10s, 1s).
Y3: To recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)

beads button - changes the concrete example to an abacus, (press again to hide / reveal).
three squares - changes the concrete example to Deinnes cubes, (press again to hide / reveal).
single arrow card - to hide / reveal the arrow cards.
zero button - to zero everything.
stack of arrow cards - to partition your number.

click on any card - to partition that digit.

Why not try counting whilst the arrow cards are hidden.

Have fun!

HAVING TROUBLE LOADING? Please try this version.

This game is © copyright 2021, J.Barrett, ictgames.com All Rights Reserved.

Made using the and libraries.

# data[].attributes.attachment_link.description
Arrow Cards is a tablet-friendly place value teaching tool. Learning Objectives: Y1: To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Y1: When given a number, identify 1 more and 1 less Y2: To recognise the place value of each digit in a two-digit number (10s, 1s).

# data[].attributes.body
From tahurangi.education.gov.nz

# data[].attributes.attachment_link.description
Unleash your creativity with the world's best virtual manipulatives!