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Jun 8, 2020
learningthroughdoing.com.au
Addition Basic Facts – But Make It a Game Fluency doesn’t come from worksheets alone. It comes from thinking. Talking. Playing. Repeating. In this game, we’re building addition basic facts through strategy - not speed drills. There are seven different basic fact strategies, and each one is intentionally placed on a different coloured paddle pop stick. That means I can choose exactly what goes into the cup depending on what my students are working on. 💡 Need more doubles? 💡 Strengthening near 1
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Addition Basic Facts – But Make It a Game Fluency doesn’t come from worksheets alone. It comes from thinking. Talking. Playing. Repeating. In this game, we’re building addition basic facts through strategy - not speed drills. There are seven different basic fact strategies, and each one is intentionally placed on a different coloured paddle pop stick. That means I can choose exactly what goes into the cup depending on what my students are working on. 💡 Need more doubles? 💡 Strengthening near 1
7.6K views3 months ago
FacebookLearning Through Doing
Transform your classroom with Learning Through Doing! Our comprehensive lesson plans make it easy to engage every student, turning maths into their favourite subject! 👋 Say goodbye to un-engaging PowerPoints 🧩 Embrace hands-on learning 🌈 Engaging and fun for all Join the revolution in teaching and watch your students thrive! | Learning Through Doing
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Transform your classroom with Learning Through Doing! Our comprehensive lesson plans make it easy to engage every student, turning maths into their favourite subject! 👋 Say goodbye to un-engaging PowerPoints 🧩 Embrace hands-on learning 🌈 Engaging and fun for all Join the revolution in teaching and watch your students thrive! | Learning Through Doing
204.4K viewsJul 10, 2024
FacebookLearning Through Doing
Counting on and back in tens and ones is one of those “small skills” that unlocks big maths. When students add or subtract tens, they’re learning a fundamental idea: it only changes the tens digit (the ones stay the same). That’s place value in action - not just “getting an answer”. And when we bridge over 100, things level up again. Students have to unitise (treat ten as a unit), reorganise the place value, and keep track of what’s happening to the number as it crosses that boundary. That’s pow
1:42
Counting on and back in tens and ones is one of those “small skills” that unlocks big maths. When students add or subtract tens, they’re learning a fundamental idea: it only changes the tens digit (the ones stay the same). That’s place value in action - not just “getting an answer”. And when we bridge over 100, things level up again. Students have to unitise (treat ten as a unit), reorganise the place value, and keep track of what’s happening to the number as it crosses that boundary. That’s pow
2.3K views2 months ago
FacebookLearning Through Doing
Making a Math Lesson More Hands-On
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120.5K viewsJun 1, 2023
YouTubeEdutopia
Subtraction isn’t a separate topic. It’s connected thinking. If students only see subtraction as “take away,” they’ll default to counting backwards every time. But when we anchor subtraction in part–part–total thinking, students see the relationship: If 8 5 = 13 Then 13 − 8 = 5 That’s not memorising. That’s structure. This is why a strong foundation in the seven addition basic fact strategies matters so much: • Count On • Make 10 • Doubles • Near Doubles • Add Zero • Near 10 • Think 10 When stud
2:56
Subtraction isn’t a separate topic. It’s connected thinking. If students only see subtraction as “take away,” they’ll default to counting backwards every time. But when we anchor subtraction in part–part–total thinking, students see the relationship: If 8 5 = 13 Then 13 − 8 = 5 That’s not memorising. That’s structure. This is why a strong foundation in the seven addition basic fact strategies matters so much: • Count On • Make 10 • Doubles • Near Doubles • Add Zero • Near 10 • Think 10 When stud
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Problem-Based Learning Activities in Math
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Planning Using LTD Mathematics . Planning mathematics lessons using LTD Mathematics resources offers a fresh and flexible approach. Instead of starting from scratch, teachers can draw on expertly designed lessons and visual models that align with key concepts. . These resources are created to be adaptable, allowing educators to tailor activities to their students’ needs while maintaining a strong focus on conceptual understanding. . With LTD Mathematics, planning becomes a collaborative and effi
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Teaching is so much more than lesson planning. We give teachers time back in their day to do the things that really matter. Mathematics doesn’t have to drain you or your students! All you need is a good lesson plan with engaging activities, and that’s where we come in. We have got you covered with these ready-made, easy-to-use resources: 📌 Aligned with the Australian curriculum 📌 A range of fun and engaging activities 📌 100% Tax deductible See why teachers and students are falling in love wit
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This is a powerful reminder of why visual models matter. In this moment, the student is using the number board to unpack the structure of the number - not just saying the answer, but explaining the why. You can hear the language: place value, parts, relationships. They’re pointing, moving, justifying. And the best part? Other students are leaning in and understanding because the thinking is visible. The number board isn’t just a tool to find answers. It makes the structure of number clear. It sl
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Teacher Professional Learning . Investing in mathematics professional learning for teachers is crucial for building strong foundational numeracy skills in students. Effective professional learning enhances teachers’ content knowledge and pedagogical strategies, enabling them to deliver maths concepts in ways that promote understanding, flexibility, and problem-solving. . #themathematicsguy #ltdmathematics #education #learning #school #motivation #students #student #knowledge #teacher #children #
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Something is broken in how we support students who fall behind in maths. One in three Australian students fails to reach proficiency in maths according to Grattan. Teachers often feel uncertain about their tools. Traditional “catch-up” approaches are patchwork and inconsistent. What if your school used a targeted maths intervention that builds core student skills, not just extra worksheets? With Learning Through Doing Intervention, you get a system built around skill building and data-driven sup
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