Your search for "Use informal measurements to collect and record observations, using digital technologies " returned 5 result(s)
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Number and algebra: Who are we? - WS1

The learning intention of the task was to identify given numbers which occur before and after a given number on a hundreds number chart.

Number and algebra: Who are we? - WS1 | Samples | Mathematics proficiencies | Resources

Number and algebra: My thinkboard - WS2

The students were presented with a basket containing five skipping ropes. They were told that previously there was a basket full of skipping ropes and were asked to list three different solutions to how many skipping ropes had gone missing. Students gave …

Number and algebra: My thinkboard - WS2 | Samples | Mathematics proficiencies | Resources

Fluency

In F–2, students become fluent as they develop skills in choosing appropriate procedures; and recalling factual knowledge and concepts readily. In Years 3–6, students become fluent as they develop skills in choosing appropriate procedures; carrying out …

Fluency | Portfolios | Mathematics proficiencies | Resources

Problem-Solving

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations. In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches. In Years 7–8, …

Problem-Solving | Portfolios | Mathematics proficiencies | Resources

Reasoning

In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …

Reasoning | Portfolios | Mathematics proficiencies | Resources

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