What’s new in Maths Matters Resources?


I know, I know. Yet another place value number in a real life setting. I just can’t resist them. This one was found on the streets of Morpeth, near Newcastle. Where can your students see numbers around them? What’s the largest number in their street? Is it odd or even? If 2 people live in each house from 1 – 77, how many people is that? What if there are 4 people in each house? 10 people? Could 100 people live in a house like this one? Why? Why not? What number is 100 more than 77? 1000 more? Is there a street in your suburb that has 1000 numbers? Why? Why not? What is the number of the house 3 up from this one on this side of the street? (79, 81, 83) Is there an easy way to work this out?

I am sure there are oodles more place value questions you can ask your students, using this photograph as the stimulus.

NUMBER & ALGEBRA – Fractions & Decimals – Rhino Decimal Counts 5/6/7

Decimals seem to always be one of those difficult concepts for your Stage 3 students to get their heads around. Here is a variety of Decimal resources to help.

  • Decimal Number Cards so your students can create random numbers to compare and manipulate.
  • Decimal Number Lines in 4 different forms for your students to visualise proportional reasoning with decimals. Where will their number appear on each number line? Is it smaller than, the same as or larger than half way between two given numbers?
  • Rhino 1-place Decimal Counts cards for pairs of students to practise counting by simple 1-place decimals as far as they can in just one minute. Keep practising until each student is confident they can count aloud without any finger manipulation or pen and paper scatchings.
  • Rhino 2-place Decimal Counts for pairs of students to practise counting by simple 2-place decmals.
  • Rhino Maths Facts cards to use in any way you like. But they will be a good companion to the counting cards to help make some of the counting numbers come to life. Which rhinos live for 0.35 centuries? Which rhinos grow to a mass of about 0.9 tonnes? Or have a horn that grows to 0.95 m?


Everything you need for a brilliant discussion on the different jellybean colours you can discover in one packet. Twenty-one beautiful colour jellybean photographs for those maths sessions where you are not able to use real jellybeans. And using photographs is more hygenic!

Think about how many jellybeans mights be in the whole pack? What estimation strategies work best for you? Which colour appears to be the most common? The least common? Which colour jellybean do you like to eat the most? I love black jellybeans but they are always amongst the  least plentiful colours.

What might a jellybean graph look like? How can you transfer a graph made from jellybeans to a workbook page? e.g. Will you draw in all the jellybeans? Use a colour code and dots or squares? Will you use any grid paper? What scale will you use/ How will you label your grid? What title will you give it?

Do all packets of jellybeans have the same numbers and colour combinations? How can you find out? e.g. Every class could investigate the contents of one packet of jellybeans. You can collect all the data you can from your class to share and compare  at a whole school assembly.

What questions can you ask each other about your jellybean discoveries? Why doesn’t the maker of the jellybeans put in equal colour numbers? When were jellybeans invented? Where? Who invented them? Why were they invented? Why might they be a bean shape and not a sphere or a cube shape?


A bush walk is a great way to see the countryside. And the Mt Banks walk in the Blue Mountains National park is a popular one, especially with families as it is not too arduous. Mt Banks was named after the famous colonial botanist Sir Joseph Banks. It stands about 100 km west of Sydney. It has an elevation of 1049 m and the walk to the top is about 4.8 km. It has a unique basalt cap for the top third. The lower two thirds section is made from Sydney sandstone.

There’s plenty of maths facts here to get your Stage 3 students started for a series of Length sessions. How high does a hill have to be before we call it a mountain? Which NSW mountains are taller than Mt Banks? Shorter? The same height? Which NSW mountain is the tallest? By how much more? How long would it take to walk to the top and back if it is a fairly easy walk? Lots of statistics as well as length measurements to consider.

And thanks to my bush-walking sister Lee for contributing this photo to our website.

MATHS GRAPHICS – Numbers and Symbols – Animal Numbers

We have just uploaded Duffy’s latest Animal Numbers 0 – 9, a spectacular assortment (including one bird …) to delight and inspire your Early Stage 1 and Stage 1 students. Use them as headers on an activity card or as a stimulus for a discussion about where you will find this number in real-life.

Each animal is based on the matching digit in Comic Sans font. What a clever boy he is!

By the way, did you know that an “animal” includes mammals, birds, fish, reptiles and amphibians? Perhaps later Duffy will try to construct some sea-creature numbers too?


Plenty of lovely Biscuit Counters here to create your own oodles of counting activities. Clone them on your electronic whiteboard for an estimation task. Group them together for early multiplication concepts. Put them in pattern rows with some missing to identify pattern parts. What will your students do with these biscuits?

Bev has created an F/1/2 Patterns & Algebra activity, Baking Biscuits, using the biscuit shapes. Great for Early Stage 1 (5 year olds). Create and continue patterns, describe them to a partner, identify a missing part of  each pattern. You might even like to bake your own biscuits instead of using the biscuit cards. As real-life as you can get!!!


African animals in the wild are a great source of delight to us in the 21st century. The word Rhinoceros comes from two Greek terms for “nose” and “horn”, so appropriate. Their horn is not made from bone but from keratin (also found in your fingernails and hair). It is all hair and is not actually attached to their body. Ancient rhino skulls have also been mistaken for dragon skulls. And did you know that a group of rhinos is called a crash? World Rhino Day is celebrated each year on 22 September.

Use these 2 African Rhinoceros photographs as a stimulus for Measurement: Mass (adults have a mass of between 800 – 1200 kg), Time (they can live for 35 – 50 years), Length (adults can grow to a height of 1.7 – 1.8 m at their shoulder..) or even Speed (they can run at up to 50 km/h).

Bev has created some Stage 3 Decimal Counting cards using these rhinos as the visual stimulus. You will find them in Fractions and Decimals Activities 5/6/7


NUMBER & ALGEBRA – PLACE VALUE – Rounding up & down Number Lines 567

Yet more support for those Stage 3 students who just don’t get rounding up and down. Each of the Number Line Reference Cards can be used by individual Stage 3 students or small groups to help them visualise what happens to numbers as we round to the nearest 10, 100, 1000, 10 000, 100 000 or  1 000 000. There are also suggested small group activities.

You can also use these activities as part of your Daily Mental Warm-ups. Try them soon and watch your students gain in confidence.

NUMBER & ALGEBRA – PLACE VALUE ACTIVITIES – Price my Car (Rounding Large Numbers) 5/6/7

Price my car is packed with opportunities for Stage 3 students to round large numbers up and down to the nearest 10, 100, 1000, 10 000 and 100 000. Rounding up and down is an effective strategy for estimating. When you compare the prices of cars sometimes just a rough amount is OK. Whose car is worth more? Round to the nearest 10 000 for a rough idea. There is an ANSWER CHECKLIST included so your students can work independently.



Rounding up and down is an essential place value skill but one that is very difficult for students to understand. These Rounding Rules booklets are designed to support your Stage 3 students when trying to round any number to the  nearest 10, 100, 1000, 10 000, 100 000 or even 1 000 000. The language structure is the same in each booklet so that a fixed routine is developed.

Each booklet is made from 8 small photocopied strips, stapled to create an individual booklet. Each booklet provides the language structure to help your students work through each rounding up or down problem.

We are also working on some groups of Rounding to 100s, 1000s, 10 000s and 1 000 000s number lines so that your students can see another format to assist their visualisation of what happens each time. These should be available soon.

GEOMETRY – 2D Shapes Photographs – Crazy Tesselated Path

Tesselations are not always regular. Sometimes they are quite messy – like this Crazy Tesselated Path you see here. At first glance it looks like a random fitting of individual tiles but if you look very closely you will see a pattern. Can your students spot it easily? Look at the individual tiles. How many straight sides do they have? Why are they all so different? Why not just use a few tile shapes? Crazy paving uses a wide variety of shapes because of all the spaces created by trying to fit together non-symmetrical, irregular shapes. You need a new shape to exactly fit the spaces created.

One follow-up activity is to create your own crazy tile path with a pencil and paper. You may like to start drawing on a 1 cm grid.

NUMBER & ALGEBRA – Counting Photographs – 30 floor building

We’re always adding new photographs to the website. Plenty to keep you going – but we just can’t resist getting out the camera when we see something interesting for you. Here is another angle for a Sydney building site with floors 1-30 visible. Will it go higher? What if the builders add 3 more floors? 10 more floors? What floor will you be on if you are working 10 floors lower than the 17th floor? If you have to add special light fittings to all the even number floors, which floors will they be?

NUMBER & ALGEBRA – FRACTION ACTIVITIES – Grades 1/2 Counting Apple Quarters POSTER

Yay – more food. And its healthy for you too. 

Fractions come to life by counting real apple quarters. But if you don’t have access to real apples then here’s a Counting Apple Quarters Poster to help you. Use it as part of your daily Maths Mental Warm-ups.

Select a student to point to each apple quarter on the poster while the rest of the class count aloud either together or one-by-one. “One quarter, two quarters, three quarters, four quarters …” Encourage your students to improvise by saying equivalent names too. e.g. “two quarters or one half”. Or keep counting by quarters then at random call out STOP. Whoever is next at counting has to say how many whole apples and how many extra quarters. e.g. “17 quarters: that’s 4 whole apples and one extra quarter.”

Talk about effective strategies to help you visualise combined quarters quickly. Can you think in groups of 4 when you look at this poster?


ACARA Codes from the Australian National Curriculum have been added to all our Multiplication and Division activities. Just type the ACARA Code into our Search facility to instantly find a matching activity for your next Maths Session. What are you waiting for?


Your students enjoy activities with money as it makes sense to them. Studies show that students often succeed at mental money calculations more than just pen and paper ones. Spend your Money provides a variety of real-life money applications for your Stage 3 students to practice mental calculations with multiplication or pen and paper algorisms. Imagine they are a buyer for a company where they need to purchase up to 10, multiples of 10, 100 or even 1000 products at a time.

There are 4 cards at each level (High Block : 1- digit, Medium Block : 2-digits, Low Block : 3- or 4-digits) to help you plan for at least 3 groups. So there are at least 4 combinations of starting costs e.g. Football Socks $14, Sunflower Plant $23, Concert Ticket $56 or Skateboard $87. Then there are 10 Buy Cards for students, which tell them to multiply by a number from 1 to 9 at random – plenty here to keep 3 small groups working within a Maths Session.

Plus they can create further cards of their own using shopping catalogues. The possibilities are endless.


Although the National Curriculum and State Mathematics Syllabus content does not continue the emphasis on counting into Stage 2 and 3, counting is a vital skill for all students. Counting helps you internalise the number system. It helps you form visual images of how the number system operates. it helps prepare you mentally for adding and subtracting, multiplying and dividing.

Here at Maths Matters Resources we provide a wide range of counting resources that continue into Stage 2 and 3. For example, this Counting Tigers 3s POSTER for your Stage 2 students will help students think in multiples of 3. Start by memorising just a few multiples e.g. 3, 6, 9, 12. As this becomes automatic, introduce a few more multiples e.g. 3, 6, 9, 12, 15, 18, 21. Eventually your students will memorise all multiples up to 27 tigers altogether. Try starting at 27 and counting backwards by 3s.

Record the multiples in counting order. Who can see a pattern in these numbers? How might this pattern help you memorise the counting sequence? For example, add the digits in the multiples 3, 6, 9, 12 becomes 1+2 = 3, 15 becomes 1 + 5 = 6, 18 becomes 1 + 8 = 9. Does this pattern continue for ever? How will you find out?

NUMBER & ALGEBRA – COUNTING ACTIVITIES – How many farm animals? F12

Subitising is the process of recognising the exact number of objects in a small group without the need to count them one by one. “Subito” is an Italian word for “right now”. This ability to see “chunks” or groups at once helps you count more easily. We are all familiar with domino dot patterns, for example. It helps us separate and combine numbers quickly. This is useful when adding, subtracting, multiplying and dividing.

How many farm animals? is a great way for young students to try to subitise without a specific pattern. Each card contains a set of farm animals from 0 – 9 animals. The animals are scattered unevenly across the page. You can start by showing each card to your students and asking them how many animals they see. Gradually build up your speed until you flash each card for a fraction of a second. If they are still able to recognise the correct number of animals, ask them to explain what strategy they used to do this.

GRAPHICS – MEASUREMENT – Tamarama Tide Chart

A fabulous new Tamarama Tides table packed with opportunities for mathematical investigations in your Measurement – Time maths sessions. Use this table with the 5 Tamarama tide photographs. What’s the time difference between low and high tide? Is it always this difference in time? What’s the difference in height between low and high tide? Is it always this difference? Do all beaches have the same difference in tides? Why? Why not? How will you find out? If you collect online data about tides at Tamarama Beach for one week, is there any pattern?


I must have a thing about food mustn’t I! These delicious French pastries are $3.50 each. A great start for a daily mental warm-up with Stage 2 or 3 students.

What if you bought 10 – how much will that cost? What if you share with a friend – how much should you each pay? What if you share one pastry between 3 friends? If you are the baker and you decide to sell 10 pastries for $30, is that a better decision than selling 10 separate pastries at $3.50 each? Why do you think this?  If each pastry costs you $1.25 to make, how much profit is that per pastry? If you plan to give each person at a party half a pastry each, how many will you buy if you expect 18 guests? How much will this cost you?

Hmmm … how else might you use this maths photograph in your next maths session?


Yes yes … food again! But just imagine what you and your students can do with these baked beans.

We’ve created groups of 1 – 10 tins so there’s plenty of potential for addition and subtraction, multiplication and division. All your number facts from 1 + 1 to 10 + 10 can be explored, described, discussed, manipulated. And because they are in groups you can repeat them to create equal groups for developing concepts in multiplication from 1 x 1 up to 10 x 10.

There are even possibilities for counting, measurement and decimals … each tin has a mass of 220 g so Stage 3 students can select a group and calculate how many grams altogether. Is that more or less than 1 kg? How would you write that as a decimal number? Or link to money and give each tin a value e.g. $2.90. Estimate the cost of a random group of tins then find a way to check your estimate. e.g. 7 tins is about 7 x $3 so that’s close to $21 to buy 7 tins.