I don’t know if you have been to The Louvre but if you have you would know about the beautiful pyramid entrance structure built by the world famous Chinese American architect IM Pei. There is one large pyramid and three small ones in the main courtyard. It opened in 1989 to much controversy – an ultra modern structure next to the traditional French palace structure.

Made entirely of clear glass and metal poles, it is 21.6 m high with a 34 m square base. The surface area is 1000 square metres. The volume is about 9050 cubic metres. There are 603 rhombus shapes and 70 triangular shapes.

The Great Pyramid of Egypt, the Cheops Pyramid, is 138.8 m high now but was originally thought to be 146.5 m high – 280 Egyptian cubits. Each base side was 230.4 m long but with erosion the sides are now 230.24 m long. The total volume is 2 583 283 cubic metres.

Sbahle Zwane is a 10 year old boy in Johannesburg South Africa who has been wooing everyone with his maths thinking – solving problems in his head without the use of a calculator. His mother says that “he only wants to talk about numbers.” She realised when he was a preschooler that he had an ability to work with numbers beyond his age expectations. Sbahle claims he sees all the numbers inside his head. He is using mental maths strategies to calculate. Do you have students in your class who show extraordinary maths skills beyond their age expectation? If so, how are you providing for their thinking?

You can see him calculating here. When he grows up he would like to be a pilot.

We now offer a free subscription for everyone all over the world. We wish you all a brilliant lifetime of fun creating effective maths sessions for your students using all our resources. We will continue to provide you with the highest quality maths activities, photographs and graphics, all carefully sorted into both age and curriculum substrands.

Area is one of the most difficult Measurement sub-strands for your students to understand. We use spatial visualisation skills to estimate areas large or small. Areas include surface areas which can be curved and squiggly and difficult to think about. Area calculations also require skills iusing decimal operations (+ – x ÷). And when we talk about Area with our students, we need to use real life examples so that our students deepen their concepts of how area works in the world around them. It can’t be taught as just conversion facts and figures (e.g. How many square metres in a 2 x 12 rectangle?)

This old photo shows a man painting the Eiffel Tower. The total area of metal struts and surfaces that need to be painted regularly is about 250000 square meters. One litre of paint covers about 16 square metres. If the maintenance team need to give the Eiffel Tower 2 coats, how many litres do they need? How many tonnes of paint is that? If bulk paint works out at $5 per litre, how much does just the paint cost? The whole upkeep must be so expensive.

Photographs are a great way to springboard your lesson into real life.

In an effective NAPLAN Numeracy test, we should expect 100% of any Core Stage 1 questions to be answered correctly by 80% or more Year 3 students. This result would show that the majority of Year 3 students demonstrated an understanding of Core Stage 1 content. In this NAPLAN test only 4 out of 15 Core Stage 1 questions were answered correctly by 80% or more Year 3 students. Does this shock you?

That means that our Year 3 students do not demonstrate a solid understanding of basic Stage 1 mathematics content. Call it basic, core whatever, these questions are the ones that should be easy to handle, easy to demonstrate for 4 out of 5 students. That still allows for a small group of 20% or 1 in 5 students to not demonstrate an understanding. We think this is a very reasonable assumption.

Question 14 is a good example.

Students had to select two digits that could be rearranged to make the largest number – 75. Only 62% of Year 3 students did this correctly. As this was a free response question, perhaps the others wrote the largest number that could be made from all 3 digits – 754. If so, this would indicate a strong understanding of place value, just a poor interpretation of the actual instructions. As a general comment, 40% of all 10 free response questions in this year’s paper scored ≤ 50%.

This question was repeated in the Year 5 paper. Still only 76% of Year 5 students answered correctly. And in all 11 Year 3 questions that were repeated in Year 5, only one scored ≥ 80%.

Question 31 was about Area.

Students had to analyse 4 shapes and find two shapes with an identical area. This requires adding square units and understanding that two half units add to make one square unit. The number of square units in each shape was 9 or less. Yes this task requires students to persevere but the task itself was simple. Only 30% of Year 3 students could work out the correct answer. This makes me want to tear my hair out. We need our students to be able to tackle more that just a one step problem. We need them to persevere on a task and not give up too easily. We need them to think logically, eliminate ones that don’t work. What are we doing to help them succeed at problem solving in general?

Question 31 was about time – how to read a calendar.

It was straight forward and did not involve having to imagine the month before or the month after. Why on earth could only 34% of our Year 3 students work this out correctly?

The low results indicate Year 3 students are inexperienced at reading a calendar. The text tells them they are looking for the 3^{rd} Saturday. This should be obvious. It is a pity we can’t access deeper data to show the most common errors. Did most students select 3 October? Or 18 October?

If I were you, I would interview a selection of my Year 3 students to identify what it was that they misunderstood. And you can practice these ideas with your students using our Time Activities – Calendar 1-step S1 Mental Warmups

Year 3 NSW State Results 2018 NAPLAN Numeracy:

67% were Stage 1 questions (24 out of 36 questions)

42% were Core Stage 1 questions (15 out of 36 questions)

73% of these Core Stage 1 questions scored ≤ 80% correct (11 out of 15 questions)

13% of these Core Stage 1 questions scored ≤ 50% correct (2 out of 15 questions)

Position terms can be quite subtle for many of our students. For example nine and ninth. One word refers to a finite quantity of 9 objects, the other to the position of an object in a line that starts at 1 and continues to at least 9 places. There are 8 objects before or in front of it and perhaps there are objects behind it too. It is a relationship to other objects not a quantity in itself.

The calendar is packed with position language. Days, weeks and months fit together in a continuous cycle. Nine can be the 9th day of a particular month, the ninth month of a particular year or the ninth year of a particular group of years.

And did you know that in the ninth month 26 September is the only day of the year that is written the same as its position number – 26/9 – 269th day – but not in a leap year (the next leap year is 2020). Amazing.

Have you visited the Vasarely Museum in Aix-en-Provence France? Victor Vasarely was a famous Hungarian mathematical artist who created amazing, gigantic Op Art tapestries and artworks from the 1940s to the 1980s. I love his black and white linework zebra. Op Art links beautifully to 2D line discussions and the creative power of mathematical thinking. Lots of inspiring images for our Stage 2 and 3 students.

Our website contains a huge variety of maths activities, graphics and photographs. It is easy to get overwhelmed, especially if you are a new subscriber.

When you are preparing your ideas for a particular maths substrand, take a look at what we offer to see if there is something that matches your content needs. For example, Chance and Data. For Stage 2 students, Grades 3/4, there are some wonderful activities for whole class events.

I particularly like Crazy Coin Contests, Y34 ACMSP094. There are 4 activities for your students to work on in teams of 2:

Millimetre Match

Robot Race

Kilogram Capers

Litre Beater

In Millimetre Match you toss a coin with your partner. One person is Heads, the other is Tails. Whoever wins draws a 10 mm line on their “head”. You are trying to be the first to draw 10 lines, but only by experiencing the power of a chance outcome. Plus you are linking to length and drawing 10 mm lines. Millimetre Mike is also available for you to design your own activity in Graphics – People Graphics. Have fun.

“Squillion” is a made-up word to describe a very large number … but so is “googol”. Milton Sirotta was the 9 year old nephew of US mathematician Edward Kasner. Kasner needed a word for 10 to the 100th in decimal notation. That’s a 1 followed by one hundred 0s, or 10,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000,000. So Milton suggested “googol” and it stuck. When Google created their company, they thought they were naming it after the mathematical term but they misspelt it.

A google is so large that it is larger than all the atoms in the universe.

one person arriving to live in Australia every 1 minute and 1 second

one Australian resident leaving Australia to live overseas every 1 minute and 51 seconds, leading to

an overall total population increase of one person every 1 minute and 23 seconds.

Australia reached:

24 million in January 2016

23 million in February 2013

22 million in May 2010

21 million in December 2007

20 million in October 2004

15 million in October 1981

12.5 million in 1970 (half of 25 million)

10 million in 1959

5 million in 1918.

Australia is expected to reach 26 million in the next 3 years.

Imagine all the amazing discussions you can have with your Stage 2 and 3 students thinking about this data and then researching similar data from different countries around the world. Remember there is also a World Population Clock too. This tells your students the estimated population of the whole world at any one point in time.