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      Your search returned 6 results

      Listed under:  Mathematics  >  Statistics and probability  >  Data representation  >  Number lines
      Online

      TIMES Module 2: Number and Algebra: addition and subtraction - teacher guide

      • TLF-IDM008811

      This is a 29-page guide for teachers. The module introduces addition and subtraction of whole numbers.

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      Online

      TIMES Module 18: Number and Algebra: decimals and percentages - teacher guide

      • TLF-IDM008606

      This is a 21-page guide for teachers containing an introduction to decimals and percentages. It shows how place value is extended to describe positive numbers less than one. It also explores how to represent decimals on the number line, compare decimals, undertake the four basic arithmetic operations with decimals and change ...

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      Interactive

      MoneySmart: needs and wants

      • TLF-IDM017879

      This resource is two interrelated activities about distinguishing between needs and wants and shopping for best value. The first level shows Flynn, a young child who needs various items for school. Users choose the clothing and personal items they consider essential. They can swap items and review their choices. The second ...

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      Interactive

      Sites2See – number for primary

      • TLF-IDM016278

      Selected links to a range of interactive online resources for the study of number in Foundation to Year 6 Mathematics.

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      Interactive

      The Numberline

      • TLF-IDM016500

      An interactive tool that can help students explore a number line, including points representing integers, fractions and decimals

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      Interactive

      Number trains

      • TLF-IDL2317

      Arrange train carriages according to numbers on their sides. The numbers are represented in a range of formats such as words, numerals, dice dots or counting frames. Identify the numbers that come before and after starting numbers. Begin with numbers up to ten. Move on to work with larger numbers such as 40 and 50. Practise ...

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