AUMELBAS281

Mathology Little Books - Number: What Would You Rather? (6 Pack with Teacher's Guide)

Carole Fullerton
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Mathology Little Books - Number: What Would You Rather? (6 Pack with Teacher's Guide)

By Carole Fullerton, Sharon Jeroski
$61.95
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Overview
Author
Carole Fullerton
...show all
Edition
1st
ISBN
9780655795063
Published Date
28/02/2020
The people and creatures in this book need to make a choice between two groups of items. Which group would you choose?

This pack contains:
  • 6 copies of the Mathology Little Book - What Would You Rather?
  • 1 copy of the corresponding Teacher's Guide.
What Would You Rather? is 24 pages in length and suited for the 1/2 Australian year level. The Teacher's Guide is 40 pages in length.

The Teacher Guides provide scaffolded, hands-on activities with concrete materials, with no need for workbooks or worksheets. There are also downloadable Line Master resources for each Mathology Little Book which can be accessed via Pearson Places.

Strand: Number
Big Maths Idea: Numbers are related in many ways
Key Maths Focus: Compare quantities to 100. Estimate and count to 100.

Pack items

More Mathology Number resources

eBooks and audio, via a QR code

Mathology Little Books are also available as eBooks which include audio and an interactive activity.

The eBooks are accessible via a QR code on the back of each book without the need for a student to sign in. They can be used by the teacher to read aloud to a classroom or accessed easily by students and parents at home.

The in-built audio ensures students can engage with the story and maths concepts regardless of their reading ability. It also supports the use of books in learning groups without regular teacher involvement.

 

 

 

Pearson Mathology F-2 is a flexible, research-based maths resource for teachers to help engage students, differentiate lessons and conduct effective formative assessment.

 

  • Focused on learning by doing
  • Engaging hands-on activities
  • Ongoing formative assessment and differentiation
  • Based on an underlying mathematics learning progression