Numeracy Picture Books With Lessons

Selectively Chosen
Maths Picture
Books for
Fundamental
Concepts in across
the Mathematics
Curriculum
NUMERACY PICTURE
BOOK LIBRARY
READ ABOUT MATHS!
Physical books & our USB of NEW lessons
All you need to do is read and teach!
Includes 250 linked lessons to run hands-on maths

linked to the storylines of the books; staff
borrowing system and electronic catalogue
organised by numeracy concept and grade level.
Linked Lesson
Plans with handson maths drawn
from the storyline
of each book,
including explicit
teacher modelling,
developmental
steps, photographs
and differentiation
for all abilities
40 Books with
150 Linked Lessons
for $999
75 Books with over
250 Linked Lessons
for $1599
SMALL SCHOOL PACKAGE
AVAILABLE!
FREE DELIVERY
More information or
place an order:
www.toptenresources.com
curriculum@toptenresources.com
SHORT SAMPLE OF THE ELECTRONIC CATALOGUE

Place Value Picture Books
(excerpt only the Place Value
catalogue in the full pack contains more books than those listed here)
s
Quack and Count

by K. Baker
Ten Black Dots

by D. Crews
Chicka Chicka 1 2 3
by B. Martin
Foundation
Count to 10 and Partition
More or Less
By S. Murphy
Foundation
Subitise (see numbers)
My Even Day
by D. Fisher
Grade 1
Count to 100 and back
One Odd Day
by D. Fisher
Grade 1
Compare numbers to 100
Sir Cumference and All
the Kings Tens
by C. Neuschwander
Grade 3
Even numbers
Lifetime: Amazing
Numbers in Animal
Lives by C. Neal
Grade 3
Odd numbers
Bean Thirteen
M. McElligot
Grade 4
Regroup numbers up to
10,000 and beyond
Grade 5 Real-life
contexts for numbers
up to 1,000,000
Grade 6
Prime Numbers
TEACHERS
CLICK ON
THE FRONT
COVER AND
ARE TAKEN
DIRECTLY
TO LESSONS
RELATING
TO THAT
BOOK FOR
EACH GRADE
LEVEL AND
CONCEPT.
OTHER CATALOGUES INCLUDED IN THE 75 BOOK PACK:

ADDITION, SUBTRACTION, MULTIPLICATION, DIVISION,
FRACTIONS, TIME, MEASUREMENT, MAPPING, SHAPES,
GRAPHING & PROBABILITY
A SAMPLE OF 5 BOOKS LINKED LESSONS (75 BOOKS

WITH 2-5 LESSONS FOR EACH IN THE FULL PACK)
Missing Mittens
Murphy S.
Storyline: A farmer finds that many of his
animals are missing one of their mittens, leaving
odd numbers all around the farm.
Best features: Clear visuals of the odd number
of mittens in a tens-frame format.
Grade 3 Place Value: Identify the properties of even and odd numbers
ARE THE SOCKS IN OUR CLASS EVEN OR ODD?
Read in full
on the first
day: Then
send home
the Bring
from Home
to use for
Maths note
on the
following
page.
The next
day as you
read:
Students lay
down socks:
pause on
page 8, they
lay out one,
then two
socks, saying
which is
odd/even,
read page 9
to check.
Repeat on
pages 12, 16
and 20.
Students act out the story on a large-scale by bringing in their own

pairs of socks and laying these out, like in the book, to determine the
evenness or oddness of numbers from 1 to 250 (or beyond).
Materials: Ask students to bring in 5-10 pairs of
socks in a plastic bag (for easy pack-up). Use
the 'Bring from Home for Maths' Parent note in
the Additional Resources folder or on the next
page. As you read, students can lay out the
socks in the same formation as the story, seeing
the story unfold on their desks and recording the
numbers of socks as odd or even. Then go
outside and continue this on a large-scale. Go
outside to set up a long, visual display:
Lay out a class line of socks, with each student
placing their socks on the ground in two lines in
their section, to form a very long line of twos.
(Keep each students socks in the same section
of the line for easy pack-up). Before students
start counting, take estimates for the total
numbers of socks in the line and record these to
refer to later. Students then use the 0-360 chart
(next two pages) to colour-code numbers as odd or even.
Modelling: Laying out the socks and tens frame tip:
YES!
NO!
Yes: You can see its odd because theres an odd one out
No: The connection with odd/even and one more/less is not easily visible.
Bring from Home for Maths Note

Dear Parents,
This year we are running hands-on maths lessons that use everyday materials. Students
will be encouraged to see the maths around them in their lives and really understand
concepts by using materials to build their mathematical skills. We are requesting your
assistance by helping students remember to bring in no-cost or low-cost items at certain
times during the year. In the upper years, it will be primarily students responsibility to
remember to bring in materials, in the junior years students may need some help to locate
these and bring them to school on the correct day.
This week on ___________ the 5th of July we will be using 5-10 pairs of socks
for students to create a long line of odd/even numbers and mark these off on a hundreds
chart. All socks will be returned at the end of the lesson on the day. Please ensure that
students bring their socks in a plastic bag for easy pack-up.
We really appreciate your assistance in helping students remember to bring their objects as
this ensures we can continue to deliver hands-on lessons that are exciting and highly
effective for learning mathematical skills in real-life contexts.
Thank you!
The Grade 3 Team
Bring from Home for Maths Note

Dear Parents,
This year we are running hands-on maths lessons that use everyday materials. Students
will be encouraged to see the maths around them in their lives and really understand
concepts by using materials to build their mathematical skills. We are requesting your
assistance by helping students remember to bring in no-cost or low-cost items at certain
times during the year. In the upper years, it will be primarily students responsibility to
remember to bring in materials, in the junior years students may need some help to locate
these and bring them to school on the correct day.
This week on ___________ the 5th of July we will be using 5-10 pairs of socks
for students to create a long line of odd/even numbers and mark these off on a hundreds
chart. All socks will be returned at the end of the lesson on the day. Please ensure that
students bring their socks in a plastic bag for easy pack-up.
We really appreciate your assistance in helping students remember to bring their objects as
this ensures we can continue to deliver hands-on lessons that are exciting and highly
effective for learning mathematical skills in real-life contexts.
Thank you!
The Grade 3 Team
Move along the line, colouring numbers as even or odd (e.g. green for even, red for odd):
1
11
21
31
41
51
61
71
81
91
101
111
121
131
141
151
161
171
181
191
201
211
221
231
241
251
261
271
281
291
301
311
321
331
341
351
2
12
22
32
42
52
62
72
82
92
102
112
122
132
142
152
162
172
182
192
202
212
222
232
242
252
262
272
282
292
302
312
322
332
342
352
3
13
23
33
43
53
63
73
83
93
103
113
123
133
143
153
163
173
183
193
203
213
223
233
243
253
263
273
283
293
303
313
323
333
343
353
4
14
24
34
44
54
64
74
84
94
104
114
124
134
144
154
164
174
184
194
204
214
224
234
244
254
264
274
284
294
304
314
324
334
344
354
5
15
25
35
45
55
65
75
85
95
105
115
125
135
145
155
165
175
185
195
205
215
225
235
245
255
265
275
285
295
305
315
325
335
345
355
6
16
26
36
46
56
66
76
86
96
106
116
126
136
146
156
166
176
186
196
206
216
226
236
246
256
266
276
286
296
306
316
326
336
346
356
7
17
27
37
47
57
67
77
87
97
107
117
127
137
147
157
167
177
187
197
207
217
227
237
247
257
267
277
287
297
307
317
327
337
347
357
8
18
28
38
48
58
68
78
88
98
108
118
128
138
148
158
168
178
188
198
208
218
228
238
248
258
268
278
288
298
308
318
328
338
348
358
9
19
29
39
49
59
69
79
89
99
109
119
129
139
149
159
169
179
189
199
209
219
229
239
249
259
269
279
289
299
309
319
329
339
349
359
10
20
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
180
190
200
210
220
230
240
250
260
270
280
290
300
310
320
330
340
350
360
Do you notice a pattern?
A SCHOOL OF SOCKS CONTINUED

After
students
finish their
hundreds
chart:
Lift-up the
leg of your
pants and
exclaim: "I
was in such
a rush today,
I only put on
one sock."
Take off your
single sock
and lay it as
the odd one
at the very
end of the
class line.
Summation: Before we count this full line again, do you know whether the
total number will be odd or even? How can you tell?
Then, as an oral summation of the lesson, have students stand beside their
own section of socks, calling out each number loudly down the line (use a
megaphone from the sport storeroom if possible). E.g. "1 - ODD! 2 EVEN!"
Each student continues this count standing next to the socks belonging to
them. (Then students can simply pick up all their socks and place them in
their plastic bag).
You could also use the set-up line for students to practise counting by 2s.
Then group the socks into section of 10 and practise skip-counting by 10s.
Before packing up, remember to reflect on the estimates students made for
the total number of socks at the start of the lesson.
Return to class and give time for students to record (using words and
pictures) what they learnt about even and odd numbers.
Support: Model the colour-coding
part of the task at the start of the
line in a small group with these
students. You could also stand
these students next to each of the
first few pairs of socks and say,
Would both your feet have socks?
Then its even! Would one of your
feet be missing a sock? Then its
odd because theres an odd one
out with no sock!
Use the 0-360 chart to keep track
of their count.
Appoint them as the line-checker,
using the +2 and constant (=)
function on the calculator to
support their skip-counting by 2s.
Extension: Use multiplication to
figure out the total number of socks
Teachers
in the line and write their number
odd sock!
sentence for this.
Use division to figure out how
many socks (on average) each
person in the class brought from
home.
Grade 4 Multiplication: Use multiplication as an efficient strategy to figure out answers to

real-life groups of situations, particularly for larger groups of objects
A SCHOOL OF SOCKS
Read in full. Using the template provided to figure out how many students are at
your school, students then calculate how many socks there are in
So the
each grade level and in total at school today. Students can also then
farmer was
worried
continue to figure out how many of the following are at your school:
about how
- Eyes (hopefully they reach the same conclusion as socks)
many mittens
- Fingers
he had on his
- Fingers and toes
farm. How
- Pencils (assuming an average number per student)
many socks
Support: Do the same but for the number of socks/eyes/fingers in class.
do you think
Extension: Brainstorm other things to calculate around the school, e.g.
are in the
books in the library based on an average per shelf, and use multiplication to
school
attempt this.
today?
You could provide this data to students or have them to take this sheet to assembly and
estimate numbers based on the length of one of the lines of students and how many grades
of each year level there are in the school.
Grade
Level
Number of Number of
students
socks Please
show your working out!
First Year
at School
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Teachers
and Staff
Sams Sneaker Squares

Gabriel N.
Storyline: Sam is running a lawn-mowing business but he
needs to convince one of his customers to pay more
because their lawn is larger than everyone elses.
Best features: Student-friendly authentic context for area.
Grade 2 Area: Measure area using informal units
YOUR OWN SNEAKER SQUARES
Before
reading: Tell
students that
the principal
has offered
your class
new carpet,
but only if
students can
figure out
how much
he/she needs
to purchase.
Google
image search
cool carpet
designs and
show
students
some
potential
options:
Then read
the book in
full.
Students make their own sneaker squares out of cardboard to stick to

the bottom of their sneakers and step out the area of the classroom.
Materials: Cardboard. Scissors. (Use their own laces to tie the shoe).
Modelling and questioning: Show students how to make a sneaker
square: see instructions below.
- Whole-class question: Our feet arent square, so why did Sam make
sneaker squares? Why do we use squares? (Not circles or the actual shape
of our feet). Give students a few minutes think time then bring them
together and draw a rectangle on the carpet in chalk. Have one student
volunteer measure the area using a cardboard square. Have another
student use their feet. Have another use a cut-out of a circle. Who got the
more accurate area? Why? (Squares tessellate so that there are no gaps
and feet/circles dont, so squares give you an accurate area).
Push all tables and chairs to one side of the classroom, onto any noncarpeted area if possible so that the measurements for the new carpet are
accurate. Before starting, have students estimate how many of their
sneaker squares it will take to cover the classroom with new carpet. Record
estimates in their books to compare with actual results at the end.
Support: Show students
Instructions to make sneaker squares:
Place your shoe on top of the cardboard and how to measure in
cut the ends off so it is the same size as your organised way, starting their
shoe (but keep the sides the same so it
steps from one corner of the
stays a rectangle). Punch 2 holes on the
classroom and working row
sides with
by row in straight lines.
Extension: Scaffold them
scissors.
Gently pull
towards measuring the
your laces
length of the classroom,
through
then figuring out how many
and knot
rows of squares they need
above
by measuring the width and
your shoe:
skip-counting or multiplying
to figure out the area.
YOUR OWN SNEAKER SQUARES AT HOME

Home
project after
the above
lesson.
Students take their sneaker squares home and measure the area of
different rooms in their house as well as their lawn.
Extension: Use the side x side or
Students can use the template on
the next page for recording.
skip-count by rows strategies learnt
from the extension above.
Grade 3 Area: Use formal units such as centimetres squared to measure area
YOUR FINGER SQUARES
While
reading:
Emphasise
pages 18, 19
and 28 which
have good
illustrations
to show the
use of
squares/grids
to measure
area. What if
we wanted to
measure
smaller
things? Like,
who has the
largest/most
greedy pencil
case in the
room and
takes up all
the desk
space? Who
has the
smallest
eraser? Who
has the
largest
hand?
Sneakers
would be too
big, so what
could we
use?
Students make their own finger squares by cutting a paper square of 1

x 1 cm. Students then use their finger squares to estimate then measure
the area of small objects, e.g. a variety of different-sized book covers,
diaries, their erasers, their own hands, the top of their pencil cases, etc.
Materials: A4 or grid paper to make the finger/cm squares.
Modelling and questioning: Emphasise for students to students to
estimate BEFORE measuring. Do not tell students the area formula (length
x width) but help to develop a genuine understanding of how and why it
works using the following steps:
1. Allow students to just place their finger squares over the entire
surface 1-by-1 and ask if they can think of a quicker way.
2. Lead students towards cutting out an entire row of grid paper (e.g.
using 5 or 10 finger squares at a time) to speed up the process,
laying this down, as a whole row, over the object and skip-counting.
3. Lead students towards measuring how long one row is, then just
skip-counting how many rows of finger squares would be needed,
e.g. the top of the pencil case is 12 finger/cm squares and its 5
rows, so I need to count 12, 5 times.
4. Link area to students multiplication/array skills (ideally, a
multiplication unit has completed and is directly followed by area).
Support: Provide these students
Instructions to make finger squares:
Cut a 1x1cm square. Roll a small
with grid paper so that they can
piece of sticky tape so that it is sticky
simply cut out a square to create
on both sides and put it on your
1x1cm.
finger. Stick the square to this tape so
Extension: Emphasise pages 18
that the tip of your finger is now
square-shaped.
and 19 to show how Sam used one
side x one side. In particular, use
these pages to illustrate how area
is simply an array or groups of
situation linking this to their skills
for calculating arrays and efficient
multiplication, e.g. 3 groups of 6 =
18.
My Sneaker Squares: The Area of My Home

Area
Guessed number of
sneaker squares
Number of sneaker
squares
My room
Another
bedroom
Kitchen
Lounge
room
Front
garden
Back
garden
Your choice
Your choice
Largest area:
a
Smallest area:
Best estimate (guess):
10
Grade 4 Area: Measure area using formal units such as metres squared
YOUR GIANTS SNEAKER SQUARES
After
reading:
Now that
you are a
bit older
than Sam,
can you
think of an
even
quicker
way to
measure
area,
particularly
huge areas
like the
oval or
basketball
court?
Students figure out how to measure the area of a basketball court,

including making their own metre square.
Take students to a basketball/netball court outside. Revise the meaning of
area. Then trick students: Our Principal told me first thing this morning in the
staffroom that she/he is thinking out laying some awesome new AstroTurf on
this for our year level! But, she/he has asked for our help to figure out how
much the school needs to purchase?
Materials: Lots of A3 paper or newspaper. Sticky tape.
Measuring tapes or rulers.
Modelling and questioning: So, you know how to measure the area of small
things (using cm squares), but how could we measure this huge
area? What's bigger than a cm? Would we still need to use squares? Why?
What would a 1m square look like? Can you make it? Link this lesson to the
book by saying its just like Sams sneaker squares, but its as though a giant
was wearing them to make the measuring much quicker.
After students make their metre square, ask them to estimate the area.
Then have students measure in pairs using any strategy they like at first
(which will probably be physically placing the m2 over the entire court).
Then call all students together and challenge them figure out another strategy
to measure the area without physically placing their m2 over it all (e.g.
hopefully they use an array strategy: rows x columns). If they do not seem to
be using an efficient strategy say, There is a way you can do this by only
measuring one row and one column. To model this on a small-scale, draw a
square in chalk on the ground and show them how you could measure one
side, then the other, then you would know how many would be needed to fill
in the middle by skip-counting or multiplying as in the visual.
Example modelling
and prompting to
consider more
efficient ways to
measure area:
Support: Provide extra assistance when they make their metre squared and
verify its accuracy before they start measuring with it. Encourage them to
physically place their m2 over the entire surface first to get the result. Then
figure out another strategy for measuring that would be even quicker (which
also gives the same answer).
Extension: Try the oval next. Is it harder or easier than the court? Why?
11
Grade 5 Area and Financial Mathematics: Measure the area of rectangles and use all
four operations for mathematical investigations
BUILD A SPORT GROUND
Discuss parent
occupations,
especially
architects,
builders, designs.
Today, you will
become all of
these! You are
going to design
and propose the
construction of a
new recreation
area for the
school and it can
be based on any
sport or hobby of
your choice. Then
its your job to
convince the
principal to build
it by providing
him/her with costeffective quotes
and reasons.
Students provide a quote to the principal for the cost of

transforming a disused area in the school into a brand-new sports
area. Pick the ideal area together as a class but make it one that is
versatile to suit many sports, e.g. one student could design a volleyball
court or mini-gymnastics arena, others could plan a small-group
basketball tournament space or small-sided soccer field. Students then
work individually to complete the project on the following two pages.
Materials: Measuring tapes. Laptops/iPads to look up prices.
Modelling and questioning: See the Location/Mapping Unit for
teaching tips on birds-eye view and read Henrys Map (also part of the
library). Provide students with the examples on the following pages of
what they could build and complete a modelled example of the
template with them based on one of these examples.
Model how to look up prices/quotes on the internet and the meaning of
unit price (price for 1 or 1m2) and how to calculate the total price by
figuring out how many they need x price.
See project templates on Support: Use A3 paper to make a metre
the following 3 pages.
square and measure the area using that.
Extension: Multiply decimals (prices)
Students could also write a using written methods, not a calculator
persuasive letter to the
and use a complicated scale (not 1cm to
principal accompanying
1m). Choose an area with an irregular
their submission as a
shape, e.g. 2 rectangles that require them
literacy link to this project.
to measure and add the area of both.
You could choose to design:
A mini-soccer field
12
An outdoor-fitness gym
An outdoor trampoline park
A mini-basketball court
A new creative playground

13
Submission to the Principal for a NEW

Sport Area by ________________________
Proposed site: _______________________________________________
Measurements and birds-eye view of proposed site:
(draw what it
looks like if you were a bird flying above it at the moment and make it to scale, e.g. 1cm
shows 1m in real-life)
Artists impression of the new area
(draw what it will look like after you
improve it and make it to scale, e.g. 1cm shows 1m in real-life):
Scale of these birds-eye views:

Total area in m2:

14
List of Proposed improvements
(what will you do to make the area better):
Materials and Quotes

Construction
material/equipment
needed
Unit
Price
Quantity
Needed
Supplier
(please
provide 2 quotes for
each material from the
two best suppliers)
Total price
for quantity
needed
Total cost of completed works

Show all working out in your maths book.
Please explain the benefit to the school community:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
15
Bean Thirteen
McElligot M.
Storyline: Ralph and Flora collect beans for dinner, but
since they have 13 no matter what number of guests
they invite for dinner they cannot seem to share the meal
equally with no leftovers.
Best features: Large visuals of a range of different
arrays showing the beans and remainders. Cute
characters. Fantastic use of colour on all pages.
Grade 2 & Grade 3 Division: Share numbers into equal groups (Grade 3: using arrays)
YOUR BEAN-A-LICIOUS DINNER PARTY
Read in full,
emphasise
the page
with 4
guests
(Ralph,
Flora, April
and Joe)
with the
beans set
up in a
perfect
array
apart from
the one
leftover.
Use this
page as a
model for
how
students
can set up
their
divisions
this lesson.
Using animal manipulatives/smiley faces, students share their beans

(square or circular counters) with a changing number of guests. Grade
3 students (or extension grade 2s) can share using an array and, as shown
on the next page, then easily connect this to the formal division algorithm.
Materials: Animal manipulatives (preferable) or paper to draw smiley faces
for the guests. Circular or square tiles for the beans.
Modelling and questioning: Choose how many beans you want to collect.
Start with two guests and, just like Ralph and Flora, figure out how many
beans each guest will be able to eat. Add an extra guest and see how many
they receive now. Model for students to record answers like this:
20 beans shared between 2 guests gives each guest 10.
202 guests = 10 beans.
Teaching tip on the next page. Set up your beans like in the book, in rows
and columns, which in maths is called an array. When you share in an array,
you can draw this symbol to figure out how much each guest receives:
Grade 2 student samples:
Support: Use the grade 2 version
with animals representing guests
and start by simply sharing the
beans between 2 guests (halving).
Grade 3 student
Extension: See next lesson: Can
samples:
you find other numbers that have
remainders for whatever you try.
These are called prime. How
many prime numbers can you find?
What do all the prime numbers
have in common? (All odd; not in
any of the times tables except 1
and their own).
16
Teaching tip to connect arrays with the division algorithm:
When students set up division in an array like so:
They are already of the way there towards setting up a division using the formal
algorithm, like so:
The smiley faced people/animals on the left show how many guests/groups you are sharing
between. Under the algorithm go how many things you are sharing. Share one to each
guest at a time (one in each column not a full row so its fair until you run out).
Your answer is then how many things each person/animal got. This goes above the line.
17
Grade 6 Place Value: Identify which numbers are prime and which are composite
RUDE REMAINDERS, PESKY PRIMES AND COMBINATIONS COMPOSITES
While
reading:
Heavily
express and
emphasise
the following
language in
the book:
one
leftover
that is
odd
so its
fair
extra
bean
Students try to find other unlucky/prime numbers like 13 in the story.

Modelling and questioning: Say that maths calls these numbers 'prime'
because they just won't be shared between any more than 1 person or any
less than the entire number. Your challenge this lesson is to find as many
pesky prime numbers as you can using these materials to represent the
beans (counters of any kind), as shown in the visual.
Model this with 13, sitting first just one student at a 'dinning table' desk. Give
the student the 13 beans one-by-one. "Yay, it worked." Now sit 2 students
down at the dining table. Share out the beans. Nope, one left. "Maths calls
this a remainder, or we could call it a 'rude remainder' because there's one
remaining and it would be rude to give it to Bert because Ernie wouldn't get
the same share." Hold up the remainder and chorus together as a class:
"RUDE REMAINDER!"
Add one student at a time around the desk all the way up to 13. So, we had
rude remainders all the way up to the actual number we had, except for
when we only had 1. Maths calls this number prime, or we can call it (chorus
together): "PESKY PRIME NUMBER!" If there is one other way to share
dinner that works, except for 1 or the actual number, then it's not a PESKY
prime, it's a: COMBINATIONS COMPOSITE! Print the vocabulary anchor
chart on the next page so students can refer to this throughout the session.
Students can mark the numbers they find to be prime and composite on the
0-120 chart on the next page, then try to find a pattern or trick for which
numbers are composite and which are prime.
Support: Use animal counters to
show their guests and give them a
list of small numbers to try: 12, 16,
17, 20, 23, 25, 27.
Extension: Encourage them to
figure out how prime numbers work
and what all primes have in
common (theyre all not in the
times tables but lead them
towards figuring this out using
questions like, Is 13 in any of the
times tables. Thats interesting, I
wonder if 17 is prime? Is it in any
of the times tables apart from 1?).
This way, challenge these students
to find prime numbers up to 120
using their knowledge of the times
tables, which would not be
possible to do within the timeframe
by trialing arrays with materials.
18
Shade over all composite numbers in green and prime numbers in red. Then keep
searching:
19
Vocabulary anchor chart for prime, composite and remainders:
RUDE
REMAINDERS
PESKY
PRIME
NUMBER
COMBINATIONS
COMPOSITES
20
Elevator Magic
Murphy S.
Storyline: Ben meets his mum at work on the top
floor of her building. They stop at several floors
including a farm, race track and candy store,
tracking how many they go down each time.
Best features: Great illustrations of the use of
number-lines to count back. Excellent way to
demonstrate the difference between/spot the
gap/use-addition-for-subtraction concept.
Foundation Place Value: Build numbers up to 10 using materials
BUILD AN ELEVATOR
While
reading:
Students
start with
an elevator
(made
from
stackable
unifix) of
10. Then
take away
unifix as
the
characters
in the book
travel
towards
the ground
floor/zero.
Students roll a 6-sided dice and build an elevator out of unifix for the
number showing (see visual on the next page). Students then say the
number out loud to a partner: We are at floor four! This is one of the first
fundamental skills: connecting numbers (as words) with their visual
representations as materials and real-life objects.
Materials: Connectable unifix (10 each) and 6-sided dice.
Counting sticks (or popsicle sticks for this purpose).
Modelling: Model an organised set-up of materials to maximise on-task time:
a row of unifix at the top of their and their partners desk, and students
building their elevators on either grip mats (preferable) or on top of black A4
paper. who are capable can also write the number made as a digit in their
book, drawing the unifix elevator next to it.
Questioning:
- Can you count how high your elevator is? 1, 2, 3, 4. So how high is it?
4. This may seem basic; however, it is necessary to ensure that the
student not only knows how to count, but also knows that 4 the final
number said is the answer to how high it is (cardinality).
- Can you write that number in your book?
- Whose elevator is higher (yours or Berts)?
- How many more does Bert have? Show students how to count on from
the end of their tower until they reach Berts; use counting
sticks/popsicles. Add more blocks in a different colour to check.
Lesson in action on next page.
21
Support: For students who need help with how many unifix to collect, show
them how to point to the dots on the die they rolled as they collect each unifix
(see visual above right). The same can be done with palying cards by
counting the symbols in the centre of each card (see visual above left).
Extension: Use 10-sided digit
dice which requires students to
recognise the digit automatically.
More challenging: Figure out the
difference between their and
their partners elevator each
time, recording the subtraction
sentence: 5 3 = 2. Students
could also record the fact family
3 + 2 = 5 to show they
understand that their tower + 2
more makes Berts tower, and
Berts tower take away 2 makes
their tower.
Consolidation session: Use cards instead of

dice. If students pick a picture card (King, Queen,
Jack) the student can subtract one floor/unifix
from their partners elevator.
22
Foundation Subtraction: Count back from 10 to 0

CRUISING DOWN TO ZERO
Run this
lesson as
you read the
book
throughout
the week.
This session can be run 5 times throughout the week as a warm-up

that consolidates counting backwards from 10 to 0.
Materials: 10 counters. Tens frames. Decks of cards. Rulers.
1st and 2nd day: Students set up 10 counters in a vertical line in front of
them using the on the next page (each page this prints a template for 3
students). As you read, students remove a counter (representing an
elevator floor/button) as the story progresses. Before the book says what
floor the characters arrive at, pause and give students time to figure it out.
Flip the page and check!
3rd and 4th day: Students start with a deck of cards in front of them. As you
read, students find the playing card to show what floor the characters are
currently on and place it in the order of the story, so they end up with cards
from 10 to 0 by the end of the story. (Where the characters travel more than
one floor at a time, ask students to find both floors).
5th day: Students sit with their ruler in front of them, pointing at 10. As you
read students point to the number of the current floor.
Support: 3rd and 4th day: Support students can stay on the floor for some
time (even the session) and practice counting forwards and backwards
using their ordered cards for support. You could ask all students to leave
their cards as is and then give the support students the special
responsibility of going around to every line of cards and checking that they
are all in the right order by reading them out-loud.
Extension: Ask them a different question to answer during the pause
periods: What if, on that page, they went down 3 floors all at once?
1st and 2nd day:
3rd and 4th day: You could add the extra challenge for students to find red cards for odd
numbers and black for even.
23
24
Grade 1 Subtraction: Subtract single-digit numbers from 10

GODZILLA IS KNOCKING DOWN YOUR ELEVATOR TOWER!
While
reading:
Emphasise
pages 7, 13,
19 and 25
which show
students how
to use a
number-line
to count back
and subtract.
Ask students
to build an
elevator
tower of 10
using unifix.
Discuss the
myth of
Godzilla, the
beast who
could knock
down even
the tallest
buildings,
including
ones with
elevators.
Students roll dice to subtract from their starting number of 10 floors.

Start with 10 unifix built into a vertical tower and roll a dice to see how many
Godzilla will knock down (students snap these off and figure out how many
are left in their elevator tower).
Materials: 6-sided dice. 10 counters. Rulers.
Modelling and questioning: Model how to use a ruler as a numberline,
counting back by ones, and later jumping back by 2s, 3s or 4s, to figure
out the subtraction.
As students grow in confidence, pause the lesson and show them how to
start recording their answers in words and symbols (if ready),
e.g. 10 floors but 3 get knocked over so 7 are left.
10 3 = 7.
Students can use the printed template below for this or as a model if you
think they will require it.
Support: Small-group and one-toone model counting back by ones
on the ruler a few times before
they start independent work. Also
model moving the unifix completely
away from their tower so they are
separate and cannot be mixed up.
Extension: Ensure these students
are very fluent with all the
subtractions from 10 before using
any extension. Make their starting
number 20 and roll a 10-sided dice
for subtraction. Then roll 2x6-sided
dice. Then use the extension in the
next lesson (see Grade 2 lesson).
Laminate as a model for students:
____ take away _____ makes _____ blocks

____
_____ makes _____ blocks
Or use the printable A4 version on next page.
25

____

____

____

____

____
26
Grade 2 Subtraction: Figure out the difference between numbers from 0 to 20

SPOT THE GAP BETWEEN YOUR ELEVATOR TOWERS
While reading: Ask
students to build two
elevators, one being
the floor the
characters were just
at and the next one
being the floor they
are at now. Students
then place these
side-by-side. So, if
Ben and his mum
were at floor 10 and
now theyre at floor 8,
how many floors did
they go down?
Encourage students
to build up to see that
the difference is 2
because 8 and 2
more makes 10, even
though we write this
as 10 8 = 2, the -
actually means the
gap between the two
numbers (not take
away) in this instance
because they didnt
take away 8, they
took away 2.
Students roll dice to build their elevator towers, then figure

out the difference between theirs and their partners. This
concept is crucial to lay the foundations for subtraction
understandings using materials to introduce students to a spot the
gap/build-up strategy that connects addition with subtraction.
Materials: 10-sided dice and 10 connectable unifix each.
More challenging: Roll 2x10-sided dice to build their elevators,
e.g. student 1 rolls 4+9 (builds 13) and student two could roll 9+8
(builds 17). So, they need to figure out the gap between 17 and 13,
which is much quicker by doing 13 + what = 17, or the gap
between 13 and 17, instead of 17 take away a whole 13!
Modelling and questioning: Students work in like-ability partners.
Roll a 10-sided dice and build their elevator using unifix. Compare
theirs and their partners. E.g. Berts is 9 and mine is 6. I could
figure out the difference by saying 9 take away 6, then count 8, 7,
6, 5, 4, 3! BUT, instead I could look at mine and say its 6. Berts is
9. So I need, 1, 2, 3 MORE to get to 9. Students can literally build
the gap up/add to figure out the difference, as in the visual, with
different coloured blocks: So the difference is 3.
Model for students to record this fact family: 6 + 3 = 9 so 9 6 = 3.
The take away sign also means difference between or 9 and the
gap between 6 is 3. I could call this strategy spot the gap because
you can look at the two elevators and spot the gap between them
to figure it out.
Support: Roll a 6-sided dice only and encourage them to use
counting sticks/popsicle sticks, start with the lower tower and
physically count up the difference to the higher tower.
Extension: Roll 2x10 sided dice to make two-digit numbers and
figure out the difference between their and their partners in likeability pairs (provide MAB to use where they need it). E.g. Berts is
65 and mine is 96. Well, I could do 96 take away 65, but I like
addition better. So, I could also think, 65 + 30 = 95, and 1 more is
96. So its 65 + 31. The difference is 31.
The
is 3!
difference
between
9 and 6
27
One Grain of Rice

Demi
Storyline: A villager asks an Indian king (raja) to give
her one grain of rice on the first day, then double it for
each day for 30 days. The final days delivery is more
than a billion grains.
Best features: Stunning visuals, especially towards the
end of the story where the illustrations masterfully show
just how much the quantity of rice increases by doubling.
Well-suited picture book for upper years.
Grade 3 Estimation: Estimate and visualise numbers in real-life contexts up to 10,000
HOW MANY GRAINS OF RICE?
Read up to
the page with
the leopard
and lion (the
13th day).
Read the first
part of the
next page:
On the 16th
day, Rani
was
presented
with a bag
containing -
then stop
and run this
session.
Students estimate the total grains in a 1kg bag of rice then calculate
the actual total as a class using efficient counting strategies.
Materials: 1kg bag of rice (approx. $2 from the local supermarket).
Black A4 paper or mini-blackboards.
Modelling and questioning: Ask students to estimate how many grains
are in the bag and record this in their books to refer to later. Hand around a
single grain so that students can feel the size of it while they estimate.
Go outside to a flat area to reduce mess/rice spillage in the classroom.
Give students mini-blackboards or an A4 piece of black paper to make the
rice easier to see and count. Go around asking students to each grab a
handful of rice from the bag. See teaching tips on next page.
Support: Emphasise moving the rice
across in groups of 2 or 5 (subitise and
skip-count) as opposed to ones, and
grouping it into small piles of 10.
At the end of
this session,
read from the
Rice version of guess the jar:
16th day
page and
see how
many grains
were in the
first full bag
that Rani
received.
Extension: Prior to students each

reporting their total, ask extension students
to assume their handful was in line with the
class average and to use an efficient
strategy (multiplication) to figure out a total.
Then, once the actual total is reported, ask
them to surmise reasons that this was
different to their own calculations: Their
hands are bigger/smaller than the average
so can hold a greater/lesser volume.
Follow-on: What if I brought in a bag for
each student, how many grains would be in
the classroom then?
28
Additional teaching tips: Emphasise for students to use super hero eyes,
seeing the rice in groups of 2, 3, 4 or 5 as opposed to counting 1-by-1.
Yes:
No:
If you see any students counting by ones, say: Stop. Say a bunch of
random numbers aiming for students to lose track of their current count.
Now figure out a way, in case I do that again, that you can check your count
and group the rice together in small groups that make counting it easier.
What would be a good number to group the piles into? Whats an easy
number to count by?
If students need considerable prompting to answer 10, you could revise
efficient counting strategies using Earth Day Hooray! and Sir Cumference
and All the Kings Tens click on the front covers below to be taken to
these lessons.
Earth Day Hooray! S. Murphy
Sir Cumference and All the Kings
Tens, C. Neuschwander
Summation: Subtraction (or build-up addition/difference between):

- How different was your estimate from the actual amount?
- Discuss compound interest as part of financial maths. Show students
home loan calculators. See in particular:
https://www.nab.com.au/personal/loans/home-loans/home-loancalculators/loan-repayments-calculator##nab-loan-calc-resultsrepayment to demonstrate the power of money over time: this
calculator allows you to enter an extra repayment amount and
calculates the interest and time saved on the loan. You can also click
on the Key Facts sheet to see the total amount paid and show
students that, due to compound interest, the amount of the loan
actually doubles in terms of how much you repay for the average
mortgage, i.e. if you borrow 300k, you actually pay 600k by the end
of the loan unless you make extra/early repayments.
29
Grade 4 Place Value: Name and record numbers to the tens of thousands and beyond
DOUBLING GRAINS
Read up to
and including
the doublepage starting
with Your
Highness
when the raja
makes his
promise.
Pause and
challenge
students to
figure out the
quantity of
rice Rani will
receive for
each day of
the month.
Before
students start
calculating,
take
estimates:
How much
rice do you
estimate
Rani will
receive on
the 30th day?
Record
students
estimates on
the board to
refer to later.
Students use doubling to calculate Ranis delivery, recording each

quantity using the template on the next pages. There is also an
extension student template and an alternative calendar recording template.
Modelling and questioning: Model mental strategies for doubling/addition
by separating each place value, e.g. double 24, I think double 4 is 8, double
2 tens is 4 tens or 40. Model this using the base-10 (MAB) blocks as shown
in the visual by making the total, then doubling it on the right-hand side and
then combining both together, grouping the like place value blocks.
Advise students that when the numbers become too large to use the
blocks, they will need to double each place value without them.
Questioning:
- What did you learn about doubling? (Its power when repeated, how
to do it in your head by thinking about each place value separately).
- When you double, are you using addition or multiplication?
- Do you think it would have been better for Rani to just request one
million grains of rice or what she did? Why did the raja agree to the
request so easily and think that Rani was silly?
- How different was your estimate from the actual amount and why?
1.
2.
3.
4.
Support: Make the rice increase by either 10 OR 100 each day instead of
doubling. Start with a ones block representing the single grain and add 1
tens/hundred block for each day, using the base-10 (MAB) blocks for the
whole session and recording using the same template on the next page.
Extension: Use the template two pages down; figure out how much the
rice increased each day (which is just the amount of the previous day but
let them figure this out themselves and encourage them to apply
logic/common sense rather than a subtraction algorithm).
How far can you go? What if the raja was proud and committed to keep his
promise for not one month, but two? Use a calculator if needed. What do
you think the mini +10 that appears at the top of the numbers on the
calculator means? (Link this to the importance of zero for place values).
Summation: Read the rest of the book and verify students answers,
highlighting the visual representation of these huge numbers.
30
One Grain of Rice

Day
Rice for
Rani
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Day
Rice for
Rani
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
What do all the numbers of rice have in common?
31
EXTENSION TEMPLATE
One Grain of Rice

Day
Rice
Increase Day
from
yesterday
16
17
18
19
20
21
22
23
24
10
25
11
26
12
27
13
28
14
29
15
30
Rice
Increase
from
yesterday
What do all the numbers of rice have in common?
32
One Grain of Rice

Record rice Rani received using this calendar. Assume it is our current month.
One Grain of Rice

Record rice Rani received using this calendar. Assume it is our current month.
33
Grade 4 Place Value: Recognise the patterns of place value

THE PATTERNS OF PLACE VALUE
As you read:
Students record
the grains of rice in
words in their
books whenever a
number is read:
e.g. thirty-two
thousand, seven
hundred and sixty
eight. Ask
students to write in
blue for the
hundreds, green
for the tens and
red for the ones.
This will help them
start to see how
the H-T-O pattern
of place value
repeats in the
thousands, millions
and billions. Have
a student volunteer
model each
number in words
on the board after
they all attempt it
to provide instant
feedback as many
students may not
initially recognise
that the thousands
and millions as
also have tens and
hundreds place
values.
Students create a poster/place value chart demonstrating their

understanding of the pattern that larger place values follow:
ones, tens, hundreds.
Materials: Long horizontally-sliced strips of A3 paper.
Modelling and questioning: Do you notice a pattern in the story that
repeats when the rice went over a hundred? (ones, tens, hundreds,
one thousands, ten thousands, hundred thousands, one millions, ten
millions, hundred millions).
1. Use the warm-up as you read (see left).
2. Students create their own number chart showing the place value
pattern for larger numbers, with drawings to represent each place
value see multiple student samples on the next page.
Teaching tip on next pages. 3. Return to the Doubling Grains lesson
(see above) and have students write the numbers they recorded in
digits there, now in words in their books. HOWEVER: FIRST practise
orally, pointing to each part of their chart to assist them and saying
the numbers in groups of 3 (just looking at the millions as a hundreds
number then saying million at the end, then the thousands as a
hundreds number then saying thousand, then saying the last
hundreds number). Students can block the other parts of the number
with counters or a ruler if that helps them to focus just on the 3-digits
in each place value family at a time.
4. Finally, students record each number in writing in their books.
Support: Use the lower numbers they created yesterday. Set up the
base-10 (MAB) blocks with labels to assist them as shown below:
These students could then write the numbers they created in the
previous lesson in words, which would only be up to the thousands
given they were not doubling but were instead adding ten or one
hundred grains for each day.
Extension: Also record expanded form of the numbers in their chart.
Photographs of student work samples on next page.
34
Student work sample: Give students freedom to draw their own representations of the
different place values based on the book.
Then students could create another chart based on their choice of objects, e.g. types of
fruit, keeping each type the same for each group of 3 digits (place value family):
Students can also make a digital version using objects from their interests and passions,
using Google images (e.g. search: basketball clipart, skateboard clipart) and the Paint
program to write the text in after copy/pasting the images for each place value.
The Patterns of Place Value
Note: This student kept the same image for each place value family and also increased the
size/value/prestige of the picture as the place values increased.
35
Teaching tip for reading larger numbers and understanding the place
value pattern: Set up 2 or 3 groups of three students at the front of the room. Numbers
are like you, they live in families with family names.
Millions!
Thousands!
Ones!
Practice reading numbers by just looking at the h/t/o in that family, then saying the familys
surname. E.g.:
305 MILLION
You can even do this
one while waiting for
the tour guide:
550 THOUSAND
Hundreds
!
Tens
!
206
Hundreds
!
Tens
!
One
s!
One
s!
Wait! This isnt right! Therell all on

the same level and look the same
size. How many ones are really in
a ten? How many tens are really
in a hundred? How could we try
our best to show that? Students
can bob down to show the true
values of their places.
Thousands
!
Ones!
This follow on perfectly to the Place Value Abacus lesson in the Place Value 3-6 Unit Plan.
36

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Includes 250 linked lessons to run hands-on maths

SHORT SAMPLE OF THE ELECTRONIC CATALOGUE

(excerpt only the Place Value

Quack and Count

Ten Black Dots

OTHER CATALOGUES INCLUDED IN THE 75 BOOK PACK:

A SAMPLE OF 5 BOOKS LINKED LESSONS (75 BOOKS

Students act out the story on a large-scale by bringing in their own

Bring from Home for Maths Note

Bring from Home for Maths Note

Do you notice a pattern?

A SCHOOL OF SOCKS CONTINUED

Grade 4 Multiplication: Use multiplication as an efficient strategy to figure out answers to

Sams Sneaker Squares

Students make their own sneaker squares out of cardboard to stick to

YOUR OWN SNEAKER SQUARES AT HOME

Students make their own finger squares by cutting a paper square of 1

My Sneaker Squares: The Area of My Home

Students figure out how to measure the area of a basketball court,

Students provide a quote to the principal for the cost of

You could choose to design:

An outdoor trampoline park

A new creative playground

Submission to the Principal for a NEW

Artists impression of the new area

(draw what it will look like after you

improve it and make it to scale, e.g. 1cm shows 1m in real-life):

Scale of these birds-eye views:

Total area in m2:

List of Proposed improvements

(what will you do to make the area better):

Materials and Quotes

Total cost of completed works

Please explain the benefit to the school community:

Using animal manipulatives/smiley faces, students share their beans

Teaching tip to connect arrays with the division algorithm:

When students set up division in an array like so:

Students try to find other unlucky/prime numbers like 13 in the story.

Vocabulary anchor chart for prime, composite and remainders:

Lesson in action on next page.

Consolidation session: Use cards instead of

Foundation Subtraction: Count back from 10 to 0

This session can be run 5 times throughout the week as a warm-up

1st and 2nd day:

Grade 1 Subtraction: Subtract single-digit numbers from 10

Students roll dice to subtract from their starting number of 10 floors.

Laminate as a model for students:

____ take away _____ makes _____ blocks

_____ makes _____ blocks

Or use the printable A4 version on next page.

____ take away _____ makes _____ blocks

_____ makes _____ blocks

____ take away _____ makes _____ blocks

_____ makes _____ blocks

____ take away _____ makes _____ blocks

_____ makes _____ blocks

____ take away _____ makes _____ blocks

_____ makes _____ blocks

____ take away _____ makes _____ blocks

_____ makes _____ blocks

Grade 2 Subtraction: Figure out the difference between numbers from 0 to 20

Students roll dice to build their elevator towers, then figure

One Grain of Rice

__ take away _ makes ___ blocks

_ makes _ blocks

__ take away _ makes ___ blocks

_ makes _ blocks

__ take away _ makes ___ blocks

_ makes _ blocks

__ take away _ makes ___ blocks

_ makes _ blocks

__ take away _ makes ___ blocks

_ makes _ blocks

__ take away _ makes ___ blocks

_ makes _ blocks