# prompt_examples

example_id: lp_01K7EY5SESMDZ9NY5ZHFHFTEA6_01K7EY5V1QY202RJVJEM17KRMB_ACTIVITY
skills: ["Identifying the shapes that make up a composite shape"]
skill_ids: ["TL2klFuyAoORr0q40bfs"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Snow
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Shape Detective Challenge\nYou're a shape detective! Work in teams to create and solve composite shape puzzles.","scenario":"Steps\n1. Draw a composite shape using at least $3$ basic shapes (e.g., triangle, rectangle, circle).\n2. Swap your drawing with another team.\n3. Identify and label all the basic shapes in their composite figure.\n4. Count the number of each shape used and write it down.\n5. Compare answers with the original team to see if you found all the shapes!","steps":["Discussion\n• What strategies helped you find all the shapes?\n• Why are some shapes easier to spot than others?","Differentiation Opportunities\n• Support: Provide example shapes (e.g., triangle, square) for students to trace.\n• Extend: Add a time limit or use more complex composite shapes."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EYKW1T3G6M9V700NVH1FST_01K7EYKXT644MK3K6KENCFBCF9_THOUGHT_SPARKER
skills: ["Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]
skill_ids: ["bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Planets
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Earth rotates once every $24$ hours in an anticlockwise direction, while Venus rotates very slowly in a clockwise direction.","firstSentence":"How would the direction of rotation affect what the sunrise and sunset look like on each planet?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to act out clockwise and anticlockwise rotations to understand the concepts physically.","Discuss how the direction of rotation relates to the movement of the Sun across the sky.","Use diagrams or models of planets to visually represent their rotations and resulting effects."]}


example_id: lp_01K7EYKW1T3G6M9V700NVH1FST_01K7EYKXT644MK3K6KE55A5GZ8_APPLICATION
skills: ["Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]
skill_ids: ["bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Planets
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Planet Rotation and Its Direction","example1Header":"Situation\nAstronomers study how planets spin to understand their days and nights. Most planets rotate counterclockwise, but Venus rotates in the opposite, or clockwise, direction.","example1Body":"Example\nAstronomers identify rotation directions. Earth rotates counterclockwise, so the Sun rises in the east. Venus rotates clockwise, so the Sun rises in the west.","example2Header":"","example2Body":""}


example_id: lp_01K7EYKW1T3G6M9V700NVH1FST_01K7EYKXT644MK3K6KEWW1W03Z_EXIT_TICKET
skills: ["Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]
skill_ids: ["bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Planets
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Anticlockwise","question":"If Earth spins from west to east, is this a clockwise or anticlockwise rotation when viewed from above the North Pole?"},{"answer":"Yes","question":"If Jupiter has a storm shaped like a red spot, which stays the same when rotated by $180^\\circ$, does it have rotational symmetry?"},{"answer":"Infinite","question":"Saturn's rings form a perfect circle. How many lines of symmetry does this shape have?"}]}


example_id: lp_01K7EYKW1T3G6M9V700NVH1FST_01K7EYKXT644MK3K6KEK84ADGN_CONTEMPLATIVE_QUESTION
skills: ["Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]
skill_ids: ["bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Planets
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a pattern using shapes that show both line symmetry and rotational symmetry. Can you describe how the shapes are rotated (clockwise or anticlockwise) and explain where the lines of symmetry are?","teacherTips":["Encourage students to use simple shapes like squares or triangles.","Ask students to explain how they identify symmetry and rotations.","Guide students to check if shapes look the same after turning and splitting."],"difficulty":"mild"}


example_id: lp_01K7EYKW1T3G6M9V700NVH1FST_01K7EYKXT644MK3K6KE8M0CH1X_ACTIVITY
skills: ["Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]
skill_ids: ["bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Planets
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Spin to Symmetry\nYour team tests shapes to find which ones look the same when rotated.","scenario":"Steps\n1. Draw three shapes: a square, a triangle, and a rectangle.\n2. Spin each shape clockwise by $90^\\circ$, $180^\\circ$, and $270^\\circ$.\n3. Check if the shape looks the same after each spin.\n4. Mark points for each shape with rotational symmetry.\n5. The team with the most points wins!","steps":["Discussion\n• Why do some shapes look the same after certain spins?\n• How does the number of sides affect rotational symmetry?","Differentiation Opportunities\n• Support: Use only simple shapes like squares and circles for easier testing.\n• Extend: Test irregular shapes and predict their rotational symmetry."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EZA19539EHJFHF0WH2MQ21_01K7EZA2X8S2G871SAN630P3G7_ACTIVITY
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm","okw6MCIBnOjER0sNCZUV"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Archery
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Survey and Bar Madness\nYour class is conducting a survey about favourite fruits. Use tally charts and bar charts to display the results!","scenario":"Steps\n1. In teams, pick $5$ fruits to survey and write them in a table.\n2. Survey $20$ classmates and record responses in a tally chart.\n3. Convert your tally chart into a frequency table.\n4. Draw a bar chart to match your frequency table.\n5. Compare your charts with other teams and discuss differences!","steps":["Discussion\n• Why is a bar chart useful for showing survey results?\n• What mistakes could happen when copying data between charts?","Differentiation Opportunities\n• Support: Provide a pre-designed tally chart template to guide recording.\n• Extend: Use a many-to-one scale (e.g., $1$ bar = $2$ votes) for the bar chart."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Interpreting tally charts","Interpreting many-to-one picture graphs","Matching frequency tables to bar charts"]


example_id: lp_01K7EZA19539EHJFHF0WH2MQ21_01K7EZA2X8S2G871SANEZM8D6N_CONTEMPLATIVE_QUESTION
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm","okw6MCIBnOjER0sNCZUV"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Archery
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Design a survey for your class (e.g., favourite fruit). Create a tally chart, picture graph, and bar chart. How do the graphs help compare the data?","teacherTips":["Prompt students to choose a familiar topic for their survey.","Encourage discussing why many-to-one keys simplify graphs.","Help students connect tally marks to graph frequencies."],"difficulty":"mild"}

skills:
["Interpreting tally charts","Interpreting many-to-one picture graphs","Matching frequency tables to bar charts"]


example_id: lp_01K7EZA19539EHJFHF0WH2MQ21_01K7EZA2X8S2G871SANJW3YWGD_EXIT_TICKET
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm","okw6MCIBnOjER0sNCZUV"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Archery
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"An archer practiced for $3$ days and recorded hitting the target $5$, $7$, and $5$ times. How many times did they hit the target on day $1$?"},{"answer":"$8$","question":"A picture graph shows $4$ arrows for Monday, where each arrow represents $2$ hits. How many hits were made on Monday?"},{"answer":"Tuesday: $3$ cm, Friday: $1.5$ cm","question":"A frequency table shows $6$ hits on Tuesday and $3$ on Friday. Which bar chart matches if Tuesday's bar is $3$ cm tall?"}]}

skills:
["Interpreting tally charts","Interpreting many-to-one picture graphs","Matching frequency tables to bar charts"]


example_id: lp_01K7EZA19539EHJFHF0WH2MQ21_01K7EZA2X8S2G871SANG8H1E6J_THOUGHT_SPARKER
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm","okw6MCIBnOjER0sNCZUV"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Archery
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In an archery competition, a tally chart shows that Emma hit the bullseye $15$ times, the inner ring $20$ times, and the outer ring $10$ times.","firstSentence":"Why might a picture graph with one symbol representing $5$ hits be a good way to show this data?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how a picture graph condenses information while still showing the quantities clearly.","Ask students to compare the tally chart and picture graph to identify advantages of each.","Encourage students to think about the importance of choosing a suitable scale for a picture graph."]}


example_id: lp_01K7EZA19539EHJFHF0WH2MQ21_01K7EZA2X8S2G871SAN3098FZ8_APPLICATION
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm","okw6MCIBnOjER0sNCZUV"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Archery
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Tracking Scores in Archery Competitions","example1Header":"Situation\nArchery coaches analyse scores using bar charts and frequency tables. This helps them track team performance and identify consistent top scorers.","example1Body":"Example\nAn archer scored $7$ points $4$ times, $8$ points $5$ times, $9$ points $3$ times. The bar chart matches: bars at $7$, $8$, $9$ with heights of $4$, $5$, $3$.","example2Header":"","example2Body":""}


example_id: lp_01K7EYE5QZ7B85HWY1ZKTXAEA3_01K7EYE7GXMD03JK8X2JH74YDT_THOUGHT_SPARKER
skills: ["Interpreting grid references on a map","Describing a position using a grid coordinate system"]
skill_ids: ["mccs4VLfLvlXtKPKmTwe","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A drone is delivering packages to a neighbourhood. It starts at grid coordinate (2, 3) and needs to deliver packages to (5, 7) and (3, 6).","firstSentence":"How might you describe the path the drone should take to deliver the packages in order?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review how grid coordinates are written and interpreted before starting the discussion.","Encourage students to use vocabulary like 'up,' 'down,' 'left,' and 'right' to describe movement.","Provide a blank grid for students to visualise and sketch the drone's path."]}


example_id: lp_01K7EYE5QZ7B85HWY1ZKTXAEA3_01K7EYE7GXMD03JK8X1S1WPDRX_APPLICATION
skills: ["Interpreting grid references on a map","Describing a position using a grid coordinate system"]
skill_ids: ["mccs4VLfLvlXtKPKmTwe","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Using Grid Coordinates for Drone Deliveries","example1Header":"Situation\nDrone operators use grid maps to deliver packages accurately. Each package has a unique location, which drones reach by following grid coordinates.","example1Body":"Example\nThe drone starts at (0, 0) and moves 4 units right to (4, 0), then 3 units up to (4, 3). This ensures the package is delivered accurately.","example2Header":"","example2Body":""}


example_id: lp_01K7EYE5QZ7B85HWY1ZKTXAEA3_01K7EYE7GXMD03JK8X2RZECDX4_EXIT_TICKET
skills: ["Interpreting grid references on a map","Describing a position using a grid coordinate system"]
skill_ids: ["mccs4VLfLvlXtKPKmTwe","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$C1$","question":"A drone starts at grid reference $A1$ and moves $2$ squares right. Where is the drone now?"},{"answer":"$C1$","question":"A drone is at grid reference $D4$ and moves $3$ units up and $1$ unit left. Where does the drone end up?"},{"answer":"$3$","question":"A drone travels from $B2$ to $E5$ in a straight line. How many squares does it cross diagonally?"}]}


example_id: lp_01K7EYE5QZ7B85HWY1ZKTXAEA3_01K7EYE7GXMD03JK8X1YT4Z7ZX_ACTIVITY
skills: ["Interpreting grid references on a map","Describing a position using a grid coordinate system"]
skill_ids: ["mccs4VLfLvlXtKPKmTwe","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Grid Guessing Game\nYou're explorers marking treasures on a map while guessing other teams' spots!","scenario":"Steps\n1. Draw a $10 \\times 10$ grid and label rows as $A$-$J$ and columns as $1$-$10$.\n2. Secretly mark $5$ positions on your grid (e.g., $B3$, $H8$).\n3. Take turns guessing other teams' positions (e.g., $D5$).\n4. Mark hits and misses on your grid to track guesses.\n5. The team with the most hits in $10$ turns wins!","steps":["Discussion\n• How did you decide where to guess first?\n• Why is it important to label rows and columns clearly?","Differentiation Opportunities\n• Support: Use a $5 \\times 5$ grid with fewer positions to guess.\n• Extend: Increase the grid to $15 \\times 15$ and mark $10$ positions."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EYE5QZ7B85HWY1ZKTXAEA3_01K7EYE7GXMD03JK8X2BJPFRBH_CONTEMPLATIVE_QUESTION
skills: ["Interpreting grid references on a map","Describing a position using a grid coordinate system"]
skill_ids: ["mccs4VLfLvlXtKPKmTwe","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine your school has a map with a grid. Design your own map, label places, and give grid references. How would you describe the position of the library and the canteen using grid coordinates?","teacherTips":["Encourage students to label rows as numbers and columns as letters.","Ask students to explain how they determined each grid reference.","Help students connect grid coordinates to real-world map reading."],"difficulty":"mild"}


example_id: lp_01K7EZGVDRHS3B0P0N9ZKBJGHY_01K7EZGWYJEZQ5CJ43FNBX72A4_CONTEMPLATIVE_QUESTION
skills: ["Interpreting dot plots","Interpreting column graphs","Interpreting pie charts"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Camels
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Your class votes for a favourite fruit: apples, bananas, or oranges. Show the votes as a column graph, dot plot, and pie graph. How do the graphs help you compare the popularity of each fruit?","teacherTips":["Help students collect and organise class vote data.","Guide students to create each graph accurately.","Discuss how each graph shows different comparisons."],"difficulty":"mild"}


example_id: lp_01K7EZGVDRHS3B0P0N9ZKBJGHY_01K7EZGWYJEZQ5CJ43F88GB6T7_ACTIVITY
skills: ["Interpreting dot plots","Interpreting column graphs","Interpreting pie charts"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Camels
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Graph Your Class Votes\nYour class is voting on a favourite fruit. Collect data and create graphs to find the winner!","scenario":"Steps\n1. List $5$ fruits on the board (e.g., apples, bananas, grapes, mangoes, oranges).\n2. Each student votes for their favourite fruit by raising their hand.\n3. Record the number of votes for each fruit and create a column graph.\n4. Use the same data to create a dot plot with one dot per vote.\n5. Analyse the graphs to find the most and least popular fruits.","steps":["Discussion\n• Which graph made it easier to see the most popular fruit?\n• How would the graphs change if $5$ more students chose mangoes?","Differentiation Opportunities\n• Support: Provide a template for the graphs with pre-drawn axes and labels.\n• Extend: Ask students to calculate the percentage of votes each fruit received."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EZGVDRHS3B0P0N9ZKBJGHY_01K7EZGWYJEZQ5CJ43FX7FZ16H_EXIT_TICKET
skills: ["Interpreting dot plots","Interpreting column graphs","Interpreting pie charts"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Camels
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$25$","question":"A column graph shows that $15$ camels drink water from a big trough and $10$ camels drink from a small trough. How many camels drink water in total?"},{"answer":"$4$","question":"A dot plot shows the number of hours $5$ camels rested: $3$, $4$, $4$, $5$, $6$. What is the most common resting time for the camels?"},{"answer":"$\\frac{1}{2}$","question":"A pie graph shows $50\\%$ of camels eat grass, $30\\%$ eat shrubs, and $20\\%$ eat leaves. What fraction of camels eat shrubs and leaves together?"}]}


example_id: lp_01K7EZGVDRHS3B0P0N9ZKBJGHY_01K7EZGWYJEZQ5CJ43F4F7E6NY_APPLICATION
skills: ["Interpreting dot plots","Interpreting column graphs","Interpreting pie charts"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Camels
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Tracking Camel Water Intake","example1Header":"Situation\nResearchers study how much water camels drink using column graphs. These graphs show water intake patterns, helping scientists ensure camels stay hydrated in arid areas.","example1Body":"Example\nA column graph shows $6$, $8$, $7$, $5$, and $9$ litres over $5$ days. Comparing columns, $Day\\ 5$ has the highest intake with $9$ litres.","example2Header":"","example2Body":""}


example_id: lp_01K7EZGVDRHS3B0P0N9ZKBJGHY_01K7EZGWYJEZQ5CJ43FSGQWHGX_THOUGHT_SPARKER
skills: ["Interpreting dot plots","Interpreting column graphs","Interpreting pie charts"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Camels
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A pie graph shows camel populations in different parts of Australia: $40\\%$ in the Northern Territory, $30\\%$ in Western Australia, $20\\%$ in South Australia, and $10\\%$ in Queensland.","firstSentence":"Which area has the largest share of camels and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how to interpret a pie graph by identifying percentages and comparing segments.","Encourage students to explain their reasoning based on the graph's data.","Ask students to think about why certain areas might have more camels, linking to geography or climate."]}


example_id: lp_01K7EZS9TB2A7QV60HNCS3NZKN_01K7EZSBBNDDS2J096ZJ6E8N53_CONTEMPLATIVE_QUESTION
skill_ids: ["ALab4phdNMllkBAJt0tX","OLTlbvQDtNHfBSsyagap","zXEjLnpiNbErsudTfVrj"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Baseball
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Your class collected data on favourite fruits: apples, bananas, grapes, or oranges. How would you display this data to make it easiest to understand? Create a frequency table and a graph. Which graph works best and why?","teacherTips":["Guide students to include all categories in the frequency table.","Encourage students to explore bar graphs or pie charts for comparisons.","Discuss why some graphs might show the data more clearly than others."],"difficulty":"mild"}

skills:
["Identifying the most effective way to display data","Analysing and creating frequency tables with categorical data","Interpreting line graphs"]


example_id: lp_01K7EZS9TB2A7QV60HNCS3NZKN_01K7EZSBBNDDS2J096ZQ6ACAGR_EXIT_TICKET
skill_ids: ["ALab4phdNMllkBAJt0tX","OLTlbvQDtNHfBSsyagap","zXEjLnpiNbErsudTfVrj"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Baseball
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$7$","question":"In one baseball match, $4$ players scored $2$ runs each and $3$ players scored $3$ runs each. How many players scored runs in total?"},{"answer":"$11$","question":"A line graph shows $5$ runs scored in the $1$st inning, $2$ runs in the $2$nd, and $4$ runs in the $3$rd. What is the total number of runs scored?"},{"answer":"Line graph","question":"Which is better for showing how $3$ baseball players' scores change over $5$ games: a bar chart or a line graph, and why?"}]}

skills:
["Identifying the most effective way to display data","Analysing and creating frequency tables with categorical data","Interpreting line graphs"]


example_id: lp_01K7EZS9TB2A7QV60HNCS3NZKN_01K7EZSBBNDDS2J096Z70BE8M3_ACTIVITY
skill_ids: ["ALab4phdNMllkBAJt0tX","OLTlbvQDtNHfBSsyagap","zXEjLnpiNbErsudTfVrj"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Baseball
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Track the Reading Race\nYour class is tracking how many books each team reads over one week.","scenario":"Steps\n1. Create a table with days (Mon-Fri) and total books read each day.\n2. Each team fills in their row with made-up book counts for the week.\n3. Convert your frequency table into a line graph on graph paper.\n4. Compare graphs to find reading trends across the week.\n5. Discuss which team had the most consistent reading pattern.","steps":["Discussion\n• How does the line graph help you see changes over the week?\n• Why is a frequency table useful before making a graph?","Differentiation Opportunities\n• Support: Focus on only three days (e.g., Mon-Wed) to simplify data.\n• Extend: Add a second variable (e.g., minutes read) to your graph."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Identifying the most effective way to display data","Analysing and creating frequency tables with categorical data","Interpreting line graphs"]


example_id: lp_01K7EZS9TB2A7QV60HNCS3NZKN_01K7EZSBBNDDS2J096ZP1N9K8K_THOUGHT_SPARKER
skill_ids: ["ALab4phdNMllkBAJt0tX","OLTlbvQDtNHfBSsyagap","zXEjLnpiNbErsudTfVrj"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Baseball
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a baseball league, one player hit the ball $4$ times in Game $1$, $7$ times in Game $2$, $5$ times in Game $3$, and $8$ times in Game $4$.","firstSentence":"Which graph would best show how the player's hits changed over the games?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the purpose of different graph types, such as bar graphs, line graphs, and tables.","Encourage students to explain why their chosen graph is effective for showing changes over time.","Use examples to compare how data looks in different types of graphs to support reasoning."]}


example_id: lp_01K7EZS9TB2A7QV60HNCS3NZKN_01K7EZSBBNDDS2J096Z0ACQ1TR_APPLICATION
skill_ids: ["ALab4phdNMllkBAJt0tX","OLTlbvQDtNHfBSsyagap","zXEjLnpiNbErsudTfVrj"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Baseball
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Using Frequency Tables in Baseball Statistics","example1Header":"Situation\nBaseball statisticians track player performance using frequency tables. They count how often players hit singles, doubles, triples, or home runs during games.","example1Body":"Example\nA player hit $8$ singles, $5$ doubles, $2$ triples, and $3$ home runs this week. Total hits: $8 + 5 + 2 + 3 = 18$. Frequency tables show singles are the most common.","example2Header":"","example2Body":""}


example_id: lp_01K7F077SY8Q467YTX2T0KDKC1_01K7F07C8G5ZN40FPE9WZQ05T6_EXIT_TICKET
skills: ["Understanding what sample space represents","Describing the likelihood of real life events"]
skill_ids: ["ux8pYd1mCi62lCuhatJf","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\{A, B, C, D\\}$","question":"If a frisbee can land in $4$ different zones (A, B, C, D), what does the sample space represent?"},{"answer":"$\\frac{1}{4}$","question":"If it is equally likely for a frisbee to land in $4$ zones (A, B, C, D), what is the probability of it landing in zone B?"},{"answer":"$\\frac{1}{2}$","question":"If a frisbee has $3$ chances to land in A, $2$ in B, and $1$ in C, what is the probability it lands in A?"}]}


example_id: lp_01K7F077SY8Q467YTX2T0KDKC1_01K7F07C8G5ZN40FPE9KVK6PJR_CONTEMPLATIVE_QUESTION
skills: ["Understanding what sample space represents","Describing the likelihood of real life events"]
skill_ids: ["ux8pYd1mCi62lCuhatJf","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Flip two coins at the same time. What outcomes are in the sample space? Which outcomes are most likely?","teacherTips":["Explain that a sample space lists all possible outcomes, e.g., HH, HT, TH, TT.","Discuss why all outcomes have an equal chance when flipping fair coins.","Encourage students to connect this to real-world games or decisions."],"difficulty":"mild"}


example_id: lp_01K7F077SY8Q467YTX2T0KDKC1_01K7F07C8G5ZN40FPE9A9ZHT84_ACTIVITY
skills: ["Understanding what sample space represents","Describing the likelihood of real life events"]
skill_ids: ["ux8pYd1mCi62lCuhatJf","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Probability Predictions\nYour team is predicting outcomes of coin flips and dice rolls to find the most likely ones!","scenario":"Steps\n1. In teams, write the sample space for flipping a coin twice (e.g., HH, HT, TH, TT).\n2. List the sample space for rolling a die once (e.g., $1, 2, 3, 4, 5, 6$).\n3. Predict the most likely outcomes for each event.\n4. Perform the coin flips and dice rolls and record your results.\n5. Compare your predictions to the actual results and discuss!","steps":["Discussion\n• Why are all coin flip outcomes equally likely?\n• How would adding more flips or rolls change the sample space?","Differentiation Opportunities\n• Support: Focus on a single coin flip or a single die roll for smaller sample spaces.\n• Extend: Predict outcomes for flipping $3$ coins or rolling $2$ dice together."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F077SY8Q467YTX2T0KDKC1_01K7F07C8G5ZN40FPE9423YW4N_APPLICATION
skills: ["Understanding what sample space represents","Describing the likelihood of real life events"]
skill_ids: ["ux8pYd1mCi62lCuhatJf","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Planning Frisbee Games with Probability","example1Header":"Situation\nFrisbee tournament organisers plan games by predicting possible outcomes. They list every possible team result to prepare fair match schedules.","example1Body":"Example\nWhen tossing a Frisbee once, the sample space is {Logo, Plain}. For two tosses, the sample space becomes {Logo-Logo, Logo-Plain, Plain-Logo, Plain-Plain}.","example2Header":"","example2Body":""}


example_id: lp_01K7F077SY8Q467YTX2T0KDKC1_01K7F07C8G5ZN40FPE9QZRQ7ZS_THOUGHT_SPARKER
skills: ["Understanding what sample space represents","Describing the likelihood of real life events"]
skill_ids: ["ux8pYd1mCi62lCuhatJf","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"During a frisbee game, a player can throw the frisbee to one of three teammates: Alex, Sam, or Taylor, or miss completely.","firstSentence":"How many possible outcomes are there for each throw?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Explain what 'sample space' means using simple examples of all possible outcomes.","Encourage students to list each outcome explicitly to visualise the sample space.","Discuss how understanding the sample space helps predict what might happen in a game."]}


example_id: lp_01K7F0FA3ZSQCVRMY46X9YCCH0_01K7F0FBRAYAZ5DB0N26WDBXVM_CONTEMPLATIVE_QUESTION
skills: ["Comparing likelihoods of events","Identifying real life events that can't occur together"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","neklpCutYHc71FB5sX6I"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"How would you explain which is more likely: rolling a $6$ on a die or flipping heads on a coin? Can both happen at the same time? Why or why not?","teacherTips":["Discuss the probability of rolling a $6$ as $1/6$ and flipping heads as $1/2$.","Encourage students to compare these probabilities mathematically.","Explain why rolling a die and flipping a coin can occur together."],"difficulty":"mild"}


example_id: lp_01K7F0FA3ZSQCVRMY46X9YCCH0_01K7F0FBRAYAZ5DB0N1T0NS5XN_ACTIVITY
skills: ["Comparing likelihoods of events","Identifying real life events that can't occur together"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","neklpCutYHc71FB5sX6I"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Weather Prediction Game\nYou are weather scientists predicting if events like rain and sunshine can happen together!","scenario":"Steps\n1. Write $5$ weather events (e.g., rain, sunshine) on your paper.\n2. In teams, classify each event as likely, unlikely, or impossible.\n3. Discuss which events can't happen at the same time (e.g., rain and sunshine).\n4. Rank the events from most likely to least likely to occur today.\n5. Share your reasoning with the class and adjust your predictions if needed!","steps":["Discussion\n• Why can't some weather events happen together?\n• How do we decide if an event is likely or unlikely?","Differentiation Opportunities\n• Support: Provide examples of events to help classify (e.g., snow in summer).\n• Extend: Create a weather forecast with percentages for each event (e.g., $70\\%$ chance of rain)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F0FA3ZSQCVRMY46X9YCCH0_01K7F0FBRAYAZ5DB0N2B0DH7YH_EXIT_TICKET
skills: ["Comparing likelihoods of events","Identifying real life events that can't occur together"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","neklpCutYHc71FB5sX6I"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"No","question":"Can a hot air balloon be both on the ground and flying in the sky at the same time?"},{"answer":"$\\frac{5}{7}$","question":"A hot air balloon ride is scheduled for $7$ days. If it rains $2$ of those days, what is the chance of clear weather on a given day?"},{"answer":"No","question":"Can a hot air balloon both rise higher and descend lower at the exact same time?"}]}


example_id: lp_01K7F0FA3ZSQCVRMY46X9YCCH0_01K7F0FBRAYAZ5DB0N28VJ3GY9_THOUGHT_SPARKER
skills: ["Comparing likelihoods of events","Identifying real life events that can't occur together"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","neklpCutYHc71FB5sX6I"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A hot air balloon company checks the weather daily. Today’s forecast says there’s a $50\\%$ chance of strong winds, a $30\\%$ chance of calm skies, and a $10\\%$ chance of thunderstorms.","firstSentence":"Can all of these events happen on the same day?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the meaning of mutually exclusive events with examples from weather conditions.","Encourage students to think about how weather patterns interact and their likelihoods.","Ask students to explain their reasoning for whether certain events can or cannot happen together."]}


example_id: lp_01K7F0FA3ZSQCVRMY46X9YCCH0_01K7F0FBRAYAZ5DB0N1MSCMR55_APPLICATION
skills: ["Comparing likelihoods of events","Identifying real life events that can't occur together"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","neklpCutYHc71FB5sX6I"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Planning Hot Air Balloon Rides Safely","example1Header":"Situation\nHot air balloon pilots ensure safety by planning trips based on possible weather events. They identify combinations of events, like rain and strong winds, that can't occur simultaneously.","example1Body":"Example\nBalloon pilots know sunny conditions mean $0\\%$ chance of rain. Also, strong winds mean calm weather ($0\\%$ chance) can't happen at the same time.","example2Header":"","example2Body":""}


example_id: lp_01K7F1B2XFWMBGFC62Q4RMSXRJ_01K7F1B4NY7V0VXWQY3NBYVNSJ_APPLICATION
skills: ["Representing numbers using unit cubes"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Counting Dinosaur Bones in a Museum","example1Header":"Situation\nPaleontologists organise dinosaur bones in museums by counting and grouping them. They use unit cubes to represent numbers for accurate cataloging.","example1Body":"Example\nTo represent $14$ dinosaur bones, paleontologists use $1$ ten-block (group of $10$) and $4$ unit cubes, making it easier to count and organise.","example2Header":"","example2Body":""}


example_id: lp_01K7F1B2XFWMBGFC62Q4RMSXRJ_01K7F1B4NY7V0VXWQY48EG79CA_THOUGHT_SPARKER
skills: ["Representing numbers using unit cubes"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A dinosaur has $6$ eggs in her nest, and each egg can be shown using one unit cube.","firstSentence":"How could you use cubes to show all the dinosaur eggs in the nest?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Provide students with physical unit cubes to manipulate and explore.","Encourage students to count out loud as they place each cube to reinforce one-to-one correspondence.","Ask students to explain their arrangement of cubes to promote reasoning and communication."]}


example_id: lp_01K7F1B2XFWMBGFC62Q4RMSXRJ_01K7F1B4NY7V0VXWQY4CY10G34_EXIT_TICKET
skills: ["Representing numbers using unit cubes"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"A dinosaur has $5$ eggs in its nest. How many unit cubes do you need to represent this number?"},{"answer":"$8$","question":"A dinosaur is $8$ meters tall. How many unit cubes would you stack to represent this height?"},{"answer":"$13$","question":"A dinosaur ate $10$ leaves, then ate $3$ more. How many unit cubes show the total number of leaves eaten?"}]}


example_id: lp_01K7F1B2XFWMBGFC62Q4RMSXRJ_01K7F1B4NY7V0VXWQY3VWG5MVP_ACTIVITY
skills: ["Representing numbers using unit cubes"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Cube Tower Challenge\nBuild cube towers to match numbers and see who can create the tallest one!","scenario":"Steps\n1. Write a number from $1$ to $10$ on your paper.\n2. Draw that many cubes stacked as a tower.\n3. Compare your tower with a partner's to see whose is taller.\n4. Repeat with a new number and try to beat your previous tower.\n5. Count the cubes together to check each other's work.","steps":["Discussion\n• How do you know your tower has the correct number of cubes?\n• What happens to the tower when the number gets bigger?","Differentiation Opportunities\n• Support: Start with numbers from $1$ to $5$ only.\n• Extend: Try numbers up to $20$ and draw them in groups of $5$ cubes each."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F1B2XFWMBGFC62Q4RMSXRJ_01K7F1B4NY7V0VXWQY45TJSY4M_CONTEMPLATIVE_QUESTION
skills: ["Representing numbers using unit cubes"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $10$ unit cubes. How many different numbers can you show using them? Explain your choices.","teacherTips":["Encourage students to arrange cubes into groups to show different numbers.","Discuss how grouping cubes helps represent numbers in different ways.","Ask students to describe their strategies for arranging cubes."],"difficulty":"mild"}


example_id: lp_01K7F20ZDR4PCR3ZFP50D6SRT0_01K7F2119130WR5V98PKQSPAB5_THOUGHT_SPARKER
skills: ["Understanding how to divide a collection of objects into groups"]
skill_ids: ["JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are 12 camels at a desert camp and 3 water troughs for them to drink from.","firstSentence":"How could you share the camels equally among the water troughs?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use physical objects like counters to represent the camels.","Ask students to explain their thinking as they divide the camels into groups.","Discuss why it is important for each group to have the same number of camels."]}


example_id: lp_01K7F20ZDR4PCR3ZFP50D6SRT0_01K7F2119130WR5V98NYJMB1T2_APPLICATION
skills: ["Understanding how to divide a collection of objects into groups"]
skill_ids: ["JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Dividing Water for Camels in the Desert","example1Header":"Situation\nCamel herders in the desert ensure their camels get equal water from limited supplies. They divide water among groups of camels to keep them hydrated.","example1Body":"Example\nA herder has $12$ litres of water for $4$ camels. To share equally: $12 \\div 4 = 3$. Each camel gets $3$ litres, ensuring fairness and hydration.","example2Header":"","example2Body":""}


example_id: lp_01K7F20ZDR4PCR3ZFP50D6SRT0_01K7F2119130WR5V98PQTB5F3F_EXIT_TICKET
skills: ["Understanding how to divide a collection of objects into groups"]
skill_ids: ["JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$12$","question":"If a camel carries $6$ water bottles, and there are $2$ camels, how many water bottles can they carry in total?"},{"answer":"$3$","question":"A farmer has $15$ apples to share equally among $5$ camels. How many apples does each camel get?"},{"answer":"$7$","question":"There are $21$ watermelons and $3$ camels. If each camel carries the same number of watermelons, how many does each camel carry?"}]}


example_id: lp_01K7F20ZDR4PCR3ZFP50D6SRT0_01K7F2119130WR5V98P2R8SX2N_ACTIVITY
skills: ["Understanding how to divide a collection of objects into groups"]
skill_ids: ["JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Picnic Sharing Fun\nYou're hosting a picnic and need to share snacks equally with your friends!","scenario":"Steps\n1. Draw $12$ snacks (e.g., apples, sandwiches) on your paper.\n2. Decide how many friends (up to $6$) will share the snacks.\n3. Divide the snacks equally into groups for each friend.\n4. Check if all friends get the same amount of snacks.\n5. Discuss what happens if there are leftover snacks.","steps":["Discussion\n• How did you make sure each friend got the same amount?\n• What happens if there are more or fewer friends?","Differentiation Opportunities\n• Support: Start with $6$ snacks and $2$ friends to simplify the task.\n• Extend: Use $20$ snacks and try dividing them among $4$ or $5$ friends."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F20ZDR4PCR3ZFP50D6SRT0_01K7F2119130WR5V98PEJ6CBRK_CONTEMPLATIVE_QUESTION
skills: ["Understanding how to divide a collection of objects into groups"]
skill_ids: ["JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"There are $12$ toys. How could you divide them into groups so each group has the same number of toys?","teacherTips":["Encourage students to try different group sizes like $2$, $3$, or $4$.","Ask students to explain how they know each group has the same number.","Use physical objects to help students visualise the groups."],"difficulty":"mild"}


example_id: lp_01K7F1HQQ84HY5GKGEWTATS2YE_01K7F1HTDWRQ90Y46GDHVYM3BJ_CONTEMPLATIVE_QUESTION
skills: ["Recognising other words for addition","Solving image-based addition sentences using $+$ and $=$"]
skill_ids: ["zjKulYmZIRK2s2yAJTfT","p2PdwdV4n6ysd4xhuHN7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dolphins
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $4$ apples and see $3$ more on a tree. How many apples will you have in total? Can you think of other ways to say 'add'?","teacherTips":["Encourage students to use words like 'plus', 'together', or 'more' for addition.","Ask students to count objects if they need a visual aid.","Discuss how $4 + 3 = 7$ shows joining groups to find the total."],"difficulty":"mild"}


example_id: lp_01K7F1HQQ84HY5GKGEWTATS2YE_01K7F1HTDWRQ90Y46GDQET8CRD_EXIT_TICKET
skills: ["Recognising other words for addition","Solving image-based addition sentences using $+$ and $=$"]
skill_ids: ["zjKulYmZIRK2s2yAJTfT","p2PdwdV4n6ysd4xhuHN7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dolphins
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"If there are $2$ dolphins jumping in the water and $3$ dolphins swimming nearby, how many dolphins are there in total?"},{"answer":"$7$","question":"A pod of $4$ dolphins is joined by $3$ more. How many dolphins are there altogether?"},{"answer":"$6$","question":"There are $5$ dolphins playing and $2$ more join them. Then $1$ dolphin leaves. How many dolphins are left?"}]}


example_id: lp_01K7F1HQQ84HY5GKGEWTATS2YE_01K7F1HTDWRQ90Y46GD76NV5Q2_ACTIVITY
skills: ["Recognising other words for addition","Solving image-based addition sentences using $+$ and $=$"]
skill_ids: ["zjKulYmZIRK2s2yAJTfT","p2PdwdV4n6ysd4xhuHN7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dolphins
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Picture Addition Match\nHelp a zookeeper count animals by solving picture-based addition sentences!","scenario":"Steps\n1. Draw $2$ groups of animals (e.g., $3$ lions and $2$ elephants).\n2. Write an addition sentence for your drawing (e.g., $3 + 2 = 5$).\n3. Swap your drawing with another group and solve their addition sentence.\n4. Write words for addition (e.g., $3$ plus $2$ equals $5$).\n5. Check each other's work and discuss if the answers match.","steps":["Discussion\n• What other words can we use for $+$?\n• Why do pictures help us solve addition problems?","Differentiation Opportunities\n• Support: Use only up to $5$ objects to keep addition simple.\n• Extend: Use three groups of animals and add them together (e.g., $3 + 2 + 4$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F1HQQ84HY5GKGEWTATS2YE_01K7F1HTDWRQ90Y46GDNDCEB0Y_THOUGHT_SPARKER
skills: ["Recognising other words for addition","Solving image-based addition sentences using $+$ and $=$"]
skill_ids: ["zjKulYmZIRK2s2yAJTfT","p2PdwdV4n6ysd4xhuHN7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dolphins
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A pod of $3$ dolphins swims by, and then $2$ more dolphins join them.","firstSentence":"Can you explain how many dolphins there are altogether?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use physical counters or pictures of dolphins to help visualise the groups being combined.","Discuss other words for addition, like 'join' or 'altogether', to build vocabulary.","Encourage students to explain their thinking process when finding the total."]}


example_id: lp_01K7F1HQQ84HY5GKGEWTATS2YE_01K7F1HTDWRQ90Y46GD44MX4XS_APPLICATION
skills: ["Recognising other words for addition","Solving image-based addition sentences using $+$ and $=$"]
skill_ids: ["zjKulYmZIRK2s2yAJTfT","p2PdwdV4n6ysd4xhuHN7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dolphins
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Adding Numbers with Dolphin Researchers","example1Header":"Situation\nMarine biologists studying dolphins often count them during surveys. They use different words for addition to track dolphin groups accurately.","example1Body":"Example\nA researcher spots $3$ dolphins and then sees $5$ more. To find the total 'altogether,' they add $3 + 5 = 8$. This helps track dolphin populations.","example2Header":"","example2Body":""}


example_id: lp_01K7F1RBZDS9FWYD4RV07PJ0T7_01K7F1RDMS71F5WDS0T9KM73JP_THOUGHT_SPARKER
skill_ids: ["ZsDtjL18CTmZ3GbyZtRm","zUXbaoqAmU9n9jZ5wTOA"]
subtopics: ["Introduction to Subtraction"]
subtopic_ids: ["subtopic_01GTC0BG59BKT5M2DJ3VQQNVF5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You caught $7$ fish while fishing, but you decided to release $3$ of them back into the water.","firstSentence":"How many fish are left in your bucket now?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use physical objects like counters to represent the fish and demonstrate taking some away.","Highlight subtraction words like 'release' and 'left' to connect them with the subtraction operation.","Encourage students to explain their reasoning and how they counted the remaining fish."]}

skills:
["Solving image-based subtraction sentences using $-$ and $=$","Recognising other words for subtraction"]


example_id: lp_01K7F1RBZDS9FWYD4RV07PJ0T7_01K7F1RDMS71F5WDS0SGHY130H_APPLICATION
skill_ids: ["ZsDtjL18CTmZ3GbyZtRm","zUXbaoqAmU9n9jZ5wTOA"]
subtopics: ["Introduction to Subtraction"]
subtopic_ids: ["subtopic_01GTC0BG59BKT5M2DJ3VQQNVF5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Subtraction in Fishing Nets Sorting","example1Header":"Situation\nFishers sort their catch daily, removing damaged nets or unusable fish. They calculate what remains by subtracting items taken away.","example1Body":"Example\nFishers with $15$ nets remove $4$ damaged ones. Using subtraction: $15 - 4 = 11$ nets are left. 'Remove' and 'left' are other words for subtraction.","example2Header":"","example2Body":""}

skills:
["Solving image-based subtraction sentences using $-$ and $=$","Recognising other words for subtraction"]


example_id: lp_01K7F1RBZDS9FWYD4RV07PJ0T7_01K7F1RDMS71F5WDS0TFQT1GS5_EXIT_TICKET
skill_ids: ["ZsDtjL18CTmZ3GbyZtRm","zUXbaoqAmU9n9jZ5wTOA"]
subtopics: ["Introduction to Subtraction"]
subtopic_ids: ["subtopic_01GTC0BG59BKT5M2DJ3VQQNVF5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$","question":"If you catch $5$ fish and release $2$, how many fish are left?"},{"answer":"$5$","question":"A fisherman caught $8$ fish but gave away $3$. How many fish does he have now?"},{"answer":"$8$","question":"A boat has $9$ fish, and $4$ are let go. Later, $3$ more are caught. How many fish are on the boat now?"}]}

skills:
["Solving image-based subtraction sentences using $-$ and $=$","Recognising other words for subtraction"]


example_id: lp_01K7F1RBZDS9FWYD4RV07PJ0T7_01K7F1RDMS71F5WDS0SM0260H1_ACTIVITY
skill_ids: ["ZsDtjL18CTmZ3GbyZtRm","zUXbaoqAmU9n9jZ5wTOA"]
subtopics: ["Introduction to Subtraction"]
subtopic_ids: ["subtopic_01GTC0BG59BKT5M2DJ3VQQNVF5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Subtraction Picture Puzzles\nYour team is helping animals share their food! Solve picture puzzles to find the answer.","scenario":"Steps\n1. Draw a group of objects, like $5$ apples, on paper.\n2. Cross out some objects and write the subtraction sentence (e.g., $5 - 2 = ?$).\n3. Solve the sentence and discuss the answer as a team.\n4. Write a new subtraction word (e.g., 'take away') under the equation.\n5. Share your puzzle and solution with another team!","steps":["Discussion\n• What other words can we use for subtraction?\n• How can pictures help you solve subtraction problems?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., up to $3$) and simpler situations.\n• Extend: Create subtraction puzzles using larger numbers (e.g., up to $10$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F1RBZDS9FWYD4RV07PJ0T7_01K7F1RDMS71F5WDS0T4AH3R5T_CONTEMPLATIVE_QUESTION
skill_ids: ["ZsDtjL18CTmZ3GbyZtRm","zUXbaoqAmU9n9jZ5wTOA"]
subtopics: ["Introduction to Subtraction"]
subtopic_ids: ["subtopic_01GTC0BG59BKT5M2DJ3VQQNVF5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You see $5$ apples on a tree, but $2$ fall down. What words or sentences can you use to show this subtraction?","teacherTips":["Encourage using words like 'take away', 'less', or 'left' for subtraction.","Ask students to describe what happens when apples fall off.","Support students in linking images to subtraction sentences."],"difficulty":"mild"}


example_id: lp_01K7F27XABDWP8HEERRMFCYAJW_01K7F27YX7ZCA3PFHSA0R5H3WQ_THOUGHT_SPARKER
skills: ["Identifying the next shape in a growing pattern","Recognising repeating patterns with shapes"]
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a honeycomb, the bees arrange shapes in this repeating pattern: hexagon, circle, triangle, hexagon, circle, triangle.","firstSentence":"What shape do you think comes next?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use physical cut-outs or drawings of the shapes to help students visualise the pattern.","Encourage students to describe the pattern aloud to reinforce their observation skills.","Ask students to explain their reasoning for the next shape to promote critical thinking."]}


example_id: lp_01K7F27XABDWP8HEERRMFCYAJW_01K7F27YX7ZCA3PFHS9JH6YRT1_APPLICATION
skills: ["Identifying the next shape in a growing pattern","Recognising repeating patterns with shapes"]
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Patterns in Beehive Construction","example1Header":"Situation\nBeekeepers observe honeycomb patterns in beehives. Bees arrange hexagonal cells in repeated patterns to store honey efficiently.","example1Body":"Example\nBeekeepers see a honeycomb pattern of $hexagon, hexagon, circle$. This repeats every three shapes. After $hexagon, hexagon, circle$, the next shapes are $hexagon, hexagon, circle$.","example2Header":"","example2Body":""}


example_id: lp_01K7F27XABDWP8HEERRMFCYAJW_01K7F27YX7ZCA3PFHSA64Y2SZ8_EXIT_TICKET
skills: ["Identifying the next shape in a growing pattern","Recognising repeating patterns with shapes"]
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"\\( \\text{hexagon} \\)","question":"If the honeycomb cells repeat in the pattern hexagon, circle, hexagon, circle, what shape comes next?"},{"answer":"\\( 4 \\)","question":"A bee builds honeycomb cells in the pattern 1 hexagon, 2 hexagons, 3 hexagons, .... How many hexagons come next?"},{"answer":"\\( 5 \\text{circles} \\)","question":"A bee follows the pattern 1 circle, 2 hexagons, 3 circles, 4 hexagons, .... What comes after 4 hexagons?"}]}


example_id: lp_01K7F27XABDWP8HEERRMFCYAJW_01K7F27YX7ZCA3PFHS9WY13TCG_CONTEMPLATIVE_QUESTION
skills: ["Identifying the next shape in a growing pattern","Recognising repeating patterns with shapes"]
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You see a pattern: circle, square, circle, square, circle. What shape comes next? Can you create your own repeating pattern using two shapes?","teacherTips":["Encourage students to describe the repeating part of the pattern.","Ask students to explain why they chose the next shape in the pattern.","Support students in creating their own patterns with clear repetitions."],"difficulty":"mild"}


example_id: lp_01K7F27XABDWP8HEERRMFCYAJW_01K7F27YX7ZCA3PFHS9P4CZWCH_ACTIVITY
skills: ["Identifying the next shape in a growing pattern","Recognising repeating patterns with shapes"]
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Shape Pattern Challenge\nYou are shape detectives solving the mystery of what comes next in a pattern!","scenario":"Steps\n1. In teams, draw three shapes to start a repeating pattern (e.g., circle, square, triangle).\n2. Add more shapes to make the pattern grow (e.g., circle, square, triangle, circle, square...).\n3. Swap patterns with another team and guess what comes next in their pattern.\n4. Draw the next three shapes in their pattern on your paper.\n5. Check with the other team to see if your guess was correct!","steps":["Discussion\n• What helped you figure out the next shape in the pattern?\n• How can you make a tricky pattern for another team to solve?","Differentiation Opportunities\n• Support: Use only two shapes to create simpler repeating patterns.\n• Extend: Create patterns that grow in size or add colours for extra complexity."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F2NS0FA6W9KYGMWFYE2KRE_01K7F2NTMX66NBZV928PHFFNVZ_ACTIVITY
skills: ["Comparing the length of shapes and objects","Comparing the size of shapes and objects"]
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Train Shape Challenge\nYour team is building a train. Each train car must fit the track perfectly!","scenario":"Steps\n1. Draw and cut out $3$ rectangles and $3$ circles for train cars.\n2. Compare the length of the rectangles and order them from shortest to longest.\n3. Compare the size of the circles and order them from smallest to largest.\n4. Attach the shapes in order to create your train.\n5. Check if your train fits the track (a $30$ cm line)!","steps":["Discussion\n• Which shape made the longest train car?\n• How did you decide which circle was the biggest?","Differentiation Opportunities\n• Support: Use pre-drawn shapes to simplify cutting and sorting.\n• Extend: Combine shapes to create new cars and compare their total lengths."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F2NS0FA6W9KYGMWFYE2KRE_01K7F2NTMX66NBZV928GPWK2JH_WARM_UP_QUESTIONS_WITH_CONTEXT
skills: ["Comparing the length of shapes and objects","Comparing the size of shapes and objects"]
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 0
country: AU
period_number: 0
node_type: WARM_UP_QUESTIONS_WITH_CONTEXT
example_output_json:
{"situation":"You are a florist arranging flowers for a bouquet. You need to compare the lengths of stems to make the bouquet look beautiful.","questions":[{"answer":"$8$ cm","question":"You have two flower stems: one is $5$ cm long and the other is $8$ cm long. Which one is longer?"},{"answer":"Shortest: $4$ cm, Longest: $10$ cm","question":"You have three flower stems: $6$ cm, $10$ cm, and $4$ cm. Which one is the shortest and which one is the longest?"},{"answer":"The stem reaching your shoulder","question":"You have three stems: one reaches your elbow, one reaches your wrist, and one reaches your shoulder. Which is the longest stem?"}]}


example_id: lp_01K7F2NS0FA6W9KYGMWFYE2KRE_01K7F2NTMX66NBZV9294N1EY56_CONTEMPLATIVE_QUESTION
skills: ["Comparing the length of shapes and objects","Comparing the size of shapes and objects"]
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a toy car, a book, and a crayon. How would you compare their sizes and lengths? Explain.","teacherTips":["Encourage students to use words like 'longer', 'shorter', 'bigger', and 'smaller'.","Ask students to line up objects to compare their lengths directly.","Discuss how shapes like rectangles and cylinders can affect size comparisons."],"difficulty":"mild"}


example_id: lp_01K7F2NS0FA6W9KYGMWFYE2KRE_01K7F2NTMX66NBZV929A4A3XAW_EXIT_TICKET
skills: ["Comparing the length of shapes and objects","Comparing the size of shapes and objects"]
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Sunflower","question":"Which is bigger, a sunflower or a daisy?"},{"answer":"Rose stem","question":"If a rose stem is $30$ cm long and a tulip stem is $20$ cm long, which stem is longer?"},{"answer":"$9$\\,cm","question":"A sunflower's seed head has a diameter of $15$ cm and a daisy's flower is $6$ cm wide. What is the difference in their widths?"}]}


example_id: lp_01K7F2NS0FA6W9KYGMWFYE2KRE_01K7F2NTMX66NBZV928MRPKFGX_APPLICATION
skills: ["Comparing the length of shapes and objects","Comparing the size of shapes and objects"]
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Comparing Flower Lengths in Gardening","example1Header":"Situation\nGardeners often compare flower lengths when arranging bouquets. They ensure longer flowers are placed at the back for balance and visibility.","example1Body":"Example\nA rose is $30$ cm, a tulip is $25$ cm, and a daisy is $20$ cm. The gardener places the rose (longest) at the back, then the tulip, and the daisy (shortest) at the front.","example2Header":"","example2Body":""}


example_id: lp_01K7F2NS0FA6W9KYGMWFYE2KRE_01K7F2NTMX66NBZV92985VRQTC_THOUGHT_SPARKER
skills: ["Comparing the length of shapes and objects","Comparing the size of shapes and objects"]
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a garden, there is a sunflower that is 2 metres tall, a rose bush that is 1 metre tall, and a daisy that is 50 centimetres tall.","firstSentence":"How could you explain which flower is the tallest and which is the shortest?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use gestures or objects to represent the different heights.","Discuss the difference between metres and centimetres to clarify size comparisons.","Ask students to describe their reasoning using words like 'taller' and 'shorter' to build vocabulary."]}


example_id: lp_01K7F2WZ8JDEW738EZ8PX9H8AZ_01K7F2X0WA23WSR6ERH3NWV091_EXIT_TICKET
skills: ["Using a calendar to find the day of the week","Understanding what units of time represent"]
skill_ids: ["QTIMNdANsiJeGwLUnyPa","01JZH12B9FFFASMKT7502FVE55"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$60$","question":"If a basketball game lasts $1$ hour, how many minutes is that?"},{"answer":"Monday","question":"If a basketball match is on Wednesday and the next game is $5$ days later, what day will it be?"},{"answer":"Tuesday","question":"If a basketball team plays every $7$ days and their first game is on Tuesday, what day will their fourth game be?"}]}


example_id: lp_01K7F2WZ8JDEW738EZ8PX9H8AZ_01K7F2X0WA23WSR6ERH01KDM2W_CONTEMPLATIVE_QUESTION
skills: ["Using a calendar to find the day of the week","Understanding what units of time represent"]
skill_ids: ["QTIMNdANsiJeGwLUnyPa","01JZH12B9FFFASMKT7502FVE55"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"If today is Wednesday, what day will it be in 5 days? How can you use a calendar to check?","teacherTips":["Encourage students to count forward on the calendar or with their fingers.","Discuss how each day repeats in a cycle of 7 days.","Help students connect counting days to real-life events, like birthdays."],"difficulty":"mild"}


example_id: lp_01K7F2WZ8JDEW738EZ8PX9H8AZ_01K7F2X0WA23WSR6ERGJ3YZPQJ_ACTIVITY
skills: ["Using a calendar to find the day of the week","Understanding what units of time represent"]
skill_ids: ["QTIMNdANsiJeGwLUnyPa","01JZH12B9FFFASMKT7502FVE55"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Calendar Party Planner\nYour team is planning a birthday party and needs to pick the best day using a calendar.","scenario":"Steps\n1. Draw a calendar for this month with $7$ days per week.\n2. Mark today’s date and write the days of the week in order.\n3. Find what day of the week your birthday falls on this year.\n4. Circle the best day for a party and explain why you chose it.\n5. Share your calendar and reasons with the class!","steps":["Discussion\n• Why do weeks always have $7$ days?\n• What happens if your birthday is on a weekday?","Differentiation Opportunities\n• Support: Focus on just marking today and finding the next weekend.\n• Extend: Plan a whole week of activities leading up to the party."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F2WZ8JDEW738EZ8PX9H8AZ_01K7F2X0WA23WSR6ERH08HQ5XY_THOUGHT_SPARKER
skills: ["Using a calendar to find the day of the week","Understanding what units of time represent"]
skill_ids: ["QTIMNdANsiJeGwLUnyPa","01JZH12B9FFFASMKT7502FVE55"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Your basketball team has a game every Saturday at 10:00 am, and the next game is on the 10th of this month.","firstSentence":"What day of the week will the 10th of this month be?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use a calendar to help students locate the 10th and count from a known Saturday.","Discuss the repeating pattern of days in a week to connect with the schedule.","Encourage students to explain how they figured out the answer step by step."]}


example_id: lp_01K7F2WZ8JDEW738EZ8PX9H8AZ_01K7F2X0WA23WSR6ERGFDBTVJF_APPLICATION
skills: ["Using a calendar to find the day of the week","Understanding what units of time represent"]
skill_ids: ["QTIMNdANsiJeGwLUnyPa","01JZH12B9FFFASMKT7502FVE55"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Time Management in Basketball Games","example1Header":"Situation\nBasketball coaches use timers to track game quarters, timeouts, and practice drills. They ensure players stay on schedule and maximise training.","example1Body":"Example\nA basketball game has $4$ quarters, each $10$ minutes long. Total game time is $4 \\times 10 = 40$ minutes. Timeouts, lasting $1$ minute, fit within this schedule.","example2Header":"","example2Body":""}


example_id: lp_01K7F356HVJHS5ZB0W33FKZF5N_01K7F358AD0KDZZE1P28D5VZHB_THOUGHT_SPARKER
skills: ["Identifying circles, rectangles, triangles, squares"]
skill_ids: ["0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Tigers
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A tiger's paw leaves a footprint shaped like a circle, and the food bowl at the zoo is a rectangle. The fence around the tiger's habitat is shaped like a square, and the roof of its shelter is a triangle.","firstSentence":"Can you match each object or footprint to its correct shape?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Bring in pictures or physical cut-outs of the shapes to help students visualise and match them.","Encourage students to explain why they think each object matches a specific shape.","Use examples from the classroom or playground to reinforce the connection between shapes and real-world objects."]}


example_id: lp_01K7F356HVJHS5ZB0W33FKZF5N_01K7F358AD0KDZZE1P1CG1E5QH_APPLICATION
skills: ["Identifying circles, rectangles, triangles, squares"]
skill_ids: ["0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Tigers
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Using Shapes to Track Tigers","example1Header":"Situation\nWildlife researchers use 2D shapes to design tracks and enclosures for tigers. They ensure the spaces suit tiger movement and safety needs.","example1Body":"Example\nThe gate of the enclosure is a rectangle for easy opening, the water pool is a circle to mimic natural ponds, and the play area is a triangle to fit the available space.","example2Header":"","example2Body":""}


example_id: lp_01K7F356HVJHS5ZB0W33FKZF5N_01K7F358AD0KDZZE1P1JE86Z7M_ACTIVITY
skills: ["Identifying circles, rectangles, triangles, squares"]
skill_ids: ["0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Tigers
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Shape Town Builders\nYou're building Shape Town! Each team adds shapes to create houses, parks, and roads.","scenario":"Steps\n1. Draw one circle, one triangle, one square, and one rectangle on paper.\n2. Cut out your shapes using scissors and label each one.\n3. In teams, arrange the shapes to design a part of Shape Town (e.g., houses, parks).\n4. Share your Shape Town design with the class and explain where each shape is used.\n5. Vote on the most creative Shape Town design!","steps":["Discussion\n• Why did you choose certain shapes for specific parts of Shape Town?\n• What shapes were the easiest or hardest to use, and why?","Differentiation Opportunities\n• Support: Provide outlines for shapes to trace before cutting.\n• Extend: Use more shapes like hexagons or pentagons to expand Shape Town."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F356HVJHS5ZB0W33FKZF5N_01K7F358AD0KDZZE1P2B9NNYMX_EXIT_TICKET
skills: ["Identifying circles, rectangles, triangles, squares"]
skill_ids: ["0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Tigers
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Circle","question":"A tiger has a circular water bowl. What shape is the bowl?"},{"answer":"Rectangle","question":"The tiger rests on a mat that is longer on two sides and shorter on the other two. What shape is the mat?"},{"answer":"Triangle","question":"A tiger's toy has three straight edges and three corners. What shape is the toy?"}]}


example_id: lp_01K7F356HVJHS5ZB0W33FKZF5N_01K7F358AD0KDZZE1P22GXQ1XG_CONTEMPLATIVE_QUESTION
skills: ["Identifying circles, rectangles, triangles, squares"]
skill_ids: ["0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Tigers
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"How can you sort these shapes into circles, rectangles, triangles, and squares? Explain your choices.","teacherTips":["Encourage students to describe the shapes' sides and corners.","Ask students why a shape fits a category, like 'triangle'.","Discuss how shapes are different or similar to each other."],"difficulty":"mild"}


example_id: lp_01K7F3BVBXZ47EMQM1YGP2HG7Y_01K7F3BYMXDGRQVQTRPAK7CPZ8_APPLICATION
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Navigating Animal Enclosures at the Zoo","example1Header":"Situation\nZoo staff use grid maps to find animal enclosures quickly. Each enclosure has a unique coordinate to make navigation efficient.","example1Body":"Example\nThe lion enclosure is at (3, 5). Staff go 3 spaces across and 5 spaces up on the grid to locate it accurately.","example2Header":"","example2Body":""}


example_id: lp_01K7F3BVBXZ47EMQM1YGP2HG7Y_01K7F3BYMXDGRQVQTRPYPYHQVH_THOUGHT_SPARKER
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the zoo, there is a $3 \\times 3$ grid to show where the animals are. The lion is in the top row and the middle column, and the kangaroo is in the bottom left corner.","firstSentence":"Where might you find the koala on the grid if it is next to the kangaroo?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe positions using words like 'next to', 'above', or 'below'.","Provide a visual grid so students can point or place markers for the animals.","Discuss how to interpret rows and columns to locate positions clearly."]}


example_id: lp_01K7F3BVBXZ47EMQM1YGP2HG7Y_01K7F3BYMXDGRQVQTRPVG0AHK5_CONTEMPLATIVE_QUESTION
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A treasure is hidden at $(3, 2)$ on a grid. How could you describe its position to a friend? What clues could you give if they start at $(0, 0)$?","teacherTips":["Explain how to move across and up to reach $(3, 2)$ from $(0, 0)$.","Encourage use of positional words like 'right' or 'up'.","Discuss how grid coordinates help locate objects."],"difficulty":"mild"}


example_id: lp_01K7F3BVBXZ47EMQM1YGP2HG7Y_01K7F3BYMXDGRQVQTRQ356SZX0_EXIT_TICKET
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$B2$","question":"A koala is sitting at grid position $A2$ on the zoo map. What is the position directly to its right?"},{"answer":"$(2, 6)$","question":"A lion starts at $(3, 4)$ on the zoo map. It moves $2$ spaces up and $1$ space left. Where is it now?"},{"answer":"$(4, 6)$","question":"A zookeeper places animals at $(1, 3)$, $(2, 4)$, and $(3, 5)$. Where should the next animal go to continue the pattern?"}]}


example_id: lp_01K7F3BVBXZ47EMQM1YGP2HG7Y_01K7F3BYMXDGRQVQTRPE927DTA_ACTIVITY
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Grid Explorer Game\nYou are explorers looking for objects on a grid map. Can you find them?","scenario":"Steps\n1. Draw a $5 \\times 5$ grid on paper and label rows (A-E) and columns (1-5).\n2. Each team picks and marks $3$ secret objects on their grid (e.g., A3, D5).\n3. Take turns guessing positions (e.g., 'Is it at B2?').\n4. Mark correct guesses with a circle and wrong guesses with a cross.\n5. The team with the most correct guesses wins!","steps":["Discussion\n• How did you decide which positions to guess first?\n• What patterns did you notice while guessing locations?","Differentiation Opportunities\n• Support: Use a smaller $3 \\times 3$ grid to simplify the activity.\n• Extend: Increase the grid size to $7 \\times 7$ and hide $5$ objects."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GE1N8NFH2VPN7EFT1YJ8GF_01K7GE1Q126QC0YWK63EEY99VV_CONTEMPLATIVE_QUESTION
skills: ["Solving for unknown values in multiplication and division equations"]
skill_ids: ["jvThAF16X0p02FkpdOcp"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a multiplication equation with an unknown value, like $6 \\times x = 42$. How would you solve for $x$? Could you also write a division equation to check your answer?","teacherTips":["Encourage students to use multiplication facts to solve for $x$.","Discuss how division can verify the solution to a multiplication equation.","Ask students to explain their reasoning clearly when solving."],"difficulty":"mild"}


example_id: lp_01K7GE1N8NFH2VPN7EFT1YJ8GF_01K7GE1Q126QC0YWK638F2F4Q5_ACTIVITY
skills: ["Solving for unknown values in multiplication and division equations"]
skill_ids: ["jvThAF16X0p02FkpdOcp"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Equation Puzzle Race\nYour team must solve equations to unlock a secret word and win the race!","scenario":"Steps\n1. Write $5$ equations with unknowns, e.g., $4x = 20$ or $y \\div 3 = 9$.\n2. Solve each equation to find the unknown values.\n3. Match each solution to a letter using a provided letter-number key.\n4. Combine the letters to form the secret word.\n5. The first team to reveal the word wins!","steps":["Discussion\n• How can you check if your solution is correct?\n• Why does reversing the operation help solve the equation?","Differentiation Opportunities\n• Support: Provide simpler equations using smaller numbers, like $2x = 6$.\n• Extend: Include equations with two steps, like $2x + 3 = 11$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GE1N8NFH2VPN7EFT1YJ8GF_01K7GE1Q126QC0YWK63NDN414A_EXIT_TICKET
skills: ["Solving for unknown values in multiplication and division equations"]
skill_ids: ["jvThAF16X0p02FkpdOcp"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$x = 6$","question":"In Jenga, if each block weighs $5$ g and the total weight of $6$ blocks is $30$ g, solve $5 \\cdot x = 30$ for $x$."},{"answer":"$y = 8$","question":"A Jenga tower with $y$ levels has $72$ blocks. If each level has $9$ blocks, solve $9 \\cdot y = 72$ for $y$."},{"answer":"$x = 8$","question":"If $120$ blocks are split evenly into $x$ towers, each with $15$ blocks, solve $120 \\div x = 15$ for $x$."}]}


example_id: lp_01K7GE1N8NFH2VPN7EFT1YJ8GF_01K7GE1Q126QC0YWK636A2JZY0_APPLICATION
skills: ["Solving for unknown values in multiplication and division equations"]
skill_ids: ["jvThAF16X0p02FkpdOcp"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Balancing Jenga Towers with Algebra","example1Header":"Situation\nJenga architects use math to balance towers. Identifying unknown block weights ensures stability, preventing the tower from falling.","example1Body":"Example\nTo balance the tower, $5 + 5 + 5 + x = 20$. Simplify: $15 + x = 20$. Subtract $15$: $x = 5$. The unknown block weighs $5$ kg.","example2Header":"","example2Body":""}


example_id: lp_01K7GE1N8NFH2VPN7EFT1YJ8GF_01K7GE1Q126QC0YWK63JX9EZJF_THOUGHT_SPARKER
skills: ["Solving for unknown values in multiplication and division equations"]
skill_ids: ["jvThAF16X0p02FkpdOcp"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a game of Jenga, each layer is made up of $3$ blocks, and there are $x$ layers in total. The total number of blocks is $48$.","firstSentence":"What number belongs in the blank to solve $3 \\times x = 48$?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use division to isolate the unknown variable.","Ask students to explain their reasoning step-by-step when solving for $x$.","Use physical Jenga blocks or drawings to visualise the problem and connect it to the equation."]}


example_id: lp_01K7F3Y7QH0DV7VXMA8G6Y7WJZ_01K7F3YB8WDZQM1XP19G2JNQXG_THOUGHT_SPARKER
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Kites
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the park, children are flying kites in three colours: $4$ red kites, $6$ blue kites, and $3$ yellow kites. A tally chart is made, and each picture in the graph stands for $2$ kites.","firstSentence":"Which colour has the most kites, and how can you tell from the chart or graph?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to count and compare the tally marks or pictures carefully.","Discuss how the many-to-one representation in the picture graph works and why it helps.","Ask students to explain their reasoning using both the tally chart and the picture graph."]}


example_id: lp_01K7F3Y7QH0DV7VXMA8G6Y7WJZ_01K7F3YB8WDZQM1XP18Y3V9J5Z_APPLICATION
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Kites
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Using Tally Charts to Track Kite Preferences","example1Header":"Situation\nKite shop owners track customers' favourite kite colours using tally charts. This helps them decide which colours to stock more of for their customers.","example1Body":"Example\nA tally chart shows red kites with 15 marks, blue with 10, and yellow with 5. Red kites are most popular because 15 is greater than 10 and 5.","example2Header":"","example2Body":""}


example_id: lp_01K7F3Y7QH0DV7VXMA8G6Y7WJZ_01K7F3YB8WDZQM1XP19CC8522N_CONTEMPLATIVE_QUESTION
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Kites
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You see a tally chart showing apples, bananas, and oranges sold at a shop. How many ways can you explain which fruit was the most popular?","teacherTips":["Encourage students to count the tallies carefully.","Discuss how to compare groups in the tally chart.","Prompt students to explain their reasoning clearly."],"difficulty":"mild"}


example_id: lp_01K7F3Y7QH0DV7VXMA8G6Y7WJZ_01K7F3YB8WDZQM1XP1930Y22JC_ACTIVITY
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Kites
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Graphing Team Challenge\nYour team is organising a zoo trip! Count animals and make graphs to show the results.","scenario":"Steps\n1. Draw a tally chart with columns for lions, zebras, and elephants.\n2. Each team member imagines $5$ of each animal and tallies them.\n3. Convert your tally chart into a picture graph, using one picture for $2$ animals.\n4. Compare your picture graph with another team to check your work.\n5. The team with the most accurate graph wins!","steps":["Discussion\n• Why is it helpful to use pictures for counting?\n• How does a tally chart make counting easier?","Differentiation Opportunities\n• Support: Use only $2$ types of animals and one picture for $1$ animal.\n• Extend: Add more animals and set each picture to represent $5$ animals."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7F3Y7QH0DV7VXMA8G6Y7WJZ_01K7F3YB8WDZQM1XP19M240HTA_EXIT_TICKET
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Kites
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$15$","question":"A kite shop sold $4$ red kites, $5$ blue kites, and $6$ yellow kites. How many kites did they sell in total?"},{"answer":"$6$","question":"A picture graph shows $3$ kite pictures, where each picture equals $2$ kites. How many kites are represented?"},{"answer":"$14$","question":"In a picture graph, $4$ kite pictures represent $8$ kites. How many kites does $7$ pictures represent?"}]}


example_id: lp_01K7GDV7MJQNC6983306TAA5C5_01K7GDV9E5T2Q45S61CBYRNN1S_THOUGHT_SPARKER
skill_ids: ["jLpaNU7JmBumTCNCcDpa","nru9yTxgJooV7u8UmYJ4","Owhlr0HmbxvyACwWbieV"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Solar System
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"The distance from Earth to the Moon is about $384\\,400$ km, while the distance from Earth to the Sun is $149\\,600\\,000$ km. The Sun is about $109$ times wider than Earth, and Earth is $4$ times wider than the Moon.","firstSentence":"How would you use multiplication or division to compare these distances or sizes?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break down the problem into manageable steps, focusing on one comparison at a time.","Discuss the role of powers of $10$ in simplifying large numbers and calculations.","Remind students that division by $0$ is undefined and guide them on why this is the case."]}

skills:
["Understanding that division by 0 is undefined","Multiplication and division of whole numbers by powers of $10$","Solving multiplication problems with more than two numbers"]


example_id: lp_01K7GDV7MJQNC6983306TAA5C5_01K7GDV9E5T2Q45S61BP9TBX2T_APPLICATION
skill_ids: ["jLpaNU7JmBumTCNCcDpa","nru9yTxgJooV7u8UmYJ4","Owhlr0HmbxvyACwWbieV"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Solar System
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Calculating Spacecraft Fuel Needs","example1Header":"Situation\nEngineers plan spacecraft trips using multiplication to calculate fuel needs for journeys between planets in the solar system.","example1Body":"Example\nA spacecraft uses $4$ tonnes of fuel per hour with $3$ engines. For $3$ one-way hours and $2$ return hours, engineers calculate $4 \\times 3 + 4 \\times 2 = 20$ tonnes per engine. With $3$ engines: $20 \\times 3 = 60$ tonnes total.","example2Header":"","example2Body":""}

skills:
["Understanding that division by 0 is undefined","Multiplication and division of whole numbers by powers of $10$","Solving multiplication problems with more than two numbers"]


example_id: lp_01K7GDV7MJQNC6983306TAA5C5_01K7GDV9E5T2Q45S61C6YVTKPT_CONTEMPLATIVE_QUESTION
skill_ids: ["jLpaNU7JmBumTCNCcDpa","nru9yTxgJooV7u8UmYJ4","Owhlr0HmbxvyACwWbieV"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Solar System
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are organising a sports day. If each team has $10$ players and there are $4$ teams, how many players are there in total? Then, if $100$ drinks are divided equally among players, how many drinks does each player get? What happens if there are $0$ drinks?","teacherTips":["Encourage students to multiply $10 \\times 4$ to find the total players.","Guide students to divide $100$ by the total players for drinks per player.","Discuss why dividing by $0$ is undefined and cannot be done."],"difficulty":"mild"}

skills:
["Understanding that division by 0 is undefined","Multiplication and division of whole numbers by powers of $10$","Solving multiplication problems with more than two numbers"]


example_id: lp_01K7GDV7MJQNC6983306TAA5C5_01K7GDV9E5T2Q45S61BW4BENZK_ACTIVITY
skill_ids: ["jLpaNU7JmBumTCNCcDpa","nru9yTxgJooV7u8UmYJ4","Owhlr0HmbxvyACwWbieV"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Solar System
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Number Factory Challenge\nYour team runs a number factory! Solve and create problems to keep it running smoothly.","scenario":"Steps\n1. Write three numbers (e.g., $2$, $5$, $10$) on your paper as your factory's inputs.\n2. Multiply all three numbers together and write the total (e.g., $2 \\times 5 \\times 10 = 100$).\n3. Divide your total by a power of $10$ (e.g., $100 \\div 10 = 10$).\n4. Pass your result to another team and let them verify your work.\n5. Teams earn $1$ point for correct answers or lose $1$ point for mistakes!","steps":["Discussion\n• What patterns do you notice when dividing by powers of $10$?\n• How does the order of multiplication affect the result?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., $1$, $2$, $5$) and only divide by $10$.\n• Extend: Use larger numbers and include up to $4$ factors in multiplication."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GDV7MJQNC6983306TAA5C5_01K7GDV9E5T2Q45S61CHMXECBN_EXIT_TICKET
skill_ids: ["jLpaNU7JmBumTCNCcDpa","nru9yTxgJooV7u8UmYJ4","Owhlr0HmbxvyACwWbieV"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Solar System
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Undefined","question":"If a spaceship splits its $15$ passengers into $0$ groups, how many passengers are in each group?"},{"answer":"$2\\,500$","question":"A rocket engine uses $5$ litres of fuel per second. How much fuel is used in $5 \\cdot 10^2$ seconds?"},{"answer":"$24\\,000$","question":"A satellite travels $3$ orbits per day, and each orbit covers $1\\,000$ km. How far does it travel in $4$ days if $2$ satellites work together?"}]}


example_id: lp_01K7GE7JR03Y8GH21Y1MNHZJA2_01K7GE7MB84Z0F3TGSQPAFQP3P_APPLICATION
skills: ["Choosing an appropriate unit of mass","Identifying an appropriate unit of length"]
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Choosing the Right Units in Soccer Field Design","example1Header":"Situation\nSoccer field designers measure and plan fields accurately. They choose appropriate units like metres for the field's length and millimetres for smaller details.","example1Body":"Example\nA soccer field is $105$ m long, so metres are appropriate. For a net's $4$ mm thickness, millimetres ensure accurate detail. Units depend on measurement size.","example2Header":"","example2Body":""}


example_id: lp_01K7GE7JR03Y8GH21Y1MNHZJA2_01K7GE7MB84Z0F3TGSREYP9207_THOUGHT_SPARKER
skills: ["Choosing an appropriate unit of mass","Identifying an appropriate unit of length"]
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A soccer field is $90$ m long, and a soccer ball weighs about $450$ grams.","firstSentence":"What would be the best unit to measure each of these and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Ask students to compare the size of objects to the units they suggest.","Discuss why meters are more practical than smaller or larger units for field length.","Encourage students to explain why grams are better than kilograms for the ball's weight."]}


example_id: lp_01K7GE7JR03Y8GH21Y1MNHZJA2_01K7GE7MB84Z0F3TGSQWYH32Q9_ACTIVITY
skills: ["Choosing an appropriate unit of mass","Identifying an appropriate unit of length"]
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Pack the Perfect Bag!\nYour team is packing for a school camp! Choose the best units to measure your items.","scenario":"Steps\n1. In teams, list $10$ items for your camp bag (e.g., water bottle, tent).\n2. Decide the best unit of length or mass to measure each item.\n3. Write down your choices and explain why you picked those units.\n4. Compare your list with another team and discuss any differences.\n5. Score $1$ point for each correct choice. The team with the most points wins!","steps":["Discussion\n• Why is it better to measure a tent in metres instead of centimetres?\n• What items are best measured in grams rather than kilograms?","Differentiation Opportunities\n• Support: Focus on simpler items like a pencil or book and provide example units.\n• Extend: Include unusual items like a feather and calculate their total weight in kilograms."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GE7JR03Y8GH21Y1MNHZJA2_01K7GE7MB84Z0F3TGSRAZSB3MN_CONTEMPLATIVE_QUESTION
skills: ["Choosing an appropriate unit of mass","Identifying an appropriate unit of length"]
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are packing for a trip. Which unit of length would you use to measure a suitcase? Which unit of mass would you use to weigh it? Explain your choices.","teacherTips":["Encourage students to think of realistic suitcase sizes and weights.","Discuss common units like cm, m, kg, and g, and their practical uses.","Ask students to explain why their chosen units make sense."],"difficulty":"mild"}


example_id: lp_01K7GE7JR03Y8GH21Y1MNHZJA2_01K7GE7MB84Z0F3TGSRH0MJCAC_EXIT_TICKET
skills: ["Choosing an appropriate unit of mass","Identifying an appropriate unit of length"]
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"cm","question":"If a soccer ball is 22 cm in diameter, what is the most appropriate unit to measure the ball's diameter: cm, m, or km?"},{"answer":"grams","question":"If a soccer ball weighs 450 grams, what is the best unit to describe its weight: grams, kilograms, or tonnes?"},{"answer":"kilograms","question":"A soccer team's equipment bag weighs 27 kg. What unit is most appropriate to describe the bag's weight: grams, kilograms, or tonnes?"}]}


example_id: lp_01K7GEEMDZ7PC5R8J1HR8TTHBR_01K7GEEPEEP0J94PAS11KG6N0R_THOUGHT_SPARKER
skill_ids: ["kObzoKYVm5d8nTsmqOwq","7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You are painting a rectangular wall that is 4 m high and 6 m wide, and you want to add a decorative border all around the edge of the wall.","firstSentence":"How could you figure out the amount of paint needed for the wall and the length of border needed for the edge?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to calculate the wall's area first and then explore the perimeter for the border.","Ask students to explain the difference between area and perimeter and why both are important in this context.","Provide visual aids or diagrams to help students connect the calculations to the real-world task of painting."]}

skills:
["Finding area using unit squares","Applying the formula for area of a rectangle","Finding the perimeter of polygons"]


example_id: lp_01K7GEEMDZ7PC5R8J1HR8TTHBR_01K7GEEPEEP0J94PAS0NFKTCQ1_APPLICATION
skill_ids: ["kObzoKYVm5d8nTsmqOwq","7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Calculating Perimeters for Perfect Frames","example1Header":"Situation\nProfessional painters often create custom frames for their artwork. They calculate the perimeter of the painting to ensure the frame fits perfectly.","example1Body":"Example\nA painting is 6 cm wide and 8 cm tall. The perimeter is $2 \\times (6 + 8) = 28$ cm. This calculation helps the painter design a perfect fitting frame.","example2Header":"","example2Body":""}

skills:
["Finding area using unit squares","Applying the formula for area of a rectangle","Finding the perimeter of polygons"]


example_id: lp_01K7GEEMDZ7PC5R8J1HR8TTHBR_01K7GEEPEEP0J94PAS15GCZX2H_EXIT_TICKET
skill_ids: ["kObzoKYVm5d8nTsmqOwq","7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$15$","question":"A painting canvas is divided into $5$ rows and $3$ columns of unit squares. What is the area of the canvas in square units?"},{"answer":"$24$","question":"A rectangular painting is $6$ m long and $4$ m wide. What is the area of the painting?"},{"answer":"$24$","question":"An artist frames a rectangular painting with sides $7$ m and $5$ m. What is the perimeter of the frame?"}]}

skills:
["Finding area using unit squares","Applying the formula for area of a rectangle","Finding the perimeter of polygons"]


example_id: lp_01K7GEEMDZ7PC5R8J1HR8TTHBR_01K7GEEPEEP0J94PAS0S46RMD9_ACTIVITY
skill_ids: ["kObzoKYVm5d8nTsmqOwq","7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Garden Plot Challenge\nDesign a garden plot with a fixed perimeter and calculate its area to maximise planting space.","scenario":"Steps\n1. Draw a rectangle with a perimeter of $24$ m on paper.\n2. Use the area formula $A = l \\times w$ to calculate your plot's area.\n3. Check your work by counting unit squares inside the rectangle.\n4. Compare areas with other teams to find the largest planting space.\n5. Discuss which dimensions created the most efficient plot.","steps":["Discussion\n• Why does a square give the largest area for a fixed perimeter?\n• How would increasing the perimeter affect the area?","Differentiation Opportunities\n• Support: Use grid paper to ensure dimensions are accurate.\n• Extend: Design a polygonal garden with the same $24$ m perimeter and calculate its area."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GEEMDZ7PC5R8J1HR8TTHBR_01K7GEEPEEP0J94PAS104TWMZN_CONTEMPLATIVE_QUESTION
skill_ids: ["kObzoKYVm5d8nTsmqOwq","7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are designing a garden bed. Choose a rectangle size using whole metres. How would you find its area and perimeter? Explain your steps and design a plan using unit squares.","teacherTips":["Guide students to apply the area formula: $\\text{length} \\times \\text{width}$.","Encourage drawing unit squares to visualise the area.","Discuss how to add all sides to find the perimeter."],"difficulty":"mild"}


example_id: lp_01K7GEMWDQC7TQAJGEMKK29NZY_01K7GEMY27GWW6QKRJYGM4KR0Q_CONTEMPLATIVE_QUESTION
skills: ["Converting between units of time","Converting between $12$ and $24$ hour time"]
skill_ids: ["NrbZ2vpHTGqxEj4vOBwU","O6ajs70RbcvsejLdTjDd"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Your school play starts at $19:30$ in $24$-hour time. What is this in $12$-hour time? How long until it begins if it's $17:15$ now?","teacherTips":["Explain how to convert $24$-hour times to $12$-hour by subtracting $12$ for times after $12:59$.","Help students calculate the time difference by subtracting earlier time from later time.","Encourage students to check their answers by reversing the conversions."],"difficulty":"mild"}


example_id: lp_01K7GEMWDQC7TQAJGEMKK29NZY_01K7GEMY27GWW6QKRJY64MBY4F_ACTIVITY
skills: ["Converting between units of time","Converting between $12$ and $24$ hour time"]
skill_ids: ["NrbZ2vpHTGqxEj4vOBwU","O6ajs70RbcvsejLdTjDd"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"TV Schedule Challenge\nYour team is planning a TV guide and needs to convert times correctly for everyone to watch!","scenario":"Steps\n1. Write a $12$-hour TV schedule with $5$ shows (e.g., $3:15$ PM, $7:45$ AM).\n2. Convert the schedule into $24$-hour time on your paper.\n3. Add the durations of each show (e.g., $45$ minutes, $1$ hour).\n4. Calculate the end time for each show in $24$-hour format.\n5. Compare schedules with other teams to check for accuracy!","steps":["Discussion\n• Why is $24$-hour time useful for schedules?\n• What strategies helped you convert times quickly?","Differentiation Opportunities\n• Support: Provide sample conversions (e.g., $3:00$ PM is $15:00$) to guide students.\n• Extend: Include mixed time zones for extra conversion practice."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GEMWDQC7TQAJGEMKK29NZY_01K7GEMY27GWW6QKRJYTBZRE9A_EXIT_TICKET
skills: ["Converting between units of time","Converting between $12$ and $24$ hour time"]
skill_ids: ["NrbZ2vpHTGqxEj4vOBwU","O6ajs70RbcvsejLdTjDd"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$105$","question":"A basketball game lasts $1$ hour and $45$ minutes. How many minutes long is the game?"},{"answer":"$14:30$","question":"A basketball practice starts at $2:30$ PM. What is this time in $24$-hour format?"},{"answer":"$12\\,300$","question":"A basketball tournament lasted for $3$ hours and $25$ minutes. How many seconds long was the tournament?"}]}


example_id: lp_01K7GEMWDQC7TQAJGEMKK29NZY_01K7GEMY27GWW6QKRJYQ0KJJMA_THOUGHT_SPARKER
skills: ["Converting between units of time","Converting between $12$ and $24$ hour time"]
skill_ids: ["NrbZ2vpHTGqxEj4vOBwU","O6ajs70RbcvsejLdTjDd"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A basketball game starts at $3$:$15$ PM and runs for $1$ hour and $45$ minutes.","firstSentence":"What time will the game end if you write it in $24$-hour time?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how to convert between $12$-hour and $24$-hour time formats.","Guide students to add the duration step by step, starting with hours and then minutes.","Encourage students to explain how they handle scenarios where the minutes go beyond $60$."]}


example_id: lp_01K7GEMWDQC7TQAJGEMKK29NZY_01K7GEMY27GWW6QKRJXZTJA9R6_APPLICATION
skills: ["Converting between units of time","Converting between $12$ and $24$ hour time"]
skill_ids: ["NrbZ2vpHTGqxEj4vOBwU","O6ajs70RbcvsejLdTjDd"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Time Conversion in Basketball Game Schedules","example1Header":"Situation\nBasketball coaches plan game schedules using $24$-hour time to avoid confusion, especially for tournaments with multiple matches in one day.","example1Body":"Example\nA game starts at $3:30$ PM, converted to $24$-hour time as $15:30$. Another ends at $21:45$, converted to $12$-hour time as $9:45$ PM.","example2Header":"","example2Body":""}


example_id: lp_01K7GEVHJ2JY5BKZ8ZJPEMD8MA_01K7GEVNRN0PSAT0K0KR63JQ17_APPLICATION
skills: ["Naming angles using standard conventions","Measuring the degrees of an angle using a protractor"]
skill_ids: ["ZTceJtmt6fvdFpWWOKTA","01JZA199258XMG627NA7RDSNTE"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Darts
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Angles in Professional Dart Scoring","example1Header":"Situation\nDartboard designers use angles to divide the board into fair scoring sections. Each section needs an exact angle to ensure accuracy in gameplay.","example1Body":"Example\nOn a dartboard, $\\angle AOB$ is named using its vertex $O$ and arms $OA$ and $OB$. Another angle like $\\angle COB$ uses $O$, $OC$, and $OB$, ensuring clarity for scoring.","example2Header":"","example2Body":""}


example_id: lp_01K7GEVHJ2JY5BKZ8ZJPEMD8MA_01K7GEVNRN0PSAT0K0MD047JG3_THOUGHT_SPARKER
skills: ["Naming angles using standard conventions","Measuring the degrees of an angle using a protractor"]
skill_ids: ["ZTceJtmt6fvdFpWWOKTA","01JZA199258XMG627NA7RDSNTE"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Darts
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"On a dartboard, the angle between the $20$-point section and the $10$-point section measures $72^\\circ$, and the angle between the $20$-point section and the $5$-point section measures $144^\\circ$.","firstSentence":"How could you name these angles using standard conventions?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review how to identify the vertex and arms of an angle before the discussion.","Encourage students to practise naming angles by referring to their position and measurement.","Use a protractor or a model dartboard to demonstrate and connect to real-world examples."]}


example_id: lp_01K7GEVHJ2JY5BKZ8ZJPEMD8MA_01K7GEVNRN0PSAT0K0MA29JG3G_CONTEMPLATIVE_QUESTION
skills: ["Naming angles using standard conventions","Measuring the degrees of an angle using a protractor"]
skill_ids: ["ZTceJtmt6fvdFpWWOKTA","01JZA199258XMG627NA7RDSNTE"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Darts
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You find a triangle with angles $45^\\circ$, $60^\\circ$, and $75^\\circ$. How would you measure and name the angles using a protractor? Could you draw another triangle with different angles but the same total degrees?","teacherTips":["Remind students that the total of triangle angles is always $180^\\circ$.","Ensure students use a protractor correctly to measure angles.","Encourage naming angles clearly using standard conventions."],"difficulty":"mild"}


example_id: lp_01K7GEVHJ2JY5BKZ8ZJPEMD8MA_01K7GEVNRN0PSAT0K0KXF8563E_ACTIVITY
skills: ["Naming angles using standard conventions","Measuring the degrees of an angle using a protractor"]
skill_ids: ["ZTceJtmt6fvdFpWWOKTA","01JZA199258XMG627NA7RDSNTE"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Darts
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Angle Detective Game\nYou're detectives solving the case of the missing angles! Measure and name each angle to crack the code.","scenario":"Steps\n1. Each pair draws $5$ different angles on paper (e.g., $40^\\circ$, $90^\\circ$, $120^\\circ$).\n2. Swap papers with another pair and measure each angle using a protractor.\n3. Write the correct name for each angle (e.g., $\\angle ABC$).\n4. Score $1$ point for each accurate measurement and correct angle name.\n5. The team with the most points wins the Angle Detective badge!","steps":["Discussion\n• What strategies help you measure angles accurately?\n• Why is it important to name angles correctly in geometry?","Differentiation Opportunities\n• Support: Start with simple angles like $30^\\circ$, $60^\\circ$, and $90^\\circ$.\n• Extend: Challenge yourself with reflex angles greater than $180^\\circ$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GEVHJ2JY5BKZ8ZJPEMD8MA_01K7GEVNRPMEVS23RT9GFVRRW7_EXIT_TICKET
skills: ["Naming angles using standard conventions","Measuring the degrees of an angle using a protractor"]
skill_ids: ["ZTceJtmt6fvdFpWWOKTA","01JZA199258XMG627NA7RDSNTE"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Darts
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$45^\\circ$","question":"If a dart hits at an angle that measures $45^\\circ$ on a dartboard, what is the angle measurement in degrees?"},{"answer":"$\\angle BAC, \\angle CAB$","question":"On a dartboard, if the dart lands forming an angle at point $A$ between arms $AB$ and $AC$, what is the name of the angle?"},{"answer":"$60^\\circ$","question":"A dart lands forming an angle of $x^\\circ$. If another dart creates an angle $20^\\circ$ larger, and the new angle is $80^\\circ$, what is $x$?"}]}


example_id: lp_01K7GF1PXK2PX3XEWAYC804DEQ_01K7GF1RH0X1YF01XZ0QF44NM3_THOUGHT_SPARKER
skills: ["Representing decimals on the number line","Comparing decimals"]
skill_ids: ["prkoutGQvnt475e8NXUh","jnybDqHb7nQg5V5UcP6f"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Two weightlifters are lifting weights: one lifts $75.4$ kg and the other lifts $75.25$ kg.","firstSentence":"Where would these weights be placed on a number line, and how could you explain their positions?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to focus on place value to compare the weights accurately.","Use a physical number line or drawing to help students visualise the placement.","Discuss the importance of tenths and hundredths when representing decimals on a number line."]}


example_id: lp_01K7GF1PXK2PX3XEWAYC804DEQ_01K7GF1RGZ5H02AZCDF9W4YEST_APPLICATION
skills: ["Representing decimals on the number line","Comparing decimals"]
skill_ids: ["prkoutGQvnt475e8NXUh","jnybDqHb7nQg5V5UcP6f"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Decimal Precision in Weightlifting","example1Header":"Situation\nProfessional weightlifters track their lifts precisely using decimals to ensure they gradually increase weights and avoid injury.","example1Body":"Example\nOn a number line between $0$ and $1$, weightlifters mark $0.25$ (one-quarter), $0.5$ (halfway), and $0.75$ (three-quarters) as critical progress points.","example2Header":"","example2Body":""}


example_id: lp_01K7GF1PXK2PX3XEWAYC804DEQ_01K7GF1RH0X1YF01XZ0R8KENHZ_EXIT_TICKET
skills: ["Representing decimals on the number line","Comparing decimals"]
skill_ids: ["prkoutGQvnt475e8NXUh","jnybDqHb7nQg5V5UcP6f"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Jack","question":"During a weightlifting competition, Jack lifted $65.2$ kg and Emma lifted $65.12$ kg. Who lifted more weight?"},{"answer":"$48.7$","question":"Place $48.7$ on a number line between $48.6$ and $48.8$, marking the intervals by $0.1$."},{"answer":"Sarah, $0.45$ kg","question":"In training, Sarah lifted $52.05$ kg, while Ben lifted $52.5$ kg. Who lifted less weight, and by how much?"}]}


example_id: lp_01K7GF1PXK2PX3XEWAYC804DEQ_01K7GF1RH0X1YF01XZ0HAYTWTA_CONTEMPLATIVE_QUESTION
skills: ["Representing decimals on the number line","Comparing decimals"]
skill_ids: ["prkoutGQvnt475e8NXUh","jnybDqHb7nQg5V5UcP6f"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Place $0.3$, $0.35$, and $0.4$ on a number line. How would you describe the position of $0.35$?","teacherTips":["Ensure students understand tenths and hundredths on the number line.","Encourage comparing distances between decimals.","Ask students to explain $0.35$ as halfway between $0.3$ and $0.4$."],"difficulty":"mild"}


example_id: lp_01K7GF1PXK2PX3XEWAYC804DEQ_01K7GF1RH0X1YF01XZ05NJPFYR_ACTIVITY
skills: ["Representing decimals on the number line","Comparing decimals"]
skill_ids: ["prkoutGQvnt475e8NXUh","jnybDqHb7nQg5V5UcP6f"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Decimal Dash\nYour team is in a race to place and compare decimals on a number line!","scenario":"Steps\n1. Draw a number line from $0$ to $1$ with $10$ equal divisions.\n2. Each team writes $5$ decimals (e.g., $0.2$, $0.75$) on small paper slips.\n3. Shuffle and swap slips between teams to place on your number line.\n4. Discuss and adjust placements as a team to ensure they're correct.\n5. Earn $1$ point for each correctly placed decimal. Highest score wins!","steps":["Discussion\n• Why is $0.5$ halfway between $0$ and $1$?\n• How can we compare $0.3$ and $0.35$ on a number line?","Differentiation Opportunities\n• Support: Use decimals with only $1$ decimal place, like $0.2$ or $0.8$.\n• Extend: Use decimals with $2$ or more places, like $0.25$ or $0.375$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GF8GPV33QXAG08B5CX0QTM_01K7GF8JW0471Q5ZAZ9GEJ6H30_CONTEMPLATIVE_QUESTION
skills: ["Identifying factors","Understanding and applying prime factor decomposition","Finding factors"]
skill_ids: ["P0n7PjuNk0JglSH6E8au","dJj3otlgTlEpia6UdIsW","0g4ssNmmmXwIgzcEWtZZ"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have the number $36$. How many ways can you find its factors? What are the prime factors of $36$?","teacherTips":["Encourage students to list all factors of $36$ systematically.","Guide students to use division to find factors of $36$.","Help students break $36$ into prime factors using factor trees."],"difficulty":"mild"}


example_id: lp_01K7GF8GPV33QXAG08B5CX0QTM_01K7GF8JW0471Q5ZAZ93KN37RT_ACTIVITY
skills: ["Identifying factors","Understanding and applying prime factor decomposition","Finding factors"]
skill_ids: ["P0n7PjuNk0JglSH6E8au","dJj3otlgTlEpia6UdIsW","0g4ssNmmmXwIgzcEWtZZ"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Factor Race Challenge\nYour team is racing to break numbers into factors and prime factors faster than anyone else!","scenario":"Steps\n1. Each team writes $5$ numbers between $20$ and $100$ on paper.\n2. Swap numbers with another team to factorise.\n3. Break each number into all its factors and circle the prime ones.\n4. Draw a factor tree for one number to show prime factor decomposition.\n5. Score $1$ point for correct factors and $2$ points for correct prime decomposition!","steps":["Discussion\n• Why are prime factors important in breaking down numbers?\n• What strategies helped you find factors quickly?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., $10$ to $50$) and provide examples of factor trees.\n• Extend: Use larger numbers (e.g., $100$ to $200$) and explore highest common factors."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GF8GPV33QXAG08B5CX0QTM_01K7GF8JW0471Q5ZAZ9QGWJQK3_EXIT_TICKET
skills: ["Identifying factors","Understanding and applying prime factor decomposition","Finding factors"]
skill_ids: ["P0n7PjuNk0JglSH6E8au","dJj3otlgTlEpia6UdIsW","0g4ssNmmmXwIgzcEWtZZ"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$1, 2, 3, 4, 6, 12$","question":"A star has $12$ bright points. What are all the factors of $12$?"},{"answer":"$18$","question":"A star cluster has $36$ stars. What is the greatest factor of $36$ that is less than $36$?"},{"answer":"$2^2 \\cdot 3 \\cdot 5$","question":"A star emits light every $60$ seconds. Using prime factor decomposition, what are the prime factors of $60$?"}]}


example_id: lp_01K7GF8GPV33QXAG08B5CX0QTM_01K7GF8JW0471Q5ZAZ9K14FEP7_THOUGHT_SPARKER
skills: ["Identifying factors","Understanding and applying prime factor decomposition","Finding factors"]
skill_ids: ["P0n7PjuNk0JglSH6E8au","dJj3otlgTlEpia6UdIsW","0g4ssNmmmXwIgzcEWtZZ"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A constellation in the night sky contains exactly $36$ stars.","firstSentence":"How could you arrange the stars in equal rows, and what does this tell you about the factors of $36$?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to list all possible factors of $36$ by finding pairs that multiply to $36$.","Use visual aids like grids or drawings to help students explore different arrangements of stars.","Discuss how prime factorisation can help identify all factors of a number."]}


example_id: lp_01K7GF8GPV33QXAG08B5CX0QTM_01K7GF8JW0471Q5ZAZ90S2JVJ5_APPLICATION
skills: ["Identifying factors","Understanding and applying prime factor decomposition","Finding factors"]
skill_ids: ["P0n7PjuNk0JglSH6E8au","dJj3otlgTlEpia6UdIsW","0g4ssNmmmXwIgzcEWtZZ"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Factors in Star Grouping","example1Header":"Situation\nAstronomers group stars into constellations based on their positions. Knowing the factors of star counts helps divide them into smaller, manageable groups for study.","example1Body":"Example\nAstronomers group $12$ stars by finding its factors: $1, 2, 3, 4, 6,$ and $12$. They might make $3$ groups of $4$ stars, as $3 \\times 4 = 12$.","example2Header":"","example2Body":""}


example_id: lp_01K7GFEZ6FTTAX2H2RQSCC8PV0_01K7GFF0R6QTTC066A5XQXJTBJ_APPLICATION
skill_ids: ["HIVuHqy5UblROWNG2wHX","ouO3C4aIciV7ZK99JQzt"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Spaceships
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Divisibility in Spaceship Supplies","example1Header":"Situation\nSpaceship engineers organise supplies for missions. Supplies packed in stacks must fit evenly, ensuring no leftover items during loading.","example1Body":"Example\nThe spaceship has 50 food packets. To pack evenly: $50 \\div 5 = 10$ (no remainder) and $50 \\div 10 = 5$ (no remainder). Thus, 50 works for both groups.","example2Header":"","example2Body":""}

skills:
["Determining if numbers are divisible by $3$ or $9$","Determining if numbers are divisible by $5$ and $10$"]


example_id: lp_01K7GFEZ6FTTAX2H2RQSCC8PV0_01K7GFF0R6QTTC066A6PTX96C7_THOUGHT_SPARKER
skill_ids: ["HIVuHqy5UblROWNG2wHX","ouO3C4aIciV7ZK99JQzt"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Spaceships
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A fleet of spaceships has numerical identifiers: $45$, $90$, $123$, $150$, and $300$. Some identifiers are divisible by $3$, $9$, $5$, or $10$.","firstSentence":"How could you determine which spaceship identifiers meet all these divisibility rules?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review divisibility rules for $3$, $9$, $5$, and $10$ before starting.","Encourage students to test each number systematically against the rules.","Discuss why some numbers meet all the criteria while others do not, focusing on common factors."]}

skills:
["Determining if numbers are divisible by $3$ or $9$","Determining if numbers are divisible by $5$ and $10$"]


example_id: lp_01K7GFEZ6FTTAX2H2RQSCC8PV0_01K7GFF0R6QTTC066A6SSC4ZQ8_EXIT_TICKET
skill_ids: ["HIVuHqy5UblROWNG2wHX","ouO3C4aIciV7ZK99JQzt"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Spaceships
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Yes","question":"A spaceship part costs $50$. Is $50$ divisible by both $5$ and $10$?"},{"answer":"Yes","question":"The energy meter of a spaceship shows $243$ units. Is $243$ divisible by $9$?"},{"answer":"Yes","question":"A spaceship needs $1\\,728$ litres of fuel. Is $1\\,728$ divisible by both $3$ and $9$?"}]}

skills:
["Determining if numbers are divisible by $3$ or $9$","Determining if numbers are divisible by $5$ and $10$"]


example_id: lp_01K7GFEZ6FTTAX2H2RQSCC8PV0_01K7GFF0R6QTTC066A6H2M95X1_CONTEMPLATIVE_QUESTION
skill_ids: ["HIVuHqy5UblROWNG2wHX","ouO3C4aIciV7ZK99JQzt"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Spaceships
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have numbers $45$, $90$, $150$, and $243$. Which are divisible by $3$, $9$, $5$, and $10$? Explain why.","teacherTips":["Remind students to check divisibility rules for each number.","Encourage clear explanations of their reasoning.","Ask students to test multiple rules for each number."],"difficulty":"mild"}


example_id: lp_01K7GFEZ6FTTAX2H2RQSCC8PV0_01K7GFF0R6QTTC066A62V5FDV2_ACTIVITY
skill_ids: ["HIVuHqy5UblROWNG2wHX","ouO3C4aIciV7ZK99JQzt"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Spaceships
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Divisibility Bingo!\nTeams compete to test divisibility rules and shout 'Bingo!' when they get five correct answers in a row.","scenario":"Steps\n1. Each team writes $10$ random numbers from $1$ to $500$ on their paper.\n2. One student calls out a rule (e.g., divisible by $3$ or $10$).\n3. Teams check which of their numbers fit the rule. Cross them off if true.\n4. The first team to cross off five numbers in a row shouts 'Bingo!'\n5. Review the winning team's answers to verify their calculations.","steps":["Discussion\n• What patterns did you notice with numbers divisible by $5$ or $10$?\n• Why do numbers divisible by $9$ also work for $3$ but not always the reverse?","Differentiation Opportunities\n• Support: Focus only on rules for $5$ and $10$ to simplify the game.\n• Extend: Add rules like divisibility by $6$ or $12$ to increase challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GGE4X889F9VVCD1GYDCHCZ_01K7GGE6M9HW1Q7GD1K5WTE8SQ_THOUGHT_SPARKER
skill_ids: ["pXsYuDd4btkefrpO1JTQ","plLe6kpj4FSRmfaM4qmo"]
subtopics: ["Fraction Basics"]
subtopic_ids: ["subtopic_01GTC0BEC5FK6J3MK5B1VKZQ22"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Liam ate $2 \\frac{1}{4}$ pizzas, and Mia ate $1 \\frac{3}{5}$ pizzas at a pizza party.","firstSentence":"How could you determine who ate more pizza?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to convert the mixed numbers into improper fractions or decimals for easier comparison.","Discuss finding a common denominator when comparing fractions with different denominators.","Use visual aids like fraction bars or drawings of pizzas to help students reason through the problem."]}

skills:
["Converting between mixed numbers and fractions","Comparing fractions with different denominators"]


example_id: lp_01K7GGE4X889F9VVCD1GYDCHCZ_01K7GGE6M9HW1Q7GD1JGF4YRRJ_APPLICATION
skill_ids: ["pXsYuDd4btkefrpO1JTQ","plLe6kpj4FSRmfaM4qmo"]
subtopics: ["Fraction Basics"]
subtopic_ids: ["subtopic_01GTC0BEC5FK6J3MK5B1VKZQ22"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Comparing Pizza Slices with Fractions","example1Header":"Situation\nPizza chefs at a restaurant often cut pizzas into slices of different sizes. They compare fractions to decide how much pizza is left or served.","example1Body":"Example\nA pizza with $3/8$ left is compared to one with $2/4$. Converting $2/4$ to $4/8$, we see $4/8 \u003e 3/8$, so the second pizza has more left.","example2Header":"","example2Body":""}

skills:
["Converting between mixed numbers and fractions","Comparing fractions with different denominators"]


example_id: lp_01K7GGE4X889F9VVCD1GYDCHCZ_01K7GGE6M9HW1Q7GD1KAM3085D_EXIT_TICKET
skill_ids: ["pXsYuDd4btkefrpO1JTQ","plLe6kpj4FSRmfaM4qmo"]
subtopics: ["Fraction Basics"]
subtopic_ids: ["subtopic_01GTC0BEC5FK6J3MK5B1VKZQ22"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"A pizza is cut into $4$ slices and Mia ate $1\\frac{1}{4}$ pizzas. How many slices did she eat in total?"},{"answer":"Zoe","question":"Two pizzas are shared. Alex gets $\\frac{3}{8}$ of one pizza, and Zoe gets $\\frac{5}{12}$ of another. Who gets the larger piece?"},{"answer":"$\\frac{2}{15}$","question":"Liam eats $\\frac{7}{10}$ of a pizza, and Ava eats $\\frac{5}{6}$ of another. How much more pizza did Ava eat than Liam?"}]}

skills:
["Converting between mixed numbers and fractions","Comparing fractions with different denominators"]


example_id: lp_01K7GGE4X889F9VVCD1GYDCHCZ_01K7GGE6M9HW1Q7GD1JJFKJ1ZH_ACTIVITY
skill_ids: ["pXsYuDd4btkefrpO1JTQ","plLe6kpj4FSRmfaM4qmo"]
subtopics: ["Fraction Basics"]
subtopic_ids: ["subtopic_01GTC0BEC5FK6J3MK5B1VKZQ22"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Fruit Fraction Platter\nYou're designing a fruit platter and need to calculate and compare fractions of fruit slices.","scenario":"Steps\n1. Draw $6$ fraction cards (e.g., $1\\frac{1}{2}$, $\\frac{3}{4}$) on paper.\n2. Convert any mixed numbers to improper fractions.\n3. Compare two fraction cards at a time to decide which is larger.\n4. Keep track of correct comparisons. Each correct pair earns $1$ point.\n5. Team with the most points after $5$ rounds wins!","steps":["Discussion\n• Why is it helpful to convert mixed numbers to improper fractions?\n• How do you compare fractions with different denominators?","Differentiation Opportunities\n• Support: Use only fractions with the same denominator for comparisons.\n• Extend: Add three fractions together before comparing their total."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GGE4X889F9VVCD1GYDCHCZ_01K7GGE6M9HW1Q7GD1K09VV1N7_CONTEMPLATIVE_QUESTION
skill_ids: ["pXsYuDd4btkefrpO1JTQ","plLe6kpj4FSRmfaM4qmo"]
subtopics: ["Fraction Basics"]
subtopic_ids: ["subtopic_01GTC0BEC5FK6J3MK5B1VKZQ22"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $2 \\frac{1}{4}$ pizzas and your friend has $1 \\frac{3}{8}$ pizzas. Who has more? Explain how you know.","teacherTips":["Guide students to convert mixed numbers to improper fractions for comparison.","Encourage students to find a common denominator: $8$ in this case.","Discuss how comparing fractions shows part-whole relationships."],"difficulty":"mild"}


example_id: lp_01K7GGN6FZ9W3JKYXQZA3GX6YB_01K7GGN8CG299GTGCD8RAFX5VT_THOUGHT_SPARKER
skill_ids: ["7eWJ5bvvzWXWtCNMUG2l","01K0DDS1JNFC3BDY67MPZP9DGZ"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A scientist discovers a grid showing a dinosaur footprint that covers $40\\%$ of the grid.","firstSentence":"What other ways could you describe the area of the footprint using fractions or decimals?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to visualise the grid to see the connection between percentages, fractions, and decimals.","Ask students to explain the process of converting $40\\%$ into a fraction and a decimal.","Use examples with different percentages to reinforce the concept and promote discussion."]}

skills:
["Understanding what a percentage is using grids","Converting between percentages, fractions and decimals using grids"]


example_id: lp_01K7GGN6FZ9W3JKYXQZA3GX6YB_01K7GGN8CG299GTGCD816WB34C_APPLICATION
skill_ids: ["7eWJ5bvvzWXWtCNMUG2l","01K0DDS1JNFC3BDY67MPZP9DGZ"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Dinosaur Fossil Discovery Percentages","example1Header":"Situation\nPaleontologists study fossils to understand dinosaurs. They use percentages to describe how much of a fossil skeleton has been found compared to the whole.","example1Body":"Example\nIf $75$ bones out of $100$ are found, paleontologists calculate $(75 \\div 100) \\times 100 = 75\\%$. This shows $75\\%$ of the skeleton is complete.","example2Header":"","example2Body":""}

skills:
["Understanding what a percentage is using grids","Converting between percentages, fractions and decimals using grids"]


example_id: lp_01K7GGN6FZ9W3JKYXQZA3GX6YB_01K7GGN8CG299GTGCD85M9QM86_ACTIVITY
skill_ids: ["7eWJ5bvvzWXWtCNMUG2l","01K0DDS1JNFC3BDY67MPZP9DGZ"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Grid Conversion Challenge\nYour team is designing a colourful art grid by converting fractions, decimals, and percentages!","scenario":"Steps\n1. Draw a $10 \\times 10$ grid on paper to represent $100$ squares.\n2. Shade $25$ squares and write it as a fraction, decimal, and percentage.\n3. Repeat with $40$, $70$, and $15$ squares, converting each time.\n4. Compare answers in your team and check for consistency.\n5. Earn $1$ point for each correct conversion. Team with most points wins!","steps":["Discussion\n• How does shading more squares affect the percentage?\n• Why is $0.25$ the same as $25\\%$ and $\\frac{25}{100}$?","Differentiation Opportunities\n• Support: Use simpler fractions like $\\frac{1}{2}$ or $\\frac{1}{4}$ for shading.\n• Extend: Try converting $\\frac{7}{20}$ and $\\frac{13}{50}$ to percentages and decimals."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Understanding what a percentage is using grids","Converting between percentages, fractions and decimals using grids"]


example_id: lp_01K7GGN6FZ9W3JKYXQZA3GX6YB_01K7GGN8CG299GTGCD8Z9G7YDJ_EXIT_TICKET
skill_ids: ["7eWJ5bvvzWXWtCNMUG2l","01K0DDS1JNFC3BDY67MPZP9DGZ"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$45\\%$","question":"A dinosaur museum has a display grid with $100$ squares, and $45$ squares are filled with fossils. What percentage of the grid is filled?"},{"answer":"$\\frac{1}{4}$","question":"If a dinosaur footprint covers $25\\%$ of a $100$-square grid, what fraction of the grid does the footprint cover?"},{"answer":"$30\\%, \\frac{3}{10}$","question":"A dinosaur tail covers $0.3$ of a $100$-square grid. What percentage and fraction of the grid does it cover?"}]}


example_id: lp_01K7GGN6FZ9W3JKYXQZA3GX6YB_01K7GGN8CG299GTGCD8P7VVYWX_CONTEMPLATIVE_QUESTION
skill_ids: ["7eWJ5bvvzWXWtCNMUG2l","01K0DDS1JNFC3BDY67MPZP9DGZ"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a grid with $100$ squares. Colour some squares and describe the fraction, decimal, and percentage of the coloured squares. How would you explain this to a friend?","teacherTips":["Encourage students to connect grids to fractions, decimals, and percentages.","Remind them that $1\\%$ equals $1$ square in a $100$-square grid.","Ask them to reflect on how fractions and decimals relate to percentages."],"difficulty":"mild"}


example_id: lp_01K7GGWB9V45VQX4R78GW6DHT8_01K7GGWD6P52QNTC30TH5AA16Y_APPLICATION
skill_ids: ["oNGFLugARhUuMWJZQbC1","8NkDaBDMmWfebgpz9QDD","01JZA07BVR3EHW3SC4YA1WST73"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Frisbee
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Fractions in Frisbee Game Strategy","example1Header":"Situation\nFrisbee coaches use fractions to measure players' throwing success. They track completed throws and missed throws to improve game strategies.","example1Body":"Example\nA player completes $3/8$ of throws in game one and $4/8$ in game two. Adding these: $3/8 + 4/8 = 7/8$. They completed $7/8$ of throws in total.","example2Header":"","example2Body":""}

skills:
["Addition and subtraction of fractions with different denominators","Addition and subtraction of fractions with the same denominator","Adding like fractions to make a whole"]


example_id: lp_01K7GGWB9V45VQX4R78GW6DHT8_01K7GGWD6Q9EAXN2Q6X0363CWA_THOUGHT_SPARKER
skill_ids: ["oNGFLugARhUuMWJZQbC1","8NkDaBDMmWfebgpz9QDD","01JZA07BVR3EHW3SC4YA1WST73"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Frisbee
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a Frisbee game, one player covers $1/3$ of the field, another covers $1/4$, and a third player covers $1/6$ of the field.","firstSentence":"How much of the field is still uncovered?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to find a common denominator to add the fractions together.","Use visual aids like fraction bars or a diagram of the field divided into parts to help students conceptualise the problem.","Discuss the importance of ensuring the total does not exceed $1$ when calculating fractions of a whole."]}

skills:
["Addition and subtraction of fractions with different denominators","Addition and subtraction of fractions with the same denominator","Adding like fractions to make a whole"]


example_id: lp_01K7GGWB9V45VQX4R78GW6DHT8_01K7GGWD6Q9EAXN2Q6X5BVT9KW_EXIT_TICKET
skill_ids: ["oNGFLugARhUuMWJZQbC1","8NkDaBDMmWfebgpz9QDD","01JZA07BVR3EHW3SC4YA1WST73"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Frisbee
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{3}{5}$","question":"If you throw a frisbee for $\\frac{2}{5}$ of an hour in the morning and $\\frac{1}{5}$ of an hour in the afternoon, how long do you play in total?"},{"answer":"$\\frac{3}{4}$","question":"You caught a frisbee for $\\frac{1}{4}$ of a game and then $\\frac{1}{2}$ of the next game. How much of the games did you play in total?"},{"answer":"$1$","question":"You play frisbee for $\\frac{3}{8}$ of an hour in the morning and $\\frac{5}{8}$ of an hour in the evening. Did you play for a whole hour?"}]}

skills:
["Addition and subtraction of fractions with different denominators","Addition and subtraction of fractions with the same denominator","Adding like fractions to make a whole"]


example_id: lp_01K7GGWB9V45VQX4R78GW6DHT8_01K7GGWD6P52QNTC30TQKSRX7M_ACTIVITY
skill_ids: ["oNGFLugARhUuMWJZQbC1","8NkDaBDMmWfebgpz9QDD","01JZA07BVR3EHW3SC4YA1WST73"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Frisbee
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Build the Fraction Wall\nHelp your team build a sturdy Fraction Wall by adding fractions to make whole numbers!","scenario":"Steps\n1. Draw fraction bricks (e.g., $1/2$, $1/4$, $1/8$) on paper and cut them out.\n2. Work in teams to combine bricks to make wholes (e.g., $1/2 + 1/2 = 1$).\n3. For different denominators, find a common denominator to add or subtract.\n4. Stack completed wholes to build your Fraction Wall.\n5. The tallest, correctly built wall wins!","steps":["Discussion\n• Why is it easier to add fractions with the same denominator?\n• How does finding a common denominator help when adding different fractions?","Differentiation Opportunities\n• Support: Use only fractions with denominators like $2$, $4$, and $8$ for simplicity.\n• Extend: Include mixed numbers and improper fractions in your wall construction."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GGWB9V45VQX4R78GW6DHT8_01K7GGWD6Q9EAXN2Q6WW8GZ6SV_CONTEMPLATIVE_QUESTION
skill_ids: ["oNGFLugARhUuMWJZQbC1","8NkDaBDMmWfebgpz9QDD","01JZA07BVR3EHW3SC4YA1WST73"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Frisbee
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\frac{2}{3}$ of a chocolate bar and your friend has $\\frac{1}{6}$. How could you share it equally? What other fractions might you need to add or subtract to make sharing fair?","teacherTips":["Encourage students to find a common denominator like $6$ for $\\frac{2}{3}$ and $\\frac{1}{6}$.","Ask students to explain each step of their reasoning clearly.","Discuss different ways fractions can be split or combined to share equally."],"difficulty":"mild"}


example_id: lp_01K7GH4V1BP9NBY8RZXP25VV9W_01K7GH4Y62H4ZPNAQ895DN07ME_THOUGHT_SPARKER
skill_ids: ["Owhlr0HmbxvyACwWbieV","PoJYHX4Bh5hQovSJhI9k"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A car can seat $4$ people, and there are $7$ cars in a line, each carrying $3$ passengers.","firstSentence":"How would you calculate the total number of people in all the cars?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the problem into smaller steps, such as finding the total passengers per car first.","Ask students to share different multiplication strategies they used to solve the problem.","Discuss the importance of grouping numbers to simplify calculations, like calculating $7 \\times 3$ first."]}

skills:
["Solving multiplication problems with more than two numbers","Calculating the times tables up to $15$"]


example_id: lp_01K7GH4V1BP9NBY8RZXP25VV9W_01K7GH4Y62H4ZPNAQ88E2GFQ5Z_APPLICATION
skill_ids: ["Owhlr0HmbxvyACwWbieV","PoJYHX4Bh5hQovSJhI9k"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Multiplication in Car Manufacturing","example1Header":"Situation\nCar manufacturers calculate how many parts are needed for production. For example, they need to multiply the number of cars by the parts required for each to plan production.","example1Body":"Example\nIf $5$ trucks each need $6$ tyres and there are $3$ assembly lines, then $6 \\cdot 5 = 30$ tyres per line. Multiply $30 \\cdot 3 = 90$ tyres in total.","example2Header":"","example2Body":""}

skills:
["Solving multiplication problems with more than two numbers","Calculating the times tables up to $15$"]


example_id: lp_01K7GH4V1BP9NBY8RZXP25VV9W_01K7GH4Y62H4ZPNAQ88KPWFM1E_ACTIVITY
skill_ids: ["Owhlr0HmbxvyACwWbieV","PoJYHX4Bh5hQovSJhI9k"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Recipe Multiplier Challenge\nYou're chefs scaling up recipes to serve a big party! Use multiplication to adjust ingredient quantities.","scenario":"Steps\n1. Write a recipe with $3$ ingredients, each using $2$ to $5$ units.\n2. Choose a multiplier (e.g., $3$, $4$, or $5$) for a larger batch.\n3. Multiply each ingredient by the chosen multiplier.\n4. Solve a teammate's recipe to check their calculations.\n5. The team with the most correct recipes wins!","steps":["Discussion\n• Why is the order of multiplying numbers important?\n• How would the recipe change with different multipliers?","Differentiation Opportunities\n• Support: Use smaller multipliers (e.g., $2$ or $3$) and simpler recipes with $2$ ingredients.\n• Extend: Include an extra ingredient and use larger multipliers up to $10$ or $15$."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Solving multiplication problems with more than two numbers","Calculating the times tables up to $15$"]


example_id: lp_01K7GH4V1BP9NBY8RZXP25VV9W_01K7GH4Y62H4ZPNAQ899Z73X1D_EXIT_TICKET
skill_ids: ["Owhlr0HmbxvyACwWbieV","PoJYHX4Bh5hQovSJhI9k"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$28$","question":"A car has $4$ wheels, and you see $7$ cars in a parking lot. How many wheels are there in total?"},{"answer":"$240$","question":"A car factory produces $5$ engines per hour, works for $8$ hours a day, and operates $6$ days a week. How many engines are made weekly?"},{"answer":"$540$","question":"A car dealer has $3$ garages. Each garage has $12$ rows of cars, with $15$ cars in each row. How many cars are there in total?"}]}


example_id: lp_01K7GH4V1BP9NBY8RZXP25VV9W_01K7GH4Y62H4ZPNAQ88ZM1SB3H_CONTEMPLATIVE_QUESTION
skill_ids: ["Owhlr0HmbxvyACwWbieV","PoJYHX4Bh5hQovSJhI9k"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are organising chairs for a school event. Each row has $12$ chairs, and there are $15$ rows. If there are $3$ sections of equal size, how many chairs are in each section? What other ways could you arrange the chairs?","teacherTips":["Encourage students to calculate $12 \\times 15$ first and then divide by $3$.","Discuss other ways to group chairs, like different rows or sections.","Highlight the importance of multiplication and division strategies."],"difficulty":"mild"}


example_id: lp_01K7GHC7YMGME4MMCMGND3WXN8_01K7GHC9NHQ0GPCRKP8AYZGB9N_ACTIVITY
skills: ["Interpreting decimals in time and angle conversions","Solving problems using long division"]
skill_ids: ["WsjsZk2atTFGdQ0wbSrq","IueyI8jY9iVf60sBFdwz"]
subtopics: ["Division Advanced"]
subtopic_ids: ["subtopic_01GTC0BQ6AE9KXYPRC7RHN6TGM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Bake Sale Division\nYou are dividing baked goods equally for a class bake sale.","scenario":"Steps\n1. Each team writes $5$ division problems (e.g., $85 \\div 6$) on paper.\n2. Solve each problem with long division and calculate the decimal remainder.\n3. Decide how to interpret each remainder (e.g., round up, leave as is).\n4. Compare your answers and reasoning with another team.\n5. Earn points for accurate answers and logical interpretations!","steps":["Discussion\n• When should you round up a remainder?\n• How would remainders affect sharing items fairly?","Differentiation Opportunities\n• Support: Use smaller numbers for division, such as $36 \\div 4$.\n• Extend: Create word problems where interpreting remainders is more complex."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GHC7YMGME4MMCMGND3WXN8_01K7GHC9NHQ0GPCRKP94ZFVX5J_EXIT_TICKET
skills: ["Interpreting decimals in time and angle conversions","Solving problems using long division"]
skill_ids: ["WsjsZk2atTFGdQ0wbSrq","IueyI8jY9iVf60sBFdwz"]
subtopics: ["Division Advanced"]
subtopic_ids: ["subtopic_01GTC0BQ6AE9KXYPRC7RHN6TGM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$120$","question":"If an airplane has $600$ passengers and the flight attendants need to serve them equally among $5$ attendants, how many passengers does each attendant serve?"},{"answer":"$241.25$","question":"An airplane covers $965$ km in $4$ hours. What is the average distance it travels per hour (in km)?"},{"answer":"$3$, $125$","question":"An airplane has $1\\,250$ kg of fuel, and each engine uses $375$ kg per hour. How many full hours can the engines run, and how much fuel will remain?"}]}


example_id: lp_01K7GHC7YMGME4MMCMGND3WXN8_01K7GHC9NHQ0GPCRKP8TEVYN4D_CONTEMPLATIVE_QUESTION
skills: ["Interpreting decimals in time and angle conversions","Solving problems using long division"]
skill_ids: ["WsjsZk2atTFGdQ0wbSrq","IueyI8jY9iVf60sBFdwz"]
subtopics: ["Division Advanced"]
subtopic_ids: ["subtopic_01GTC0BQ6AE9KXYPRC7RHN6TGM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $125$ cupcakes to share equally among $8$ friends. How would you divide them? What would the remainder represent, and how could you explain it as a decimal?","teacherTips":["Guide students to use long division to calculate $125 \\div 8$ step by step.","Discuss how the remainder can be expressed as a decimal value.","Encourage students to interpret the decimal in a real-world context."],"difficulty":"mild"}


example_id: lp_01K7GHC7YMGME4MMCMGND3WXN8_01K7GHC9NHQ0GPCRKP8ZRYWBJJ_THOUGHT_SPARKER
skills: ["Interpreting decimals in time and angle conversions","Solving problems using long division"]
skill_ids: ["WsjsZk2atTFGdQ0wbSrq","IueyI8jY9iVf60sBFdwz"]
subtopics: ["Division Advanced"]
subtopic_ids: ["subtopic_01GTC0BQ6AE9KXYPRC7RHN6TGM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"An airplane has $156$ passengers and $12$ rows of seats, but not all rows can be filled evenly.","firstSentence":"What does the remainder represent when dividing the passengers among the rows?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to perform the division first and identify the remainder.","Discuss real-world scenarios where remainders might have practical meanings.","Ask students how they might handle the extra passengers in this situation."]}


example_id: lp_01K7GHC7YMGME4MMCMGND3WXN8_01K7GHC9NHQ0GPCRKP86M6HBMN_APPLICATION
skills: ["Interpreting decimals in time and angle conversions","Solving problems using long division"]
skill_ids: ["WsjsZk2atTFGdQ0wbSrq","IueyI8jY9iVf60sBFdwz"]
subtopics: ["Division Advanced"]
subtopic_ids: ["subtopic_01GTC0BQ6AE9KXYPRC7RHN6TGM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Calculating Passenger Distribution in Airplanes","example1Header":"Situation\nAirline staff use math to distribute passengers evenly across rows in a plane. This ensures the airplane stays balanced during flight.","example1Body":"Example\nTo evenly distribute $120$ passengers across $8$ rows, airline staff calculate $120 \\div 8 = 15$. So, $15$ passengers are seated in each row to ensure balance.","example2Header":"","example2Body":""}


example_id: lp_01K7GHW6WHGCJ60KRJ3GXSABWH_01K7GHW8EP5J046KWJ5QS30CPM_ACTIVITY
skills: ["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred"]
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Running
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Town Population Rounding\nYou're estimating populations for towns in Australia. Work in teams to round numbers quickly and accurately!","scenario":"Steps\n1. Each team writes $5$ random population numbers (e.g., $12\\,348$, $7\\,945$).\n2. Round each number to the nearest ten, hundred, and thousand.\n3. Pass your rounded numbers to another team for checking.\n4. Earn $1$ point for every correctly rounded value.\n5. The team with the most points after $3$ rounds wins!","steps":["Discussion\n• Why is it important to round numbers in real-life situations?\n• What happens when a number is exactly in the middle when rounding?","Differentiation Opportunities\n• Support: Round only to the nearest hundred to simplify the task.\n• Extend: Create larger numbers (e.g., $123\\,456$) and round to the nearest ten thousand."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GHW6WHGCJ60KRJ3GXSABWH_01K7GHW8EP5J046KWJ61NSQE8Q_CONTEMPLATIVE_QUESTION
skills: ["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred"]
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Running
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $1\\,245$ marbles. How would rounding to the nearest ten, hundred, or thousand help estimate how many boxes (holding $100$ marbles each) you need?","teacherTips":["Guide students to round $1\\,245$ to the nearest $10$, $100$, and $1\\,000$.","Discuss why different rounding levels might be useful in this scenario.","Encourage students to justify which rounding method they prefer."],"difficulty":"mild"}


example_id: lp_01K7GHW6WHGCJ60KRJ3GXSABWH_01K7GHW8EP5J046KWJ661HDNNP_EXIT_TICKET
skills: ["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred"]
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Running
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$50$","question":"During a running event, $53$ runners participated. Round $53$ to the nearest ten."},{"answer":"$700$","question":"A running track is $678$ metres long. Round $678$ to the nearest hundred."},{"answer":"$3\\,000$","question":"A marathon had $2\\,749$ spectators. Round $2\\,749$ to the nearest thousand."}]}


example_id: lp_01K7GHW6WHGCJ60KRJ3GXSABWH_01K7GHW8EP5J046KWJ5PBS77BB_APPLICATION
skills: ["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred"]
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Running
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Timing in Competitive Running","example1Header":"Situation\nRace organisers ensure accurate timing for events. They round runners' times to the nearest hundredth second for rankings and fairness.","example1Body":"Example\nA runner's time of $1\\,843$ seconds rounds to $1\\,800$ seconds when rounded to the nearest hundred. The tens digit ($4$) indicates rounding down.","example2Header":"","example2Body":""}


example_id: lp_01K7GHW6WHGCJ60KRJ3GXSABWH_01K7GHW8EP5J046KWJ65BD31C3_THOUGHT_SPARKER
skills: ["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred"]
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Running
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A runner is training for a marathon and tracks her daily distances as $2\\,345$ m, $1\\,768$ m, and $3\\,452$ m.","firstSentence":"How would you round each distance to the nearest thousand and explain your reasoning?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify and discuss the rounding rules for each place value.","Use number lines to visually represent how numbers round up or down.","Ask students to explain why the nearest thousand is chosen based on the digits."]}


example_id: lp_01K7GJ9QFTQ50NZVA9QPF9PNXY_01K7GJ9SB3PYJCPHMCC1N0WM26_THOUGHT_SPARKER
skills: ["Identifying patterns in basic arithmetic sequences"]
skill_ids: ["4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Bowling
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a bowling game, the first player knocks down $3$ pins in the first round, $6$ pins in the second round, and $9$ pins in the third round.","firstSentence":"What pattern do you notice in the number of pins knocked down each round?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the sequence in their own words before using numbers.","Discuss how the difference between consecutive numbers can help identify patterns.","Ask students to predict the next numbers in the sequence and explain their reasoning."]}


example_id: lp_01K7GJ9QFTQ50NZVA9QPF9PNXY_01K7GJ9SB3PYJCPHMCBFATZK0H_APPLICATION
skills: ["Identifying patterns in basic arithmetic sequences"]
skill_ids: ["4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Bowling
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Spotting Bowling Score Patterns","example1Header":"Situation\nProfessional bowlers track score patterns across games to improve their performance. Identifying arithmetic sequences in scores helps them spot trends and set goals.","example1Body":"Example\nA bowler’s scores are $120$, $125$, $130$, and $135$. The pattern increases by $5$. The next score is $135 + 5 = 140$, showing consistent progress.","example2Header":"","example2Body":""}


example_id: lp_01K7GJ9QFTQ50NZVA9QPF9PNXY_01K7GJ9SB3PYJCPHMCBMSYANXR_ACTIVITY
skills: ["Identifying patterns in basic arithmetic sequences"]
skill_ids: ["4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Bowling
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Sequence Detectives\nYour team is solving secret number patterns! Can you figure out the rule and extend the sequence?","scenario":"Steps\n1. Each team writes a sequence of $5$ numbers with an arithmetic pattern (e.g., $2, 4, 6, 8, 10$).\n2. Swap sequences with another team and try to identify the rule (e.g., adding $2$).\n3. Extend the sequence by adding the next $3$ numbers based on the rule.\n4. Check answers with the original team to see if you got it right!\n5. Earn $1$ point for each correct rule and extension. The team with the most points wins!","steps":["Discussion\n• How can you quickly find the rule in a sequence?\n• What happens if the rule changes partway through the sequence?","Differentiation Opportunities\n• Support: Use smaller numbers and simple patterns like adding $1$ or $2$.\n• Extend: Create sequences with more complex rules, like alternating patterns or subtracting numbers."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GJ9QFTQ50NZVA9QPF9PNXY_01K7GJ9SB3PYJCPHMCBX6VYRNS_CONTEMPLATIVE_QUESTION
skills: ["Identifying patterns in basic arithmetic sequences"]
skill_ids: ["4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Bowling
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create your own sequence where each number increases by the same amount. What is the rule? Predict the next 3 numbers.","teacherTips":["Encourage students to choose their own starting number and step size.","Ask students to explain how they found the rule for their sequence.","Discuss how patterns help predict future numbers in a sequence."],"difficulty":"mild"}


example_id: lp_01K7GJ9QFTQ50NZVA9QPF9PNXY_01K7GJ9SB3PYJCPHMCC62ZY8Z5_EXIT_TICKET
skills: ["Identifying patterns in basic arithmetic sequences"]
skill_ids: ["4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Bowling
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$160$","question":"A bowling team scores $120$, $130$, $140$, $150$. What is the next score in the sequence?"},{"answer":"$30$","question":"A bowler knocks down $5$, $10$, $15$, $20$ pins in consecutive throws. How many pins will they knock down in the $6$th throw if the pattern continues?"},{"answer":"$500$","question":"A bowling league awards points as $50$, $100$, $150$, $200$, $250$ for top performers. What will the $10$th award amount be if the sequence continues?"}]}


example_id: lp_01K7GJ244BX23EWE5TN7QE9RME_01K7GJ25KF5VFGZXM1XQGBSJ4S_ACTIVITY
skill_ids: ["ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8","BZomviotodXV3jkXQ9AA"]
subtopics: ["Multiplication Advanced"]
subtopic_ids: ["subtopic_01GTC0BHJQMPV9RYBH2Q599MYT"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Table Tennis
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Bake Sale Bonanza\nYou're organising a bake sale and need to calculate how much to bake and how much money you'll make.","scenario":"Steps\n1. Write down $5$ items to sell (e.g., cookies, muffins) and their prices (e.g., $\\$3$ each).\n2. Decide how many of each item to bake (e.g., $25$ cookies, $18$ muffins).\n3. Calculate the total income for each item by multiplying the price by the quantity.\n4. Add up all the totals to find the total income from the bake sale.\n5. Compare results with other teams to see who made the most money!","steps":["Discussion\n• How does changing the price of one item affect your total income?\n• What strategies did you use to do the calculations quickly?","Differentiation Opportunities\n• Support: Use only two items with smaller quantities, like $10$ and $15$.\n• Extend: Add a cost for ingredients and subtract it from your total income."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Multiplying two-digit by one-digit numbers in worded problems","Solving worded problems that require long addition","Solving worded problems involving multi-digit multiplication"]


example_id: lp_01K7GJ244BX23EWE5TN7QE9RME_01K7GJ25KF5VFGZXM1Y6SSJ0K7_CONTEMPLATIVE_QUESTION
skill_ids: ["ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8","BZomviotodXV3jkXQ9AA"]
subtopics: ["Multiplication Advanced"]
subtopic_ids: ["subtopic_01GTC0BHJQMPV9RYBH2Q599MYT"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Table Tennis
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A school canteen sells $36$ sandwiches each day for $5$ days. How could you calculate the total sandwiches sold? What if they also sold $24$ muffins daily? Explain your strategy.","teacherTips":["Encourage breaking the problem into smaller steps for clarity.","Discuss different multiplication strategies, like repeated addition.","Highlight the importance of adding totals correctly after multiplication."],"difficulty":"mild"}

skills:
["Multiplying two-digit by one-digit numbers in worded problems","Solving worded problems that require long addition","Solving worded problems involving multi-digit multiplication"]


example_id: lp_01K7GJ244BX23EWE5TN7QE9RME_01K7GJ25KF5VFGZXM1YFJ6JCZH_EXIT_TICKET
skill_ids: ["ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8","BZomviotodXV3jkXQ9AA"]
subtopics: ["Multiplication Advanced"]
subtopic_ids: ["subtopic_01GTC0BHJQMPV9RYBH2Q599MYT"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Table Tennis
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$45$","question":"A table tennis paddle costs $15$ dollars, and Sarah buys $3$ paddles. How much does she spend in total?"},{"answer":"$150$","question":"A table tennis club has $25$ members, and each member owns $6$ table tennis balls. How many balls are there in total?"},{"answer":"$410$","question":"In a table tennis match, Emma scores $135$ points, Liam scores $148$, and Sarah scores $127$. What is the total score of all three players?"}]}

skills:
["Multiplying two-digit by one-digit numbers in worded problems","Solving worded problems that require long addition","Solving worded problems involving multi-digit multiplication"]


example_id: lp_01K7GJ244BX23EWE5TN7QE9RME_01K7GJ25KF5VFGZXM1YA1YHF7J_THOUGHT_SPARKER
skill_ids: ["ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8","BZomviotodXV3jkXQ9AA"]
subtopics: ["Multiplication Advanced"]
subtopic_ids: ["subtopic_01GTC0BHJQMPV9RYBH2Q599MYT"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Table Tennis
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a table tennis match, a player earns $15$ points for each game they win. If they win $7$ games in total, they also earn a bonus of $25$ points.","firstSentence":"How could you calculate the total points the player scored in the match?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the multiplication and addition steps needed to solve the problem.","Discuss breaking the problem into smaller parts, like calculating points from games first and then adding the bonus.","Ask students to explain their reasoning and compare different strategies to find the total."]}


example_id: lp_01K7GJ244BX23EWE5TN7QE9RME_01K7GJ25KF5VFGZXM1XH2FJ50M_APPLICATION
skill_ids: ["ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8","BZomviotodXV3jkXQ9AA"]
subtopics: ["Multiplication Advanced"]
subtopic_ids: ["subtopic_01GTC0BHJQMPV9RYBH2Q599MYT"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Table Tennis
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Scoring in Table Tennis Tournaments","example1Header":"Situation\nTournament organisers in table tennis track players' scores across matches to determine the overall winner. They often use long addition to calculate total points.","example1Body":"Example\nA table tennis player scored $182$, $237$, and $195$ points in three matches. Adding them step-by-step: $182 + 237 = 419$, then $419 + 195 = 614$. Their total score is $614$ points.","example2Header":"","example2Body":""}


example_id: lp_01K7GJGKHSDANN0FMF9PTEBES8_01K7GJGN5D22M6VJAKAYYYMKWE_APPLICATION
skills: ["Matching a net to its corresponding 3D shape"]
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6"]
subtopics: ["Prisms"]
subtopic_ids: ["subtopic_01GTC0BMC0P4ZZ0ZGCDYVV33V1"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Gardening
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Designing Garden Beds with 3D Shapes","example1Header":"Situation\nGarden designers use 3D shapes for planning. Raised beds are built using rectangular prisms or cylinders, with nets guiding their construction.","example1Body":"Example\nDesigners unfold a rectangular prism garden bed to a net with $6$ rectangles. Each rectangle represents a face: top, bottom, sides, front, and back.","example2Header":"","example2Body":""}


example_id: lp_01K7GJGKHSDANN0FMF9PTEBES8_01K7GJGN5D22M6VJAKBE5YYVMV_THOUGHT_SPARKER
skills: ["Matching a net to its corresponding 3D shape"]
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6"]
subtopics: ["Prisms"]
subtopic_ids: ["subtopic_01GTC0BMC0P4ZZ0ZGCDYVV33V1"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Gardening
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In your garden, you want to create decorations shaped like cubes, pyramids, and cylinders using cardboard nets.","firstSentence":"How would you choose the correct net for each 3D shape you want to make?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Provide examples of nets and their corresponding 3D shapes for reference.","Encourage students to visualise folding the net to form the shape.","Discuss why some nets might not work for certain shapes, prompting critical thinking."]}


example_id: lp_01K7GJGKHSDANN0FMF9PTEBES8_01K7GJGN5D22M6VJAKBJS2HHBG_EXIT_TICKET
skills: ["Matching a net to its corresponding 3D shape"]
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6"]
subtopics: ["Prisms"]
subtopic_ids: ["subtopic_01GTC0BMC0P4ZZ0ZGCDYVV33V1"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Gardening
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"A net made up of $6$ equal squares","question":"If a gardening tool box is shaped like a cube, which net made of $6$ equal squares can fold into it?"},{"answer":"Triangular prism","question":"A gardener folds a net with $1$ rectangle and $2$ congruent triangles into a 3D tool. Which shape does it form?"},{"answer":"Net with $2$ circles and $1$ rectangle","question":"A watering can is shaped like a cylinder. Which net with $2$ circles and $1$ rectangle matches this shape?"}]}


example_id: lp_01K7GJGKHSDANN0FMF9PTEBES8_01K7GJGN5D22M6VJAKB0RE7321_ACTIVITY
skills: ["Matching a net to its corresponding 3D shape"]
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6"]
subtopics: ["Prisms"]
subtopic_ids: ["subtopic_01GTC0BMC0P4ZZ0ZGCDYVV33V1"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Gardening
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"3D Shape Net Match\nYour team is building models using nets to match them with 3D shapes!","scenario":"Steps\n1. Draw nets for a cube, pyramid, and cylinder on paper.\n2. Cut out the nets and fold them into their 3D shapes.\n3. Write the name of the 3D shape on each model.\n4. Swap nets with another team and match their nets to 3D shapes.\n5. Score 1 point for each correct match. Team with the most points wins!","steps":["Discussion\n• What clues helped you match the net to the 3D shape?\n• Why do some shapes have more faces than others?","Differentiation Opportunities\n• Support: Provide step-by-step guides for drawing simpler nets like cubes.\n• Extend: Challenge students to create nets for complex shapes like pentagonal prisms."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GJGKHSDANN0FMF9PTEBES8_01K7GJGN5D22M6VJAKBARSZPEA_CONTEMPLATIVE_QUESTION
skills: ["Matching a net to its corresponding 3D shape"]
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6"]
subtopics: ["Prisms"]
subtopic_ids: ["subtopic_01GTC0BMC0P4ZZ0ZGCDYVV33V1"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Gardening
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine you're designing a gift box. Draw a net for your box and explain which 3D shape it folds into. How do you know your net is correct?","teacherTips":["Encourage students to visualise folding the net into a 3D shape.","Discuss why all edges and faces must match exactly when folded.","Provide examples of common nets like cubes or pyramids for reference."],"difficulty":"mild"}


example_id: lp_01K7GJPXWGQT68YZ0KD0Z52ZA9_01K7GJPZSNA90RZFQ3KPK9WAP2_APPLICATION
skill_ids: ["FItR7wKjyN6GBTg7lEwF","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Drone Navigation with Grid Coordinates","example1Header":"Situation\nDrone operators use grids to navigate. They assign coordinates to locations, ensuring drones deliver items or capture images accurately.","example1Body":"Example\nA drone starts at $(C, 3)$ on a grid. It moves 2 rows up and 1 column left, reaching $(B, 1)$. Positions ensure precise navigation.","example2Header":"","example2Body":""}

skills:
["Describing a position using a grid coordinate system","Identifying key features of the Cartesian plane"]


example_id: lp_01K7GJPXWGQT68YZ0KD0Z52ZA9_01K7GJPZSNA90RZFQ3MCDX4D8M_THOUGHT_SPARKER
skill_ids: ["FItR7wKjyN6GBTg7lEwF","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A drone is delivering a package, starting at $(2, 3)$, flying to $(6, 3)$, and then to $(6, 7)$ on a coordinate grid.","firstSentence":"How could you describe the route the drone takes using coordinates?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review the structure of the Cartesian plane, including the x-axis and y-axis.","Encourage students to visualise the grid and trace the path step by step.","Discuss how to describe movement along horizontal and vertical lines using changes in coordinates."]}

skills:
["Describing a position using a grid coordinate system","Identifying key features of the Cartesian plane"]


example_id: lp_01K7GJPXWGQT68YZ0KD0Z52ZA9_01K7GJPZSNA90RZFQ3MG571ZQW_EXIT_TICKET
skill_ids: ["FItR7wKjyN6GBTg7lEwF","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$x\\text{-axis}$","question":"What is the name of the horizontal axis on the Cartesian plane used by the drone to map its flight path?"},{"answer":"$(1, 2)$","question":"If a drone is located at $(3, 5)$ and moves $2$ units left and $3$ units down, where does it land?"},{"answer":"$(10, 15)$","question":"A drone follows a pattern from $(0, 0)$ to $(2, 3)$, $(4, 6)$, and so on. What are the coordinates of its $5$th position?"}]}

skills:
["Describing a position using a grid coordinate system","Identifying key features of the Cartesian plane"]


example_id: lp_01K7GJPXWGQT68YZ0KD0Z52ZA9_01K7GJPZSNA90RZFQ3KWTBTSR5_ACTIVITY
skill_ids: ["FItR7wKjyN6GBTg7lEwF","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Park Grid Explorer\nYou're designing a park map using a Cartesian grid to locate features!","scenario":"Steps\n1. Draw a Cartesian plane with $x$-axis and $y$-axis labeled from $-10$ to $10$.\n2. Mark the origin $(0, 0)$ and label the quadrants on your grid.\n3. In teams, place $5$ 'features' (e.g., trees, benches) at grid coordinates.\n4. Write down the coordinates of your features and share them with another team.\n5. Guess the location of their features using the coordinates they share!","steps":["Discussion\n• Why is the origin $(0, 0)$ important on the grid?\n• How does knowing the quadrant help you locate a point faster?","Differentiation Opportunities\n• Support: Use only Quadrant I with positive coordinates for simplicity.\n• Extend: Add more features and use decimals in the coordinates (e.g., $(2.5, -3.7)$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GJPXWGQT68YZ0KD0Z52ZA9_01K7GJPZSNA90RZFQ3M4RDZNQT_CONTEMPLATIVE_QUESTION
skill_ids: ["FItR7wKjyN6GBTg7lEwF","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Drones
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine a treasure is hidden at $(4, 7)$ on a Cartesian plane. Describe how to find it using grid coordinates. How would you explain this to someone new to the Cartesian plane?","teacherTips":["Encourage students to explain the $x$-axis and $y$-axis clearly.","Ask students to describe the meaning of $(4, 7)$.","Discuss how to move horizontally and vertically to locate $(4, 7)$."],"difficulty":"mild"}


example_id: lp_01K7GJWHWJYSHT55XHN6Q594SS_01K7GJWKF03EWKAPPA27N4DBMJ_ACTIVITY
skill_ids: ["jeApdsSKMK4uay0xzPRu","bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Taekwondo
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Rotation Relay Challenge\nYour team is navigating shapes on a grid to reach the goal! Rotate correctly to succeed!","scenario":"Steps\n1. Draw a $5 \\times 5$ grid on paper and place a small shape (e.g., triangle) in one cell.\n2. Designate a start and goal cell on the grid for your shape.\n3. Take turns rotating the shape (quarter, half, three-quarter, or full turns) clockwise or anticlockwise.\n4. Move the shape based on its new orientation towards the goal cell.\n5. The team that reaches the goal first with correct rotations wins!","steps":["Discussion\n• How does changing the rotation direction affect the outcome?\n• What strategies helped your team rotate more accurately?","Differentiation Opportunities\n• Support: Use only quarter and half turns to simplify the activity.\n• Extend: Add obstacles on the grid that require extra rotations to navigate."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Rotating shapes by quarter, half, three-quarter and full turns","Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]


example_id: lp_01K7GJWHWJYSHT55XHN6Q594SS_01K7GJWKF03EWKAPPA2FJN25DA_CONTEMPLATIVE_QUESTION
skill_ids: ["jeApdsSKMK4uay0xzPRu","bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Taekwondo
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Design a shape that looks the same after a half-turn. How would it change with a quarter-turn?","teacherTips":["Encourage students to test turns using tracing paper or drawings.","Discuss rotational symmetry and what it means for a shape to 'look the same'.","Prompt students to relate rotations to real-world objects like wheels or patterns."],"difficulty":"mild"}

skills:
["Rotating shapes by quarter, half, three-quarter and full turns","Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]


example_id: lp_01K7GJWHWJYSHT55XHN6Q594SS_01K7GJWKF03EWKAPPA2NV944NE_EXIT_TICKET
skill_ids: ["jeApdsSKMK4uay0xzPRu","bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Taekwondo
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Clockwise","question":"During a Taekwondo routine, if a student spins $90^\\circ$ to the right, is this a clockwise or anticlockwise rotation?"},{"answer":"$3$","question":"A Taekwondo logo is rotated $270^\\circ$ clockwise during a demonstration. How many quarter turns is this?"},{"answer":"$4$","question":"If a Taekwondo badge has $4$ lines of symmetry, how many times will it look identical in one full $360^\\circ$ rotation?"}]}

skills:
["Rotating shapes by quarter, half, three-quarter and full turns","Identifying line and rotational symmetry","Identifying clockwise and anticlockwise rotation"]


example_id: lp_01K7GJWHWJYSHT55XHN6Q594SS_01K7GJWKF03EWKAPPA2JYNQFFD_THOUGHT_SPARKER
skill_ids: ["jeApdsSKMK4uay0xzPRu","bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Taekwondo
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a Taekwondo routine, a practitioner performs a spinning kick that rotates $270^\\circ$ to the right, followed by a $90^\\circ$ turn to the left.","firstSentence":"How would you describe the direction of each rotation as clockwise or anticlockwise?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use physical demonstrations or diagrams to help students visualise the rotations.","Encourage students to connect the angles to fractions of a full turn.","Discuss how the terms 'clockwise' and 'anticlockwise' relate to the motion of a clock's hands."]}


example_id: lp_01K7GJWHWJYSHT55XHN6Q594SS_01K7GJWKF03EWKAPPA242TQH5E_APPLICATION
skill_ids: ["jeApdsSKMK4uay0xzPRu","bDFjo8Ke7stVi33wNxfh","Wl8ZQfH0ZLoCWQi6JysJ"]
subtopics: ["Rotation"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0K10ZEY9"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Taekwondo
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Rotations in Taekwondo Patterns","example1Header":"Situation\nIn Taekwondo, athletes practice patterns called 'poomsae' involving precise movements. Rotations like quarter, half, and full turns ensure correct direction and form.","example1Body":"Example\nIn a poomsae, starting forward, a quarter turn right faces right. A half turn from there faces left. A three-quarter turn points backward, and another quarter turn brings the athlete back forward.","example2Header":"","example2Body":""}


example_id: lp_01K7GK2XF14KEF02W7HNG86JF6_01K7GK2Z4VVPC8WCFJFN0TBY3E_CONTEMPLATIVE_QUESTION
skill_ids: ["epyyn8wG9aa0qbIvsxmE","HTxBeLpUWNI8auKmsenA"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine it might rain tomorrow. How would you describe the likelihood of rain as a number between $0$ and $1$? What other events could you compare to explain your reasoning?","teacherTips":["Encourage students to use fractions, decimals, or percentages for probabilities.","Discuss examples of events that are certain, impossible, or somewhere in between.","Help students connect probabilities to real-world weather or daily events."],"difficulty":"mild"}

skills:
["Understanding that probabilities are represented as numbers between $0$ and $1$","Comparing likelihoods of events"]


example_id: lp_01K7GK2XF14KEF02W7HNG86JF6_01K7GK2Z4VVPC8WCFJF9S1DP9D_ACTIVITY
skill_ids: ["epyyn8wG9aa0qbIvsxmE","HTxBeLpUWNI8auKmsenA"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Probability Spinner Game\nCreate spinners to predict outcomes and compare which event is more likely.","scenario":"Steps\n1. In groups, draw a circle and divide it into $4$ equal sections.\n2. Label sections with colours (e.g., red, blue, green, yellow).\n3. Spin $20$ times and record how often each colour appears.\n4. Calculate probabilities of each colour (e.g., $P(\\text{red}) = \\frac{\\text{red spins}}{20}$).\n5. Compare probabilities to decide which colour is most likely.","steps":["Discussion\n• How do your experimental probabilities compare to the expected ones?\n• What happens to probabilities if you spin $50$ times instead of $20$?","Differentiation Opportunities\n• Support: Divide spinner into $2$ sections to simplify probabilities.\n• Extend: Use $6$ sections and compare probabilities of multiple colours combined."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Understanding that probabilities are represented as numbers between $0$ and $1$","Comparing likelihoods of events"]


example_id: lp_01K7GK2XF14KEF02W7HNG86JF6_01K7GK2Z4VVPC8WCFJG0CJH42K_EXIT_TICKET
skill_ids: ["epyyn8wG9aa0qbIvsxmE","HTxBeLpUWNI8auKmsenA"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Yes","question":"If hitting the bullseye in archery has a probability of $0.8$, is this a valid probability?"},{"answer":"Hitting the target","question":"If the probability of hitting the target is $0.6$ and missing is $0.4$, which event is more likely?"},{"answer":"$0.7$","question":"An archer takes $10$ shots and hits the target $7$ times. What is the probability of hitting the target?"}]}

skills:
["Understanding that probabilities are represented as numbers between $0$ and $1$","Comparing likelihoods of events"]


example_id: lp_01K7GK2XF14KEF02W7HNG86JF6_01K7GK2Z4VVPC8WCFJF83BV1MX_APPLICATION
skill_ids: ["epyyn8wG9aa0qbIvsxmE","HTxBeLpUWNI8auKmsenA"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Probability in Archery Scoring","example1Header":"Situation\nArchery coaches assess the likelihood of hitting different scoring zones on a target. They compare probabilities to help archers focus on improving their aim.","example1Body":"Example\nThe probability of hitting the bullseye is $0.2$, and for the outer ring, it is $0.5$. In $100$ shots, $100 \\times 0.2 = 20$ bullseye hits and $100 \\times 0.5 = 50$ outer ring hits, proving the outer ring is more likely.","example2Header":"","example2Body":""}


example_id: lp_01K7GK2XF14KEF02W7HNG86JF6_01K7GK2Z4VVPC8WCFJFW061X90_THOUGHT_SPARKER
skill_ids: ["epyyn8wG9aa0qbIvsxmE","HTxBeLpUWNI8auKmsenA"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In an archery competition, the probability of hitting the bullseye is $0.2$, the inner ring is $0.3$, and the outer ring is $0.4$.","firstSentence":"Which zone is most likely to be hit, and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how probabilities between $0$ and $1$ represent likelihoods of events.","Encourage students to compare the probabilities to decide which is largest.","Use a diagram of an archery target to help students visualise the zones and probabilities."]}


example_id: lp_01K7GK8AV3WZ06RPYV5D2HZBJH_01K7GK8CF1E84Q0AA0YH3NTDK6_APPLICATION
skills: ["Finding probability from experiments"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Snow
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Predicting Snowfall Patterns with Probability","example1Header":"Situation\nMeteorologists study snowfall to predict patterns. By observing past snowfall events, they calculate the probability of snow on specific winter days.","example1Body":"Example\nMeteorologists observed snow on 4 out of 10 days. Probability of snow: $4 \\div 10 = 0.4$, or $40\\%$. This helps predict future snowfall chances.","example2Header":"","example2Body":""}


example_id: lp_01K7GK8AV3WZ06RPYV5D2HZBJH_01K7GK8CF1E84Q0AA0Z22ZCNEK_THOUGHT_SPARKER
skills: ["Finding probability from experiments"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Snow
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a snowball-throwing competition, Mia throws $10$ snowballs at a target and hits it $6$ times.","firstSentence":"How could the results of Mia's throws help predict the probability of her hitting the target in future attempts?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the concepts of experimental probability and how it is calculated using observed results.","Encourage students to explain how predictions from past outcomes might change with more trials.","Ask students to think about whether Mia's probability of hitting the target would always stay the same or could vary, and why."]}


example_id: lp_01K7GK8AV3WZ06RPYV5D2HZBJH_01K7GK8CF1E84Q0AA0Z96AEPVQ_EXIT_TICKET
skills: ["Finding probability from experiments"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Snow
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{3}{10}$","question":"If it snowed $3$ days out of $10$ last week, what is the probability it snowed on a day?"},{"answer":"$\\frac{7}{10}$","question":"In $50$ days of winter, it snowed $15$ days. What is the probability it didn't snow on a day?"},{"answer":"$\\frac{9}{25}$","question":"Over $20$ days, it snowed for $12$ days. What is the probability it snowed on both Monday and Tuesday if each day is independent?"}]}


example_id: lp_01K7GK8AV3WZ06RPYV5D2HZBJH_01K7GK8CF1E84Q0AA0YM41C2RX_ACTIVITY
skills: ["Finding probability from experiments"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Snow
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Dice Probability Challenge\nYour team will roll dice and predict the probability of different outcomes!","scenario":"Steps\n1. Each team rolls two dice $20$ times and records the outcomes.\n2. Count how many times each sum (e.g., $2$, $3$, $4$) appears.\n3. Calculate the experimental probability for each sum.\n4. Compare your results with the theoretical probabilities.\n5. Discuss which outcomes were most or least likely and why.","steps":["Discussion\n• Why do some sums occur more often than others?\n• How does increasing rolls affect the experimental probability?","Differentiation Opportunities\n• Support: Roll one die instead of two and focus on individual outcomes.\n• Extend: Analyse probabilities of specific combinations, like doubles (e.g., $1+1$, $2+2$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GK8AV3WZ06RPYV5D2HZBJH_01K7GK8CF1E84Q0AA0YYV2430V_CONTEMPLATIVE_QUESTION
skills: ["Finding probability from experiments"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Snow
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You flip a coin $20$ times. How could you record your results and use them to find the probability of heads? What might happen if you flip the coin $100$ times? Why?","teacherTips":["Encourage students to record each flip as heads or tails in a table or list.","Discuss how to calculate probability as $\\dfrac{\\text{number of heads}}{\\text{total flips}}$.","Help students compare small and large sample sizes for patterns."],"difficulty":"mild"}


example_id: lp_01K7GKE4WPVJ87XKNZWE681DHS_01K7GKE6JA3HFQJX83MJ6QDB6F_CONTEMPLATIVE_QUESTION
skill_ids: ["Kjbz6dIX0a8FkaQS1hHG","ySb9hd3IfMVaUIgTgFxy"]
subtopics: ["Classifying Data"]
subtopic_ids: ["subtopic_01GTC0BJ2091QNA9SP5NAKRA6T"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Cricket
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Your class counts types of pets (dog, cat) and their ages. Which data is categorical or numerical? Why?","teacherTips":["Explain categorical data groups like 'dog' or 'cat' and numerical data like pet ages.","Encourage students to think about how data is measured or described.","Discuss how different types of data help answer different questions."],"difficulty":"mild"}

skills:
["Classifying categorical and numerical data","Distinguishing between discrete and continuous data"]


example_id: lp_01K7GKE4WPVJ87XKNZWE681DHS_01K7GKE6JA3HFQJX83M81JT60N_ACTIVITY
skill_ids: ["Kjbz6dIX0a8FkaQS1hHG","ySb9hd3IfMVaUIgTgFxy"]
subtopics: ["Classifying Data"]
subtopic_ids: ["subtopic_01GTC0BJ2091QNA9SP5NAKRA6T"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Cricket
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Data Detectives\nYour team is investigating data about your classmates. Can you classify it correctly?","scenario":"Steps\n1. In groups, choose $3$ questions to survey your classmates (e.g., 'What is your favourite colour?' or 'How many siblings do you have?').\n2. Survey $10$ classmates and record their answers in a table on paper.\n3. Classify each question as categorical or numerical data.\n4. Determine if numerical data is discrete or continuous (e.g., siblings are discrete).\n5. Earn $1$ point for each correct classification. The team with the most points wins!","steps":["Discussion\n• Why is 'favourite colour' categorical data?\n• What makes 'height' continuous and not discrete?","Differentiation Opportunities\n• Support: Provide example questions and pre-made tables for recording data.\n• Extend: Sort numerical data into ranges and create a simple graph to display it."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Classifying categorical and numerical data","Distinguishing between discrete and continuous data"]


example_id: lp_01K7GKE4WPVJ87XKNZWE681DHS_01K7GKE6JA3HFQJX83MWMM8A68_EXIT_TICKET
skill_ids: ["Kjbz6dIX0a8FkaQS1hHG","ySb9hd3IfMVaUIgTgFxy"]
subtopics: ["Classifying Data"]
subtopic_ids: ["subtopic_01GTC0BJ2091QNA9SP5NAKRA6T"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Cricket
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Heights","question":"A cricket team records players' heights and their roles (e.g. batter, bowler). Which is numerical data: heights or roles?"},{"answer":"Discrete","question":"A bowler measures the number of wickets taken in games. Is this discrete or continuous data?"},{"answer":"Continuous","question":"If a cricket ball's speed is measured during delivery as $145.3$ km/h, is this discrete or continuous data?"}]}

skills:
["Classifying categorical and numerical data","Distinguishing between discrete and continuous data"]


example_id: lp_01K7GKE4WPVJ87XKNZWE681DHS_01K7GKE6JA3HFQJX83M3CFNKZV_APPLICATION
skill_ids: ["Kjbz6dIX0a8FkaQS1hHG","ySb9hd3IfMVaUIgTgFxy"]
subtopics: ["Classifying Data"]
subtopic_ids: ["subtopic_01GTC0BJ2091QNA9SP5NAKRA6T"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Cricket
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Classifying Data in Cricket Statistics","example1Header":"Situation\nCricket statisticians collect player performance data like runs scored (numerical) and dismissal types (categorical) to analyse matches.","example1Body":"Example\nA batsman's data: $35$ runs (numerical), dismissed LBW (categorical), $4$ fours (numerical). Runs and boundaries are measurable, but LBW is a type.","example2Header":"","example2Body":""}


example_id: lp_01K7GKE4WPVJ87XKNZWE681DHS_01K7GKE6JA3HFQJX83MPF4SP09_THOUGHT_SPARKER
skill_ids: ["Kjbz6dIX0a8FkaQS1hHG","ySb9hd3IfMVaUIgTgFxy"]
subtopics: ["Classifying Data"]
subtopic_ids: ["subtopic_01GTC0BJ2091QNA9SP5NAKRA6T"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Cricket
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a cricket match, players have different roles like batter, bowler, or wicketkeeper (roles), they score runs like $12$, $45$, or $78$ (runs), and have heights like $1.67$ m or $1.85$ m (heights).","firstSentence":"How would you classify each type of data as categorical, numerical, discrete, or continuous?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explain why they classify each data type in a particular way.","Use visual aids like charts to separate categorical and numerical data.","Discuss real-world examples of discrete versus continuous data to support understanding."]}


example_id: lp_01K7GKKFYANZK6G18FPS848ZMF_01K7GKKHHVKV6XV6K7NQHRZTBB_THOUGHT_SPARKER
skills: ["Interpreting line graphs"]
skill_ids: ["zXEjLnpiNbErsudTfVrj"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Circus
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A circus tracks its ticket sales over a week and records them on a line graph. On Monday, $50$ tickets were sold, on Tuesday $70$, on Wednesday $100$, on Thursday $150$, on Friday $200$, on Saturday $250$, and on Sunday $180$.","firstSentence":"What does the line graph tell you about which day was the busiest and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the trends they see in the graph before answering.","Ask students to explain how they determined which day had the most tickets sold.","Discuss how changes in the graph’s slope represent increases or decreases in ticket sales."]}


example_id: lp_01K7GKKFYANZK6G18FPS848ZMF_01K7GKKHHVKV6XV6K7N1GCTXVX_APPLICATION
skills: ["Interpreting line graphs"]
skill_ids: ["zXEjLnpiNbErsudTfVrj"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Circus
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Tracking Attendance Trends at the Circus","example1Header":"Situation\nCircus managers use line graphs to track daily attendance trends. This helps them identify busy days and plan performances accordingly.","example1Body":"Example\nThe line graph shows circus attendance. Friday is busiest with 200 people. The largest increase occurs from Thursday to Friday, rising by 40 people.","example2Header":"","example2Body":""}


example_id: lp_01K7GKKFYANZK6G18FPS848ZMF_01K7GKKHHVKV6XV6K7N4BGJ559_ACTIVITY
skills: ["Interpreting line graphs"]
skill_ids: ["zXEjLnpiNbErsudTfVrj"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Circus
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Graph the Weather\nYour team is tracking the daily temperature of Sydney over a week.","scenario":"Steps\n1. Draw a line graph with days of the week ($x$-axis) and temperature ($y$-axis).\n2. Plot these temperatures: $20^\\circ$, $22^\\circ$, $25^\\circ$, $23^\\circ$, $28^\\circ$, $30^\\circ$, $27^\\circ$.\n3. Label each point clearly and connect the dots to form the line.\n4. Write $3$ questions about the graph (e.g., 'What was the hottest day?').\n5. Swap graphs with another team and answer their questions!","steps":["Discussion\n• What trends can you see in the temperature changes?\n• How could this data help people plan their week?","Differentiation Opportunities\n• Support: Provide a partially completed graph for students to finish.\n• Extend: Ask students to calculate the average temperature for the week."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GKKFYANZK6G18FPS848ZMF_01K7GKKHHVKV6XV6K7NH35HQXV_CONTEMPLATIVE_QUESTION
skills: ["Interpreting line graphs"]
skill_ids: ["zXEjLnpiNbErsudTfVrj"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Circus
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A graph shows the temperature rising from $15^\\circ$C to $25^\\circ$C over $5$ hours. How might the graph look if the temperature dropped instead? Create a new graph and explain the changes.","teacherTips":["Encourage students to sketch a downward sloping line for a temperature drop.","Discuss how time and temperature are represented on the axes.","Ask students to explain why the slope changes for temperature drops."],"difficulty":"mild"}


example_id: lp_01K7GKKFYANZK6G18FPS848ZMF_01K7GKKHHVKV6XV6K7NVVFSV9X_EXIT_TICKET
skills: ["Interpreting line graphs"]
skill_ids: ["zXEjLnpiNbErsudTfVrj"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Circus
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$50$","question":"A circus line graph shows ticket sales increasing from $100$ tickets on Monday to $150$ tickets on Tuesday; how many more tickets were sold on Tuesday?"},{"answer":"$96.67$","question":"A circus line graph shows popcorn sales: $80$ on Friday, $120$ on Saturday, and $90$ on Sunday. What is the average number of popcorns sold per day?"},{"answer":"$100$","question":"A line graph shows circus audience numbers: $250$ on Monday, $300$ on Wednesday, $400$ on Friday. What is the largest increase in audience numbers between two days?"}]}


example_id: lp_01K7GKSCZSNQFSQY9NF7AZ0NYH_01K7GKSEGJDP5Q0NXV80DCG2NQ_APPLICATION
skills: ["Analysing column graphs","Understanding independent and dependent variables"]
skill_ids: ["bUX6gPvbdkqRA9sSlMkq","UYB4Ff7lUzIsxU5YO48B"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Origami
class_year: 5
country: AU
period_number: 5
node_type: APPLICATION
example_output_json:
{"title":"Using Column Graphs in Origami Competitions","example1Header":"Situation\nOrigami event organisers use column graphs to display participant scores. This helps them compare performances and decide winners.","example1Body":"Example\nA column graph shows scores: Anna ($8$), Ben ($5$), Clara ($7$), Dan ($6$). Anna leads with $8$ points, $3$ more than Ben ($8 - 5 = 3$).","example2Header":"","example2Body":""}


example_id: lp_01K7GKSCZSNQFSQY9NF7AZ0NYH_01K7GKSEGJDP5Q0NXV8MWV2MGS_THOUGHT_SPARKER
skills: ["Analysing column graphs","Understanding independent and dependent variables"]
skill_ids: ["bUX6gPvbdkqRA9sSlMkq","UYB4Ff7lUzIsxU5YO48B"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Origami
class_year: 5
country: AU
period_number: 5
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You start with a square sheet of origami paper that is $20$ cm wide. With each fold, the width of the paper is reduced by half, and you record the width after $1$, $2$, $3$, and $4$ folds in a column graph.","firstSentence":"What patterns might you notice in the graph as the number of folds increases?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Guide students to identify the independent variable (number of folds) and dependent variable (width of paper).","Encourage students to describe how the graph changes visually as folds increase.","Ask students to predict what might happen if more folds are made, extending the pattern."]}


example_id: lp_01K7GKSCZSNQFSQY9NF7AZ0NYH_01K7GKSEGJDP5Q0NXV83CRQ0XH_ACTIVITY
skills: ["Analysing column graphs","Understanding independent and dependent variables"]
skill_ids: ["bUX6gPvbdkqRA9sSlMkq","UYB4Ff7lUzIsxU5YO48B"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Origami
class_year: 5
country: AU
period_number: 5
node_type: ACTIVITY
example_output_json:
{"header":"Graph It Out!\nYour class is tracking daily activities to see how time is spent each day.","scenario":"Steps\n1. Write down 3 activities (e.g., reading, sports, homework) and estimate daily times in minutes.\n2. Create a table for 5 days showing time spent on each activity per day.\n3. Draw a column graph using your table, labelling the axes clearly.\n4. Identify the independent and dependent variables from your graph.\n5. Analyse the graph and share one trend or observation with your group.","steps":["Discussion\n• Why is the time spent the dependent variable?\n• What trends or patterns can you find in your graph?","Differentiation Opportunities\n• Support: Provide a pre-made table with activities and times to simplify data collection.\n• Extend: Add a fourth activity and compare trends across all activities."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GKSCZSNQFSQY9NF7AZ0NYH_01K7GKSEGJDP5Q0NXV8F3VF2SA_CONTEMPLATIVE_QUESTION
skills: ["Analysing column graphs","Understanding independent and dependent variables"]
skill_ids: ["bUX6gPvbdkqRA9sSlMkq","UYB4Ff7lUzIsxU5YO48B"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Origami
class_year: 5
country: AU
period_number: 5
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a column graph of your weekly screen time. Which variable depends on the other, and why?","teacherTips":["Guide students to choose days as the independent variable (x-axis).","Explain screen time is the dependent variable (y-axis).","Encourage linking patterns to habits (e.g., more on weekends)."],"difficulty":"mild"}


example_id: lp_01K7GKSCZSNQFSQY9NF7AZ0NYH_01K7GKSEGJDP5Q0NXV8RV7M317_EXIT_TICKET
skills: ["Analysing column graphs","Understanding independent and dependent variables"]
skill_ids: ["bUX6gPvbdkqRA9sSlMkq","UYB4Ff7lUzIsxU5YO48B"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Origami
class_year: 5
country: AU
period_number: 5
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Flowers","question":"An origami club made $10$ cranes, $15$ frogs, and $20$ flowers in one week. Which item had the tallest column on the graph?"},{"answer":"Number of origami made","question":"In origami, if the time spent folding affects the number of origami made, which is the dependent variable?"},{"answer":"Origami design","question":"If a graph shows the number of folds needed for different origami designs, which is the independent variable?"}]}


example_id: lp_01K7GM91J9XGX9Z17BRC1QBHHG_01K7GM932Y1MM84Y4EZG0KV9C5_THOUGHT_SPARKER
skill_ids: ["4DjLs3d2BRGsx4BmNrEh","kxgTHemcCdLQgWMEwnBl"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Halloween
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"On Halloween night, Emma collects lollies as she visits houses. At the first house, she gets $5$ lollies, at the second house $8$ lollies, and at the third house $11$ lollies.","firstSentence":"How could you predict how many lollies Emma will collect at the tenth house?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Guide students to identify the difference between consecutive numbers in the sequence.","Encourage students to describe the pattern in words before calculating further terms.","Ask students how they can use their understanding of arithmetic sequences to predict any term in the pattern."]}

skills:
["Identifying patterns in basic arithmetic sequences","Recognising basic multiplicative number patterns"]


example_id: lp_01K7GM91J9XGX9Z17BRC1QBHHG_01K7GM932Y1MM84Y4EYWKA34P3_APPLICATION
skill_ids: ["4DjLs3d2BRGsx4BmNrEh","kxgTHemcCdLQgWMEwnBl"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Halloween
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Identifying Candy Patterns for Halloween","example1Header":"Situation\nHalloween event planners organize candy bags for trick-or-treaters. They use patterns to ensure each bag has a fair and fun mix of candies.","example1Body":"Example\nEach bag contains candies in a pattern: $5, 10, 15, 20$. Adding $5$ each time, the 6th bag has $30$ candies, ensuring fair distribution.","example2Header":"","example2Body":""}

skills:
["Identifying patterns in basic arithmetic sequences","Recognising basic multiplicative number patterns"]


example_id: lp_01K7GM91J9XGX9Z17BRC1QBHHG_01K7GM932Y1MM84Y4EZMHBNM41_EXIT_TICKET
skill_ids: ["4DjLs3d2BRGsx4BmNrEh","kxgTHemcCdLQgWMEwnBl"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Halloween
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$25$","question":"A Halloween pumpkin carving contest awards prizes in the sequence $5$, $10$, $15$, $20$. What is the next prize in the sequence?"},{"answer":"$32$","question":"A witch collects candies in batches of $2$, $4$, $8$, $16$ each hour. How many candies does she collect in the next hour?"},{"answer":"$48$","question":"A Halloween ghost floats through houses and doubles the candies $3$, $6$, $12$, $24$. How many candies will it have after the fifth house?"}]}

skills:
["Identifying patterns in basic arithmetic sequences","Recognising basic multiplicative number patterns"]


example_id: lp_01K7GM91J9XGX9Z17BRC1QBHHG_01K7GM932Y1MM84Y4EZ108RNP1_ACTIVITY
skill_ids: ["4DjLs3d2BRGsx4BmNrEh","kxgTHemcCdLQgWMEwnBl"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Halloween
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Robot Dance Patterns\nYour robot needs a dance sequence! Use patterns to program its moves.","scenario":"Steps\n1. Write an arithmetic sequence with $5$ terms, e.g., $2, 4, 6, 8, 10$.\n2. Write a multiplicative sequence with $5$ terms, e.g., $2, 4, 8, 16, 32$.\n3. Pair up with another group and identify the patterns in their sequences.\n4. Use both patterns to create a $10$-step robot dance routine.\n5. Perform the routine and explain the patterns you used.","steps":["Discussion\n• How can you identify the rule of a sequence quickly?\n• What makes multiplicative patterns grow faster than arithmetic ones?","Differentiation Opportunities\n• Support: Use small numbers (e.g., $1, 2, 3$) for arithmetic and simple multipliers (e.g., $\\times 2$).\n• Extend: Combine both patterns into a single sequence, alternating arithmetic and multiplicative rules."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GM91J9XGX9Z17BRC1QBHHG_01K7GM932Y1MM84Y4EZCY1MT3N_CONTEMPLATIVE_QUESTION
skill_ids: ["4DjLs3d2BRGsx4BmNrEh","kxgTHemcCdLQgWMEwnBl"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Halloween
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You notice the pattern $5, 10, 20, 40, \\dots$. How would you describe it? Can you create a new pattern that doubles each step but starts at $3$?","teacherTips":["Discuss how each number is related to the previous one in the pattern.","Encourage students to explain their reasoning clearly.","Highlight the importance of recognising multiplicative patterns."],"difficulty":"mild"}


example_id: lp_01K7GMFSZ725N0R2YKYTSWT4CS_01K7GMFVPB2NVN8WVNCAH93AMK_CONTEMPLATIVE_QUESTION
skill_ids: ["XRQL1VW5G9zGDFXfgD4k","vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create your own growing pattern using shapes or images. How would you describe the rule for your pattern? What will the next two steps in your pattern look like?","teacherTips":["Encourage students to use simple shapes like circles or triangles.","Ask students to clearly explain the rule for their pattern.","Discuss how identifying the rule helps find the next steps."],"difficulty":"mild"}

skills:
["Identifying the next image in a growing visual pattern","Identifying the next shape in a growing pattern","Identifying the next row in a growing pattern"]


example_id: lp_01K7GMFSZ725N0R2YKYTSWT4CS_01K7GMFVPB2NVN8WVNCGE3N2SM_EXIT_TICKET
skill_ids: ["XRQL1VW5G9zGDFXfgD4k","vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$8$","question":"If a honeycomb pattern starts with $2$ cells in the first row, $4$ in the second, and $6$ in the third, how many cells are in the fourth row?"},{"answer":"$30$","question":"A honeycomb grows by adding $1$ hexagon above and below each side. If the first has $6$, and the second $18$, how many hexagons are in the third?"},{"answer":"$15$","question":"A bee builds a pattern of hexagons: $1$ row has $1$, the second $3$, and the third $6$. How many hexagons are in the fifth row?"}]}

skills:
["Identifying the next image in a growing visual pattern","Identifying the next shape in a growing pattern","Identifying the next row in a growing pattern"]


example_id: lp_01K7GMFSZ725N0R2YKYTSWT4CS_01K7GMFVPB2NVN8WVNC2QH5SXC_ACTIVITY
skill_ids: ["XRQL1VW5G9zGDFXfgD4k","vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Pattern Prediction Game\nYour team is designing and solving growing patterns to outsmart the other teams!","scenario":"Steps\n1. In teams, draw a growing pattern with $5$ steps (e.g., rows, shapes, or images).\n2. Swap your pattern with another team’s and predict the next $2$ steps.\n3. Check predictions against the original team’s answer for accuracy.\n4. Score $1$ point for each correct prediction and $1$ bonus point for creative patterns.\n5. The team with the most points wins!","steps":["Discussion\n• How did you figure out what came next in the pattern?\n• What makes some patterns harder to predict than others?","Differentiation Opportunities\n• Support: Use simple patterns with consistent changes, like adding $1$ shape per row.\n• Extend: Create complex patterns using multiple rules, such as size and colour changes."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Identifying the next image in a growing visual pattern","Identifying the next shape in a growing pattern","Identifying the next row in a growing pattern"]


example_id: lp_01K7GMFSZ725N0R2YKYTSWT4CS_01K7GMFVPB2NVN8WVNCDS52399_THOUGHT_SPARKER
skill_ids: ["XRQL1VW5G9zGDFXfgD4k","vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Honey bees build honeycombs in a hexagonal pattern. In the first row, there is $1$ hexagon, in the second row there are $3$, and in the third row there are $6$ hexagons.","firstSentence":"How would you figure out how many hexagons will be in the next row?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to look for a relationship between the rows, such as how the number of hexagons changes.","Use diagrams or physical models to help students visualise how the pattern grows.","Discuss strategies like adding differences between rows or recognising triangular number patterns."]}


example_id: lp_01K7GMFSZ725N0R2YKYTSWT4CS_01K7GMFVPB2NVN8WVNBYHQ3A2R_APPLICATION
skill_ids: ["XRQL1VW5G9zGDFXfgD4k","vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Beehive Patterns and Growth","example1Header":"Situation\nBeekeepers observe honeycomb patterns to ensure healthy hive growth. The hexagonal pattern expands in predictable ways as the hive grows.","example1Body":"Example\nThe honeycomb row starts with $1$, $3$, and $5$ hexagons. Each row grows by $2$ hexagons: $5 + 2 = 7$. The next row will have $7$ hexagons.","example2Header":"","example2Body":""}


example_id: lp_01K7GMNR6EA1V48MGK5MM1B8DG_01K7GMNSNAJ0K3E2HB5Q6DYRC2_ACTIVITY
skills: ["Understanding what the equals sign represents","Understanding what variables represent"]
skill_ids: ["agRVXlibdx1jF4MUJmjM","RUGdJj9e9YzXG9q8odir"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Animation
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Equation Detectives\nYou're detectives solving mysteries! Use clues to find the missing numbers in equations.","scenario":"Steps\n1. Write $5$ equations with a variable (e.g., $x + 3 = 7$).\n2. Swap equations with another team to solve for the variable.\n3. Check each other's solutions by substituting the variable back.\n4. If the equation balances, score $1$ point; otherwise, lose $1$ point.\n5. The team with the most points wins the round!","steps":["Discussion\n• Why must both sides of an equation be equal?\n• How does a variable help represent unknowns?","Differentiation Opportunities\n• Support: Use simpler equations with one-step operations (e.g., $x + 2 = 5$).\n• Extend: Create multi-step equations (e.g., $2x + 3 = 9$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GMNR6EA1V48MGK5MM1B8DG_01K7GMNSNAJ0K3E2HB65MZ5NSQ_CONTEMPLATIVE_QUESTION
skills: ["Understanding what the equals sign represents","Understanding what variables represent"]
skill_ids: ["agRVXlibdx1jF4MUJmjM","RUGdJj9e9YzXG9q8odir"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Animation
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A school has $n$ students in each class and $m$ classes. What does $n \\times m = 300$ tell you about the school?","teacherTips":["Discuss what $n$ and $m$ might represent in real life.","Guide students to explore possible values for $n$ and $m$.","Emphasise that $=$ shows both sides have the same total."],"difficulty":"mild"}


example_id: lp_01K7GMNR6EA1V48MGK5MM1B8DG_01K7GMNSNAJ0K3E2HB6C44CFC6_EXIT_TICKET
skills: ["Understanding what the equals sign represents","Understanding what variables represent"]
skill_ids: ["agRVXlibdx1jF4MUJmjM","RUGdJj9e9YzXG9q8odir"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Animation
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$ characters","question":"In an animation frame, if $x$ represents the number of characters, what does $x = 5$ mean?"},{"answer":"The left side equals the right side","question":"If an animator uses $x + 3 = 10$ to set frame timings, what does the equals sign mean in this equation?"},{"answer":"$8$","question":"In an animation script, $x + 2 = y + 6$. If $y = 4$, what is the value of $x$?"}]}


example_id: lp_01K7GMNR6EA1V48MGK5MM1B8DG_01K7GMNSNAJ0K3E2HB69Z8HTDB_THOUGHT_SPARKER
skills: ["Understanding what the equals sign represents","Understanding what variables represent"]
skill_ids: ["agRVXlibdx1jF4MUJmjM","RUGdJj9e9YzXG9q8odir"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Animation
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In an animation, $x$ represents the number of frames per second, and the expression $x = 24$ means the animation runs at $24$ frames per second.","firstSentence":"Can you explain what $x$ represents and why it is equal to $24$ in this animation?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to relate $x$ to real-world examples, like the speed of a video or cartoon.","Discuss how the equals sign shows that $x$ has the same value as $24$ in this case.","Ask students to consider how changing $x$ might affect the animation speed."]}


example_id: lp_01K7GMNR6EA1V48MGK5MM1B8DG_01K7GMNSNAJ0K3E2HB5NN9N7XA_APPLICATION
skills: ["Understanding what the equals sign represents","Understanding what variables represent"]
skill_ids: ["agRVXlibdx1jF4MUJmjM","RUGdJj9e9YzXG9q8odir"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Animation
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Equality in Animation Timing","example1Header":"Situation\nAnimators ensure movements are smooth by synchronising actions. They use algebra to balance timings, ensuring both sides of an animation match perfectly.","example1Body":"Example\nAn animator plans a jump: $6$ frames for jumping up equals $6$ frames for landing. The total is $6 + 6 = 12$, showing balanced timing for smooth action.","example2Header":"","example2Body":""}


example_id: lp_01K7GMVJ8QX7QDVBYG4ZMEMEH6_01K7GMVKT8H8D0M053M4WT11XJ_THOUGHT_SPARKER
skill_ids: ["xBSuDayer03qLLgVpENh","nUYIUumfxCvPto4k2Lal"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a game of Jenga, each block is numbered in a sequence: $6$, $12$, $18$, $24$, and so on.","firstSentence":"What do you think the number on the next block will be, and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Ask students to describe the pattern they notice in the sequence.","Encourage students to explain their reasoning for predicting the next number.","Discuss how skip counting or multiplication can help identify patterns in number sequences."]}

skills:
["Completing number patterns by twos, threes, fours, fives or tens","Completing number patterns by sixes, sevens, eights or nines"]


example_id: lp_01K7GMVJ8QX7QDVBYG4ZMEMEH6_01K7GMVKT8H8D0M053KCF4KJCG_APPLICATION
skill_ids: ["xBSuDayer03qLLgVpENh","nUYIUumfxCvPto4k2Lal"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Number Patterns in Jenga Tower Construction","example1Header":"Situation\nJenga game designers use number patterns to create stable and balanced towers. They calculate block arrangements to ensure the tower can stand while being challenging to play.","example1Body":"Example\nEach Jenga level has $5$ blocks. For $10$ levels, designers multiply: $5 \\times 10 = 50$ blocks. This pattern ensures stability and balance in the tower.","example2Header":"","example2Body":""}

skills:
["Completing number patterns by twos, threes, fours, fives or tens","Completing number patterns by sixes, sevens, eights or nines"]


example_id: lp_01K7GMVJ8QX7QDVBYG4ZMEMEH6_01K7GMVKT8H8D0M053KZFB6FKR_CONTEMPLATIVE_QUESTION
skill_ids: ["xBSuDayer03qLLgVpENh","nUYIUumfxCvPto4k2Lal"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a number pattern by starting at $12$ and increasing by $6$, $7$, or $9$. What patterns do you notice?","teacherTips":["Encourage students to explain how they chose their starting number and step size.","Ask students to identify patterns in the sequence they create.","Discuss how different step sizes affect the speed of growth in the pattern."],"difficulty":"mild"}

skills:
["Completing number patterns by twos, threes, fours, fives or tens","Completing number patterns by sixes, sevens, eights or nines"]


example_id: lp_01K7GMVJ8QX7QDVBYG4ZMEMEH6_01K7GMVKT8H8D0M053M72WAW5G_EXIT_TICKET
skill_ids: ["xBSuDayer03qLLgVpENh","nUYIUumfxCvPto4k2Lal"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$8$","question":"In Jenga, the blocks are numbered $2, 4, 6, \\underline{?}, 10$. What number is missing?"},{"answer":"$36$","question":"In a Jenga challenge, blocks are numbered $9, 18, 27, \\underline{?}, 45$. What is the missing number?"},{"answer":"$49$","question":"In a Jenga game, blocks are numbered $7, 14, 21, 28, 35, 42, \\underline{?}, 56$. What is the missing number?"}]}


example_id: lp_01K7GMVJ8QX7QDVBYG4ZMEMEH6_01K7GMVKT8H8D0M053KF7V0KGR_ACTIVITY
skill_ids: ["xBSuDayer03qLLgVpENh","nUYIUumfxCvPto4k2Lal"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Jenga
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Pattern Puzzle Race\nTeams race to complete and create number patterns, solving as many as they can in a set time.","scenario":"Steps\n1. Each team writes $5$ number patterns with blanks (e.g., $6, 12, \\underline{\\phantom{0}}, 24$).\n2. Swap patterns with another team to solve their blanks.\n3. Solve as many patterns as possible in $5$ minutes.\n4. Each correct answer earns $1$ point; incorrect answers lose $1$ point.\n5. The team with the most points at the end wins!","steps":["Discussion\n• What strategies helped you solve patterns quickly?\n• How do different step sizes affect the patterns?","Differentiation Opportunities\n• Support: Use smaller step sizes (e.g., $2$, $3$, $5$) for simpler patterns.\n• Extend: Create patterns with mixed steps (e.g., $2, 4, 7, 11, \\dots$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GN26P1TDDV5V8SGKSHZRHC_01K7GN28DGQX10V2HCZYA5B584_THOUGHT_SPARKER
skill_ids: ["pjTiXoDbjQmNtCfL14xK","abVZwV1wpk7d3PB0Riyc","01JZA2YXSV1JDKRVWRW3WJWM2D"]
subtopics: ["Unit Conversion"]
subtopic_ids: ["subtopic_01GTC0BJTWJY27M577SJ14VDQK"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Reservoirs
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A reservoir has a total capacity of $2\\,500$ kilolitres, but its current water level is only $1\\,850$ kilolitres.","firstSentence":"How would you convert the reservoir's current water level into litres?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review the relationship between kilolitres and litres to ensure students understand the conversion factor.","Encourage students to explain their reasoning step by step when performing the conversion.","Use visual aids like place value charts to help students grasp the scale of the conversion."]}

skills:
["Converting between units of length","Converting between units of mass","Converting between units of capacity"]


example_id: lp_01K7GN26P1TDDV5V8SGKSHZRHC_01K7GN28DGQX10V2HCZBKZQKH0_APPLICATION
skill_ids: ["pjTiXoDbjQmNtCfL14xK","abVZwV1wpk7d3PB0Riyc","01JZA2YXSV1JDKRVWRW3WJWM2D"]
subtopics: ["Unit Conversion"]
subtopic_ids: ["subtopic_01GTC0BJTWJY27M577SJ14VDQK"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Reservoirs
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Converting Units to Manage Reservoir Water Levels","example1Header":"Situation\nWater engineers monitor reservoir levels for water supply. They convert units, like metres to millimetres, to track changes in water height accurately.","example1Body":"Example\nA reservoir's water level rises by $0.25$ m. To convert to millimetres: $0.25 \\times 1\\,000 = 250$ mm. Engineers use this figure to match rainfall measurements.","example2Header":"","example2Body":""}

skills:
["Converting between units of length","Converting between units of mass","Converting between units of capacity"]


example_id: lp_01K7GN26P1TDDV5V8SGKSHZRHC_01K7GN28DGQX10V2HD02CTSQCT_EXIT_TICKET
skill_ids: ["pjTiXoDbjQmNtCfL14xK","abVZwV1wpk7d3PB0Riyc","01JZA2YXSV1JDKRVWRW3WJWM2D"]
subtopics: ["Unit Conversion"]
subtopic_ids: ["subtopic_01GTC0BJTWJY27M577SJ14VDQK"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Reservoirs
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3\\,000$","question":"If a reservoir holds $3$ kilolitres of water, how many litres is this?"},{"answer":"$4\\,500$","question":"A reservoir's gate weighs $4.5$ tonnes. How many kilograms does it weigh?"},{"answer":"$275\\,000$","question":"The wall of a reservoir is $2.75$ km long. How many centimetres is this?"}]}

skills:
["Converting between units of length","Converting between units of mass","Converting between units of capacity"]


example_id: lp_01K7GN26P1TDDV5V8SGKSHZRHC_01K7GN28DGQX10V2HCZSJ8P0PJ_CONTEMPLATIVE_QUESTION
skill_ids: ["pjTiXoDbjQmNtCfL14xK","abVZwV1wpk7d3PB0Riyc","01JZA2YXSV1JDKRVWRW3WJWM2D"]
subtopics: ["Unit Conversion"]
subtopic_ids: ["subtopic_01GTC0BJTWJY27M577SJ14VDQK"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Reservoirs
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are packing for a camping trip. You have $5$ litres of water, $2.5$ kilograms of food, and $1\\,250$ centimetres of rope. How would you convert these into smaller or larger units to make them easier to measure or carry?","teacherTips":["Encourage students to think about practical uses of smaller or larger units.","Remind them of conversions: $1$ litre $= 1\\,000$ mL, $1$ kg $= 1\\,000$ g, $1$ m $= 100$ cm.","Discuss why some units are more convenient in real-life scenarios."],"difficulty":"mild"}


example_id: lp_01K7GN26P1TDDV5V8SGKSHZRHC_01K7GN28DGQX10V2HCZEG4EC0S_ACTIVITY
skill_ids: ["pjTiXoDbjQmNtCfL14xK","abVZwV1wpk7d3PB0Riyc","01JZA2YXSV1JDKRVWRW3WJWM2D"]
subtopics: ["Unit Conversion"]
subtopic_ids: ["subtopic_01GTC0BJTWJY27M577SJ14VDQK"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Reservoirs
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Sports Day Conversions\nHelp organise sports day by converting units to measure equipment and supplies!","scenario":"Steps\n1. In teams, list $5$ items (e.g., $2.5$ km track, $1\\,500$ mL water).\n2. Convert each item's measurement to a different unit (e.g., km to m).\n3. Check another team's conversions for accuracy.\n4. Score $1$ point for each correct conversion; incorrect ones lose $1$ point.\n5. Team with the most points after $5$ rounds wins!","steps":["Discussion\n• Why is it helpful to convert units in real life?\n• How do you decide which unit to convert to?","Differentiation Opportunities\n• Support: Provide a chart of unit conversions for reference (e.g., $1$ km $=1\\,000$ m).\n• Extend: Include multi-step conversions (e.g., mL to L and then to kL)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GN76T96PWFS696D0S1QXHF_01K7GN78SSQ6XM240WT765FYHN_APPLICATION
skills: ["Applying the formula for area of a rectangle"]
skill_ids: ["7a7cDcySLeLKJ2KKDpCx"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Farming
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Calculating Crop Field Areas in Farming","example1Header":"Situation\nFarmers calculate the area of their fields to decide how much seed, water, and fertiliser to use. Knowing the area ensures efficient planting and resource management.","example1Body":"Example\nA farmer's field is $50$ m long and $30$ m wide. Using the area formula, $50 \\times 30 = 1,500$ m$^2$. The farmer uses this calculation to plan resources like seeds.","example2Header":"","example2Body":""}


example_id: lp_01K7GN76T96PWFS696D0S1QXHF_01K7GN78SSQ6XM240WTR6F7C5F_THOUGHT_SPARKER
skills: ["Applying the formula for area of a rectangle"]
skill_ids: ["7a7cDcySLeLKJ2KKDpCx"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Farming
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A farmer has a paddock divided into two rectangular sections: one is $30$ m long and $20$ m wide, and the other is $15$ m long and $10$ m wide.","firstSentence":"How might you calculate the total area of the paddock?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Prompt students to explain how they calculate the area of each rectangle before summing them.","Encourage students to use diagrams or sketches to visualise the paddock layout.","Discuss why the formula for the area of a rectangle ($\\text{length} \\times \\text{width}$) is useful in this context."]}


example_id: lp_01K7GN76T96PWFS696D0S1QXHF_01K7GN78SSQ6XM240WTVG09XZ6_EXIT_TICKET
skills: ["Applying the formula for area of a rectangle"]
skill_ids: ["7a7cDcySLeLKJ2KKDpCx"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Farming
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$80$","question":"A farmer has a rectangular field that is $10$ m long and $8$ m wide. What is the area of the field in square meters?"},{"answer":"$114$","question":"A farmer's barn has a rectangular floor that is $12$ m long and $9.5$ m wide. What is the area of the barn's floor?"},{"answer":"$500$","question":"A farmer splits a $50$ m by $30$ m field into $3$ equal rectangular sections. What is the area of each section?"}]}


example_id: lp_01K7GN76T96PWFS696D0S1QXHF_01K7GN78SSQ6XM240WTB6CQS2Y_ACTIVITY
skills: ["Applying the formula for area of a rectangle"]
skill_ids: ["7a7cDcySLeLKJ2KKDpCx"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Farming
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Classroom Layout Challenge\nYour team is designing the best seating layout to fit desks in the classroom.","scenario":"Steps\n1. Draw three rectangles on graph paper: $4 \\times 6$, $5 \\times 5$, and $3 \\times 8$.\n2. Calculate the area of each rectangle using $\\text{Area} = \\text{length} \\times \\text{width}$.\n3. Rank the rectangles from largest to smallest area.\n4. Discuss which layout would fit the most desks and why.\n5. Present your team's design and reasoning to the class.","steps":["Discussion\n• How does changing the length or width affect the area?\n• Why might a larger area not always be the best choice?","Differentiation Opportunities\n• Support: Use smaller numbers, like $2 \\times 3$ or $4 \\times 2$, for simpler calculations.\n• Extend: Design your own rectangles with a total area of $36$ m$^2$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GN76T96PWFS696D0S1QXHF_01K7GN78SSQ6XM240WTQRGJMD8_CONTEMPLATIVE_QUESTION
skills: ["Applying the formula for area of a rectangle"]
skill_ids: ["7a7cDcySLeLKJ2KKDpCx"]
subtopics: ["Area Basics"]
subtopic_ids: ["subtopic_01GTC0BJCVRHE3GCT9C8HC466Y"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Farming
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are designing a rectangular garden with an area of $24$ m$^2$. What could its length and width be? Can you find more than one possibility?","teacherTips":["Encourage students to list factor pairs of $24$.","Discuss how different dimensions affect the garden's shape.","Ask students to explain their reasoning for each pair."],"difficulty":"mild"}


example_id: lp_01K7GNCWYVJNQWVMKDDXE142BE_01K7GNCZP022WFFJXWKYSEQA8E_THOUGHT_SPARKER
skills: ["Calculating elapsed days using calendars"]
skill_ids: ["QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A baseball tournament starts on June $10$ and ends on July $5$ of the same year.","firstSentence":"How could you calculate the total number of days the tournament lasts, including both the start and end dates?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the problem into smaller parts, like days in June and days in July.","Discuss using a calendar or timeline to visualise the dates and count the days.","Highlight the importance of including both the start and end dates in their total."]}


example_id: lp_01K7GNCWYVJNQWVMKDDXE142BE_01K7GNCZP022WFFJXWKF23R9SK_APPLICATION
skills: ["Calculating elapsed days using calendars"]
skill_ids: ["QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Game Schedules in Baseball","example1Header":"Situation\nBaseball managers use calendars to track game schedules. They calculate days between games to plan training and player rest effectively.","example1Body":"Example\nA baseball game is on March 5, and the next is March 15. Counting days from March 6 to 15: $15 - 6 + 1 = 10$ days. Players rest for $10$ days.","example2Header":"","example2Body":""}


example_id: lp_01K7GNCWYVJNQWVMKDDXE142BE_01K7GNCZP022WFFJXWKWFCGD74_CONTEMPLATIVE_QUESTION
skills: ["Calculating elapsed days using calendars"]
skill_ids: ["QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Your family is planning a holiday. If you leave on June 10 and return on July 5, how many days is the holiday? How could you use a calendar to check your answer? What if you extended or shortened the trip by a few days?","teacherTips":["Encourage students to count days on a calendar step by step.","Discuss strategies to handle month changes when counting days.","Ask students to explore how extending or shortening affects totals."],"difficulty":"mild"}


example_id: lp_01K7GNCWYVJNQWVMKDDXE142BE_01K7GNCZP022WFFJXWM0GMJ2P1_EXIT_TICKET
skills: ["Calculating elapsed days using calendars"]
skill_ids: ["QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$6$","question":"If a baseball game started on July $1$ and ended on July $6$, how many days long was the game?"},{"answer":"$13$","question":"A baseball team started practice on March $12$ and their next game was scheduled for March $25$. How many days were there between practice and the game?"},{"answer":"$97$","question":"The baseball season started on April $15$ and ended on July $20$. How many days long was the season?"}]}


example_id: lp_01K7GNCWYVJNQWVMKDDXE142BE_01K7GNCZP022WFFJXWKH8SGRDJ_ACTIVITY
skills: ["Calculating elapsed days using calendars"]
skill_ids: ["QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Calendar Countdown\nYour team is planning a movie marathon over several days. Can you calculate the dates correctly?","scenario":"Steps\n1. Draw a calendar for the month of March, showing all dates and days.\n2. Write down $5$ movie schedules, each starting and ending on different dates.\n3. Calculate the number of days between the start and end of each schedule.\n4. Compare your results with your group to check for agreement.\n5. The team with the most correct answers wins!","steps":["Discussion\n• How did you ensure your calculations were accurate?\n• What strategies help when counting across weeks or months?","Differentiation Opportunities\n• Support: Use a shorter month like February to simplify counting.\n• Extend: Add schedules that cross into the next month for extra challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GNJ5X0VHZSNTE22B5P041T_01K7GNJ7G1A8YQAVNA8NEYPNT3_THOUGHT_SPARKER
skill_ids: ["A9DjPz8IN1vpL2RSuMcM","bHjhBjEZPCgueX8D0BpR","BXI214aJy5HoZfAWeszE"]
subtopics: ["Classifying Angles"]
subtopic_ids: ["subtopic_01GTC0BAC0NMKXM043SD8M1AXA"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Origami
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"When folding a square piece of paper in origami, two creases intersect to create four angles at the intersection: $35^\\circ$, $55^\\circ$, $125^\\circ$, and $145^\\circ$.","firstSentence":"What relationships can you find between these angles?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to group complementary and supplementary angles and explain their reasoning.","Discuss the definition of vertically opposite angles and ask students to identify them in this scenario.","Use visual aids, such as diagrams, to help students explore the relationships between the angles."]}

skills:
["Defining complementary and supplementary angles","Understanding corresponding angles in transversals","Identifying vertically opposite angles"]


example_id: lp_01K7GNJ5X0VHZSNTE22B5P041T_01K7GNJ7G1A8YQAVNA7TZHY1BV_APPLICATION
skill_ids: ["A9DjPz8IN1vpL2RSuMcM","bHjhBjEZPCgueX8D0BpR","BXI214aJy5HoZfAWeszE"]
subtopics: ["Classifying Angles"]
subtopic_ids: ["subtopic_01GTC0BAC0NMKXM043SD8M1AXA"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Origami
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Angles in Origami Design","example1Header":"Situation\nOrigami artists fold paper into shapes, using precise angles to create beautiful designs. Complementary and supplementary angles ensure symmetry and balance in the models.","example1Body":"Example\nAn origami fold at $40^\\circ$ complements $50^\\circ$ since $40^\\circ + 50^\\circ = 90^\\circ$. Another fold at $120^\\circ$ is supplementary to $60^\\circ$ as $120^\\circ + 60^\\circ = 180^\\circ$.","example2Header":"","example2Body":""}

skills:
["Defining complementary and supplementary angles","Understanding corresponding angles in transversals","Identifying vertically opposite angles"]


example_id: lp_01K7GNJ5X0VHZSNTE22B5P041T_01K7GNJ7G1A8YQAVNA8VNBWSSV_EXIT_TICKET
skill_ids: ["A9DjPz8IN1vpL2RSuMcM","bHjhBjEZPCgueX8D0BpR","BXI214aJy5HoZfAWeszE"]
subtopics: ["Classifying Angles"]
subtopic_ids: ["subtopic_01GTC0BAC0NMKXM043SD8M1AXA"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Origami
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Yes","question":"An origami triangle has angles $50^\\circ$ and $40^\\circ$. Are these two angles complementary?"},{"answer":"$120^\\circ$","question":"In an origami fold, two intersecting creases create angles of $120^\\circ$ and $x$. If $x$ is vertically opposite to $120^\\circ$, what is $x$?"},{"answer":"$40^\\circ$","question":"An origami design has parallel folds cut by a crease creating angles $x = 40^\\circ$ and $y$ as corresponding. What is $y$?"}]}

skills:
["Defining complementary and supplementary angles","Understanding corresponding angles in transversals","Identifying vertically opposite angles"]


example_id: lp_01K7GNJ5X0VHZSNTE22B5P041T_01K7GNJ7G1A8YQAVNA7X4B0XV6_ACTIVITY
skill_ids: ["A9DjPz8IN1vpL2RSuMcM","bHjhBjEZPCgueX8D0BpR","BXI214aJy5HoZfAWeszE"]
subtopics: ["Classifying Angles"]
subtopic_ids: ["subtopic_01GTC0BAC0NMKXM043SD8M1AXA"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Origami
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Angle Detectives\nYour team is solving an angle mystery using intersecting and parallel lines!","scenario":"Steps\n1. Draw two parallel lines and a transversal on paper.\n2. Label all angles formed by the lines and transversal.\n3. Identify pairs of corresponding, complementary, and supplementary angles.\n4. Calculate the missing angle measurements to complete the mystery.\n5. Verify your answers with another team for bonus points!","steps":["Discussion\n• Why are corresponding angles always equal?\n• How do you know if two angles are complementary or supplementary?","Differentiation Opportunities\n• Support: Provide pre-labeled diagrams for students to identify angle pairs.\n• Extend: Challenge students to create their own angle puzzles for peers to solve."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GNJ5X0VHZSNTE22B5P041T_01K7GNJ7G1A8YQAVNA8EVBY2H8_CONTEMPLATIVE_QUESTION
skill_ids: ["A9DjPz8IN1vpL2RSuMcM","bHjhBjEZPCgueX8D0BpR","BXI214aJy5HoZfAWeszE"]
subtopics: ["Classifying Angles"]
subtopic_ids: ["subtopic_01GTC0BAC0NMKXM043SD8M1AXA"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Origami
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A street map shows two parallel roads crossed by another road. What angles, such as corresponding, complementary, or vertically opposite, can you find? How do you know they are correct?","teacherTips":["Encourage students to explain their reasoning for identifying angle types.","Ask students to label the angles on the map for clarity.","Prompt students to connect their findings to real-world examples of roads."],"difficulty":"mild"}


example_id: lp_01K7GNSG2AAPR0PMR2X9BJT1AY_01K7GNSHMAVXWM0DTAN74JJ6HT_APPLICATION
skills: ["Plotting coordinates on the Cartesian plane","Identifying key features of the Cartesian plane"]
skill_ids: ["l3MssecBv4tbskDrGkWs","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Mapping Animal Enclosures with Cartesian Planes","example1Header":"Situation\nZoo planners use Cartesian planes to locate animal enclosures. Each enclosure is assigned coordinates to ensure easy navigation for visitors and staff.","example1Body":"Example\nThe lion enclosure at $(4, 3)$ and the penguin enclosure at $(-2, 3)$ are on the same horizontal line ($y=3$). The reptile house at $(-2, -5)$ is in a different quadrant.","example2Header":"","example2Body":""}


example_id: lp_01K7GNSG2AAPR0PMR2X9BJT1AY_01K7GNSHMAVXWM0DTANVDZTV72_THOUGHT_SPARKER
skills: ["Plotting coordinates on the Cartesian plane","Identifying key features of the Cartesian plane"]
skill_ids: ["l3MssecBv4tbskDrGkWs","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a zoo, a koala is at $(3, 4)$, a kangaroo is at $(-2, 5)$, a crocodile is at $(-4, -3)$, and a wombat is at $(2, -6)$ on a grid map.","firstSentence":"Why do you think these animals are located in different quadrants of the zoo map?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Help students recall the features of the Cartesian plane, including the x-axis, y-axis, and four quadrants.","Encourage students to describe the position of each animal in relation to the origin and axes.","Use a large grid map to visually demonstrate the placement of animals and discuss their relative positions."]}


example_id: lp_01K7GNSG2AAPR0PMR2X9BJT1AY_01K7GNSHMAVXWM0DTAND93Y0GP_ACTIVITY
skills: ["Plotting coordinates on the Cartesian plane","Identifying key features of the Cartesian plane"]
skill_ids: ["l3MssecBv4tbskDrGkWs","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Cartesian Plane Shapes\nYour team is creating a mystery shape by plotting points on a Cartesian plane!","scenario":"Steps\n1. Draw a Cartesian plane with $x$ and $y$ axes from $-10$ to $10$.\n2. Label the axes and mark each unit with even spacing.\n3. Plot these points: $(2, 3)$, $(-4, 5)$, $(-6, -2)$, and $(3, -4)$.\n4. Connect the points in order to reveal the mystery shape.\n5. Discuss how each point's position relates to the plane's quadrants.","steps":["Discussion\n• How do you know which quadrant a point belongs to?\n• What happens if you swap the $x$ and $y$ values of a point?","Differentiation Opportunities\n• Support: Provide pre-drawn axes with labelled quadrants for easier plotting.\n• Extend: Add more points to create a complex shape, such as a star or polygon."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GNSG2AAPR0PMR2X9BJT1AY_01K7GNSHMAVXWM0DTAP00NRKTT_EXIT_TICKET
skills: ["Plotting coordinates on the Cartesian plane","Identifying key features of the Cartesian plane"]
skill_ids: ["l3MssecBv4tbskDrGkWs","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"It is the intersection of the $x$-axis and $y$-axis, and the starting point for plotting.","question":"A zookeeper stands at the origin $(0, 0)$ on the zoo's map. What does the origin represent on the Cartesian plane?"},{"answer":"Quadrant I","question":"A lion's enclosure is at $(3, 4)$ on the zoo map. What quadrant is this point located in?"},{"answer":"Quadrant III","question":"The zookeeper tracks a parrot's flights to $(2, 3)$, $(-3, 4)$, and $(-4, -2)$. What quadrant is $(-4, -2)$ in?"}]}


example_id: lp_01K7GNSG2AAPR0PMR2X9BJT1AY_01K7GNSHMAVXWM0DTANPVSQ5YM_CONTEMPLATIVE_QUESTION
skills: ["Plotting coordinates on the Cartesian plane","Identifying key features of the Cartesian plane"]
skill_ids: ["l3MssecBv4tbskDrGkWs","0YJRtnQEhdtxyacJPudq"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine you're designing a treasure map. Place 5 treasure points at $(x, y)$ on a Cartesian plane. How will you describe their positions and plot them accurately?","teacherTips":["Review the $x$-axis and $y$-axis before starting.","Discuss how to label points $(x, y)$ precisely.","Encourage students to explain their reasoning for point placement."],"difficulty":"mild"}


example_id: lp_01K7GQ1YYXV9BW7Y8S1XEB0F47_01K7GQ212PJV3M87TF3Y33DC3N_APPLICATION
skills: ["Representing fractions on a number line","Placing unit fractions on a number line"]
skill_ids: ["HvaEFYNyLDKuWoQXoaTt","7ElLk54FiLeV0wMfms0i"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Fractions in Pizza Slicing","example1Header":"Situation\nPizza chefs divide pizzas into equal slices to serve customers. Understanding fractions helps them cut and portion the pizza accurately.","example1Body":"Example\nA pizza is divided into $4$ slices. Each slice is $\\frac{1}{4}$. On a number line from $0$ to $1$, $\\frac{1}{4}$ is the first mark, $\\frac{3}{4}$ is the third mark.","example2Header":"","example2Body":""}


example_id: lp_01K7GQ1YYXV9BW7Y8S1XEB0F47_01K7GQ212PJV3M87TF4HJ7KVD0_THOUGHT_SPARKER
skills: ["Representing fractions on a number line","Placing unit fractions on a number line"]
skill_ids: ["HvaEFYNyLDKuWoQXoaTt","7ElLk54FiLeV0wMfms0i"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Imagine you ordered a pizza and it was sliced into $8$ equal pieces. You ate $1$ slice, so the fraction of the pizza you ate is $\\frac{1}{8}$.","firstSentence":"Where would you place $\\frac{1}{8}$ on a number line from $0$ to $1$?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to divide the number line into $8$ equal sections and label each part.","Discuss how the denominator represents the total number of equal parts and the numerator shows how many parts are considered.","Use visual aids like a drawn pizza or physical objects to help students connect fractions to the number line."]}


example_id: lp_01K7GQ1YYXV9BW7Y8S1XEB0F47_01K7GQ212PJV3M87TF443NWF53_ACTIVITY
skills: ["Representing fractions on a number line","Placing unit fractions on a number line"]
skill_ids: ["HvaEFYNyLDKuWoQXoaTt","7ElLk54FiLeV0wMfms0i"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Fraction Line Challenge\nYour team must correctly place fractions on a number line to win the challenge!","scenario":"Steps\n1. Draw a number line from $0$ to $1$ using a ruler.\n2. Mark and label tick marks for $\\frac{1}{2}$, $\\frac{1}{3}$, $\\frac{1}{4}$, and $\\frac{1}{5}$.\n3. Take turns placing unit fractions on the number line in order.\n4. Check each other's placements and adjust if needed.\n5. The team with the most accurate placements wins!","steps":["Discussion\n• Why is $\\frac{1}{5}$ closer to $0$ than $\\frac{1}{3}$?\n• What patterns do you notice as the denominator increases?","Differentiation Opportunities\n• Support: Focus only on $\\frac{1}{2}$, $\\frac{1}{3}$, and $\\frac{1}{4}$ for simpler comparisons.\n• Extend: Add $\\frac{1}{6}$ and $\\frac{1}{8}$ to the number line for extra challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GQ1YYXV9BW7Y8S1XEB0F47_01K7GQ212PJV3M87TF4F8618NW_CONTEMPLATIVE_QUESTION
skills: ["Representing fractions on a number line","Placing unit fractions on a number line"]
skill_ids: ["HvaEFYNyLDKuWoQXoaTt","7ElLk54FiLeV0wMfms0i"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Mark $\\frac{1}{4}$, $\\frac{1}{3}$, and $\\frac{1}{2}$ on a number line from $0$ to $1$. How do their positions compare?","teacherTips":["Discuss how each fraction splits $0$ to $1$ into equal parts.","Help students see smaller denominators mean larger fractions.","Encourage using estimation and reasoning to place fractions."],"difficulty":"mild"}


example_id: lp_01K7GQ1YYXV9BW7Y8S1XEB0F47_01K7GQ212PJV3M87TF4N8JMA37_EXIT_TICKET
skills: ["Representing fractions on a number line","Placing unit fractions on a number line"]
skill_ids: ["HvaEFYNyLDKuWoQXoaTt","7ElLk54FiLeV0wMfms0i"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{1}{4}$","question":"If a pizza is divided into $4$ equal slices, where does $\\frac{1}{4}$ go on a number line from $0$ to $1$?"},{"answer":"$\\frac{2}{6}$","question":"If a pizza is divided into $6$ slices, where would $\\frac{2}{6}$ be placed on a number line from $0$ to $1$?"},{"answer":"$\\frac{6}{8}$","question":"A pizza is divided into $8$ slices. On a number line, what fraction corresponds to the sixth slice after $0$?"}]}


example_id: lp_01K7GPWJDY4FH375VNRY4FW3WX_01K7GPWM1QWR0EY8JZ92CFYBG1_THOUGHT_SPARKER
skills: ["Identifying prime numbers"]
skill_ids: ["PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Astronomers have recorded the distances of five star clusters from Earth in light years: $11$, $23$, $28$, $31$, and $44$.","firstSentence":"Which of these distances are prime numbers?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review the definition of a prime number and provide examples before starting the discussion.","Encourage students to explain their reasoning by testing divisibility for each number.","Allow students to work in pairs or groups to verify each other's findings and share strategies."]}


example_id: lp_01K7GPWJDY4FH375VNRY4FW3WX_01K7GPWM1QWR0EY8JZ8FGSBV8M_APPLICATION
skills: ["Identifying prime numbers"]
skill_ids: ["PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Prime Numbers in Star Grouping","example1Header":"Situation\nAstronomers group stars based on unique patterns in space. Prime numbers help identify special cluster sizes for study.","example1Body":"Example\nAstronomers find prime numbers like $2, 3, 5, 7$ to group stars in special patterns. Non-prime numbers, like $4$, have more than two factors.","example2Header":"","example2Body":""}


example_id: lp_01K7GPWJDY4FH375VNRY4FW3WX_01K7GPWM1QWR0EY8JZ8NBXY3MT_ACTIVITY
skills: ["Identifying prime numbers"]
skill_ids: ["PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Prime Number Relay\nCompete in teams to identify prime numbers and score points for correct answers!","scenario":"Steps\n1. Write numbers from $1$ to $50$ on paper and cut them into individual cards.\n2. Form teams and shuffle the number cards into a pile.\n3. Each team takes turns drawing a card and classifying it as prime or composite.\n4. Score $2$ points for correct answers; lose $1$ point for incorrect ones.\n5. The team with the most points after all cards are sorted wins!","steps":["Discussion\n• How do you know if a number is prime?\n• Why is $1$ not considered a prime number?","Differentiation Opportunities\n• Support: Use only numbers from $1$ to $20$ to simplify the task.\n• Extend: Include numbers up to $100$ for a greater challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GPWJDY4FH375VNRY4FW3WX_01K7GPWM1QWR0EY8JZ95NV77PP_EXIT_TICKET
skills: ["Identifying prime numbers"]
skill_ids: ["PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Yes","question":"The star Sirius is $2$ light-years away. Is $2$ a prime number?"},{"answer":"Yes","question":"The Southern Cross constellation has $5$ main stars. Is $5$ a prime number?"},{"answer":"Yes","question":"Astronomers observed a cluster with $29$ visible stars. Is $29$ a prime number?"}]}


example_id: lp_01K7GPWJDY4FH375VNRY4FW3WX_01K7GPWM1QWR0EY8JZ8Z1859KS_CONTEMPLATIVE_QUESTION
skills: ["Identifying prime numbers"]
skill_ids: ["PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a list of numbers: $17$, $18$, $19$, $20$, $21$. Which are prime? How do you know? Explain.","teacherTips":["Remind students that prime numbers have only two factors: $1$ and themselves.","Encourage students to test divisibility for each number.","Discuss why $18$ and $20$ are not prime due to extra factors."],"difficulty":"mild"}


example_id: lp_01K7GQ7QE4WHBF64C6TQT43XEC_01K7GQ7SJ90X4ZV7V4H9TPHNRW_APPLICATION
skills: ["Decimal addition and subtraction","Understanding place value of decimals"]
skill_ids: ["N4zF9UZM8Y0Xux6SOQ6Z","01K0DE47ZA06AAW79G8WVAMPVC"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Decimal Place Value in Weightlifting","example1Header":"Situation\nProfessional weightlifters track their performance by monitoring weights lifted down to decimals, ensuring accurate progress tracking and fair competition.","example1Body":"Example\nA weightlifter lifts $75.24$ kg. The $7$ is tens, $5$ is ones, $2$ is tenths, and $4$ is hundredths. Accurate tracking helps track small improvements.","example2Header":"","example2Body":""}


example_id: lp_01K7GQ7QE4WHBF64C6TQT43XEC_01K7GQ7SJ90X4ZV7V4HVFYFX64_THOUGHT_SPARKER
skills: ["Decimal addition and subtraction","Understanding place value of decimals"]
skill_ids: ["N4zF9UZM8Y0Xux6SOQ6Z","01K0DE47ZA06AAW79G8WVAMPVC"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A weightlifter has three weights: $2.5$ kg, $3.75$ kg, and $7.2$ kg, and wants to lift a total of exactly $10$ kg.","firstSentence":"How could you combine these weights to reach exactly $10$ kg?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explore different combinations of weights through trial and error.","Discuss the importance of understanding decimal place values when adding or subtracting.","Support students in explaining their reasoning clearly, especially how they verified their total."]}


example_id: lp_01K7GQ7QE4WHBF64C6TQT43XEC_01K7GQ7SJ90X4ZV7V4HD3909YW_ACTIVITY
skills: ["Decimal addition and subtraction","Understanding place value of decimals"]
skill_ids: ["N4zF9UZM8Y0Xux6SOQ6Z","01K0DE47ZA06AAW79G8WVAMPVC"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Decimal Puzzle Relay\nYou're solving decimal puzzles to help your team unlock the highest score!","scenario":"Steps\n1. Each team writes $5$ decimal numbers (e.g., $3.2$, $0.45$, $7.89$).\n2. Swap numbers with another team to create two addition and two subtraction problems.\n3. Solve the problems, showing all steps and checking place value alignment.\n4. Score $1$ point per correct answer. Incorrect answers lose $1$ point.\n5. The team with the highest score after $4$ rounds wins!","steps":["Discussion\n• Why is aligning decimal points important in addition and subtraction?\n• How does the place value of decimals affect the results?","Differentiation Opportunities\n• Support: Use only one decimal place for numbers (e.g., $2.3$, $4.5$).\n• Extend: Create multi-step problems by combining addition and subtraction."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GQ7QE4WHBF64C6TQT43XEC_01K7GQ7SJ90X4ZV7V4J00BKE7P_EXIT_TICKET
skills: ["Decimal addition and subtraction","Understanding place value of decimals"]
skill_ids: ["N4zF9UZM8Y0Xux6SOQ6Z","01K0DE47ZA06AAW79G8WVAMPVC"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0.7$","question":"In kilograms, what is the value of the digit $7$ in $42.73$?"},{"answer":"$83.4$","question":"A weightlifter lifts $45.6$ kg in the first round and $37.8$ kg in the second round. What is the total weight lifted?"},{"answer":"$32.85$","question":"A weightlifter's total weight lifted is $120.45$ kg. If they lifted $87.6$ kg in the first round, how much did they lift in the second round?"}]}


example_id: lp_01K7GQ7QE4WHBF64C6TQT43XEC_01K7GQ7SJ90X4ZV7V4HPEV1QGB_CONTEMPLATIVE_QUESTION
skills: ["Decimal addition and subtraction","Understanding place value of decimals"]
skill_ids: ["N4zF9UZM8Y0Xux6SOQ6Z","01K0DE47ZA06AAW79G8WVAMPVC"]
subtopics: ["Fractions, Decimals \u0026 Percentages Foundations"]
subtopic_ids: ["subtopic_01GTC0BJ0NNECHMKRVKJ2PFN4T"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $10.75$. After buying a snack for $4.60$, how much do you have left? How would you explain your calculation?","teacherTips":["Encourage students to align decimal points when subtracting.","Explain the importance of place value in decimal subtraction.","Ask students to justify their steps and reasoning clearly."],"difficulty":"mild"}


example_id: lp_01K7GQD2NM8BPB2A137A6GT0BB_01K7GQD48KQ0B873BDY3SA87E3_APPLICATION
skill_ids: ["oNGFLugARhUuMWJZQbC1","N3nGVv9zWLOcxv5X5GHp","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Knitting
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Fractions in Knitting Patterns","example1Header":"Situation\nProfessional knitters use fractions to adjust patterns. For example, they create smaller or larger items by changing the yarn proportions in a consistent way.","example1Body":"Example\nIf one project uses $\\frac{2}{3}$ of a ball of yarn, then two projects use $\\frac{4}{6}$. Both fractions are equivalent, ensuring the knitting proportions stay correct.","example2Header":"","example2Body":""}

skills:
["Addition and subtraction of fractions with different denominators","Identifying equivalent fractions","Addition and subtraction of fractions with the same denominator"]


example_id: lp_01K7GQD2NM8BPB2A137A6GT0BB_01K7GQD48KQ0B873BDYT4PZERF_THOUGHT_SPARKER
skill_ids: ["oNGFLugARhUuMWJZQbC1","N3nGVv9zWLOcxv5X5GHp","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Knitting
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You are knitting a scarf and use $\\frac{2}{5}$ of a blue yarn and $\\frac{3}{10}$ of a yellow yarn.","firstSentence":"How could you combine these fractions to find the total length of yarn used?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to find common denominators to add the fractions.","Discuss how equivalent fractions can help simplify the problem.","Provide visual aids like fraction bars or drawings to make the fractions more tangible."]}

skills:
["Addition and subtraction of fractions with different denominators","Identifying equivalent fractions","Addition and subtraction of fractions with the same denominator"]


example_id: lp_01K7GQD2NM8BPB2A137A6GT0BB_01K7GQD48KQ0B873BDYAKSP1CJ_ACTIVITY
skill_ids: ["oNGFLugARhUuMWJZQbC1","N3nGVv9zWLOcxv5X5GHp","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Knitting
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Fraction Recipe Challenge\nYour team is scaling recipes for a bake-off! Adjust ingredients using fractions.","scenario":"Steps\n1. Write a simple recipe with $5$ ingredients using fractions (e.g., $\\frac{1}{2}$ cup of sugar).\n2. Choose a scaling factor (e.g., double or halve the recipe).\n3. Adjust each ingredient by adding or subtracting fractions as needed.\n4. Convert fractions to equivalent ones with common denominators if necessary.\n5. Check your calculations and share your adjusted recipe with the class.","steps":["Discussion\n• Why is it important to find a common denominator when adding fractions?\n• How would the recipe change if you scaled it by $\\frac{3}{2}$ instead of doubling?","Differentiation Opportunities\n• Support: Use only fractions with the same denominator, like $\\frac{1}{4}$ and $\\frac{3}{4}$.\n• Extend: Try scaling the recipe by more complex fractions, like $\\frac{5}{3}$ or $\\frac{7}{4}$."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Addition and subtraction of fractions with different denominators","Identifying equivalent fractions","Addition and subtraction of fractions with the same denominator"]


example_id: lp_01K7GQD2NM8BPB2A137A6GT0BB_01K7GQD48KQ0B873BDZ06SGR6X_EXIT_TICKET
skill_ids: ["oNGFLugARhUuMWJZQbC1","N3nGVv9zWLOcxv5X5GHp","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Knitting
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{5}{8}$","question":"If a knitting project uses $\\frac{3}{8}$ of a ball of yarn on Monday and $\\frac{2}{8}$ on Tuesday, how much yarn is used in total?"},{"answer":"$\\frac{2}{3}$","question":"Emma knitted $\\frac{4}{6}$ of a scarf. What is an equivalent fraction with the denominator $3$?"},{"answer":"$\\frac{5}{12}$","question":"Sarah used $\\frac{1}{4}$ of a ball of yarn for knitting and $\\frac{1}{6}$ for crocheting. How much yarn has she used in total?"}]}


example_id: lp_01K7GQD2NM8BPB2A137A6GT0BB_01K7GQD48KQ0B873BDYMK939T3_CONTEMPLATIVE_QUESTION
skill_ids: ["oNGFLugARhUuMWJZQbC1","N3nGVv9zWLOcxv5X5GHp","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Fraction Calculations"]
subtopic_ids: ["subtopic_01GTC0BBKNS34DMDFY8WM9Q525"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Knitting
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\frac{5}{8}$ of a chocolate bar and eat $\\frac{3}{8}$. How much is left? If you share the remainder equally with a friend, how much will each of you get? Can you show another way to represent these fractions?","teacherTips":["Guide students to subtract $\\frac{3}{8}$ from $\\frac{5}{8}$ to find the remainder.","Encourage using equivalent fractions to represent the solution in different forms.","Discuss how fractions with the same denominator are added or subtracted."],"difficulty":"mild"}


example_id: lp_01K7GQK7XEAWTWWHHK37SD4S0D_01K7GQK9QMKWN941KXNW8RCZX7_ACTIVITY
skills: ["Dividing decimals by powers of ten","Multiplying decimals by powers of ten"]
skill_ids: ["7GlpGl4T3xdp70oZlFoE","c1gV2OdbxNtqsuVOPEJ3"]
subtopics: ["Decimal Multiplication \u0026 Division"]
subtopic_ids: ["subtopic_01GTC0BPZKH28CXTX87P00AR4Z"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Batman
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Decimal Delivery Dash\nYou’re delivery drivers calculating distances and weights as decimals using powers of ten.","scenario":"Steps\n1. Each team writes $5$ decimal numbers (e.g., $3.45$, $0.62$) on paper.\n2. Draw a card: 'Multiply' or 'Divide' by $10$, $100$, or $1\\,000$.\n3. Perform the operation on one of your decimals.\n4. Check answers as a group; correct ones earn $1$ point.\n5. Team with the most points after $5$ rounds wins!","steps":["Discussion\n• What happens to the decimal point when multiplying by $10$ or $100$?\n• Why does dividing by $1\\,000$ make the number smaller?","Differentiation Opportunities\n• Support: Use only one operation (multiply or divide) and smaller powers like $10$.\n• Extend: Include mixed operations with both decimals and whole numbers."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GQK7XEAWTWWHHK37SD4S0D_01K7GQK9QMKWN941KXPBC1NTYT_EXIT_TICKET
skills: ["Dividing decimals by powers of ten","Multiplying decimals by powers of ten"]
skill_ids: ["7GlpGl4T3xdp70oZlFoE","c1gV2OdbxNtqsuVOPEJ3"]
subtopics: ["Decimal Multiplication \u0026 Division"]
subtopic_ids: ["subtopic_01GTC0BPZKH28CXTX87P00AR4Z"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Batman
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$1.25$","question":"Batman divides $12.5$ by $10$. What is the result?"},{"answer":"$732$","question":"Batman multiplies $7.32$ by $100$. What is the result?"},{"answer":"$0.000056$","question":"Batman divides $0.056$ by $1\\,000$. What is the result?"}]}


example_id: lp_01K7GQK7XEAWTWWHHK37SD4S0D_01K7GQK9QMKWN941KXP45VF45A_CONTEMPLATIVE_QUESTION
skills: ["Dividing decimals by powers of ten","Multiplying decimals by powers of ten"]
skill_ids: ["7GlpGl4T3xdp70oZlFoE","c1gV2OdbxNtqsuVOPEJ3"]
subtopics: ["Decimal Multiplication \u0026 Division"]
subtopic_ids: ["subtopic_01GTC0BPZKH28CXTX87P00AR4Z"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Batman
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $3.56$ kg of flour. How would multiplying or dividing by $10$, $100$, or $1\\,000$ help measure smaller or larger portions? Explain your method.","teacherTips":["Encourage students to visualise decimal shifts for powers of ten.","Discuss real-life scenarios like cooking or packaging.","Prompt students to explore both multiplication and division."],"difficulty":"mild"}


example_id: lp_01K7GQK7XEAWTWWHHK37SD4S0D_01K7GQK9QMKWN941KXNQSS6HJ1_APPLICATION
skills: ["Dividing decimals by powers of ten","Multiplying decimals by powers of ten"]
skill_ids: ["7GlpGl4T3xdp70oZlFoE","c1gV2OdbxNtqsuVOPEJ3"]
subtopics: ["Decimal Multiplication \u0026 Division"]
subtopic_ids: ["subtopic_01GTC0BPZKH28CXTX87P00AR4Z"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Batman
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Decimal Multiplication in Batman's Gadgets","example1Header":"Situation\nLucius Fox, Batman's tech expert, designs gadgets. He calculates dimensions and specifications using precise measurements, often involving decimal multiplication.","example1Body":"Example\nLucius Fox scales a cable's thickness from $0.032$ cm by multiplying by $1,000$. $0.032 \\times 1,000 = 32$ cm, making it strong enough for Batman's missions.","example2Header":"","example2Body":""}


example_id: lp_01K7GQK7XEAWTWWHHK37SD4S0D_01K7GQK9QMKWN941KXP5GGP45G_THOUGHT_SPARKER
skills: ["Dividing decimals by powers of ten","Multiplying decimals by powers of ten"]
skill_ids: ["7GlpGl4T3xdp70oZlFoE","c1gV2OdbxNtqsuVOPEJ3"]
subtopics: ["Decimal Multiplication \u0026 Division"]
subtopic_ids: ["subtopic_01GTC0BPZKH28CXTX87P00AR4Z"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Batman
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Batman is upgrading his Batcomputer, which costs $1.25$ million dollars. If he multiplies or divides this cost by $10$, $100$, or $1\\,000$, the number changes significantly.","firstSentence":"How would you describe the effect on the number if Batman divides or multiplies $1.25$ million by powers of ten?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify patterns in how the decimal point shifts when multiplying or dividing by powers of ten.","Use place value charts to visually demonstrate how numbers change when multiplied or divided by $10$, $100$, or $1\\,000$.","Ask students to explain their reasoning aloud to check for understanding of the relationship between powers of ten and decimal movement."]}


example_id: lp_01K7GR0DXRTYZ4QHTNZBMX8VRP_01K7GR0J6YTR4Y8ZWT6P284SEJ_THOUGHT_SPARKER
skill_ids: ["tOymT8rmDzVNxapIeuBG","ghQoO9iUOBqB4dz12QcG","VeyWZaasBuOdIkFiMMv1"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Baking
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"While baking cookies, you need $250.75$ grams of flour, $123.6$ grams of sugar, and $49.4$ grams of butter. The total cost of the ingredients is $\\$15.85$.","firstSentence":"How would you round these numbers to estimate the total cost and quantities needed?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss when it might be useful to round numbers during baking or shopping.","Encourage students to try different levels of rounding (e.g., nearest ten, hundred).","Ask students to explain why their chosen rounding method makes sense in this context."]}

skills:
["Rounding decimals to the nearest place value","Rounding to the nearest five","Rounding to the nearest ten, hundred and thousand"]


example_id: lp_01K7GR0DXRTYZ4QHTNZBMX8VRP_01K7GR0J6YTR4Y8ZWT6056MFRZ_APPLICATION
skill_ids: ["tOymT8rmDzVNxapIeuBG","ghQoO9iUOBqB4dz12QcG","VeyWZaasBuOdIkFiMMv1"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Baking
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Rounding for Ingredients in Baking","example1Header":"Situation\nProfessional bakers often deal with large ingredient orders. They round quantities to the nearest ten, hundred, or thousand to simplify measurements and ensure accuracy.","example1Body":"Example\nA bakery orders 457 kg of flour. Rounded to the nearest ten: 460 kg. To the nearest hundred: 500 kg. To the nearest thousand: 1,000 kg.","example2Header":"","example2Body":""}

skills:
["Rounding decimals to the nearest place value","Rounding to the nearest five","Rounding to the nearest ten, hundred and thousand"]


example_id: lp_01K7GR0DXRTYZ4QHTNZBMX8VRP_01K7GR0J6YTR4Y8ZWT65R8PSNV_ACTIVITY
skill_ids: ["tOymT8rmDzVNxapIeuBG","ghQoO9iUOBqB4dz12QcG","VeyWZaasBuOdIkFiMMv1"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Baking
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Rounding Road Trip\nYou're planning a road trip and need to round distances between cities for quick estimates!","scenario":"Steps\n1. Each team writes $5$ distances (e.g., $1\\,234.56$ km) on paper.\n2. Round each distance to the nearest $10$, $100$, and $1\\,000$.\n3. Round one decimal distance to the nearest $0.1$ and $0.01$.\n4. Round one whole number distance to the nearest $5$.\n5. The fastest team with all correct answers wins the round!","steps":["Discussion\n• Why is rounding useful when planning a trip?\n• How does rounding to $5$ compare to rounding to $10$?","Differentiation Opportunities\n• Support: Focus only on rounding to the nearest $10$ and $100$.\n• Extend: Create a challenge with distances including $3$ decimal places."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Rounding decimals to the nearest place value","Rounding to the nearest five","Rounding to the nearest ten, hundred and thousand"]


example_id: lp_01K7GR0DXRTYZ4QHTNZBMX8VRP_01K7GR0J6YTR4Y8ZWT6PNWFTDK_EXIT_TICKET
skill_ids: ["tOymT8rmDzVNxapIeuBG","ghQoO9iUOBqB4dz12QcG","VeyWZaasBuOdIkFiMMv1"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Baking
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$30$","question":"A baker makes $26$ cupcakes. How many cupcakes is that rounded to the nearest ten?"},{"answer":"$2.35$","question":"A cake recipe uses $2.346$ kg of flour. Round this weight to $2$ decimal places."},{"answer":"$50$","question":"A baker sells $48$ cookies. How many cookies is that rounded to the nearest five?"}]}


example_id: lp_01K7GR0DXRTYZ4QHTNZBMX8VRP_01K7GR0J6YTR4Y8ZWT6F59BYDT_CONTEMPLATIVE_QUESTION
skill_ids: ["tOymT8rmDzVNxapIeuBG","ghQoO9iUOBqB4dz12QcG","VeyWZaasBuOdIkFiMMv1"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Baking
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$834$ saved for a school trip. How would rounding to the nearest ten, hundred, or thousand help you estimate costs for tickets ($\\$278$ each) and food ($\\$47$ per meal)?","teacherTips":["Discuss when rounding to ten, hundred, or thousand is most useful.","Encourage students to explain their rounding decisions.","Help students connect rounding to quick mental calculations."],"difficulty":"mild"}


example_id: lp_01K7GQSEGG737HCHTRFJ26AD81_01K7GQSGBXAEBBN4DFAY9S7SNV_APPLICATION
skill_ids: ["adaRLRTaYjfb2Xkso7j4","01K0DDS1JNFC3BDY67MPZP9DGZ","2JSGWKJJy6XcTeXjwVco"]
subtopics: ["Percentages"]
subtopic_ids: ["subtopic_01GTC0BBCXRVAGC30JSRECEQNE"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Using Percentages in Sustainable Fishing","example1Header":"Situation\nMarine biologists monitor fish populations to ensure sustainable fishing. They calculate percentages to track how much of a species is left compared to safe population levels.","example1Body":"Example\nMarine biologists track fish stocks. For $60\\%$, convert: $60/100 = 3/5$ (fraction) or $0.6$ (decimal). For $0.25$, they find $25/100 = 25\\%$ of the population left.","example2Header":"","example2Body":""}

skills:
["Writing an amount as a percentage of another","Converting between percentages, fractions and decimals using grids","Converting fractions with denominators of $10$, $100$, or $1000$ to decimals"]


example_id: lp_01K7GQSEGG737HCHTRFJ26AD81_01K7GQSGBXAEBBN4DFBJD29978_THOUGHT_SPARKER
skill_ids: ["adaRLRTaYjfb2Xkso7j4","01K0DDS1JNFC3BDY67MPZP9DGZ","2JSGWKJJy6XcTeXjwVco"]
subtopics: ["Percentages"]
subtopic_ids: ["subtopic_01GTC0BBCXRVAGC30JSRECEQNE"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A fisher catches $50$ fish in one day, including $10$ snapper, $15$ whiting, and $25$ flathead.","firstSentence":"How could you work out the percentage of the total catch that is snapper, whiting, or flathead?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to first calculate the fraction of each type of fish caught before converting to percentages.","Use visual aids like grids or pie charts to help students see the relationship between fractions and percentages.","Discuss why percentages are useful for comparing parts of a total in real-world contexts."]}

skills:
["Writing an amount as a percentage of another","Converting between percentages, fractions and decimals using grids","Converting fractions with denominators of $10$, $100$, or $1000$ to decimals"]


example_id: lp_01K7GQSEGG737HCHTRFJ26AD81_01K7GQSGBXAEBBN4DFBPQRC5S6_EXIT_TICKET
skill_ids: ["adaRLRTaYjfb2Xkso7j4","01K0DDS1JNFC3BDY67MPZP9DGZ","2JSGWKJJy6XcTeXjwVco"]
subtopics: ["Percentages"]
subtopic_ids: ["subtopic_01GTC0BBCXRVAGC30JSRECEQNE"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0.7$","question":"A fisherman caught $\\frac{7}{10}$ of a bucket of fish. What is $\\frac{7}{10}$ as a decimal?"},{"answer":"$40\\%$","question":"A fishing boat caught $20$ fish out of $50$. What percentage of the total fish was caught?"},{"answer":"$\\frac{18}{25}$","question":"A fishing net caught $72\\%$ of a school of fish. Represent $72\\%$ as a fraction in simplest form."}]}

skills:
["Writing an amount as a percentage of another","Converting between percentages, fractions and decimals using grids","Converting fractions with denominators of $10$, $100$, or $1000$ to decimals"]


example_id: lp_01K7GQSEGG737HCHTRFJ26AD81_01K7GQSGBXAEBBN4DFB0XB1K0D_ACTIVITY
skill_ids: ["adaRLRTaYjfb2Xkso7j4","01K0DDS1JNFC3BDY67MPZP9DGZ","2JSGWKJJy6XcTeXjwVco"]
subtopics: ["Percentages"]
subtopic_ids: ["subtopic_01GTC0BBCXRVAGC30JSRECEQNE"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Percentage Grid Challenge\nYour team must convert and colour grids to win the percentage challenge!","scenario":"Steps\n1. Draw a $10 \\times 10$ grid on paper to represent $1$ whole unit.\n2. One member gives a fraction (e.g., $3/10$), which the team converts to a decimal and a percentage.\n3. Shade the correct number of squares on the grid to match your fraction.\n4. Check your answers with another team and score $1$ point for each correct conversion.\n5. Repeat for $5$ rounds. The team with the most points wins!","steps":["Discussion\n• How does shading the grid help you understand fractions and percentages?\n• Why is it easier to convert fractions with denominators of $10$, $100$, or $1000$?","Differentiation Opportunities\n• Support: Work with simpler fractions like $1/10$, $2/10$, or $1/4$ to build confidence.\n• Extend: Use fractions like $37/100$ or $125/1000$ for more challenging conversions."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GQSEGG737HCHTRFJ26AD81_01K7GQSGBXAEBBN4DFBBDS140B_CONTEMPLATIVE_QUESTION
skill_ids: ["adaRLRTaYjfb2Xkso7j4","01K0DDS1JNFC3BDY67MPZP9DGZ","2JSGWKJJy6XcTeXjwVco"]
subtopics: ["Percentages"]
subtopic_ids: ["subtopic_01GTC0BBCXRVAGC30JSRECEQNE"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a grid with $100$ squares. Colour any number of squares, then write the fraction, decimal, and percentage of the grid you coloured. How can you check your answers?","teacherTips":["Remind students $1$ square represents $1\\%$ of the grid.","Link fractions with denominators $10$, $100$ to decimals.","Encourage students to explain how they verified answers."],"difficulty":"mild"}


example_id: lp_01K7GR82XAPYP1W3FX5QTG3NFT_01K7GR84JT1FWYN841MPVNTRKE_ACTIVITY
skill_ids: ["clOYVMGxYpMCMjQIFe66","5ZRas42hmtrc97hgqL2X"]
subtopics: ["Decimal Addition \u0026 Subtraction"]
subtopic_ids: ["subtopic_01GTC0BPCGHMFK286Q56S1Q2FV"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Volleyball
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Fair Budget Challenge\nYour team is organising a school fair! Plan stalls and manage a $\\$100$ budget.","scenario":"Steps\n1. List $8$ fair items with prices (e.g., snacks, games).\n2. Apply a $20\\%$ discount to $2$ items on your list.\n3. Calculate the total cost of buying all $8$ items.\n4. Adjust your list to stay within the $\\$100$ budget.\n5. Share your choices and explain how you stayed on budget.","steps":["Discussion\n• How did the discounts affect your budget?\n• What strategies helped you stay within $\\$100$?","Differentiation Opportunities\n• Support: Provide simpler prices (e.g., round to nearest $\\$1$).\n• Extend: Add a $10\\%$ tax to your total and recalculate."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Calculating the result of a percentage change","Solving worded problems using decimal addition and subtraction"]


example_id: lp_01K7GR82XAPYP1W3FX5QTG3NFT_01K7GR84JT1FWYN841N5GKAYY8_EXIT_TICKET
skill_ids: ["clOYVMGxYpMCMjQIFe66","5ZRas42hmtrc97hgqL2X"]
subtopics: ["Decimal Addition \u0026 Subtraction"]
subtopic_ids: ["subtopic_01GTC0BPCGHMFK286Q56S1Q2FV"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Volleyball
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0.85$","question":"A volleyball weighs $0.25$ kg, and its bag weighs $0.6$ kg. What is the total weight of the volleyball and its bag in kg?"},{"answer":"$20\\%$","question":"A volleyball team reduces their training time from $120$ minutes to $96$ minutes. What is the percentage decrease in training time?"},{"answer":"$42.5$","question":"A volleyball costs $\\$50$, but during a sale, its price is reduced by $15\\%$. What is the new price of the volleyball?"}]}

skills:
["Calculating the result of a percentage change","Solving worded problems using decimal addition and subtraction"]


example_id: lp_01K7GR82XAPYP1W3FX5QTG3NFT_01K7GR84JT1FWYN841N262K2XZ_CONTEMPLATIVE_QUESTION
skill_ids: ["clOYVMGxYpMCMjQIFe66","5ZRas42hmtrc97hgqL2X"]
subtopics: ["Decimal Addition \u0026 Subtraction"]
subtopic_ids: ["subtopic_01GTC0BPCGHMFK286Q56S1Q2FV"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Volleyball
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$200$ to buy items for a party. Choose items, calculate the total cost, and a $10\\%$ discount. How much will you spend after the discount? What if a $5\\%$ tax is added?","teacherTips":["Ensure students show decimal addition/subtraction for totals.","Discuss why percentage discounts reduce cost.","Explain adding tax increases the final total."],"difficulty":"mild"}

skills:
["Calculating the result of a percentage change","Solving worded problems using decimal addition and subtraction"]


example_id: lp_01K7GR82XAPYP1W3FX5QTG3NFT_01K7GR84JT1FWYN841MMFVBDQY_APPLICATION
skill_ids: ["clOYVMGxYpMCMjQIFe66","5ZRas42hmtrc97hgqL2X"]
subtopics: ["Decimal Addition \u0026 Subtraction"]
subtopic_ids: ["subtopic_01GTC0BPCGHMFK286Q56S1Q2FV"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Volleyball
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Tracking Scores in Volleyball Matches","example1Header":"Situation\nVolleyball coaches track scores across sets to analyse team performance. They use decimal addition and subtraction to calculate total points and differences.","example1Body":"Example\nTeam A scored 25.8 and 22.6 points in two sets, totalling $25.8 + 22.6 = 48.4$. Team B scored 20.4 and 23.5 points, totalling $20.4 + 23.5 = 43.9$. The difference: $48.4 - 43.9 = 4.5$ points.","example2Header":"","example2Body":""}


example_id: lp_01K7GR82XAPYP1W3FX5QTG3NFT_01K7GR84JT1FWYN841N527T5V2_THOUGHT_SPARKER
skill_ids: ["clOYVMGxYpMCMjQIFe66","5ZRas42hmtrc97hgqL2X"]
subtopics: ["Decimal Addition \u0026 Subtraction"]
subtopic_ids: ["subtopic_01GTC0BPCGHMFK286Q56S1Q2FV"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Volleyball
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A volleyball team scored $75.5$ points in a game. After a penalty, their score decreased by $10\\%$, and later they earned an additional bonus of $5.75$ points.","firstSentence":"How could you calculate the final score after the penalty and bonus?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Ask students to first calculate the penalty amount as a percentage of the original score.","Encourage students to work step-by-step, subtracting the penalty before adding the bonus.","Discuss the importance of order when performing multiple operations on a number."]}


example_id: lp_01K7GREA7HCCCF3NW1Z6E3T7PV_01K7GREBSAGFVABYCB71TA92Q2_THOUGHT_SPARKER
skills: ["Understanding that probabilities are represented as numbers between $0$ and $1$"]
skill_ids: ["epyyn8wG9aa0qbIvsxmE"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"When playing frisbee in a park, the frisbee lands in Zone A with a probability of $0.4$, in Zone B with a probability of $0.3$, and in Zone C with a probability of $0.5$.","firstSentence":"Do these probabilities make sense for the frisbee game?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how probabilities for all possible outcomes should add up to $1$.","Encourage students to consider what it means if the probabilities add up to more than or less than $1$.","Use visual aids like probability bars or pie charts to help illustrate the total probability."]}


example_id: lp_01K7GREA7HCCCF3NW1Z6E3T7PV_01K7GREBSAGFVABYCB6GY6F1XM_APPLICATION
skills: ["Understanding that probabilities are represented as numbers between $0$ and $1$"]
skill_ids: ["epyyn8wG9aa0qbIvsxmE"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Probability in Frisbee Throwing","example1Header":"Situation\nFrisbee players calculate probabilities to improve their throws. They assess the chances of hitting targets in different weather conditions to refine their skills.","example1Body":"Example\nA frisbee player hits a target $7$ times out of $10$ throws. The probability of hitting is $0.7$, and missing is $0.3$. Both are between $0$ and $1$, showing valid probabilities.","example2Header":"","example2Body":""}


example_id: lp_01K7GREA7HCCCF3NW1Z6E3T7PV_01K7GREBSAGFVABYCB6KZ66C8V_ACTIVITY
skills: ["Understanding that probabilities are represented as numbers between $0$ and $1$"]
skill_ids: ["epyyn8wG9aa0qbIvsxmE"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Probability Spinner Game\nYour team creates a spinner to test and compare probabilities of different outcomes.","scenario":"Steps\n1. Draw a spinner divided into $4$ equal sections, labelled $A$, $B$, $C$, and $D$.\n2. Predict the probability of landing on each section (e.g., $P(A) = \\frac{1}{4}$).\n3. Take $20$ spins and record the results for each section.\n4. Compare the actual results to your predicted probabilities.\n5. Discuss why results may differ and how they relate to $0$ to $1$ probabilities.","steps":["Discussion\n• Why are probabilities always between $0$ and $1$?\n• How could more spins make your results closer to the prediction?","Differentiation Opportunities\n• Support: Use a spinner with only $2$ sections (e.g., $A$ and $B$) to simplify predictions.\n• Extend: Add more sections to the spinner and calculate probabilities for each."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GREA7HCCCF3NW1Z6E3T7PV_01K7GREBSAGFVABYCB78930YH3_EXIT_TICKET
skills: ["Understanding that probabilities are represented as numbers between $0$ and $1$"]
skill_ids: ["epyyn8wG9aa0qbIvsxmE"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Yes","question":"If the probability of catching a frisbee is $0.7$, is this value between $0$ and $1$?"},{"answer":"No","question":"A frisbee player says the probability of missing a throw is $-0.2$. Is this a valid probability?"},{"answer":"$0.7$","question":"If the probability of a frisbee landing inside the scoring zone is $0.3$, what is the probability of it landing outside the zone?"}]}


example_id: lp_01K7GREA7HCCCF3NW1Z6E3T7PV_01K7GREBSAGFVABYCB6TR8N667_CONTEMPLATIVE_QUESTION
skills: ["Understanding that probabilities are represented as numbers between $0$ and $1$"]
skill_ids: ["epyyn8wG9aa0qbIvsxmE"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a game with outcomes that have probabilities between $0$ and $1$. How can you ensure this?","teacherTips":["Guide students to assign probabilities that add to $1$ for all outcomes.","Encourage exploration of fair and unfair games.","Discuss how $0$ means impossible and $1$ means certain."],"difficulty":"mild"}


example_id: lp_01K7GRK2MWEAJ653VPEQNN3KT2_01K7GRK4FK27HP8593D0GJHP0J_APPLICATION
skills: ["Finding probability from experiments","Calculating the expected frequency of a result"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG","yP1aS9kjBGzvSV7nDHN3"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Predicting Safe Landings for Hot Air Balloons","example1Header":"Situation\nHot air balloon pilots use probability to predict safe landing zones. They study past wind patterns to choose areas with the best chance of safe landings.","example1Body":"Example\nA pilot reviewed $50$ landings: $40$ were in the safe zone. The probability of landing in the safe zone is $40 \\div 50 = 0.8$, or $80\\%$, ensuring safety.","example2Header":"","example2Body":""}


example_id: lp_01K7GRK2MWEAJ653VPEQNN3KT2_01K7GRK4FK27HP8593DJWWC69A_THOUGHT_SPARKER
skills: ["Finding probability from experiments","Calculating the expected frequency of a result"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG","yP1aS9kjBGzvSV7nDHN3"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A hot air balloon drops $1\\,000$ balls in total: $50\\%$ are red, $30\\%$ are blue, and $20\\%$ are green.","firstSentence":"How would you calculate the expected number of red balls dropped?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how probabilities represent parts of a whole and relate to percentages.","Encourage students to use multiplication to find expected frequencies based on total trials.","Ask students to explain how they interpreted the given probabilities in their calculations."]}


example_id: lp_01K7GRK2MWEAJ653VPEQNN3KT2_01K7GRK4FK27HP8593D46S76RG_ACTIVITY
skills: ["Finding probability from experiments","Calculating the expected frequency of a result"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG","yP1aS9kjBGzvSV7nDHN3"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Dice Probability Trials\nYour team is rolling dice to find probabilities and check if your results match expectations!","scenario":"Steps\n1. In groups, roll a standard die $30$ times and record each result.\n2. Calculate the experimental probability of each number $1$ to $6$.\n3. Compare your probabilities to the theoretical probability $\\frac{1}{6}$.\n4. Predict the frequency of each number in $60$ rolls. Test your prediction!\n5. Discuss how your results match or differ from your predictions.","steps":["Discussion\n• Why might your experimental probabilities differ from theoretical ones?\n• How do more trials affect the accuracy of your experimental probability?","Differentiation Opportunities\n• Support: Roll the die $10$ times instead of $30$, and focus on one number.\n• Extend: Use two dice and calculate probabilities for sums (e.g., $2$, $7$, $12$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GRK2MWEAJ653VPEQNN3KT2_01K7GRK4FK27HP8593DQ7KXA3A_EXIT_TICKET
skills: ["Finding probability from experiments","Calculating the expected frequency of a result"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG","yP1aS9kjBGzvSV7nDHN3"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0.8$","question":"A hot air balloon lands safely $8$ times out of $10$ trials. What is the probability of a safe landing?"},{"answer":"$35$","question":"If the probability of a hot air balloon flying in clear weather is $0.7$, how many clear weather flights are expected in $50$ flights?"},{"answer":"$90$","question":"A hot air balloon lands in a field $60\\%$ of the time. In $150$ flights, how many flights are expected to land in a field?"}]}


example_id: lp_01K7GRK2MWEAJ653VPEQNN3KT2_01K7GRK4FK27HP8593DG2X1ZN4_CONTEMPLATIVE_QUESTION
skills: ["Finding probability from experiments","Calculating the expected frequency of a result"]
skill_ids: ["5NnKW7lV6y0B1BFGfUmG","yP1aS9kjBGzvSV7nDHN3"]
subtopics: ["Probability Calculations"]
subtopic_ids: ["subtopic_01GTC0BN3HQY6DPNXYKFKCXAYZ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Hot Air Balloon
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You roll a die $60$ times. How would you find the probability of rolling a $3$? What is the expected number of times you will roll a $3$?","teacherTips":["Guide students to calculate probability: $P = \\frac{\\text{favourable outcomes}}{\\text{total outcomes}}$.","Explain expected frequency: $E = P \\times \\text{number of trials}$.","Encourage students to compare their results with theory."],"difficulty":"mild"}


example_id: lp_01K7GRRJ726W8E0W0TS4VFTZ28_01K7GRRKS2SVS7WBR0WRGWXK9W_THOUGHT_SPARKER
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6","t48ENMds1B74tcPTQhwy","01K3581BJ02ZPXBM4YPJYDQ7XJ"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Puppetry
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A puppet theatre stage is shaped like a rectangular prism with a wide base and tall walls. The set designer uses a net of the prism to decide how to paint each face.","firstSentence":"How could you be sure that the net matches the shape of the stage?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the properties of $3$D shapes and how nets unfold into $2$D.","Provide physical models or cut-outs of nets for hands-on exploration.","Encourage students to explain their reasoning about how each face corresponds to the solid."]}

skills:
["Matching a net to its corresponding 3D shape","Identifying the difference between oblique and right prisms","Describing cross-sections parallel to the base of $3$D solids"]


example_id: lp_01K7GRRJ726W8E0W0TS4VFTZ28_01K7GRRKS2SVS7WBR0W43FKYMW_APPLICATION
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6","t48ENMds1B74tcPTQhwy","01K3581BJ02ZPXBM4YPJYDQ7XJ"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Puppetry
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Designing Puppets with Prisms","example1Header":"Situation\nPuppet designers build 3D shapes for puppet heads and bodies. They use geometry to decide if a prism should be straight (right) or slanted (oblique).","example1Body":"Example\nA right prism has vertical sides; its volume (e.g., $4 \\cdot 3 \\cdot 5 = 60$ cm$^3$) stays the same for an oblique prism, but the sides become parallelograms.","example2Header":"","example2Body":""}

skills:
["Matching a net to its corresponding 3D shape","Identifying the difference between oblique and right prisms","Describing cross-sections parallel to the base of $3$D solids"]


example_id: lp_01K7GRRJ726W8E0W0TS4VFTZ28_01K7GRRKS2SVS7WBR0WNCWGEA0_CONTEMPLATIVE_QUESTION
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6","t48ENMds1B74tcPTQhwy","01K3581BJ02ZPXBM4YPJYDQ7XJ"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Puppetry
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine slicing a rectangular prism parallel to its base. Describe the shape of the cross-section. Can you sketch a net for this prism? How would the net change if it were an oblique prism?","teacherTips":["Encourage students to visualise slicing parallel to the base.","Discuss how right and oblique prisms differ in their cross-sections.","Support students in drawing nets and comparing them."],"difficulty":"mild"}

skills:
["Matching a net to its corresponding 3D shape","Identifying the difference between oblique and right prisms","Describing cross-sections parallel to the base of $3$D solids"]


example_id: lp_01K7GRRJ726W8E0W0TS4VFTZ28_01K7GRRKS2SVS7WBR0WX29FBG6_EXIT_TICKET
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6","t48ENMds1B74tcPTQhwy","01K3581BJ02ZPXBM4YPJYDQ7XJ"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Puppetry
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Rectangle","question":"A puppeteer cuts a rectangular prism parallel to its base; what shape is the resulting cross-section?"},{"answer":"Square-based pyramid","question":"A puppetry stage has a net with $1$ square and $4$ triangles; what $3$D shape does it fold into?"},{"answer":"Oblique prism","question":"A puppet box's side faces slant rather than being perpendicular to its base; is the box an oblique or right prism?"}]}


example_id: lp_01K7GRRJ726W8E0W0TS4VFTZ28_01K7GRRKS2SVS7WBR0W7A62K7S_ACTIVITY
skill_ids: ["ZSgrCFBqWzVhvtNm9zG6","t48ENMds1B74tcPTQhwy","01K3581BJ02ZPXBM4YPJYDQ7XJ"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Puppetry
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Shape Sorting Factory\nYou're designing a conveyor belt system to sort $3$D shapes in a factory.","scenario":"Steps\n1. In teams, draw and cut out a net for a cube, a rectangular prism, and a pyramid.\n2. Fold each net into its $3$D shape and label the base of each shape.\n3. Sketch the cross-section seen when slicing parallel to the base.\n4. Exchange shapes with another team and try to match their nets to the $3$D shapes.\n5. Score $1$ point for each correct match and cross-section description!","steps":["Discussion\n• Why does slicing parallel to the base keep the same shape?\n• How can you identify a net that matches a $3$D shape?","Differentiation Opportunities\n• Support: Provide pre-drawn nets for students to cut and fold.\n• Extend: Create a net and description for a more complex $3$D shape, like a hexagonal prism."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GRZ7AYWH1W85M0F4ZA0CA3_01K7GRZ8XS6C4FET10JWRG3C1H_CONTEMPLATIVE_QUESTION
skills: ["Identifying key features of the Cartesian plane","Plotting coordinates on the Cartesian plane"]
skill_ids: ["0YJRtnQEhdtxyacJPudq","l3MssecBv4tbskDrGkWs"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Design a treasure map on a Cartesian plane with key landmarks at points $(3, 4)$, $(-2, -1)$, and $(0, 5)$. Add at least three more landmarks of your choice. What is the treasure's location?","teacherTips":["Remind students the $x$-axis and $y$-axis divide the plane into four quadrants.","Encourage students to label their axes and points clearly.","Discuss how to describe points using $(x, y)$ coordinates."],"difficulty":"mild"}


example_id: lp_01K7GRZ7AYWH1W85M0F4ZA0CA3_01K7GRZ8XS6C4FET10JHYVK75F_ACTIVITY
skills: ["Identifying key features of the Cartesian plane","Plotting coordinates on the Cartesian plane"]
skill_ids: ["0YJRtnQEhdtxyacJPudq","l3MssecBv4tbskDrGkWs"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Park Mapping Challenge\nYour team is designing a map of a park using the Cartesian plane!","scenario":"Steps\n1. Draw a Cartesian plane with $x$-axis and $y$-axis labelled from $-10$ to $10$.\n2. Mark the origin $(0, 0)$ and label all four quadrants.\n3. Each team takes turns plotting a point (e.g., $(3, -2)$) on the plane.\n4. Another team identifies the quadrant and coordinates of the point.\n5. Earn $1$ point for correct answers. The team with the most points wins!","steps":["Discussion\n• How do you know which quadrant a point is in?\n• Why is the origin $(0, 0)$ important on the Cartesian plane?","Differentiation Opportunities\n• Support: Focus on points in the first quadrant only to simplify the task.\n• Extend: Plot points with fractions or decimals, like $(3.5, -1.2)$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GRZ7AYWH1W85M0F4ZA0CA3_01K7GRZ8XS6C4FET10K7YAQTWA_EXIT_TICKET
skills: ["Identifying key features of the Cartesian plane","Plotting coordinates on the Cartesian plane"]
skill_ids: ["0YJRtnQEhdtxyacJPudq","l3MssecBv4tbskDrGkWs"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$(0, 0)$","question":"The golf ball is at the origin on the Cartesian plane. What are the coordinates of the origin?"},{"answer":"Quadrant I","question":"A golfer hits the ball to point $(3, 2)$. What quadrant is the ball in?"},{"answer":"$(2, 2)$","question":"The ball is at $(4, -3)$, then moves $2$ units left and $5$ units up. What are the new coordinates?"}]}


example_id: lp_01K7GRZ7AYWH1W85M0F4ZA0CA3_01K7GRZ8XS6C4FET10K38KF72R_THOUGHT_SPARKER
skills: ["Identifying key features of the Cartesian plane","Plotting coordinates on the Cartesian plane"]
skill_ids: ["0YJRtnQEhdtxyacJPudq","l3MssecBv4tbskDrGkWs"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A golfer starts at the origin $(0, 0)$ of a Cartesian plane. The first hole is at $(5, 7)$, the second hole is at $(10, 3)$, and the third hole is at $(-4, -6)$.","firstSentence":"How could you plot these positions on a Cartesian plane to show the golfer's path?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the meaning of each coordinate pair and how to navigate the axes.","Encourage students to think about the direction (positive or negative) of movements on each axis.","Use graph paper or digital tools to help students visualise and accurately plot the points."]}


example_id: lp_01K7GRZ7AYWH1W85M0F4ZA0CA3_01K7GRZ8XS6C4FET10JE9QS209_APPLICATION
skills: ["Identifying key features of the Cartesian plane","Plotting coordinates on the Cartesian plane"]
skill_ids: ["0YJRtnQEhdtxyacJPudq","l3MssecBv4tbskDrGkWs"]
subtopics: ["Cartesian Planes"]
subtopic_ids: ["subtopic_01GTC0BDFJHVP71F71XBNHXA29"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Mapping Golf Courses Using Cartesian Planes","example1Header":"Situation\nGolf course designers use Cartesian planes to map the layout of golf courses. This helps position key features like holes, bunkers, and trees accurately.","example1Body":"Example\nThe hole is at $(3, 4)$, meaning $3$ units right and $4$ units up. The bunker is at $(6, 2)$, meaning $6$ units right and $2$ units up. This ensures accurate placement on the course.","example2Header":"","example2Body":""}


example_id: lp_01K7GS65DJBENY0E3RFR46SP3E_01K7GS67PQGSNAAT488780HEH8_ACTIVITY
skill_ids: ["TyU67kr75ULQT84bAcQ6","PDMK31LsJTBBdlsqNrVr","1x6ZgRLYcWdiEKgTjXiB"]
subtopics: ["Shape Transformations"]
subtopic_ids: ["subtopic_01GTC0BR9GMQXZVZ08VWYRK286"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Sharks
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Transformation Floor Plan\nYou're designing a floor plan using translations and reflections of shapes!","scenario":"Steps\n1. Draw a $10 \\times 10$ grid on your paper.\n2. Create a shape (e.g., triangle, square) and place it on the grid.\n3. Translate or reflect your shape. Mark its new position.\n4. Swap grids with another team. Guess their transformation!\n5. Score $1$ point for each correct guess. Play $5$ rounds.","steps":["Discussion\n• How did you identify translations or reflections?\n• What strategies helped you guess transformations quickly?","Differentiation Opportunities\n• Support: Use a smaller grid (e.g., $5 \\times 5$) and simpler shapes like squares.\n• Extend: Combine translations and reflections in a single move for extra challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Identifying dilated shapes","Identifying reflections of shapes","Describing translations of shapes on a grid"]


example_id: lp_01K7GS65DJBENY0E3RFR46SP3E_01K7GS67PQGSNAAT48913V6DKN_EXIT_TICKET
skill_ids: ["TyU67kr75ULQT84bAcQ6","PDMK31LsJTBBdlsqNrVr","1x6ZgRLYcWdiEKgTjXiB"]
subtopics: ["Shape Transformations"]
subtopic_ids: ["subtopic_01GTC0BR9GMQXZVZ08VWYRK286"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Sharks
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$ units right, $3$ units up","question":"A shark moves from $(2, 3)$ to $(5, 6)$ on a grid. How many units right and up does it move?"},{"answer":"$(-3, 4)$","question":"A shark shape at $(3, 4)$ is reflected over the $y$-axis. What are the coordinates of the reflected shape?"},{"answer":"$12$ \\text{cm}","question":"A shark shape with a side of $4$ cm is dilated by a factor of $3$. What is the length of the new side?"}]}

skills:
["Identifying dilated shapes","Identifying reflections of shapes","Describing translations of shapes on a grid"]


example_id: lp_01K7GS65DJBENY0E3RFR46SP3E_01K7GS67PQGSNAAT488N7V15X4_CONTEMPLATIVE_QUESTION
skill_ids: ["TyU67kr75ULQT84bAcQ6","PDMK31LsJTBBdlsqNrVr","1x6ZgRLYcWdiEKgTjXiB"]
subtopics: ["Shape Transformations"]
subtopic_ids: ["subtopic_01GTC0BR9GMQXZVZ08VWYRK286"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Sharks
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"On a grid, draw a triangle. How would you describe its reflection over the $y$-axis? What happens if you translate it $3$ units up? What if you dilate it by a scale factor of $2$?","teacherTips":["Encourage students to use specific terms like 'reflection', 'translation', and 'dilation'.","Ask students to explain how the coordinates change after each transformation.","Help students visualise transformations using graph paper or grid tools."],"difficulty":"mild"}

skills:
["Identifying dilated shapes","Identifying reflections of shapes","Describing translations of shapes on a grid"]


example_id: lp_01K7GS65DJBENY0E3RFR46SP3E_01K7GS67PQGSNAAT4883A311WM_APPLICATION
skill_ids: ["TyU67kr75ULQT84bAcQ6","PDMK31LsJTBBdlsqNrVr","1x6ZgRLYcWdiEKgTjXiB"]
subtopics: ["Shape Transformations"]
subtopic_ids: ["subtopic_01GTC0BR9GMQXZVZ08VWYRK286"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Sharks
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Tracking Shark Movements on a Grid","example1Header":"Situation\nMarine biologists track shark movements using underwater grids. By observing translations on a grid, they can study migration and hunting patterns.","example1Body":"Example\nA shark starts at $(2, 3)$ on a $10 \\times 10$ grid. After moving $4$ units right and $2$ units up, its new position is $(6, 5)$.","example2Header":"","example2Body":""}


example_id: lp_01K7GS65DJBENY0E3RFR46SP3E_01K7GS67PQGSNAAT488V505G04_THOUGHT_SPARKER
skill_ids: ["TyU67kr75ULQT84bAcQ6","PDMK31LsJTBBdlsqNrVr","1x6ZgRLYcWdiEKgTjXiB"]
subtopics: ["Shape Transformations"]
subtopic_ids: ["subtopic_01GTC0BR9GMQXZVZ08VWYRK286"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Sharks
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A shark starts at point $(3, 4)$ on a grid and moves to point $(3, -4)$. Later, another shark appears at $(6, 8)$, which is twice as far from the origin as the first shark's starting position.","firstSentence":"How could you determine if each shark's movement was a reflection, a dilation, or neither?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use graph paper to plot points and visualise movements.","Discuss the characteristics of reflections (flipping across an axis) and dilations (scaling distances).","Ask students to explain how they can confirm the type of transformation based on coordinates and distances."]}


example_id: lp_01K7GSVH36KY36FG6DDMK4B8YX_01K7GSVJRS3YYM14K4097KNWH5_THOUGHT_SPARKER
skills: ["Understanding the causes of sampling bias","Interpreting line graphs","Interpreting pie charts"]
skill_ids: ["8Tcl65LGb78533gvhcwn","zXEjLnpiNbErsudTfVrj","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Billiards
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A survey was conducted at a local billiards club, asking $100$ people about their favourite recreational activities. The results were displayed in a pie graph, and a line graph showed how the number of billiards players at the club has changed over the past $5$ years.","firstSentence":"How might the choice of survey location influence the results shown in the pie graph?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to discuss how asking specific groups of people can affect survey results.","Use examples to explain how pie graphs represent data proportions and their limitations.","Discuss how line graphs can show trends over time and compare them to static representations like pie graphs."]}


example_id: lp_01K7GSVH36KY36FG6DDMK4B8YX_01K7GSVJRS3YYM14K3ZSSSE3TM_APPLICATION
skills: ["Understanding the causes of sampling bias","Interpreting line graphs","Interpreting pie charts"]
skill_ids: ["8Tcl65LGb78533gvhcwn","zXEjLnpiNbErsudTfVrj","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Billiards
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Tracking Billiards Practice Progress with Line Graphs","example1Header":"Situation\nBilliards coaches track players' progress by recording scores from practice sessions. Line graphs help compare improvement over time and identify trends.","example1Body":"Example\nA line graph shows weekly scores: $50$, $60$, $55$, and $70$. The highest score was $70$ in Week 4, with the largest increase ($15$ points) between Week 3 and Week 4.","example2Header":"","example2Body":""}


example_id: lp_01K7GSVH36KY36FG6DDMK4B8YX_01K7GSVJRS3YYM14K3ZYG5ZBK0_ACTIVITY
skills: ["Understanding the causes of sampling bias","Interpreting line graphs","Interpreting pie charts"]
skill_ids: ["8Tcl65LGb78533gvhcwn","zXEjLnpiNbErsudTfVrj","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Billiards
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Pie Chart Survey Bias\nYour team is creating a survey to explore how sampling affects pie charts.","scenario":"Steps\n1. In groups, create a survey question (e.g., 'What's your favourite fruit?').\n2. Survey $10$ classmates, but only ask people sitting near you.\n3. Represent your results as a pie chart on paper.\n4. Discuss how your sample might be biased and how it affects the pie chart.\n5. Compare your pie chart with another group's and discuss differences.","steps":["Discussion\n• How might the results change with a random sample?\n• Why is it important to avoid sampling bias in surveys?","Differentiation Opportunities\n• Support: Provide a pre-made pie chart template for students to fill in.\n• Extend: Survey a larger group and compare results from different sampling methods."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GSVH36KY36FG6DDMK4B8YX_01K7GSVJRS3YYM14K40DMS78WH_EXIT_TICKET
skills: ["Understanding the causes of sampling bias","Interpreting line graphs","Interpreting pie charts"]
skill_ids: ["8Tcl65LGb78533gvhcwn","zXEjLnpiNbErsudTfVrj","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Billiards
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"8\\text{-}ball","question":"In a billiards club, $50\\%$ of members prefer 8-ball, $30\\%$ prefer 9-ball, and $20\\%$ prefer snooker. Which game is the most popular?"},{"answer":"Sampling bias","question":"If only professional billiards players are surveyed, why might this not represent all billiards players' preferences?"},{"answer":"$6$","question":"A graph shows a billiards player's scores increasing from $20$ to $50$ over $5$ games. What is the average score increase per game?"}]}


example_id: lp_01K7GSVH36KY36FG6DDMK4B8YX_01K7GSVJRS3YYM14K406G3VX24_CONTEMPLATIVE_QUESTION
skills: ["Understanding the causes of sampling bias","Interpreting line graphs","Interpreting pie charts"]
skill_ids: ["8Tcl65LGb78533gvhcwn","zXEjLnpiNbErsudTfVrj","PL0JTXf7bamJeHNN4C8e"]
subtopics: ["Advanced Data Representation"]
subtopic_ids: ["subtopic_01GTC0BAC5VGSVWWXMW4XWZRP7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Billiards
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A school surveyed $30$ students about favourite sports. Design a pie graph and explain any sampling bias. How could the results change if more students were surveyed? Create a line graph of how opinions might shift over time.","teacherTips":["Discuss how surveying $30$ students may not represent the whole school.","Encourage students to use realistic data for the pie and line graphs.","Highlight how opinions might shift due to trends or new options."],"difficulty":"mild"}


example_id: lp_01K7GSNE5MQR58RF9BB8KVP1FK_01K7GSNFRPK68S1KRQST5FW6EV_APPLICATION
skills: ["Calculating the mean","Finding the median","Finding the mode"]
skill_ids: ["koijWmj27uJSkzJwd8R5","WxRTCwFjmo5jYWe7ts6S","FBdt1Ik4ATJRioMa3oIf"]
subtopics: ["Measures of Centre"]
subtopic_ids: ["subtopic_01GTC0BQAK7Z0VA1M5KJPE2BN7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Giraffes
class_year: 6
country: AU
period_number: 6
node_type: APPLICATION
example_output_json:
{"title":"Monitoring Giraffe Heights in Conservation","example1Header":"Situation\nWildlife researchers measure giraffe heights to monitor their growth and health. They calculate the mean height in herds to track overall trends in the population.","example1Body":"Example\nResearchers find giraffe heights: $5.4$, $4.8$, $5.6$, $5.2$, $4.9$ m. Total is $25.9$ m. Mean: $25.9 \\div 5 = 5.18$ m, showing average herd height.","example2Header":"","example2Body":""}


example_id: lp_01K7GSNE5MQR58RF9BB8KVP1FK_01K7GSNFRPK68S1KRQTJ5S5SKW_THOUGHT_SPARKER
skills: ["Calculating the mean","Finding the median","Finding the mode"]
skill_ids: ["koijWmj27uJSkzJwd8R5","WxRTCwFjmo5jYWe7ts6S","FBdt1Ik4ATJRioMa3oIf"]
subtopics: ["Measures of Centre"]
subtopic_ids: ["subtopic_01GTC0BQAK7Z0VA1M5KJPE2BN7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Giraffes
class_year: 6
country: AU
period_number: 6
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A wildlife reserve measures the heights of $10$ giraffes in metres: $4.9$, $5.2$, $5.2$, $5.5$, $5.8$, $6.0$, $6.0$, $6.0$, $6.3$, $6.5$.","firstSentence":"Which measure—mean, median, or mode—best represents the typical height of giraffes in this group, and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to calculate each measure of central tendency before deciding which is most representative.","Discuss the strengths and limitations of each measure (e.g., mode for frequency, mean for balance, median for avoiding extremes).","Use visual aids like number lines or bar charts to help students interpret the data distribution."]}


example_id: lp_01K7GSNE5MQR58RF9BB8KVP1FK_01K7GSNFRPK68S1KRQTQMBS8VF_EXIT_TICKET
skills: ["Calculating the mean","Finding the median","Finding the mode"]
skill_ids: ["koijWmj27uJSkzJwd8R5","WxRTCwFjmo5jYWe7ts6S","FBdt1Ik4ATJRioMa3oIf"]
subtopics: ["Measures of Centre"]
subtopic_ids: ["subtopic_01GTC0BQAK7Z0VA1M5KJPE2BN7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Giraffes
class_year: 6
country: AU
period_number: 6
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"If a group of giraffes has neck lengths measured in metres as $5, 5, 4, 6, 5$, what is the mode of these neck lengths?"},{"answer":"$5$","question":"The heights of $7$ giraffes in metres are $4, 6, 5, 7, 8, 5, 5$. What is the median height?"},{"answer":"$1.4$","question":"The weights of $5$ giraffes in tonnes are $1.2, 1.5, 1.1, 1.4, 1.8$. What is the mean weight of the giraffes?"}]}


example_id: lp_01K7GSNE5MQR58RF9BB8KVP1FK_01K7GSNFRPK68S1KRQTCE8MZCB_CONTEMPLATIVE_QUESTION
skills: ["Calculating the mean","Finding the median","Finding the mode"]
skill_ids: ["koijWmj27uJSkzJwd8R5","WxRTCwFjmo5jYWe7ts6S","FBdt1Ik4ATJRioMa3oIf"]
subtopics: ["Measures of Centre"]
subtopic_ids: ["subtopic_01GTC0BQAK7Z0VA1M5KJPE2BN7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Giraffes
class_year: 6
country: AU
period_number: 6
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You survey $10$ classmates about how many pets they have. Create your own data set. What is the mode, median, and mean? Explain how you calculated each.","teacherTips":["Ensure students use numerical data with at least $10$ values.","Review how to find mode, median, and mean accurately.","Encourage students to explain their reasoning clearly."],"difficulty":"mild"}


example_id: lp_01K7GSNE5MQR58RF9BB8KVP1FK_01K7GSNFRPK68S1KRQSXTDETZ9_ACTIVITY
skills: ["Calculating the mean","Finding the median","Finding the mode"]
skill_ids: ["koijWmj27uJSkzJwd8R5","WxRTCwFjmo5jYWe7ts6S","FBdt1Ik4ATJRioMa3oIf"]
subtopics: ["Measures of Centre"]
subtopic_ids: ["subtopic_01GTC0BQAK7Z0VA1M5KJPE2BN7"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Giraffes
class_year: 6
country: AU
period_number: 6
node_type: ACTIVITY
example_output_json:
{"header":"Game Stats Challenge\nYour team is analysing game scores to find the mode, median, and mean.","scenario":"Steps\n1. Each team writes down $10$ scores between $1$ and $100$ on paper.\n2. Arrange the scores in ascending order.\n3. Find the mode (most frequent score) from your list.\n4. Calculate the median (middle score) of your data.\n5. Determine the mean by adding all scores and dividing by $10$.","steps":["Discussion\n• Why is the mean sometimes not a whole number?\n• What happens if all scores are different?","Differentiation Opportunities\n• Support: Use smaller data sets with $5$ scores to simplify calculations.\n• Extend: Create a data set with no mode and explain why it has none."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GTPY8RDXBQVKJT8PDAV645_01K7GTPZXV7QRPZJVDNNJ5ZHWS_APPLICATION
skills: ["Understanding and applying square roots","Solving squared indices problems"]
skill_ids: ["nAeQST2P2HvSGNbKenCW","8UOZYwArIJvMf9hTItcn"]
subtopics: ["Indices Advanced"]
subtopic_ids: ["subtopic_01GTC0BG62GBQ69QVHDSCJP05N"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Animation
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Square Roots in Animation Scaling","example1Header":"Situation\nAnimators scale graphics up or down for different screen sizes. They use square roots for proportional resizing, ensuring images fit perfectly across various dimensions.","example1Body":"Example\nAn animator scales down a $256$-pixel graphic. The side length is $\\sqrt{256} = 16$ pixels. For $64$ pixels, the side length is $\\sqrt{64} = 8$ pixels, ensuring proportional resizing.","example2Header":"","example2Body":""}


example_id: lp_01K7GTPY8RDXBQVKJT8PDAV645_01K7GTPZXV7QRPZJVDPDAKZE6K_THOUGHT_SPARKER
skills: ["Understanding and applying square roots","Solving squared indices problems"]
skill_ids: ["nAeQST2P2HvSGNbKenCW","8UOZYwArIJvMf9hTItcn"]
subtopics: ["Indices Advanced"]
subtopic_ids: ["subtopic_01GTC0BG62GBQ69QVHDSCJP05N"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Animation
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"An animated character moves across a grid where each square has an area of $144$ square units.","firstSentence":"How would you determine the side length of each square on the grid?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to connect the area of a square to its side length using square roots.","Discuss the relationship between squaring a number and finding its square root.","Use visual aids, like drawing a square grid, to help students see the connection between area and side length."]}


example_id: lp_01K7GTPY8RDXBQVKJT8PDAV645_01K7GTPZXV7QRPZJVDPKGBMESP_EXIT_TICKET
skills: ["Understanding and applying square roots","Solving squared indices problems"]
skill_ids: ["nAeQST2P2HvSGNbKenCW","8UOZYwArIJvMf9hTItcn"]
subtopics: ["Indices Advanced"]
subtopic_ids: ["subtopic_01GTC0BG62GBQ69QVHDSCJP05N"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Animation
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$16$","question":"If an animation frame takes $4^2$ seconds to render, how many seconds does it take?"},{"answer":"$8$","question":"If the area of an animated square is $64$ cm$^2$, what is the length of one side in cm?"},{"answer":"$34$","question":"An animation sequence requires $5^2 + 3^2$ frames. How many frames are needed in total?"}]}


example_id: lp_01K7GTPY8RDXBQVKJT8PDAV645_01K7GTPZXV7QRPZJVDNSSFR12J_ACTIVITY
skills: ["Understanding and applying square roots","Solving squared indices problems"]
skill_ids: ["nAeQST2P2HvSGNbKenCW","8UOZYwArIJvMf9hTItcn"]
subtopics: ["Indices Advanced"]
subtopic_ids: ["subtopic_01GTC0BG62GBQ69QVHDSCJP05N"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Animation
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Garden Square Challenge\nDesign a garden with square plots and calculate areas and side lengths.","scenario":"Steps\n1. Draw 3 square plots with side lengths of $4$ m, $6$ m, and $8$ m.\n2. Calculate the area of each plot using $A = \\text{side}^2$.\n3. Choose a fourth plot with an area of $49$ m$^2$ and find its side length.\n4. Compare your total garden area with another group’s design.\n5. Discuss which design uses space most efficiently.","steps":["Discussion\n• What happens to the area when you double a side length?\n• How can square roots help check your calculations?","Differentiation Opportunities\n• Support: Use smaller whole numbers for side lengths (e.g., $2$ m, $3$ m).\n• Extend: Design irregular gardens combining squares and rectangles."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GTPY8RDXBQVKJT8PDAV645_01K7GTPZXV7QRPZJVDP86HNM0W_CONTEMPLATIVE_QUESTION
skills: ["Understanding and applying square roots","Solving squared indices problems"]
skill_ids: ["nAeQST2P2HvSGNbKenCW","8UOZYwArIJvMf9hTItcn"]
subtopics: ["Indices Advanced"]
subtopic_ids: ["subtopic_01GTC0BG62GBQ69QVHDSCJP05N"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Animation
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $25$ square tiles. How could you arrange them into a perfect square? Could you split them equally into two smaller squares? Why or why not?","teacherTips":["Discuss what a perfect square is, like $5 \\times 5 = 25$.","Encourage exploration of square roots to split tiles.","Guide students to justify their reasoning with calculations."],"difficulty":"mild"}


example_id: lp_01K7GTZ42W1EN9FTGAXQB6BDSA_01K7GTZ61JG0Q8T8TQ2FGE0T7D_THOUGHT_SPARKER
skills: ["Understanding and applying prime factor decomposition","Identifying prime numbers"]
skill_ids: ["dJj3otlgTlEpia6UdIsW","PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A star in a distant galaxy is identified by a unique code number, $42$.","firstSentence":"How would you determine if this code number is prime, and if not, what are its prime factors?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review the definition of prime numbers and how to test for primality.","Encourage students to break down the number step by step using division by smaller primes.","Use a factor tree to visually represent the prime factorisation process."]}


example_id: lp_01K7GTZ42W1EN9FTGAXQB6BDSA_01K7GTZ61JG0Q8T8TQ1YQ6P73Z_APPLICATION
skills: ["Understanding and applying prime factor decomposition","Identifying prime numbers"]
skill_ids: ["dJj3otlgTlEpia6UdIsW","PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Prime Numbers in Stellar Physics","example1Header":"Situation\nAstrophysicists study star lifecycles by finding key patterns in star groupings. They use prime numbers to identify unique group counts and formations.","example1Body":"Example\nAstrophysicists spot clusters of $11$, $12$, and $13$ stars. $11$ and $13$ are primes with factors $1$ and themselves, while $12$ is not prime due to multiple factors.","example2Header":"","example2Body":""}


example_id: lp_01K7GTZ42W1EN9FTGAXQB6BDSA_01K7GTZ61JG0Q8T8TQ2DC2S40B_CONTEMPLATIVE_QUESTION
skills: ["Understanding and applying prime factor decomposition","Identifying prime numbers"]
skill_ids: ["dJj3otlgTlEpia6UdIsW","PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $90$ apples to share equally among groups. Use prime factor decomposition to explore all possible group sizes. How would you decide the best way to share them?","teacherTips":["Guide students to find prime factors of $90$: $2$, $3$, and $5$.","Encourage students to justify their choice of group sizes.","Discuss how prime factors help identify all possible divisors."],"difficulty":"mild"}


example_id: lp_01K7GTZ42W1EN9FTGAXQB6BDSA_01K7GTZ61JG0Q8T8TQ229JF03Y_ACTIVITY
skills: ["Understanding and applying prime factor decomposition","Identifying prime numbers"]
skill_ids: ["dJj3otlgTlEpia6UdIsW","PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Prime Factor Challenge\nYour team must solve prime factor puzzles to unlock the code to win!","scenario":"Steps\n1. Write $3$ numbers between $10$ and $100$ on paper.\n2. Break each number into its prime factors (e.g., $60 = 2 \\times 2 \\times 3 \\times 5$).\n3. Check another team's prime factorisation for correctness.\n4. Score $1$ point for correct factorisations and $2$ points for catching errors.\n5. Team with the highest score after $3$ rounds wins!","steps":["Discussion\n• Why are prime numbers important in factorisation?\n• What strategies helped you identify prime numbers faster?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., $10$ to $50$) and provide a list of prime numbers.\n• Extend: Find the greatest common divisor (GCD) of two numbers using prime factors."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GTZ42W1EN9FTGAXQB6BDSA_01K7GTZ61JG0Q8T8TQ2NVR7VTD_EXIT_TICKET
skills: ["Understanding and applying prime factor decomposition","Identifying prime numbers"]
skill_ids: ["dJj3otlgTlEpia6UdIsW","PceVKm7d9RpDqGMdC2ak"]
subtopics: ["Factors"]
subtopic_ids: ["subtopic_01GTC0BQBKMFQWW6BWD2NEVXAH"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Stars
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$7$","question":"Which of these numbers seen in star clusters is a prime number: $7$, $9$, $12$?"},{"answer":"$2, 3, 5$","question":"A star emits signals every $60$ seconds. Using prime factor decomposition, what are the prime factors of $60$?"},{"answer":"$2^2 \\cdot 3 \\cdot 5 \\cdot 7$","question":"If a star emits light pulses every $420$ seconds, what is the prime factor decomposition of $420$?"}]}


example_id: lp_01K7GV5M9Q48KGQKNR9MDW7MA4_01K7GV5P9CCE8B9EWZ9VFZT2V3_ACTIVITY
skills: ["Partitioning three-digit numbers using place value"]
skill_ids: ["ekLOSJ22ny7W2jNGL4dE"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Place Value Puzzle\nYour team is decoding three-digit numbers for a secret mission!","scenario":"Steps\n1. Write four random three-digit numbers (e.g., $348$, $502$) on paper.\n2. Partition each number into its hundreds, tens, and ones parts.\n3. Verify your breakdown with another team (e.g., $348 = 300 + 40 + 8$).\n4. Scramble the digits of one number and have another team decode it.\n5. Score points for every correct partition and decoding!","steps":["Discussion\n• Why does the position of each digit in a number matter?\n• What patterns do you notice when partitioning different numbers?","Differentiation Opportunities\n• Support: Provide pre-written numbers and guide students to partition them step-by-step.\n• Extend: Challenge students to create and partition four-digit numbers."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GV5M9Q48KGQKNR9MDW7MA4_01K7GV5P9CCE8B9EWZACD1HW7Y_EXIT_TICKET
skills: ["Partitioning three-digit numbers using place value"]
skill_ids: ["ekLOSJ22ny7W2jNGL4dE"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$300, 20, 6$","question":"A dinosaur fossil is estimated to be $326$ years old. Show how $326$ can be split into hundreds, tens, and ones."},{"answer":"$400, 20, 8$","question":"A dinosaur skeleton has $428$ bones. Can you partition $428$ into hundreds, tens, and ones?"},{"answer":"$700, 50, 2$","question":"A museum found $752$ fossil pieces. Partition $752$ and explain how you got the hundreds, tens, and ones."}]}


example_id: lp_01K7GV5M9Q48KGQKNR9MDW7MA4_01K7GV5P9CCE8B9EWZA6QGT5E8_CONTEMPLATIVE_QUESTION
skills: ["Partitioning three-digit numbers using place value"]
skill_ids: ["ekLOSJ22ny7W2jNGL4dE"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Choose a 3-digit number. How many ways can you partition it using place value? Explain your reasoning.","teacherTips":["Encourage students to identify hundreds, tens, and ones places in the number.","Ask students to justify how each partition adds up to the original number.","Provide examples like $326 = 300 + 20 + 6$ to guide their thinking."],"difficulty":"mild"}


example_id: lp_01K7GV5M9Q48KGQKNR9MDW7MA4_01K7GV5P9CCE8B9EWZ9S5GC9R0_APPLICATION
skills: ["Partitioning three-digit numbers using place value"]
skill_ids: ["ekLOSJ22ny7W2jNGL4dE"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Partitioning Dinosaur Fossil Measurements","example1Header":"Situation\nPaleontologists study dinosaur fossils, measuring bone lengths in centimetres. Accurate partitioning helps to record and analyze numbers effectively.","example1Body":"Example\nA fossil bone is $642$ cm. Using place value: $642 = 600 + 40 + 2$. It has $6$ hundreds, $4$ tens, and $2$ ones, aiding precise record-keeping.","example2Header":"","example2Body":""}


example_id: lp_01K7GV5M9Q48KGQKNR9MDW7MA4_01K7GV5P9CCE8B9EWZA9Z87KM6_THOUGHT_SPARKER
skills: ["Partitioning three-digit numbers using place value"]
skill_ids: ["ekLOSJ22ny7W2jNGL4dE"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A museum has discovered $326$ dinosaur fossils and wants to organise them into hundreds, tens, and ones.","firstSentence":"How could you explain splitting $326$ into parts using place value?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the digits in each place (hundreds, tens, ones) before partitioning.","Ask students to verify their reasoning by recombining the parts to check if they equal the original number.","Use visual aids like base-ten blocks or place value charts to support students’ understanding."]}


example_id: lp_01K7GVBA9AYY9JRM9ZH1GCFP4A_01K7GVBBZYKMECZCR4QFRYE3H9_THOUGHT_SPARKER
skills: ["Representing negative fractions","Representing fractions on a number line"]
skill_ids: ["ogWlMrCGUljghh0aHdkA","HvaEFYNyLDKuWoQXoaTt"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A pizza is divided into $8$ equal slices. Sarah eats $\\frac{3}{8}$ of the pizza, while her friend, Jake, owes Sarah $-\\frac{2}{8}$ of a pizza because he promised to bring some but didn’t.","firstSentence":"Where would $\\frac{3}{8}$ and $-\\frac{2}{8}$ be placed on a number line?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the direction (positive or negative) of each fraction on the number line.","Discuss how dividing a number line into equal parts helps represent fractions accurately.","Use visual aids, like drawing number lines on the board, to show the placement of both positive and negative fractions."]}


example_id: lp_01K7GVBA9AYY9JRM9ZH1GCFP4A_01K7GVBBZYKMECZCR4PS9J95V0_APPLICATION
skills: ["Representing negative fractions","Representing fractions on a number line"]
skill_ids: ["ogWlMrCGUljghh0aHdkA","HvaEFYNyLDKuWoQXoaTt"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Fractions and Pizza Slices","example1Header":"Situation\nPizza chefs divide pizzas into slices for customers. Fractions help them represent how much pizza is left or eaten.","example1Body":"Example\nA pizza divided into $8$ slices has $3$ eaten, or $3/8$. On a number line divided into $8$ parts, $3/8$ is the third mark, showing how much is eaten.","example2Header":"","example2Body":""}


example_id: lp_01K7GVBA9AYY9JRM9ZH1GCFP4A_01K7GVBBZYKMECZCR4Q96BTTQV_CONTEMPLATIVE_QUESTION
skills: ["Representing negative fractions","Representing fractions on a number line"]
skill_ids: ["ogWlMrCGUljghh0aHdkA","HvaEFYNyLDKuWoQXoaTt"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"How would you place $-\\frac{3}{4}$ and $\\frac{2}{3}$ on the same number line? Explain your method.","teacherTips":["Ensure students divide the space between $-1$ and $0$ into $4$ equal parts.","Guide them to divide $0$ to $1$ into $3$ equal parts for $\\frac{2}{3}$.","Discuss negative direction for $-\\frac{3}{4}$ and positive for $\\frac{2}{3}$."],"difficulty":"mild"}


example_id: lp_01K7GVBA9AYY9JRM9ZH1GCFP4A_01K7GVBBZYKMECZCR4QQ2VPFRW_EXIT_TICKET
skills: ["Representing negative fractions","Representing fractions on a number line"]
skill_ids: ["ogWlMrCGUljghh0aHdkA","HvaEFYNyLDKuWoQXoaTt"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{3}{4}$","question":"A pizza is cut into $4$ equal parts. What fraction represents $3$ slices on a number line?"},{"answer":"$\\frac{5}{8}$","question":"A pizza is cut into $8$ equal parts. If you eat $5$ slices, where would $\\frac{5}{8}$ be on a number line?"},{"answer":"$-\\frac{3}{5}$","question":"If a pizza debt represents $-\\frac{3}{5}$, where does $-\\frac{3}{5}$ lie on the number line?"}]}


example_id: lp_01K7GVBA9AYY9JRM9ZH1GCFP4A_01K7GVBBZYKMECZCR4PSRM4961_ACTIVITY
skills: ["Representing negative fractions","Representing fractions on a number line"]
skill_ids: ["ogWlMrCGUljghh0aHdkA","HvaEFYNyLDKuWoQXoaTt"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Fraction Temperature Race\nYou're tracking temperatures on a winter day! Plot fractions to find the coldest and warmest times.","scenario":"Steps\n1. Draw a number line from $-2$ to $2$, marking every $\\frac{1}{2}$.\n2. Each team is given $6$ fractions (e.g., $-\\frac{3}{2}, \\frac{1}{4}$).\n3. Plot your fractions on the number line in the correct positions.\n4. Check positions with another team for accuracy.\n5. The team with the most correct placements wins!","steps":["Discussion\n• Why is $-\\frac{3}{2}$ further left than $-\\frac{1}{4}$?\n• How does the number line help compare positive and negative fractions?","Differentiation Opportunities\n• Support: Use only unit fractions, such as $-\\frac{1}{2}$ and $\\frac{1}{4}$, to simplify placement.\n• Extend: Include improper fractions and mixed numbers, such as $-\\frac{5}{2}$ or $1\\frac{3}{4}$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GVGYNAQDK4F1VSQVRQW2RB_01K7GVH08W2AWZG0SAPK79HRD5_EXIT_TICKET
skills: ["Understanding how to round to any number","Rounding decimals to the nearest place value"]
skill_ids: ["Wq6ZYO0letMhCvtcUJQc","tOymT8rmDzVNxapIeuBG"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: High Jump
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$1.7$","question":"A high jumper cleared a height of $1.73$ m. Round this to the nearest tenth."},{"answer":"$2.85$","question":"A high jumper recorded a height of $2.846$ m. Round this to the nearest hundredth."},{"answer":"$2.347$","question":"A competition result shows a height of $2.3468$ m. Round this to the nearest thousandth."}]}


example_id: lp_01K7GVGYNAQDK4F1VSQVRQW2RB_01K7GVH08W2AWZG0SANX9FHH26_ACTIVITY
skills: ["Understanding how to round to any number","Rounding decimals to the nearest place value"]
skill_ids: ["Wq6ZYO0letMhCvtcUJQc","tOymT8rmDzVNxapIeuBG"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: High Jump
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Rounding Race Challenge\nYour team is in a race to round decimals to the nearest whole, tenth, or hundredth!","scenario":"Steps\n1. Each team writes $5$ decimal numbers (e.g., $3.456$, $7.82$).\n2. Spin a wheel or decide to round to the nearest unit, tenth, or hundredth.\n3. Round each number based on the chosen place value.\n4. Check answers as a class and score $1$ point for each correct rounding.\n5. The team with the most points after $3$ rounds wins!","steps":["Discussion\n• Why does rounding sometimes make numbers bigger or smaller?\n• How does rounding to different places change the result?","Differentiation Opportunities\n• Support: Focus on rounding to the nearest unit only for simpler practice.\n• Extend: Challenge students to round to the nearest thousandth or beyond."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GVGYNAQDK4F1VSQVRQW2RB_01K7GVH08W2AWZG0SAP7J2KH22_CONTEMPLATIVE_QUESTION
skills: ["Understanding how to round to any number","Rounding decimals to the nearest place value"]
skill_ids: ["Wq6ZYO0letMhCvtcUJQc","tOymT8rmDzVNxapIeuBG"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: High Jump
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $15.78$ to spend at a shop. How can you round this amount to the nearest dollar, ten cents, and whole number? Explain why you rounded each way.","teacherTips":["Guide students to identify the correct place value for each rounding level.","Encourage students to explain their reasoning for rounding decisions.","Discuss the practical use of rounding when handling money."],"difficulty":"mild"}


example_id: lp_01K7GVGYNAQDK4F1VSQVRQW2RB_01K7GVH08W2AWZG0SANSN2017A_APPLICATION
skills: ["Understanding how to round to any number","Rounding decimals to the nearest place value"]
skill_ids: ["Wq6ZYO0letMhCvtcUJQc","tOymT8rmDzVNxapIeuBG"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: High Jump
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Rounding in High Jump Measurements","example1Header":"Situation\nHigh jump judges accurately measure athletes’ jumps. They round heights to the nearest centimetre for consistent records and fair comparisons.","example1Body":"Example\nA jump of $2.345$ m rounds to $2.35$ m when rounded to hundredths. To the nearest centimetre, $2.35$ m rounds to $2.4$ m for the official record.","example2Header":"","example2Body":""}


example_id: lp_01K7GVGYNAQDK4F1VSQVRQW2RB_01K7GVH08W2AWZG0SAPEEG1G5J_THOUGHT_SPARKER
skills: ["Understanding how to round to any number","Rounding decimals to the nearest place value"]
skill_ids: ["Wq6ZYO0letMhCvtcUJQc","tOymT8rmDzVNxapIeuBG"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: High Jump
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a high jump competition, an athlete clears a height of $1.934$ metres.","firstSentence":"How would you round this height to the nearest hundredth and explain your reasoning?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review place value, especially tenths, hundredths, and thousandths, before starting the discussion.","Ask students to explain how they decide whether to round up or down based on the next digit.","Encourage students to think about why rounding is useful in sports measurements."]}


example_id: lp_01K7GVR8AJ8JPQ98BTGQ2X2NFR_01K7GVRA8W09T1Y3F9MBZM07VM_CONTEMPLATIVE_QUESTION
skill_ids: ["GFWWkxG4hW6EFl4l3TZe","spjM82dr7MoOFciGGunj","7uSJdDvguYW9Q57beqXp"]
subtopics: ["Ratio Calculations"]
subtopic_ids: ["subtopic_01GTC0BM7JPKD3HGF0J54AC2DZ"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A fruit basket has $12$ apples and $18$ bananas. How would you simplify the ratio of apples to bananas? Can you also write the part-to-whole ratio of apples to total fruits?","teacherTips":["Guide students to simplify $12:18$ by dividing by their highest common factor.","Discuss the difference between part-to-part and part-to-whole ratios.","Encourage students to explain their reasoning and show their working."],"difficulty":"mild"}

skills:
["Representing information using ratios","Comparing part-to-part and part-to-whole ratios","Simplifying ratios"]


example_id: lp_01K7GVR8AJ8JPQ98BTGQ2X2NFR_01K7GVRA8W09T1Y3F9M155SPC5_ACTIVITY
skill_ids: ["GFWWkxG4hW6EFl4l3TZe","spjM82dr7MoOFciGGunj","7uSJdDvguYW9Q57beqXp"]
subtopics: ["Ratio Calculations"]
subtopic_ids: ["subtopic_01GTC0BM7JPKD3HGF0J54AC2DZ"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Smoothie Ratio Challenge\nYou're designing the perfect smoothie recipe by balancing the ratios of ingredients.","scenario":"Steps\n1. Each team picks $3$ ingredients (e.g., fruit, milk, yoghurt) and assigns amounts.\n2. Write part-to-part ratios for your ingredients (e.g., $2:3:1$).\n3. Simplify your ratios to their simplest form.\n4. Compare part-to-whole ratios (e.g., fruit to total ingredients).\n5. Present your recipe and calculations. Most balanced smoothie wins!","steps":["Discussion\n• How did simplifying the ratios help in balancing the recipe?\n• Why are part-to-whole ratios useful when comparing recipes?","Differentiation Opportunities\n• Support: Provide pre-set ingredient amounts for students to use.\n• Extend: Add a fourth ingredient and compare new ratios."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Representing information using ratios","Comparing part-to-part and part-to-whole ratios","Simplifying ratios"]


example_id: lp_01K7GVR8AJ8JPQ98BTGQ2X2NFR_01K7GVRA8W09T1Y3F9MNMSWYYM_EXIT_TICKET
skill_ids: ["GFWWkxG4hW6EFl4l3TZe","spjM82dr7MoOFciGGunj","7uSJdDvguYW9Q57beqXp"]
subtopics: ["Ratio Calculations"]
subtopic_ids: ["subtopic_01GTC0BM7JPKD3HGF0J54AC2DZ"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$1:2$","question":"A koala eats $6$ eucalyptus leaves and $12$ gum leaves in an hour. What is the simplified ratio of eucalyptus leaves to gum leaves?"},{"answer":"$2:5$","question":"In a koala sanctuary, there are $15$ adult koalas and $10$ baby koalas. What is the part-to-whole ratio of baby koalas to all koalas?"},{"answer":"$2:1, 2:3$","question":"A koala eats $8$ eucalyptus leaves and $4$ gum leaves per meal. Compare the part-to-part ratio of eucalyptus to gum leaves with the part-to-whole ratio."}]}

skills:
["Representing information using ratios","Comparing part-to-part and part-to-whole ratios","Simplifying ratios"]


example_id: lp_01K7GVR8AJ8JPQ98BTGQ2X2NFR_01K7GVRA8W09T1Y3F9KYGY7GAF_APPLICATION
skill_ids: ["GFWWkxG4hW6EFl4l3TZe","spjM82dr7MoOFciGGunj","7uSJdDvguYW9Q57beqXp"]
subtopics: ["Ratio Calculations"]
subtopic_ids: ["subtopic_01GTC0BM7JPKD3HGF0J54AC2DZ"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Ratios in Koala Population Studies","example1Header":"Situation\nWildlife researchers study koala populations in different habitats. They use ratios to compare the number of koalas in varying regions, helping conservation efforts.","example1Body":"Example\nReserve A has $18$ koalas while Reserve B has $27$. The ratio is $18:27$. Simplifying by dividing both by $9$ gives $2:3$, showing $2$ koalas in A for every $3$ in B.","example2Header":"","example2Body":""}


example_id: lp_01K7GVR8AJ8JPQ98BTGQ2X2NFR_01K7GVRA8W09T1Y3F9MH21YPWH_THOUGHT_SPARKER
skill_ids: ["GFWWkxG4hW6EFl4l3TZe","spjM82dr7MoOFciGGunj","7uSJdDvguYW9Q57beqXp"]
subtopics: ["Ratio Calculations"]
subtopic_ids: ["subtopic_01GTC0BM7JPKD3HGF0J54AC2DZ"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a wildlife reserve, there are $24$ koalas living in trees and $16$ koalas living on the ground.","firstSentence":"How could you explain the process of comparing the part-to-part ratio of tree-living to ground-living koalas with the part-to-whole ratio of tree-living koalas to the total population?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to simplify ratios to their simplest form for better comparison.","Use visual aids like bar models or pie charts to illustrate part-to-part and part-to-whole relationships.","Discuss why understanding both types of ratios might be important in wildlife conservation planning."]}


example_id: lp_01K7GW261MMPZ9S5X990318GR5_01K7GW28EC5K4Q4B859CMAKD4D_EXIT_TICKET
skill_ids: ["RUGdJj9e9YzXG9q8odir","DXHbpIAtG680y1qmbZvS"]
subtopics: ["Understanding Terms"]
subtopic_ids: ["subtopic_01GTC0BH3PETPWYDVVXE1Q2RPE"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Mars
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"If $x$ is the number of Mars rovers, and we have $5$ rovers, what does $x=5$ mean?"},{"answer":"$16$","question":"If a Mars rover's solar panel generates $E = x^2$ units of energy and $x = 4$, what is $E$?"},{"answer":"$11$","question":"A Mars lander uses $F = 2x^2 + 3y^3$ units of fuel. If $x=2$ and $y=1$, what is $F$?"}]}

skills:
["Understanding what variables represent","Substituting into expressions or equations containing powers"]


example_id: lp_01K7GW261MMPZ9S5X990318GR5_01K7GW28EC5K4Q4B8593VYN7MY_CONTEMPLATIVE_QUESTION
skill_ids: ["RUGdJj9e9YzXG9q8odir","DXHbpIAtG680y1qmbZvS"]
subtopics: ["Understanding Terms"]
subtopic_ids: ["subtopic_01GTC0BH3PETPWYDVVXE1Q2RPE"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Mars
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create your own expression with a variable and a power (e.g., $x^2 + 3$). Substitute $x = 2$. What happens if $x = 5$?","teacherTips":["Encourage students to choose simple expressions with powers.","Guide students to substitute values correctly into their expressions.","Discuss how changing $x$ affects the result and why."],"difficulty":"mild"}

skills:
["Understanding what variables represent","Substituting into expressions or equations containing powers"]


example_id: lp_01K7GW261MMPZ9S5X990318GR5_01K7GW28EC5K4Q4B858SVABVHK_ACTIVITY
skill_ids: ["RUGdJj9e9YzXG9q8odir","DXHbpIAtG680y1qmbZvS"]
subtopics: ["Understanding Terms"]
subtopic_ids: ["subtopic_01GTC0BH3PETPWYDVVXE1Q2RPE"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Mars
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Plant Growth Tracker\nYou are tracking the height of a magical plant that grows faster each day!","scenario":"Steps\n1. Write the growth formula $h = 2^d + 5$, where $h$ is height and $d$ is days.\n2. Substitute $d = 1$, $d = 2$, and $d = 3$ to find the height each day.\n3. Compare your results with your team to ensure accuracy.\n4. Create your own formula for another plant (e.g., $h = 3^d - 2$).\n5. Swap formulas with another team and solve for $d = 1$, $2$, and $3$.","steps":["Discussion\n• Why does the height grow faster with powers compared to adding or multiplying?\n• What does the variable $d$ represent in these equations?","Differentiation Opportunities\n• Support: Use simpler equations like $h = d^2$ or $h = 2d + 1$ for substitution.\n• Extend: Find $h$ for larger $d$ values like $d = 4$, $5$, and $6$ and compare growth rates."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Understanding what variables represent","Substituting into expressions or equations containing powers"]


example_id: lp_01K7GW261MMPZ9S5X990318GR5_01K7GW28EC5K4Q4B859AGH6KY5_THOUGHT_SPARKER
skill_ids: ["RUGdJj9e9YzXG9q8odir","DXHbpIAtG680y1qmbZvS"]
subtopics: ["Understanding Terms"]
subtopic_ids: ["subtopic_01GTC0BH3PETPWYDVVXE1Q2RPE"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Mars
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A Mars rover uses the formula $E = 2v^2 + 5m$, where $v$ is its velocity in m/s and $m$ is its mass in kg, to calculate the energy needed to move.","firstSentence":"How would you determine the energy needed if the rover's velocity is $3$ m/s and its mass is $50$ kg?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss how substituting values into formulas helps solve real-world problems.","Encourage students to explain the role of each variable in the formula.","Provide examples of other formulas used in science to reinforce the connection between math and real-life applications."]}


example_id: lp_01K7GW261MMPZ9S5X990318GR5_01K7GW28EC5K4Q4B858NJ7BNWS_APPLICATION
skill_ids: ["RUGdJj9e9YzXG9q8odir","DXHbpIAtG680y1qmbZvS"]
subtopics: ["Understanding Terms"]
subtopic_ids: ["subtopic_01GTC0BH3PETPWYDVVXE1Q2RPE"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Mars
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Using Variables to Plan Mars Missions","example1Header":"Situation\nAstronauts and scientists plan resources for Mars missions using variables. Variables help represent unknown amounts such as oxygen, water, or food needed for long trips.","example1Body":"Example\nScientists use $x$ to represent daily water needs. If $x = 3$, then for $10$ days, total water is $10 \\cdot x = 30$ litres. Variables simplify planning.","example2Header":"","example2Body":""}


example_id: lp_01K7GW9F5DGT1ZNKKGGFBJ7JCQ_01K7GW9GTT9YXEJZQ7WT6D98F2_APPLICATION
skill_ids: ["QuYvh7M85CWRn2sJhYk2","rpcp1zfb60MnRB3zQx9R","4ynb4jPCghcw5yB2rqQC"]
subtopics: ["Expansion"]
subtopic_ids: ["subtopic_01GTC0BRWH1K9ZBGXYWWNQ64JC"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Hot Air Balloon
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Adjusting Balloon Lift with Bracket Expansion","example1Header":"Situation\nHot air balloon pilots calculate lift based on air temperature and balloon size. Adjustments to fuel usage are made using formulas with brackets to model variables.","example1Body":"Example\nPilots calculate lift using $2(x + 5)$. Expanding gives $2x + 10$. At $x = 20$ degrees, lift is $2(20) + 10 = 50$ units.","example2Header":"","example2Body":""}

skills:
["Simplifying like terms","Expanding single brackets containing variables","Multiplying algebraic terms"]


example_id: lp_01K7GW9F5DGT1ZNKKGGFBJ7JCQ_01K7GW9GTT9YXEJZQ7XDB3J7PZ_THOUGHT_SPARKER
skill_ids: ["QuYvh7M85CWRn2sJhYk2","rpcp1zfb60MnRB3zQx9R","4ynb4jPCghcw5yB2rqQC"]
subtopics: ["Expansion"]
subtopic_ids: ["subtopic_01GTC0BRWH1K9ZBGXYWWNQ64JC"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Hot Air Balloon
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A hot air balloon's lift is represented by $3x(2y + 5)$, and the total weight of the basket and passengers is $4xy + 10x$.","firstSentence":"How could you simplify these expressions to better compare the lift and weight of the balloon?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to expand the brackets in the lift equation first.","Guide students to group like terms when simplifying expressions.","Discuss how the simplified expressions can be used to interpret the balloon's performance."]}

skills:
["Simplifying like terms","Expanding single brackets containing variables","Multiplying algebraic terms"]


example_id: lp_01K7GW9F5DGT1ZNKKGGFBJ7JCQ_01K7GW9GTT9YXEJZQ7XJPGZFRQ_EXIT_TICKET
skill_ids: ["QuYvh7M85CWRn2sJhYk2","rpcp1zfb60MnRB3zQx9R","4ynb4jPCghcw5yB2rqQC"]
subtopics: ["Expansion"]
subtopic_ids: ["subtopic_01GTC0BRWH1K9ZBGXYWWNQ64JC"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Hot Air Balloon
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$12x$","question":"If a hot air balloon ascends at $3x$ m/min for $4$ minutes, how far does it ascend in total?"},{"answer":"$3x + 4y$","question":"A hot air balloon's height changes by $5x + 3y - 2x + y$ during a trip. What is the simplified expression for the height change?"},{"answer":"$6x^2 + 7x - 20$","question":"The hot air balloon covers $(2x + 5)(3x - 4)$ m during a journey. What is the expanded expression for the total distance?"}]}

skills:
["Simplifying like terms","Expanding single brackets containing variables","Multiplying algebraic terms"]


example_id: lp_01K7GW9F5DGT1ZNKKGGFBJ7JCQ_01K7GW9GTT9YXEJZQ7X75HKCN4_CONTEMPLATIVE_QUESTION
skill_ids: ["QuYvh7M85CWRn2sJhYk2","rpcp1zfb60MnRB3zQx9R","4ynb4jPCghcw5yB2rqQC"]
subtopics: ["Expansion"]
subtopic_ids: ["subtopic_01GTC0BRWH1K9ZBGXYWWNQ64JC"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Hot Air Balloon
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Design a garden with $x$ flowers and $y$ trees. Write expressions for the total plants if you double $x$ and add $3y$. Then simplify.","teacherTips":["Guide students to use $2x$ for doubling the flowers.","Encourage combining like terms for simplification.","Relate expressions to real-world scenarios, like planning gardens."],"difficulty":"mild"}


example_id: lp_01K7GW9F5DGT1ZNKKGGFBJ7JCQ_01K7GW9GTT9YXEJZQ7WWD3JSYP_ACTIVITY
skill_ids: ["QuYvh7M85CWRn2sJhYk2","rpcp1zfb60MnRB3zQx9R","4ynb4jPCghcw5yB2rqQC"]
subtopics: ["Expansion"]
subtopic_ids: ["subtopic_01GTC0BRWH1K9ZBGXYWWNQ64JC"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Hot Air Balloon
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Math Factory Challenge\nYou work in a factory that simplifies algebraic expressions! Complete tasks to keep the factory running.","scenario":"Steps\n1. Each team writes $5$ algebraic terms (e.g., $3x$, $-2y$, $5xy$) on paper.\n2. Swap terms with another team and multiply $2$ terms together.\n3. Simplify the resulting expressions by combining like terms.\n4. Expand one bracketed expression (e.g., $2(x + 3)$ or $4y(2 - y)$).\n5. Score $1$ point for each correct answer. Most points after $3$ rounds wins!","steps":["Discussion\n• Why is it important to combine only like terms?\n• How does expanding brackets change the expression?","Differentiation Opportunities\n• Support: Provide pre-written terms with simpler coefficients (e.g., $x$, $2y$).\n• Extend: Include more complex brackets like $3(x + 2y)$ or $2x(2x - y)$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GWFMQ17SPXRBVJE5JAH6KA_01K7GWFPCRH86W799NA7N1A4D0_CONTEMPLATIVE_QUESTION
skill_ids: ["jeKVaNbqKcfZTANagQdL","CxQJSGgY0VuakzASgffH","l7DBjm1UnZFpXUQsBjC7"]
subtopics: ["Solving Basic Equations"]
subtopic_ids: ["subtopic_01GTC0BJN0FMS2XBQJX8F1AK86"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Superfoods
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A store has a sale: $x + 15 = 50$ is the price after a $15$ discount. What could $x$ be? Check your answer.","teacherTips":["Guide students to subtract $15$ from $50$ to find $x$.","Encourage substitution to verify the solution.","Discuss how discounts relate to subtraction in equations."],"difficulty":"mild"}

skills:
["Solving one-step algebraic equations involving multiplication or division","Solving one-step algebraic equations involving addition and subtraction","Using substitution to check solutions"]


example_id: lp_01K7GWFMQ17SPXRBVJE5JAH6KA_01K7GWFPCRH86W799NACVTEF9C_EXIT_TICKET
skill_ids: ["jeKVaNbqKcfZTANagQdL","CxQJSGgY0VuakzASgffH","l7DBjm1UnZFpXUQsBjC7"]
subtopics: ["Solving Basic Equations"]
subtopic_ids: ["subtopic_01GTC0BJN0FMS2XBQJX8F1AK86"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Superfoods
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$40$","question":"A smoothie recipe contains $x + 10$ grams of chia seeds, and the total is $50$ grams. What is $x$?"},{"answer":"$50$","question":"A pack of superfood powder weighs $5x$ grams, and the total weight is $250$ grams. What is $x$?"},{"answer":"Yes","question":"A granola bar has $4x + 20$ calories. If $x = 30$, does the total equal $140$ calories?"}]}

skills:
["Solving one-step algebraic equations involving multiplication or division","Solving one-step algebraic equations involving addition and subtraction","Using substitution to check solutions"]


example_id: lp_01K7GWFMQ17SPXRBVJE5JAH6KA_01K7GWFPCRH86W799N9QKBVPGY_ACTIVITY
skill_ids: ["jeKVaNbqKcfZTANagQdL","CxQJSGgY0VuakzASgffH","l7DBjm1UnZFpXUQsBjC7"]
subtopics: ["Solving Basic Equations"]
subtopic_ids: ["subtopic_01GTC0BJN0FMS2XBQJX8F1AK86"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Superfoods
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Equation Code Crackers\nYour team is cracking a secret code by solving algebraic equations!","scenario":"Steps\n1. Write $5$ equations, each with one operation (e.g., $x + 3 = 10$).\n2. Solve each equation to find the value of $x$.\n3. Substitute your solution back into the equation to check it is correct.\n4. Each correct solution reveals a letter for the secret code.\n5. Combine all letters to uncover the secret message!","steps":["Discussion\n• Why is substitution important when solving equations?\n• How can you tell if an equation has been solved correctly?","Differentiation Opportunities\n• Support: Use simpler equations, such as $x + 2 = 5$ or $3x = 9$.\n• Extend: Create multi-step equations (e.g., $2x + 3 = 11$) for added challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Solving one-step algebraic equations involving multiplication or division","Solving one-step algebraic equations involving addition and subtraction","Using substitution to check solutions"]


example_id: lp_01K7GWFMQ17SPXRBVJE5JAH6KA_01K7GWFPCRH86W799N9MNT5PSC_APPLICATION
skill_ids: ["jeKVaNbqKcfZTANagQdL","CxQJSGgY0VuakzASgffH","l7DBjm1UnZFpXUQsBjC7"]
subtopics: ["Solving Basic Equations"]
subtopic_ids: ["subtopic_01GTC0BJN0FMS2XBQJX8F1AK86"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Superfoods
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Nutritional Values in Superfoods","example1Header":"Situation\nNutritionists analyse superfoods for their health benefits, ensuring balanced diets. They calculate missing nutrients using simple equations to meet daily requirements.","example1Body":"Example\nA superfood blend needs $50$ mg of vitamin C. If oranges provide $35$ mg, then $x + 35 = 50$. Solving: $x = 50 - 35 = 15$ mg from another source.","example2Header":"","example2Body":""}


example_id: lp_01K7GWFMQ17SPXRBVJE5JAH6KA_01K7GWFPCRH86W799NAAJNX238_THOUGHT_SPARKER
skill_ids: ["jeKVaNbqKcfZTANagQdL","CxQJSGgY0VuakzASgffH","l7DBjm1UnZFpXUQsBjC7"]
subtopics: ["Solving Basic Equations"]
subtopic_ids: ["subtopic_01GTC0BJN0FMS2XBQJX8F1AK86"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Superfoods
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You are creating a superfood mix that weighs 12 kg in total. The mix includes 5 kg of chia seeds, 3 kg of almonds, and an unknown weight of goji berries.","firstSentence":"How would you determine the weight of the goji berries in the mix?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to represent the situation as an equation, such as $5 + 3 + x = 12$.","Discuss the importance of isolating the variable to solve for the unknown weight.","Have students substitute their solution back into the equation to verify it works."]}


example_id: lp_01K7GXG0851RDGDJTX2K5DVDQQ_01K7GXG22BFMY1F15Z9H23D01T_THOUGHT_SPARKER
skills: ["Making a variable the subject of an equation","Solving equations with unknowns on both sides"]
skill_ids: ["NIHuoS0uMJHAosuMw07S","44KM5HiZbMmfJmI9HmfG"]
subtopics: ["Solving Multi-Step Equations"]
subtopic_ids: ["subtopic_01GTC0BD74GH53GP279RBNDW4D"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Rowing
class_year: 7
country: AU
period_number: 7
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A rowing team is training on a river. The distance they row upstream is $3x + 4$ km, while the distance they row downstream is $2x + 6$ km, and the total distance rowed is $20$ km.","firstSentence":"How would you solve for $x$ to determine the distance rowed upstream?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Guide students to combine like terms and simplify the equation first.","Encourage checking the solution by substituting $x$ back into the original equation.","Discuss the real-world meaning of $x$ in this context to connect maths to the scenario."]}


example_id: lp_01K7GXG0851RDGDJTX2K5DVDQQ_01K7GXG22BFMY1F15Z92VDKMEH_APPLICATION
skills: ["Making a variable the subject of an equation","Solving equations with unknowns on both sides"]
skill_ids: ["NIHuoS0uMJHAosuMw07S","44KM5HiZbMmfJmI9HmfG"]
subtopics: ["Solving Multi-Step Equations"]
subtopic_ids: ["subtopic_01GTC0BD74GH53GP279RBNDW4D"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Rowing
class_year: 7
country: AU
period_number: 7
node_type: APPLICATION
example_output_json:
{"title":"Balancing Speeds in Competitive Rowing","example1Header":"Situation\nRowing coaches adjust team speeds to balance each rower’s effort. They use equations to ensure boats move straight and efficiently.","example1Body":"Example\nTo adjust the rowing speed, coaches solve $4x + 2 = 60$. Subtracting $2$ gives $4x = 58$, and dividing by $4$ gives $x = 14.5$ units per rower.","example2Header":"","example2Body":""}


example_id: lp_01K7GXG0851RDGDJTX2K5DVDQQ_01K7GXG22BFMY1F15Z93J6JQNP_ACTIVITY
skills: ["Making a variable the subject of an equation","Solving equations with unknowns on both sides"]
skill_ids: ["NIHuoS0uMJHAosuMw07S","44KM5HiZbMmfJmI9HmfG"]
subtopics: ["Solving Multi-Step Equations"]
subtopic_ids: ["subtopic_01GTC0BD74GH53GP279RBNDW4D"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Rowing
class_year: 7
country: AU
period_number: 7
node_type: ACTIVITY
example_output_json:
{"header":"Equation Relay Race\nTeams solve equations step by step in a relay-style race!","scenario":"Steps\n1. Each team starts with the equation $3x + 4 = 2x + 10$. Solve for $x$.\n2. Pass the solution to the next teammate, who rearranges $y = 2x - 5$ to make $x$ the subject.\n3. Use the value of $x$ to find $y$ in $y = 2x - 5$. Write the result.\n4. Pass the result to the next teammate, who solves $5y + x = 20$ for $y$.\n5. Check all solutions as a team. First team to finish correctly wins!","steps":["Discussion\n• Why is balancing both sides of an equation important?\n• How does rearranging to make a variable the subject help in solving equations?","Differentiation Opportunities\n• Support: Provide hints for each step, like which terms to move first.\n• Extend: Include equations with fractions or multiple variables to solve."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7GXG0851RDGDJTX2K5DVDQQ_01K7GXG22BFMY1F15Z9C0WEGKR_CONTEMPLATIVE_QUESTION
skills: ["Making a variable the subject of an equation","Solving equations with unknowns on both sides"]
skill_ids: ["NIHuoS0uMJHAosuMw07S","44KM5HiZbMmfJmI9HmfG"]
subtopics: ["Solving Multi-Step Equations"]
subtopic_ids: ["subtopic_01GTC0BD74GH53GP279RBNDW4D"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Rowing
class_year: 7
country: AU
period_number: 7
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create and solve an equation where the variable appears on both sides, e.g., $3x + 2 = x + 8$. How did you solve it? Could you make $x$ the subject?","teacherTips":["Encourage students to move all terms with $x$ to one side.","Explain balancing by adding or subtracting terms.","Discuss isolating $x$ through division or multiplication."],"difficulty":"mild"}


example_id: lp_01K7GXG0851RDGDJTX2K5DVDQQ_01K7GXG22BFMY1F15Z9Q52PFD9_EXIT_TICKET
skills: ["Making a variable the subject of an equation","Solving equations with unknowns on both sides"]
skill_ids: ["NIHuoS0uMJHAosuMw07S","44KM5HiZbMmfJmI9HmfG"]
subtopics: ["Solving Multi-Step Equations"]
subtopic_ids: ["subtopic_01GTC0BD74GH53GP279RBNDW4D"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Rowing
class_year: 7
country: AU
period_number: 7
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$6$","question":"A rowing team rows $4x + 5$ km in the morning and $2x + 17$ km in the evening. If the distances are equal, what is $x$?"},{"answer":"$a = \\frac{d - 7}{3}$","question":"If the total distance rowed is $d = 3a + 7$, make $a$ the subject of the equation."},{"answer":"$x = -\\frac{11}{4}$","question":"A rowing team rows $5(2x + 3)$ km on one river and $6x + 4$ km on another. If the distances are equal, what is $x$?"}]}


