# prompt_examples

example_id: lp_01K74NF4DEEPP5FV53DVMXW3XK_01K74NF62HRR6S2E3NQSJV3688_THOUGHT_SPARKER
skills: ["Recalling addition facts up to $20$","Recalling subtraction facts up to $20$"]
skill_ids: ["tiugVnUPpQas81lTQBie","HF963QzMe8QlGQlwGFz7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tennis
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a tennis game, Sam scores $8$ points in the first set and $5$ points in the second set.","firstSentence":"How could you figure out the total points Sam scored in the game?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use physical objects or drawings to represent the points scored in each set.","Ask students to explain their reasoning when adding the numbers together.","Discuss how addition can be used to combine scores from different parts of a game."]}


example_id: lp_01K74NF4DEEPP5FV53DVMXW3XK_01K74NF62HRR6S2E3NPXXN6J99_APPLICATION
skills: ["Recalling addition facts up to $20$","Recalling subtraction facts up to $20$"]
skill_ids: ["tiugVnUPpQas81lTQBie","HF963QzMe8QlGQlwGFz7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tennis
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Scoring Points in Tennis Matches","example1Header":"Situation\nTennis players keep track of their scores during matches. Adding points helps them know if they are leading or need to catch up.","example1Body":"Example\nA tennis player scores $7$ points in one game and $5$ in another. Adding $7 + 5 = 12$, the player scored $12$ points in total.","example2Header":"","example2Body":""}


example_id: lp_01K74NF4DEEPP5FV53DVMXW3XK_01K74NF62HRR6S2E3NQJ41MMP0_CONTEMPLATIVE_QUESTION
skills: ["Recalling addition facts up to $20$","Recalling subtraction facts up to $20$"]
skill_ids: ["tiugVnUPpQas81lTQBie","HF963QzMe8QlGQlwGFz7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tennis
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $20$ apples. How could you share them between two friends in different ways? What if one friend gets more?","teacherTips":["Encourage students to explore multiple ways to split $20$ apples.","Ask students to explain how they found their answers.","Discuss how subtraction and addition can be used to check answers."],"difficulty":"mild"}


example_id: lp_01K74NF4DEEPP5FV53DVMXW3XK_01K74NF62HRR6S2E3NQW1PZFES_EXIT_TICKET
skills: ["Recalling addition facts up to $20$","Recalling subtraction facts up to $20$"]
skill_ids: ["tiugVnUPpQas81lTQBie","HF963QzMe8QlGQlwGFz7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tennis
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$8$","question":"If a tennis player hits $5$ balls and another $3$ balls, how many balls did they hit in total?"},{"answer":"$5$","question":"A tennis basket had $12$ balls, and $7$ balls were used for practice. How many balls are left in the basket?"},{"answer":"$15$","question":"A tennis player practiced $6$ serves in the morning and $9$ serves in the afternoon. How many serves did they practice in total?"}]}


example_id: lp_01K74NF4DEEPP5FV53DVMXW3XK_01K74NF62HRR6S2E3NQ2N144MQ_ACTIVITY
skills: ["Recalling addition facts up to $20$","Recalling subtraction facts up to $20$"]
skill_ids: ["tiugVnUPpQas81lTQBie","HF963QzMe8QlGQlwGFz7"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tennis
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Animal Rescue Maths\nRescue animals trapped in puzzles by solving addition and subtraction problems!","scenario":"Steps\n1. Draw $10$ animals on paper, each with a number from $5$ to $20$.\n2. Write $10$ sums (e.g., $7 + 5$) and $10$ differences (e.g., $15 - 8$) on paper.\n3. Take turns solving a sum or difference to 'free' an animal.\n4. If correct, the team keeps the animal. If wrong, it stays trapped.\n5. The team with the most animals rescued wins!","steps":["Discussion\n• What strategies helped you solve sums and differences quickly?\n• How did working as a team make solving problems easier?","Differentiation Opportunities\n• Support: Use only numbers up to $10$ in the sums and differences.\n• Extend: Include harder problems, such as $18 - 9$ or $12 + 8$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74NSG36FX9CSZ28DVA1N4A9_01K74NSHX7NE6JQNH066K8FQ85_EXIT_TICKET
skills: ["Counting money"," Solving worded addition problems up to $20$"]
skill_ids: ["wjpdrGf8sXAY51gCHJ18","9lPperNcOVX6lB6IXQNU"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Giraffes
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$10$","question":"A giraffe eats $6$ leaves from one tree and $4$ leaves from another tree. How many leaves does the giraffe eat in total?"},{"answer":"$8$","question":"A giraffe keeper buys $2$ carrots for $\\$4$ each. How much money does the keeper spend on the carrots?"},{"answer":"$16$","question":"A giraffe drinks $7$ litres of water in the morning and $9$ litres in the afternoon. How many litres of water does the giraffe drink in total?"}]}


example_id: lp_01K74NSG36FX9CSZ28DVA1N4A9_01K74NSHX7NE6JQNH05C00E4KM_ACTIVITY
skills: ["Counting money"," Solving worded addition problems up to $20$"]
skill_ids: ["wjpdrGf8sXAY51gCHJ18","9lPperNcOVX6lB6IXQNU"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Giraffes
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Toy Shop Challenge\nYou are shopping at a toy shop! Add up the prices to buy your favourite toys.","scenario":"Steps\n1. Draw $5$ toys on your paper and give each a price (e.g., $\\$2$, $\\$5$, $\\$7$).\n2. In pairs, pick $2$ toys and add their prices.\n3. Draw play money on your paper to show how you would pay for the toys.\n4. Check your partner’s addition and money drawing to see if they are correct.\n5. Repeat with different toy combinations. Who can spend exactly $\\$20$?","steps":["Discussion\n• How did you decide which toys to buy?\n• What happens if you spend more than $\\$20$?","Differentiation Opportunities\n• Support: Use toys with prices below $\\$10$ to simplify addition.\n• Extend: Try buying $3$ toys and calculate the total cost."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74NSG36FX9CSZ28DVA1N4A9_01K74NSHX7NE6JQNH05VTHT4H7_CONTEMPLATIVE_QUESTION
skills: ["Counting money"," Solving worded addition problems up to $20$"]
skill_ids: ["wjpdrGf8sXAY51gCHJ18","9lPperNcOVX6lB6IXQNU"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Giraffes
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$10$ and want to buy toys. One toy costs $\\$3$ and another costs $\\$5$. What could you buy? How much money would you have left?","teacherTips":["Encourage students to try different pairs of toys to use their money.","Ask students to explain their reasoning for their choices.","Focus on practising addition to $10$ and subtracting from $10$."],"difficulty":"mild"}


example_id: lp_01K74NSG36FX9CSZ28DVA1N4A9_01K74NSHX7NE6JQNH057PPNGQH_APPLICATION
skills: ["Counting money"," Solving worded addition problems up to $20$"]
skill_ids: ["wjpdrGf8sXAY51gCHJ18","9lPperNcOVX6lB6IXQNU"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Giraffes
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Counting Giraffe Families","example1Header":"Situation\nZookeepers at a wildlife park count giraffes in different groups to make sure they are healthy and together in their families.","example1Body":"Example\nOne group of giraffes has $7$, and another has $5$. Adding $7 + 5 = 12$ shows there are $12$ giraffes in total. Zookeepers use this to track all giraffes.","example2Header":"","example2Body":""}


example_id: lp_01K74NSG36FX9CSZ28DVA1N4A9_01K74NSHX7NE6JQNH062B7JDDP_THOUGHT_SPARKER
skills: ["Counting money"," Solving worded addition problems up to $20$"]
skill_ids: ["wjpdrGf8sXAY51gCHJ18","9lPperNcOVX6lB6IXQNU"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Giraffes
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the zoo, feeding a giraffe costs $\\$3$ per bunch of leaves. You want to feed $4$ giraffes, each with $1$ bunch of leaves.","firstSentence":"How could you figure out how much money you need in total?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use strategies like repeated addition or grouping with counters to model the problem.","Discuss why multiplication might help when adding the same value multiple times.","Ask students to explain their thinking and compare different approaches to solving the problem."]}


example_id: lp_01K74DXSJGGWEDMR47QM5XJ8EA_01K74DXW7MX8D7YYJF9F1KTD33_APPLICATION
skills: ["Representing numbers using unit cubes","Understanding place value in whole numbers"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ","VAQggNvMOBJVHhhsZM7T"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Counting Scores with Unit Cubes in Basketball","example1Header":"Situation\nBasketball coaches track player scores during a game. They count points using unit cubes, grouping them to show tens and ones for clarity.","example1Body":"Example\nA player scores $14$ points. The coach uses $1$ ten-cube (worth $10$) and $4$ unit cubes to represent $14$, helping track scores accurately.","example2Header":"","example2Body":""}


example_id: lp_01K74DXSJGGWEDMR47QM5XJ8EA_01K74DXW7MX8D7YYJFA26MG5KM_THOUGHT_SPARKER
skills: ["Representing numbers using unit cubes","Understanding place value in whole numbers"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ","VAQggNvMOBJVHhhsZM7T"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are 42 basketballs in the equipment room. You want to use unit cubes to show this number, with tens and ones.","firstSentence":"How would you use unit cubes to represent the number of basketballs?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Provide physical unit cubes or drawings of tens and ones to help students visualise the number.","Encourage students to explain their reasoning for how they grouped the cubes into tens and ones.","Guide the discussion by asking how they know their representation matches the number of basketballs."]}


example_id: lp_01K74DXSJGGWEDMR47QM5XJ8EA_01K74DXW7MX8D7YYJF9VV2N2MM_CONTEMPLATIVE_QUESTION
skills: ["Representing numbers using unit cubes","Understanding place value in whole numbers"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ","VAQggNvMOBJVHhhsZM7T"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $23$ unit cubes. How would you show this number using groups of tens and ones? Could you show it in another way?","teacherTips":["Encourage students to make groups of $10$ cubes to find tens and ones.","Ask students to explain why they grouped cubes as tens and ones.","Discuss how place value helps represent numbers in many ways."],"difficulty":"mild"}


example_id: lp_01K74DXSJGGWEDMR47QM5XJ8EA_01K74DXW7MX8D7YYJF9K5M7FDE_ACTIVITY
skills: ["Representing numbers using unit cubes","Understanding place value in whole numbers"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ","VAQggNvMOBJVHhhsZM7T"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Cube Number Builders\nYour team is building numbers using unit cubes. Can you create and understand the biggest numbers?","scenario":"Steps\n1. Draw two columns on paper: 'Tens' and 'Ones'.\n2. Each team grabs cubes to make a number (e.g., $3$ tens and $4$ ones).\n3. Write the number you built (e.g., $34$) in your columns.\n4. Compare numbers with other teams. Who has the biggest?\n5. Repeat with different combinations and discuss place value.","steps":["Discussion\n• What happens to the number when you add more tens?\n• How can you make the smallest possible number?","Differentiation Opportunities\n• Support: Focus only on numbers with up to $1$ ten and $9$ ones.\n• Extend: Use hundreds, tens, and ones to make larger numbers."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74DXSJGGWEDMR47QM5XJ8EA_01K74DXW7MX8D7YYJF9APG5DTH_WARM_UP_QUESTIONS_WITH_CONTEXT
skills: ["Representing numbers using unit cubes","Understanding place value in whole numbers"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ","VAQggNvMOBJVHhhsZM7T"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 1
country: AU
period_number: 1
node_type: WARM_UP_QUESTIONS_WITH_CONTEXT
example_output_json:
{"situation":"You are the team manager for a basketball game. You need to organise basketballs and equipment for practice.","questions":[{"answer":"$3$","question":"You have $3$ basketballs on the court. How many basketballs are there in total?"},{"answer":"$6$","question":"You see $5$ players on the team. How many players are there if one more joins?"},{"answer":"$5$","question":"You have $10$ basketballs. If you make $2$ equal groups, how many basketballs are in each group?"}]}


example_id: lp_01K74DXSJGGWEDMR47QM5XJ8EA_01K74DXW7MX8D7YYJFA8TDMSE7_EXIT_TICKET
skills: ["Representing numbers using unit cubes","Understanding place value in whole numbers"]
skill_ids: ["inW83lSJ5bbK9mm37cBJ","VAQggNvMOBJVHhhsZM7T"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$30$","question":"The basketball scoreboard shows $32$. What does the digit $3$ represent?"},{"answer":"$1$ ten-stick, $4$ unit cubes","question":"A basketball team has $14$ players. How many unit cubes represent $14$ players using $1$ ten-stick and ones?"},{"answer":"$6$","question":"The scoreboard shows $2$ for team A and $18$ for team B. If the total score is $80$, what is the missing digit?"}]}


example_id: lp_01K74KFNX58PW674PX0GHNZV1B_01K74KFSBEGQH4J2NDT7KT07QP_APPLICATION
skills: ["Counting by threes","Comparing amounts between groups","Counting by twos"]
skill_ids: ["gHFrJqaeMRG8WEBFHYAT","dNhHEtk6BAuZ1QBlyzh0","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Comparing Camel Water Needs","example1Header":"Situation\nCamel herders in Australia track water needs for their camels. They compare how much water different groups of camels drink to ensure all have enough.","example1Body":"Example\nGroup 1 has $5$ camels drinking $3$ litres each, totalling $15$ litres. Group 2 has $4$ camels drinking $4$ litres each, totalling $16$ litres. Group 2 drinks more.","example2Header":"","example2Body":""}


example_id: lp_01K74KFNX58PW674PX0GHNZV1B_01K74KFSBEGQH4J2NDTV9MJ6H6_THOUGHT_SPARKER
skills: ["Counting by threes","Comparing amounts between groups","Counting by twos"]
skill_ids: ["gHFrJqaeMRG8WEBFHYAT","dNhHEtk6BAuZ1QBlyzh0","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"On a camel farm, there are two groups of camels: one group has 6 camels standing in pairs, and the other group has 9 camels standing in rows of three.","firstSentence":"How can you figure out which group has more camels?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to count by twos and threes to find totals for each group.","Ask students to explain their reasoning when comparing the two totals.","Use counters or drawings to help students visualise the groups and their counts."]}


example_id: lp_01K74KFNX58PW674PX0GHNZV1B_01K74KFSBEGQH4J2NDV0J8GPQC_EXIT_TICKET
skills: ["Counting by threes","Comparing amounts between groups","Counting by twos"]
skill_ids: ["gHFrJqaeMRG8WEBFHYAT","dNhHEtk6BAuZ1QBlyzh0","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$4$","question":"If a camel has $2$ humps and another camel has $2$ humps, how many humps do they have altogether?"},{"answer":"$9$","question":"If there are $3$ camels in a group and each has $3$ water bottles, how many water bottles are there in total?"},{"answer":"$2$","question":"One group of camels has $6$ camels, and another group has $8$ camels. How many more camels are in the second group?"}]}


example_id: lp_01K74KFNX58PW674PX0GHNZV1B_01K74KFSBEGQH4J2NDTB3DAP87_ACTIVITY
skills: ["Counting by threes","Comparing amounts between groups","Counting by twos"]
skill_ids: ["gHFrJqaeMRG8WEBFHYAT","dNhHEtk6BAuZ1QBlyzh0","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Kangaroo Food Count\nKangaroos need food! Count in twos and threes to help them get enough carrots and leaves.","scenario":"Steps\n1. Draw two groups of food: one with carrots and one with leaves.\n2. Count the carrots in twos and the leaves in threes.\n3. Write down how many carrots and leaves each group has.\n4. Compare the amounts: which group has more food?\n5. Work together to check your answers!","steps":["Discussion\n• Why is counting in twos or threes faster?\n• What happens if one group has fewer items?","Differentiation Opportunities\n• Support: Use smaller groups with up to $10$ items to count.\n• Extend: Add a third group and count in fours or fives."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74KFNX58PW674PX0GHNZV1B_01K74KFSBEGQH4J2NDTQ6JNVF6_CONTEMPLATIVE_QUESTION
skills: ["Counting by threes","Comparing amounts between groups","Counting by twos"]
skill_ids: ["gHFrJqaeMRG8WEBFHYAT","dNhHEtk6BAuZ1QBlyzh0","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $12$ apples and $6$ oranges. How can you count them by twos or threes? Which group has more?","teacherTips":["Encourage students to count in twos and threes to compare totals.","Ask students which counting method is easier for them.","Discuss the difference between the two totals after counting."],"difficulty":"mild"}


example_id: lp_01K74PE761MXR4ZKD8QR1G7X0X_01K74PE8RS0SD1Z4CH64XGPX68_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: Painting
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You are painting a pattern on a wall: a red circle, a blue square, a red circle, a blue square, then another red circle.","firstSentence":"What shape comes next?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the pattern they see before predicting the next shape.","Use physical shape cut-outs or drawings to help students continue the pattern visually.","Ask students to explain why their chosen shape fits the pattern to deepen their reasoning."]}


example_id: lp_01K74PE761MXR4ZKD8QR1G7X0X_01K74PE8RS0SD1Z4CH5DD7J814_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: Painting
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Creating Patterns in Painting","example1Header":"Situation\nArtists use repeating patterns to design beautiful paintings. These patterns, made from shapes, create harmony and make their artwork eye-catching.","example1Body":"Example\nAn artist makes a pattern: circle, square, triangle. It repeats. After triangle, the next shape is circle, followed by square, then triangle again.","example2Header":"","example2Body":""}


example_id: lp_01K74PE761MXR4ZKD8QR1G7X0X_01K74PE8RS0SD1Z4CH6BFHWRHE_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: Painting
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Circle","question":"If a painting has shapes in the order circle, square, circle, square, what comes next?"},{"answer":"$4$","question":"In a painting, the shapes grow as 1 triangle, 2 triangles, 3 triangles. How many triangles come next?"},{"answer":"$5$","question":"A painting shows 1 circle, 2 squares, 3 triangles, 4 circles. How many squares come next?"}]}


example_id: lp_01K74PE761MXR4ZKD8QR1G7X0X_01K74PE8RS0SD1Z4CH62RJC6RQ_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: Painting
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You see this pattern: ▲, ▲, ■, ▲, ▲, ■. What could the next three shapes be? Can you explain why?","teacherTips":["Encourage students to describe what they notice about the pattern.","Discuss how repeating patterns follow a set rule or cycle.","Ask students to justify their guesses based on the pattern they see."],"difficulty":"mild"}


example_id: lp_01K74PE761MXR4ZKD8QR1G7X0X_01K74PE8RS0SD1Z4CH5MEQPMKZ_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: Painting
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Shape Pattern Challenge\nYou are pattern detectives! Can you create and solve shape patterns together?","scenario":"Steps\n1. Each team draws $5$ shapes (e.g., circle, square, triangle).\n2. Take turns creating a repeating pattern using $3$ shapes.\n3. Challenge another team to find the next $2$ shapes in your pattern.\n4. Now, create a growing pattern (e.g., $1$ triangle, $2$ circles, $3$ squares).\n5. Challenge another team to extend the growing pattern correctly.","steps":["Discussion\n• What makes a pattern grow instead of repeat?\n• How do you know what shape comes next in a pattern?","Differentiation Opportunities\n• Support: Use only $2$ shapes and simple repeating patterns.\n• Extend: Create patterns with $4$ or more shapes and explain your rules."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74P144JS6Z4D70JD5EW4ECT_01K74P15RN2EMSF0B91NGFG2FX_CONTEMPLATIVE_QUESTION
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have 12 apples. How would you divide them into 2 equal groups? Can you try dividing them into 3 equal groups?","teacherTips":["Guide students to share apples one by one into groups.","Encourage students to check if groups are equal in size.","Ask students to explain why the groups are equal."],"difficulty":"mild"}

skills:
["Understanding how to divide by two","Understanding how to divide a collection of objects into groups"]


example_id: lp_01K74P144JS6Z4D70JD5EW4ECT_01K74P15RN2EMSF0B91A7RJR8E_ACTIVITY
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Sharing Cookies Fairly\nYou have a plate of cookies to share equally between friends. Can you do it fairly?","scenario":"Steps\n1. Draw $10$ cookies on your paper.\n2. Divide the cookies into $2$ equal groups for $2$ friends.\n3. Check that each group has the same number of cookies.\n4. Draw $8$ cookies and divide them into $4$ equal groups.\n5. Earn $1$ point for each correct division!","steps":["Discussion\n• Why is it important for each group to have the same number of cookies?\n• What happens if the cookies can’t be shared equally?","Differentiation Opportunities\n• Support: Start with smaller numbers like $4$ cookies to divide.\n• Extend: Try dividing $12$ cookies into $3$ or $6$ equal groups."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Understanding how to divide by two","Understanding how to divide a collection of objects into groups"]


example_id: lp_01K74P144JS6Z4D70JD5EW4ECT_01K74P15RN2EMSF0B91WFFE5ZJ_EXIT_TICKET
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$","question":"If there are $6$ hockey sticks and you share them equally between $2$ players, how many sticks will each player get?"},{"answer":"$3$","question":"A hockey team has $12$ balls to share equally among $4$ players. How many balls will each player get?"},{"answer":"$7$","question":"A coach has $14$ hockey cones. If she splits them into $2$ equal groups, how many cones will be in each group?"}]}

skills:
["Understanding how to divide by two","Understanding how to divide a collection of objects into groups"]


example_id: lp_01K74P144JS6Z4D70JD5EW4ECT_01K74P15RN2EMSF0B91R385ZYZ_THOUGHT_SPARKER
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are 10 hockey players getting ready for a game, and they need to be divided into 2 equal teams.","firstSentence":"How could you figure out the number of players on each team?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use counters or objects to represent the players and physically divide them into two groups.","Encourage students to discuss their strategies, such as sharing one player at a time.","Ask students how they know the two teams are equal and why this is important in a game."]}


example_id: lp_01K74P144JS6Z4D70JD5EW4ECT_01K74P15RN2EMSF0B91523CG3A_APPLICATION
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Teamwork and Dividing Hockey Players","example1Header":"Situation\nHockey coaches divide players into smaller teams during training. This helps everyone practise and ensures fair play.","example1Body":"Example\nA coach splits $12$ players into $3$ teams. Dividing $12 \\div 3 = 4$, each team has $4$ players, ensuring fair teams for practice.","example2Header":"","example2Body":""}


example_id: lp_01K74PCJGNTW7TMSRW22XAZP86_01K74PCM8VDT6SY11W9NGYPGSQ_CONTEMPLATIVE_QUESTION
skills: ["Counting by tens","Counting by fives","Counting by twos"]
skill_ids: ["0U6Sjqnt0OVsze9EQIpu","n8MwiJeHK5ujKtxyqtwA","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Even Skip Counting"]
subtopic_ids: ["subtopic_01GTC0BPQN665WVQCTDSV8B6E3"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a jar of $50$ marbles. How can you count them by twos, fives, or tens? Which way is fastest?","teacherTips":["Encourage students to try all counting methods: by twos, fives, and tens.","Ask students to explain why one method might be faster than others.","Connect counting methods to real-life grouping, like pairs or sets of $5$ or $10$."],"difficulty":"mild"}


example_id: lp_01K74PCJGNTW7TMSRW22XAZP86_01K74PCM8VDT6SY11WA0Z24PGA_EXIT_TICKET
skills: ["Counting by tens","Counting by fives","Counting by twos"]
skill_ids: ["0U6Sjqnt0OVsze9EQIpu","n8MwiJeHK5ujKtxyqtwA","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Even Skip Counting"]
subtopic_ids: ["subtopic_01GTC0BPQN665WVQCTDSV8B6E3"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$40$","question":"If a fisherman has 10 fishing hooks and gets 10 more each time, how many hooks will he have after counting three times?"},{"answer":"$20$","question":"A fisherman catches fish and counts them in groups of five: $5, 10, 15, \\dots$. How many fish has he caught after counting to $20$?"},{"answer":"$20$","question":"A fisherman is sorting fish in pairs: $2, 4, 6, \\dots$. If he sorts $10$ pairs, how many fish has he sorted?"}]}


example_id: lp_01K74PCJGNTW7TMSRW22XAZP86_01K74PCM8VDT6SY11W9B60YNHD_ACTIVITY
skills: ["Counting by tens","Counting by fives","Counting by twos"]
skill_ids: ["0U6Sjqnt0OVsze9EQIpu","n8MwiJeHK5ujKtxyqtwA","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Even Skip Counting"]
subtopic_ids: ["subtopic_01GTC0BPQN665WVQCTDSV8B6E3"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Hop and Count Game\nYou're kangaroos hopping home! Skip count to hop closer to your burrow.","scenario":"Steps\n1. Draw a number line from $0$ to $100$ on paper or the floor.\n2. Start at $0$ and pick a skip count: $2$, $5$, or $10$.\n3. Hop along the number line, counting aloud as you land.\n4. Mark your stopping point and pass to the next player.\n5. First to reach $100$ wins!","steps":["Discussion\n• Which skip count gets you to $100$ fastest?\n• What patterns do you notice when counting?","Differentiation Opportunities\n• Support: Use only smaller ranges like $0$ to $20$ for counting.\n• Extend: Count backwards from $100$ to $0$ using skip counts."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74PCJGNTW7TMSRW22XAZP86_01K74PCM8VDT6SY11W96N13NWX_APPLICATION
skills: ["Counting by tens","Counting by fives","Counting by twos"]
skill_ids: ["0U6Sjqnt0OVsze9EQIpu","n8MwiJeHK5ujKtxyqtwA","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Even Skip Counting"]
subtopic_ids: ["subtopic_01GTC0BPQN665WVQCTDSV8B6E3"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Counting Fish in Pairs","example1Header":"Situation\nFishermen count fish caught in pairs to work faster. This helps them quickly estimate total fish in their nets.","example1Body":"Example\nA fisherman groups fish in pairs: $2, 4, 6, 8, 10$. By counting by twos, he confirms there are $10$ fish in the net.","example2Header":"","example2Body":""}


example_id: lp_01K74PCJGNTW7TMSRW22XAZP86_01K74PCM8VDT6SY11W9WFRJ8JR_THOUGHT_SPARKER
skills: ["Counting by tens","Counting by fives","Counting by twos"]
skill_ids: ["0U6Sjqnt0OVsze9EQIpu","n8MwiJeHK5ujKtxyqtwA","zuXt1AojT1VdFwRy4rBA"]
subtopics: ["Even Skip Counting"]
subtopic_ids: ["subtopic_01GTC0BPQN665WVQCTDSV8B6E3"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Fishing
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"On a fishing trip, you catch fish in groups: $2$ fish in one net, $5$ fish in another, and $10$ fish in a big net.","firstSentence":"What is the easiest way to count them all?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explain why their chosen counting method helps them count faster.","Provide physical counters or drawings of fish to support their counting strategies.","Discuss how counting by twos, fives, or tens can be used to make counting large groups easier."]}


example_id: lp_01K74CTBY50K83Q1DKHRMVRYRM_01K74CTDNS76SABCM1HDAEP712_EXIT_TICKET
skills: ["Counting forwards by ones to $120$","Ordering numbers up to $100$"]
skill_ids: ["hbQzRBa9FjwYE6ggP3qN","lmDWttVUEatvGb7IuiXs"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$101$","question":"If a zookeeper counts $98, 99, 100$, what number comes next?"},{"answer":"$38$","question":"The zoo has $3$ enclosures numbered $45$, $72$, and $38$. Which number comes first in order?"},{"answer":"$29, 47, 53, 64, 88$","question":"A zookeeper sees $5$ animal tags with numbers $64$, $29$, $88$, $53$, and $47$. What is the correct order from smallest to largest?"}]}


example_id: lp_01K74CTBY50K83Q1DKHRMVRYRM_01K74CTDNS76SABCM1GP9SG9HB_ACTIVITY
skills: ["Counting forwards by ones to $120$","Ordering numbers up to $100$"]
skill_ids: ["hbQzRBa9FjwYE6ggP3qN","lmDWttVUEatvGb7IuiXs"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Race to $100$\nYou're driving race cars! Count forwards and order numbers to win the race.","scenario":"Steps\n1. Draw a race track with numbers from $1$ to $100$ on paper.\n2. Take turns rolling a die and count forwards by that many spaces.\n3. Write down the numbers you land on as your score.\n4. After $5$ rolls, order your scores from smallest to largest.\n5. The player with the highest number wins the race!","steps":["Discussion\n• What was the highest number you reached?\n• How did you decide the order of your scores?","Differentiation Opportunities\n• Support: Use a smaller track from $1$ to $50$ and count to $50$ only.\n• Extend: Increase the track to $120$ and roll the die $7$ times."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74CTBY50K83Q1DKHRMVRYRM_01K74CTDNS76SABCM1H6B2H4KP_CONTEMPLATIVE_QUESTION
skills: ["Counting forwards by ones to $120$","Ordering numbers up to $100$"]
skill_ids: ["hbQzRBa9FjwYE6ggP3qN","lmDWttVUEatvGb7IuiXs"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have numbers $14$, $52$, $37$, and $19$. How would you order them from smallest to biggest? Why?","teacherTips":["Encourage students to compare digits to decide the order.","Discuss how $10$s and $1$s places affect number size.","Ask students to explain their reasoning for the order."],"difficulty":"mild"}


example_id: lp_01K74CTBY50K83Q1DKHRMVRYRM_01K74CTDNS76SABCM1GK990PCY_APPLICATION
skills: ["Counting forwards by ones to $120$","Ordering numbers up to $100$"]
skill_ids: ["hbQzRBa9FjwYE6ggP3qN","lmDWttVUEatvGb7IuiXs"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Counting Animals at the Zoo","example1Header":"Situation\nZookeepers count animals daily to ensure all are safe. They check each enclosure and count forwards by ones to verify the total number of animals.","example1Body":"Example\nA zookeeper counts $3$ lions, then adds $4$ tigers to get $3 + 4 = 7$. Adding $5$ zebras: $7 + 5 = 12$. There are $12$ animals altogether.","example2Header":"","example2Body":""}


example_id: lp_01K74CTBY50K83Q1DKHRMVRYRM_01K74CTDNS76SABCM1H88XRQH2_THOUGHT_SPARKER
skills: ["Counting forwards by ones to $120$","Ordering numbers up to $100$"]
skill_ids: ["hbQzRBa9FjwYE6ggP3qN","lmDWttVUEatvGb7IuiXs"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the zoo, there are $45$ kangaroos, $32$ koalas, $50$ emus, and $28$ wombats.","firstSentence":"Can you put the number of animals in order from smallest to largest?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use number lines or counters to help them compare the numbers.","Discuss strategies for identifying the smallest and largest numbers before ordering all of them.","Ask students to explain how they decided the order and check if others agree."]}


example_id: lp_01K74S6GGTE0Z2FKBJ6TJC5DCY_01K74S6K8SZ23EWPJE4HRH29Q2_ACTIVITY
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl","01JZA367GWFHRWDAMA5SRRAF45"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Fill, Stack, Compare!\nYour team is helping a toy company test which shapes hold more or stack higher.","scenario":"Steps\n1. Cut out 3 shapes: a large square, a small circle, and a rectangle.\n2. Fold and tape each shape into a container (e.g., a box or cone).\n3. Fill each container with small items (e.g., paper bits) and compare capacities.\n4. Stack the containers and see which shape stacks the highest.\n5. Discuss which shape is best for holding or stacking and why.","steps":["Discussion\n• Why do some shapes hold more than others?\n• Which shapes are better for stacking and why?","Differentiation Opportunities\n• Support: Use only 2 shapes to simplify comparison.\n• Extend: Create more shapes and test different combinations."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Comparing the length of shapes and objects","Comparing the size of shapes and objects","Comparing the capacity of objects"]


example_id: lp_01K74S6GGTE0Z2FKBJ6TJC5DCY_01K74S6K8SZ23EWPJE54D55BZ4_EXIT_TICKET
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl","01JZA367GWFHRWDAMA5SRRAF45"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Daisy","question":"A sunflower has bigger petals than a daisy. Which flower has smaller petals?"},{"answer":"Tulip stem","question":"A tulip stem is $15$ cm long, and a rose stem is $20$ cm long. Which stem is shorter?"},{"answer":"$2$ \\text{ litres}","question":"A small vase holds $1$ litre of water, while a large vase holds $3$ litres. How much more water does the large vase hold?"}]}

skills:
["Comparing the length of shapes and objects","Comparing the size of shapes and objects","Comparing the capacity of objects"]


example_id: lp_01K74S6GGTE0Z2FKBJ6TJC5DCY_01K74S6K8SZ23EWPJE4V7QCA0R_CONTEMPLATIVE_QUESTION
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl","01JZA367GWFHRWDAMA5SRRAF45"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"How would you compare the length, size, or capacity of your water bottle to your lunchbox?","teacherTips":["Encourage students to explain how they measure each comparison.","Ask students to use words like 'longer', 'shorter', 'bigger', or 'smaller'.","Discuss why knowing capacity, size, and length is useful in daily life."],"difficulty":"mild"}

skills:
["Comparing the length of shapes and objects","Comparing the size of shapes and objects","Comparing the capacity of objects"]


example_id: lp_01K74S6GGTE0Z2FKBJ6TJC5DCY_01K74S6K8SZ23EWPJE4CZGMNGB_APPLICATION
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl","01JZA367GWFHRWDAMA5SRRAF45"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Comparing Water for Flower Bouquets","example1Header":"Situation\nFlorists use vases of different sizes to arrange flowers. They must compare the water capacity of each vase to ensure the flowers stay hydrated properly.","example1Body":"Example\nA florist has two vases: Vase A holds 3 cups and Vase B holds 5 cups. Comparing: 5 cups (B) is more than 3 cups (A), so Vase B is larger.","example2Header":"","example2Body":""}


example_id: lp_01K74S6GGTE0Z2FKBJ6TJC5DCY_01K74S6K8SZ23EWPJE4ZMEANV1_THOUGHT_SPARKER
skill_ids: ["9EfFE1t8d1hBsvauGfwW","8y2qxNE6WGbNrlYWPswl","01JZA367GWFHRWDAMA5SRRAF45"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Flowers
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are three vases: one holds $8$ flowers, another holds $5$ flowers, and the third holds $10$ flowers.","firstSentence":"Which vase can hold the most flowers?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explain how they compared the numbers to find the vase with the largest capacity.","Use physical objects (like counters or toy flowers) to represent each vase's capacity for hands-on exploration.","Ask students to think about how they can organise the numbers in order to compare them easily."]}


example_id: lp_01K74S8BSBHN7NSZBG5EF6K7K7_01K74S8DB80ZX460SACBJ7ZENG_EXIT_TICKET
skills: ["Identifying an appropriate unit of length","Measuring length using a ruler"]
skill_ids: ["Tbg2QpjHmsWrbD5VDnZf","c1gihZp08CvmNiyrc94K"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Tigers
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Metres","question":"If a tiger's tail is very long, should we measure it in centimetres or metres?"},{"answer":"$10$","question":"If a tiger paw print is $10$ cm long, how many $1$ cm marks would fit along the length?"},{"answer":"$21$","question":"A tiger's whisker is $7$ cm long. If you measure $3$ whiskers, what is the total length?"}]}


example_id: lp_01K74S8BSBHN7NSZBG5EF6K7K7_01K74S8DB80ZX460SABP383YNY_ACTIVITY
skills: ["Identifying an appropriate unit of length","Measuring length using a ruler"]
skill_ids: ["Tbg2QpjHmsWrbD5VDnZf","c1gihZp08CvmNiyrc94K"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Tigers
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Measure the Classroom\nHelp your team measure items in the classroom using a ruler!","scenario":"Steps\n1. Choose 5 items in the classroom to measure (e.g., a book or a pencil).\n2. Decide if the item should be measured in cm or m.\n3. Use your ruler to measure the length of each item.\n4. Write down your measurements on paper.\n5. Compare your measurements with another team and discuss!","steps":["Discussion\n• Why did you choose cm or m for certain items?\n• What was the longest item you measured?","Differentiation Opportunities\n• Support: Pair with a buddy to help read the ruler and write measurements.\n• Extend: Measure in both cm and m, then compare the numbers."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74S8BSBHN7NSZBG5EF6K7K7_01K74S8DB80ZX460SAC4DP9YHT_CONTEMPLATIVE_QUESTION
skills: ["Identifying an appropriate unit of length","Measuring length using a ruler"]
skill_ids: ["Tbg2QpjHmsWrbD5VDnZf","c1gihZp08CvmNiyrc94K"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Tigers
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You want to find the length of your book and pencil. How would you measure each? What units would you use?","teacherTips":["Encourage students to choose cm for smaller objects like books or pencils.","Discuss how rulers have markings to help measure accurately.","Ask students to explain why cm is a good unit for small objects."],"difficulty":"mild"}


example_id: lp_01K74S8BSBHN7NSZBG5EF6K7K7_01K74S8DB80ZX460SABKQM82CW_APPLICATION
skills: ["Identifying an appropriate unit of length","Measuring length using a ruler"]
skill_ids: ["Tbg2QpjHmsWrbD5VDnZf","c1gihZp08CvmNiyrc94K"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Tigers
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Measuring Tigers to Track Their Growth","example1Header":"Situation\nWildlife researchers measure tiger cubs as they grow. Using rulers, they track length changes to ensure the cubs are healthy.","example1Body":"Example\nA researcher measures a tiger cub's tail as $30$ cm using a ruler. Last time, it was $25$ cm, so the tail grew $30 - 25 = 5$ cm.","example2Header":"","example2Body":""}


example_id: lp_01K74S8BSBHN7NSZBG5EF6K7K7_01K74S8DB80ZX460SAC77BM2JD_THOUGHT_SPARKER
skills: ["Identifying an appropriate unit of length","Measuring length using a ruler"]
skill_ids: ["Tbg2QpjHmsWrbD5VDnZf","c1gihZp08CvmNiyrc94K"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Tigers
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A tiger at the zoo has a tail that is 1 metre long, while a tiger cub's tail is only 30 centimetres long.","firstSentence":"How would you decide which unit to use to measure the tails?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss why metres and centimetres are used for measuring different lengths.","Encourage students to think about which unit makes the measurements easier to understand.","Use a ruler or metre stick to demonstrate measuring objects of different sizes."]}


example_id: lp_01K74SRWXGTPP9CBE1NX08F3CJ_01K74SRYTTNSC51EAY0R10BVK4_THOUGHT_SPARKER
skills: ["Classifying $3$D shapes","Identifying circles, rectangles, triangles, squares"]
skill_ids: ["1EiT0AQznGy2pjvTSth2","0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the circus, the clown juggles $3$ juggling balls (spheres), balances on a rectangular box, and throws triangular hoops into the air.","firstSentence":"How could you classify the shapes of the objects the clown is using?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the features of each shape, like the number of sides or corners for $2$D shapes and surfaces for $3$D shapes.","Provide physical models or pictures of spheres, boxes, and hoops for hands-on classification.","Discuss with students how shapes are used in everyday objects, like circus items, to make connections to real life."]}


example_id: lp_01K74SRWXGTPP9CBE1NX08F3CJ_01K74SRYTTNSC51EAXZZYWM3KK_APPLICATION
skills: ["Classifying $3$D shapes","Identifying circles, rectangles, triangles, squares"]
skill_ids: ["1EiT0AQznGy2pjvTSth2","0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Identifying Shapes in Circus Performances","example1Header":"Situation\nCircus designers use 2D shapes to create props and stages. They pick shapes like circles for trampolines and rectangles for platforms.","example1Body":"Example\nCircus props use shapes: trampolines are circles, stages are rectangles, juggling boxes are squares, and flags are triangles.","example2Header":"","example2Body":""}


example_id: lp_01K74SRWXGTPP9CBE1NX08F3CJ_01K74SRYTTNSC51EAY0SG5KY3M_EXIT_TICKET
skills: ["Classifying $3$D shapes","Identifying circles, rectangles, triangles, squares"]
skill_ids: ["1EiT0AQznGy2pjvTSth2","0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Circles","question":"The clown is juggling balls. What shape are the balls?"},{"answer":"Cone","question":"The circus tent looks like a cone. What $3$D shape does it have?"},{"answer":"Cylinder","question":"The ringmaster's hat is shaped like a cylinder. What $3$D shape is it?"}]}


example_id: lp_01K74SRWXGTPP9CBE1NX08F3CJ_01K74SRYTTNSC51EAY0MGXEB9C_CONTEMPLATIVE_QUESTION
skills: ["Classifying $3$D shapes","Identifying circles, rectangles, triangles, squares"]
skill_ids: ["1EiT0AQznGy2pjvTSth2","0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a ball, a box, a slice of pizza, and a square tile. How can you group these items by shape?","teacherTips":["Encourage students to name each shape: circle, rectangle, triangle, or square.","Ask students to explain why they grouped items a certain way.","Discuss how $2$D shapes relate to $3$D objects, like a ball being a sphere."],"difficulty":"mild"}


example_id: lp_01K74SRWXGTPP9CBE1NX08F3CJ_01K74SRYTTNSC51EAY03JXTPYB_ACTIVITY
skills: ["Classifying $3$D shapes","Identifying circles, rectangles, triangles, squares"]
skill_ids: ["1EiT0AQznGy2pjvTSth2","0LRyjkHl810i8Dvu4KzU"]
subtopics: ["Identifying 2D Shapes"]
subtopic_ids: ["subtopic_01GTC0BGZZ59A9PCSP7DK2QXJJ"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Shape Detective Mission\nYou're a detective solving a shape mystery! Help identify the $2$D and $3$D shapes in your classroom.","scenario":"Steps\n1. Draw $4$ $2$D shapes: a circle, a rectangle, a square, and a triangle on paper.\n2. Write the name of each shape under your drawing.\n3. Find $3$D shapes in the classroom (e.g., a ball as a sphere, a box as a cube).\n4. Write down the $3$D shape names and match them to $2$D shapes (e.g., a cube has squares).\n5. Share your findings with the class and compare what you discovered!","steps":["Discussion\n• How are $2$D and $3$D shapes connected?\n• What shape was the hardest to find in the classroom?","Differentiation Opportunities\n• Support: Provide students with hints about where to find $3$D shapes in the classroom.\n• Extend: Ask students to describe the faces, edges, and corners of $3$D shapes they find."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74T5H14GJZWCT98ZYGS6ZS5_01K74T5KW26W0ST44XASDTNAA8_THOUGHT_SPARKER
skill_ids: ["FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe","hpqvYX6LG7k2ggWIMQbu"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a mini-golf game, the ball is on a grid. The hole is at position (3, 5), and the ball is at position (2, 4).","firstSentence":"How would you describe the position of the ball to a friend using the grid?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use a physical grid or draw one on paper to help students visualise positions.","Encourage students to practice naming grid references by rows and columns.","Discuss how grid positions help locate objects in games or maps in real life."]}

skills:
["Describing a position using a grid coordinate system","Interpreting grid references on a map","Finding the location of an object on a grid"]


example_id: lp_01K74T5H14GJZWCT98ZYGS6ZS5_01K74T5KW26W0ST44XA5K8C54H_APPLICATION
skill_ids: ["FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe","hpqvYX6LG7k2ggWIMQbu"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Finding Golf Balls on a Grid","example1Header":"Situation\nGolf course designers use grids to map out where golf balls land. This helps them create challenges and maintain the course effectively.","example1Body":"Example\nA ball lands in row $3$, column $5$. On the grid, this is position $(3, 5)$. Golf course designers use this to study landing patterns.","example2Header":"","example2Body":""}

skills:
["Describing a position using a grid coordinate system","Interpreting grid references on a map","Finding the location of an object on a grid"]


example_id: lp_01K74T5H14GJZWCT98ZYGS6ZS5_01K74T5KW26W0ST44XAZ5XJNAH_EXIT_TICKET
skill_ids: ["FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe","hpqvYX6LG7k2ggWIMQbu"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$4$","question":"A golf ball is at position $C4$ on the grid. What row is it in?"},{"answer":"$(4, 3)$","question":"The golf ball starts at $(2, 3)$ on the grid and moves $2$ spaces right. What is the ball's new position?"},{"answer":"$(4, 3)$","question":"A golf ball is at $(1, 1)$, moves $2$ spaces up, and then $3$ spaces right. Where is the ball now?"}]}

skills:
["Describing a position using a grid coordinate system","Interpreting grid references on a map","Finding the location of an object on a grid"]


example_id: lp_01K74T5H14GJZWCT98ZYGS6ZS5_01K74T5KW26W0ST44XAC4B3RQ4_ACTIVITY
skill_ids: ["FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe","hpqvYX6LG7k2ggWIMQbu"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Zoo Animal Rescue Grid\nYou are rescuing zoo animals lost on a grid! Find and describe their locations.","scenario":"Steps\n1. Draw a $5 \\times 5$ grid on your paper and label rows $A$ to $E$ and columns $1$ to $5$.\n2. In teams, place $5$ animal drawings on the grid by agreeing on their coordinates.\n3. Swap grids with another team and find all the animals using their coordinates.\n4. Describe where each animal is using grid references (e.g., $B3$, $E1$).\n5. Check each other’s answers to ensure all animals are found!","steps":["Discussion\n• Why is it important to label rows and columns on a grid?\n• How did grid references help you find the animals quickly?","Differentiation Opportunities\n• Support: Use a $3 \\times 3$ grid with fewer animals to simplify.\n• Extend: Add extra animals and describe their locations using directions (e.g., 'above $B2$')."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74T5H14GJZWCT98ZYGS6ZS5_01K74T5KW26W0ST44X9ZPQ7YNW_WARM_UP_QUESTIONS_WITH_CONTEXT
skill_ids: ["FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe","hpqvYX6LG7k2ggWIMQbu"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 1
country: AU
period_number: 1
node_type: WARM_UP_QUESTIONS_WITH_CONTEXT
example_output_json:
{"situation":"You're helping organise a golf tournament and must prepare the course using a grid map to position flags and holes.","questions":[{"answer":"$3$","question":"On a golf grid, the hole is in row $3$, column $5$. What row is the hole in?"},{"answer":"$6$","question":"There are $4$ flags in row $2$. If $2$ more flags are added, how many flags are in row $2$ now?"},{"answer":"$3$","question":"The ball is in row $4$, column $6$. The hole is directly above it. What row is the hole in?"}]}


example_id: lp_01K74T5H14GJZWCT98ZYGS6ZS5_01K74T5KW26W0ST44XAPBAA6V7_CONTEMPLATIVE_QUESTION
skill_ids: ["FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe","hpqvYX6LG7k2ggWIMQbu"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a treasure map with a grid. The treasure is at (3, 5). How could you describe its location?","teacherTips":["Explain how to read grid coordinates: across first, then up.","Encourage students to describe positions using 'across' and 'up'.","Help students connect grid references to real-world maps."],"difficulty":"mild"}


example_id: lp_01K74SPHKQC28JWPKPMWBSRZSZ_01K74SPK8D5GAKEBH09CA4DE3F_EXIT_TICKET
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$30$","question":"How many days are in the month of June during a soccer training schedule?"},{"answer":"$7$","question":"If a soccer match is on August $15$ and the next match is on August $22$, how many days are between the two matches?"},{"answer":"$9$","question":"A soccer tournament starts on March $27$ and ends on April $4$. How many days does the tournament last?"}]}

skills:
["Determining the number of days in a month using a calendar","Calculating elapsed days using calendars"]


example_id: lp_01K74SPHKQC28JWPKPMWBSRZSZ_01K74SPK8D5GAKEBH097YB4552_CONTEMPLATIVE_QUESTION
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"If today is the $5$th of March, how many days are left in March? How would you find out using a calendar?","teacherTips":["Encourage students to count days on a calendar to find how many are left.","Prompt them to check how many days March has in total.","Discuss strategies for counting forward from the $5$th to the $31$st."],"difficulty":"mild"}

skills:
["Determining the number of days in a month using a calendar","Calculating elapsed days using calendars"]


example_id: lp_01K74SPHKQC28JWPKPMWBSRZSZ_01K74SPK8D5GAKEBH08V6X9E38_ACTIVITY
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Party Calendar Countdown\nYou're planning a birthday party! Use a calendar to count the days to the big event.","scenario":"Steps\n1. Draw a calendar for this month with all dates on paper.\n2. Mark today's date and the party date with a circle.\n3. Count how many days until the party and write it down.\n4. Check how many days are in this month by counting all the dates.\n5. Share your results and discuss how long you have to wait!","steps":["Discussion\n• How did you count the days to the party?\n• Why do some months have more days than others?","Differentiation Opportunities\n• Support: Provide a calendar outline with dates to help count days.\n• Extend: Find how many days until the party if it were next month."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Determining the number of days in a month using a calendar","Calculating elapsed days using calendars"]


example_id: lp_01K74SPHKQC28JWPKPMWBSRZSZ_01K74SPK8D5GAKEBH08P48TDYJ_APPLICATION
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Counting Soccer Practice Days","example1Header":"Situation\nSoccer coaches plan practice sessions using calendars. They calculate days between practices to ensure players improve while getting enough rest.","example1Body":"Example\nA soccer coach plans two practices: February $3$ and $10$. Counting days, February $4$ to $10$ is $7$ days. Players rest well and stay ready for the next session.","example2Header":"","example2Body":""}


example_id: lp_01K74SPHKQC28JWPKPMWBSRZSZ_01K74SPK8D5GAKEBH0991H088V_THOUGHT_SPARKER
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Your soccer team has a big match on the $30$th of September, but you start practising every day from the $1$st of September.","firstSentence":"How many days are there in September for your team to practise?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use a classroom calendar to help students count the days in September.","Ask students to explain how they determined the number of days, encouraging reasoning.","Discuss how months can have different numbers of days to extend understanding."]}


example_id: lp_01K74T753086ZJA5C4E7CAKAFD_01K74T7818ZBHGY1185FJMTYR8_APPLICATION
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Butterfly
class_year: 1
country: AU
period_number: 1
node_type: APPLICATION
example_output_json:
{"title":"Tracking Butterfly Sightings with Tally Charts","example1Header":"Situation\nPark rangers study butterflies to see how many visit. They record each butterfly they see using a tally chart, which helps them keep track of the total.","example1Body":"Example\nA tally chart shows $6$ monarchs, $4$ swallowtails, and $7$ blues. Adding $6 + 4 + 7 = 17$ gives total sightings. Blue butterflies, with $7$, were seen the most.","example2Header":"","example2Body":""}


example_id: lp_01K74T753086ZJA5C4E7CAKAFD_01K74T7818ZBHGY11866P2ZTF2_THOUGHT_SPARKER
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Butterfly
class_year: 1
country: AU
period_number: 1
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a garden, there are $6$ red butterflies, $4$ yellow butterflies, and $8$ blue butterflies. A picture graph shows $1$ butterfly symbol for every $2$ butterflies in the garden.","firstSentence":"How could you use the picture graph to find out which butterfly colour is most common?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explain how they count the symbols and relate them to the number of butterflies.","Discuss why the picture graph uses a 'many-to-one' rule and how that helps show the data clearly.","Ask students to compare the quantities of butterflies using the graph and explain how they know which is most common."]}


example_id: lp_01K74T753086ZJA5C4E7CAKAFD_01K74T7818ZBHGY1186B7PT8NK_EXIT_TICKET
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Butterfly
class_year: 1
country: AU
period_number: 1
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$5$","question":"A chart shows $5$ tallies for red butterflies and $3$ tallies for blue butterflies. How many red butterflies are there?"},{"answer":"$6$","question":"A picture graph shows $3$ butterfly symbols, each symbol equals $2$ butterflies. How many butterflies are there in total?"},{"answer":"$18$","question":"A picture graph shows $2$ symbols for yellow butterflies and $4$ symbols for orange butterflies. Each symbol equals $3$ butterflies. How many butterflies are there?"}]}


example_id: lp_01K74T753086ZJA5C4E7CAKAFD_01K74T7818ZBHGY1185JT92SC6_ACTIVITY
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Butterfly
class_year: 1
country: AU
period_number: 1
node_type: ACTIVITY
example_output_json:
{"header":"Pet Graph Challenge!\nYour class is finding out which pet is the most popular. Is it dogs, cats, or fish?","scenario":"Steps\n1. In teams, list $4$ pets like dogs, cats, fish, and birds.\n2. Ask $10$ classmates their favourite pet and record it in a tally chart.\n3. Turn your tally chart into a picture graph, using $1$ picture for $2$ votes.\n4. Share your graph with the class and discuss which pet is the most popular.\n5. Check if your team guessed the most popular pet correctly!","steps":["Discussion\n• How did the tally chart help you organise your data?\n• Why is it easier to compare using a picture graph?","Differentiation Opportunities\n• Support: Use $1$ picture for $1$ vote to simplify the picture graph.\n• Extend: Add another pet category and survey $5$ more classmates."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K74T753086ZJA5C4E7CAKAFD_01K74T7818ZBHGY11860GRQ7EH_CONTEMPLATIVE_QUESTION
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Butterfly
class_year: 1
country: AU
period_number: 1
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A tally chart shows how many fruits students like: apples $7$, bananas $5$, oranges $6$. How could you show this as a picture graph using a key where $1$ picture equals $2$ fruits?","teacherTips":["Discuss how to use the key to represent numbers in a picture graph.","Encourage students to think about rounding or splitting pictures.","Ask how the picture graph makes the data easier to compare."],"difficulty":"mild"}


example_id: lp_01K767CZJR7P18E59J4EJZVYPT_01K767D15DC9H76DZVZ1BF2RFT_APPLICATION
skills: ["Ordering numbers up to $100$","Comparing amounts between groups"]
skill_ids: ["lmDWttVUEatvGb7IuiXs","dNhHEtk6BAuZ1QBlyzh0"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pandas
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Counting Bamboo for Panda Meals","example1Header":"Situation\nPanda keepers plan meals by comparing bamboo amounts for different groups. Adult pandas eat more than babies, so they check to provide enough for all.","example1Body":"Example\nGroup 1 ($8 \\times 5 = 40$ kg) needs $40$ kg of bamboo, while Group 2 ($6 \\times 3 = 18$ kg) needs $18$ kg. Group 1 needs more bamboo.","example2Header":"","example2Body":""}


example_id: lp_01K767CZJR7P18E59J4EJZVYPT_01K767D15DC9H76DZVZR82NAYZ_THOUGHT_SPARKER
skills: ["Ordering numbers up to $100$","Comparing amounts between groups"]
skill_ids: ["lmDWttVUEatvGb7IuiXs","dNhHEtk6BAuZ1QBlyzh0"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pandas
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Three pandas ate bamboo for lunch. Panda A ate $45$ pieces, Panda B ate $32$ pieces, and Panda C ate $56$ pieces.","firstSentence":"Which panda ate the most bamboo?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to compare the numbers by identifying which is the largest.","Use visual aids like blocks or counters to represent the bamboo pieces for each panda.","Guide students to explain how they determined which number is the largest, reinforcing the skill of ordering numbers."]}


example_id: lp_01K767CZJR7P18E59J4EJZVYPT_01K767D15DC9H76DZVZTTYBMN0_EXIT_TICKET
skills: ["Ordering numbers up to $100$","Comparing amounts between groups"]
skill_ids: ["lmDWttVUEatvGb7IuiXs","dNhHEtk6BAuZ1QBlyzh0"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pandas
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Afternoon","question":"A panda eats $5$ bamboo sticks in the morning and $7$ bamboo sticks in the afternoon. Which group has more bamboo sticks?"},{"answer":"$45, 50, 60$","question":"Three pandas weigh $45$ kg, $60$ kg, and $50$ kg. Order their weights from smallest to biggest."},{"answer":"$38, 59$","question":"A group of pandas has $38$, $42$, and $59$ kg of bamboo. Which two numbers together are closest to $100$?"}]}


example_id: lp_01K767CZJR7P18E59J4EJZVYPT_01K767D15DC9H76DZVZ3QS42P4_ACTIVITY
skills: ["Ordering numbers up to $100$","Comparing amounts between groups"]
skill_ids: ["lmDWttVUEatvGb7IuiXs","dNhHEtk6BAuZ1QBlyzh0"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pandas
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Balloon Count Race\nYou are organising a party and need to count and compare balloon groups!","scenario":"Steps\n1. Each team draws $3$ groups of balloons with different amounts (e.g., $12$, $25$, $40$).\n2. Write the number of balloons below each group.\n3. Compare the groups and decide which has the most and least balloons.\n4. Order the groups from smallest to largest number of balloons.\n5. Check with another team to see if your order matches theirs!","steps":["Discussion\n• What strategy did you use to compare the groups?\n• Why is it important to order numbers correctly?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., up to $20$) for easier comparison.\n• Extend: Add a $4$th group and include numbers up to $100$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K767CZJR7P18E59J4EJZVYPT_01K767D15DC9H76DZVZPCV2DS7_CONTEMPLATIVE_QUESTION
skills: ["Ordering numbers up to $100$","Comparing amounts between groups"]
skill_ids: ["lmDWttVUEatvGb7IuiXs","dNhHEtk6BAuZ1QBlyzh0"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pandas
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $3$ groups of apples: $15$, $10$, and $20$. How would you order these groups from smallest to largest? What other groups could you compare?","teacherTips":["Encourage students to count and compare each group carefully.","Discuss strategies for ordering numbers like $10$, $15$, and $20$.","Ask students to explain their reasoning for their comparisons."],"difficulty":"mild"}


example_id: lp_01K764WPVTHBZ8SV4XFPW6AA7Z_01K764WRTDMRP4B0W3PR3KA4S1_APPLICATION
skills: ["Counting up to ten","Naming numbers up to ten","Naming numbers up to twenty"]
skill_ids: ["pdClpSMPtOdgNBSdLhyE","MXr55OFA1sId32CeOcqw","trzsRCPrnulbPe5Be84s"]
subtopics: ["Naming Numbers"]
subtopic_ids: ["subtopic_01GTC0BNFNNWX0HTMVG5DRVHSK"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 0
country: AU
period_number: 0
node_type: APPLICATION
example_output_json:
{"title":"Counting Butterflies in the Garden","example1Header":"Situation\nButterfly researchers count butterflies in gardens to track their population. Counting helps them understand how many butterflies visit each day.","example1Body":"Example\nA researcher sees $4$ butterflies in the morning and $6$ in the afternoon. Adding $4 + 6 = 10$, they find $10$ butterflies visited the garden.","example2Header":"","example2Body":""}


example_id: lp_01K764WPVTHBZ8SV4XFPW6AA7Z_01K764WRTDMRP4B0W3QFQPY0T6_THOUGHT_SPARKER
skills: ["Counting up to ten","Naming numbers up to ten","Naming numbers up to twenty"]
skill_ids: ["pdClpSMPtOdgNBSdLhyE","MXr55OFA1sId32CeOcqw","trzsRCPrnulbPe5Be84s"]
subtopics: ["Naming Numbers"]
subtopic_ids: ["subtopic_01GTC0BNFNNWX0HTMVG5DRVHSK"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 0
country: AU
period_number: 0
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a garden, there are $4$ blue butterflies, $3$ yellow butterflies, and $2$ red butterflies flying around.","firstSentence":"How many butterflies are there altogether?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to count the butterflies in small groups by colour first.","Use physical objects like counters to represent the butterflies and combine them.","Ask students to explain their counting process to reinforce their reasoning."]}


example_id: lp_01K764WPVTHBZ8SV4XFPW6AA7Z_01K764WRTDMRP4B0W3QPWZ7DMN_EXIT_TICKET
skills: ["Counting up to ten","Naming numbers up to ten","Naming numbers up to twenty"]
skill_ids: ["pdClpSMPtOdgNBSdLhyE","MXr55OFA1sId32CeOcqw","trzsRCPrnulbPe5Be84s"]
subtopics: ["Naming Numbers"]
subtopic_ids: ["subtopic_01GTC0BNFNNWX0HTMVG5DRVHSK"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 0
country: AU
period_number: 0
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$","question":"A butterfly lands on $3$ flowers. What number is this?"},{"answer":"$8$","question":"If a butterfly visits $5$ flowers and then $3$ more, how many flowers has it visited in total?"},{"answer":"$20$","question":"A butterfly lays $14$ eggs on one leaf and $6$ eggs on another. What is the total number of eggs?"}]}


example_id: lp_01K764WPVTHBZ8SV4XFPW6AA7Z_01K764WRTDMRP4B0W3QBQ04YVM_CONTEMPLATIVE_QUESTION
skills: ["Counting up to ten","Naming numbers up to ten","Naming numbers up to twenty"]
skill_ids: ["pdClpSMPtOdgNBSdLhyE","MXr55OFA1sId32CeOcqw","trzsRCPrnulbPe5Be84s"]
subtopics: ["Naming Numbers"]
subtopic_ids: ["subtopic_01GTC0BNFNNWX0HTMVG5DRVHSK"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 0
country: AU
period_number: 0
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $10$ apples. How would you share them equally with your friends? What if you had $20$?","teacherTips":["Encourage students to count aloud to $10$ or $20$ while sharing.","Ask students to name the numbers they count as they share.","Discuss different ways to split $10$ or $20$ apples equally."],"difficulty":"mild"}


example_id: lp_01K764WPVTHBZ8SV4XFPW6AA7Z_01K764WRTDMRP4B0W3PXEQ60AN_ACTIVITY
skills: ["Counting up to ten","Naming numbers up to ten","Naming numbers up to twenty"]
skill_ids: ["pdClpSMPtOdgNBSdLhyE","MXr55OFA1sId32CeOcqw","trzsRCPrnulbPe5Be84s"]
subtopics: ["Naming Numbers"]
subtopic_ids: ["subtopic_01GTC0BNFNNWX0HTMVG5DRVHSK"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 0
country: AU
period_number: 0
node_type: ACTIVITY
example_output_json:
{"header":"Count and Match Fun\nYour team is helping a zoo count its animals and match them to their numbers!","scenario":"Steps\n1. Draw $10$ animal shapes on your paper (e.g., $5$ lions, $3$ elephants).\n2. Write numbers $1$ to $10$ on another sheet of paper.\n3. Match each animal group to its correct number card.\n4. For extra fun, count all the animals together out loud.\n5. Add up to $20$ animals if your team finishes early!","steps":["Discussion\n• How did you decide which number matched each group?\n• What happens when you add more animals to the groups?","Differentiation Opportunities\n• Support: Use only numbers up to $5$ for simpler counting.\n• Extend: Create groups with numbers up to $20$ and count them."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7687NMDAYC5F9S4RRA34NF8_01K7687Q7C3R70MFG6YBYBX96X_ACTIVITY
skills: ["Comparing and ordering numbers up to $1000$","Counting forwards by ones to $1000$"]
skill_ids: ["RdrtFyfI2voJekdOiBhP","T3Cvt2j3sNdqHuEj0njL"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Train Schedule Numbers\nHelp organise train departure times by placing the numbers in the correct order!","scenario":"Steps\n1. Each group writes $10$ random numbers between $1$ and $1\\,000$ on paper.\n2. Cut out the numbers and mix them up in a pile.\n3. Take turns picking a number and placing it in the correct order on the table.\n4. Once all numbers are in order, check by counting forwards to $1\\,000$.\n5. The group that finishes correctly first wins!","steps":["Discussion\n• What strategy did you use to decide where to place large numbers?\n• Why is it important to count carefully when ordering?","Differentiation Opportunities\n• Support: Use $5$ numbers between $1$ and $100$ instead of $10$.\n• Extend: Use $15$ numbers and include some starting from $900$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7687NMDAYC5F9S4RRA34NF8_01K7687Q7C3R70MFG6YRHM1Q60_CONTEMPLATIVE_QUESTION
skills: ["Comparing and ordering numbers up to $1000$","Counting forwards by ones to $1000$"]
skill_ids: ["RdrtFyfI2voJekdOiBhP","T3Cvt2j3sNdqHuEj0njL"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a bag of numbers: $356$, $278$, $412$, and $399$. How would you order them from smallest to largest? Can you explain your reasoning?","teacherTips":["Guide students to compare hundreds, then tens, then ones.","Encourage students to explain their reasoning clearly.","Discuss why ordering helps in understanding number size."],"difficulty":"mild"}


example_id: lp_01K7687NMDAYC5F9S4RRA34NF8_01K7687Q7C3R70MFG6Z03E3DX9_EXIT_TICKET
skills: ["Comparing and ordering numbers up to $1000$","Counting forwards by ones to $1000$"]
skill_ids: ["RdrtFyfI2voJekdOiBhP","T3Cvt2j3sNdqHuEj0njL"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$997$","question":"A zookeeper counted $996$ animals in the zoo. What number comes next?"},{"answer":"Monkeys","question":"There are $245$ birds and $532$ monkeys in the zoo. Which group has more animals?"},{"answer":"$376, 402, 598$","question":"A zoo has $3$ reptile enclosures with $402$, $598$, and $376$ animals. Arrange the numbers in ascending order."}]}


example_id: lp_01K7687NMDAYC5F9S4RRA34NF8_01K7687Q7C3R70MFG6Y4PZADJ6_APPLICATION
skills: ["Comparing and ordering numbers up to $1000$","Counting forwards by ones to $1000$"]
skill_ids: ["RdrtFyfI2voJekdOiBhP","T3Cvt2j3sNdqHuEj0njL"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Counting Animals at the Zoo","example1Header":"Situation\nZoo keepers count animals daily to ensure all are safe. They check numbers in each enclosure, counting forwards to keep track.","example1Body":"Example\nA zoo keeper counts $998, 999, 1000$ to confirm the total animals. Counting forwards ensures all $1,000$ animals are safe.","example2Header":"","example2Body":""}


example_id: lp_01K7687NMDAYC5F9S4RRA34NF8_01K7687Q7C3R70MFG6YVSPBCAM_THOUGHT_SPARKER
skills: ["Comparing and ordering numbers up to $1000$","Counting forwards by ones to $1000$"]
skill_ids: ["RdrtFyfI2voJekdOiBhP","T3Cvt2j3sNdqHuEj0njL"]
subtopics: ["Counting"]
subtopic_ids: ["subtopic_01GTC0BN1JSVJHSP02TG4SM1MW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: The Zoo
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the zoo, there are $345$ kangaroos, $278$ koalas, and $459$ emus.","firstSentence":"How would you order these animal groups from the smallest to the largest number?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to look at the hundreds, tens, and ones places to compare numbers.","Ask students to explain their reasoning for the order they chose.","Use visual aids like number lines or counters to help students compare the quantities."]}


example_id: lp_01K768K3H5CTCK31RGYT1DF7CA_01K768K57W9W7NPM325YD6C1MH_THOUGHT_SPARKER
skill_ids: ["VAQggNvMOBJVHhhsZM7T","ekLOSJ22ny7W2jNGL4dE","u7fR1LHQzsxkRDNbjG6V"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A pizza recipe uses $345$ grams of cheese, and the chef splits it into $300$ grams for the base and $45$ grams for toppings.","firstSentence":"How could you explain that $345$ is made up of $300$, $40$, and $5$?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use base-ten blocks or drawings to visualise how $345$ is partitioned.","Ask students to explain why each digit in $345$ has a different value based on its position.","Discuss how breaking numbers into hundreds, tens, and ones helps make calculations easier."]}

skills:
["Understanding place value in whole numbers","Partitioning three-digit numbers using place value","Applying place value to construct up to three-digit numbers"]


example_id: lp_01K768K3H5CTCK31RGYT1DF7CA_01K768K57W9W7NPM3257HB66B6_APPLICATION
skill_ids: ["VAQggNvMOBJVHhhsZM7T","ekLOSJ22ny7W2jNGL4dE","u7fR1LHQzsxkRDNbjG6V"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Place Value in Pizza Orders","example1Header":"Situation\nPizza shop owners track large orders daily. They use place value to count and organise pizzas, sauces, and toppings efficiently.","example1Body":"Example\nAn order for $326$ pizzas means $3$ hundreds ($300$), $2$ tens ($20$), and $6$ ones ($6$). Place value helps shop owners handle large numbers easily.","example2Header":"","example2Body":""}

skills:
["Understanding place value in whole numbers","Partitioning three-digit numbers using place value","Applying place value to construct up to three-digit numbers"]


example_id: lp_01K768K3H5CTCK31RGYT1DF7CA_01K768K57W9W7NPM325TCWWRG2_CONTEMPLATIVE_QUESTION
skill_ids: ["VAQggNvMOBJVHhhsZM7T","ekLOSJ22ny7W2jNGL4dE","u7fR1LHQzsxkRDNbjG6V"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $347$ blocks. How many ways can you split them into hundreds, tens, and ones? Explain.","teacherTips":["Encourage students to partition $347$ as $300 + 40 + 7$ first.","Ask students to explore other combinations, e.g., $200 + 140 + 7$.","Discuss why the number of blocks stays the same after partitioning."],"difficulty":"mild"}

skills:
["Understanding place value in whole numbers","Partitioning three-digit numbers using place value","Applying place value to construct up to three-digit numbers"]


example_id: lp_01K768K3H5CTCK31RGYT1DF7CA_01K768K57W9W7NPM325DMAF6E5_ACTIVITY
skill_ids: ["VAQggNvMOBJVHhhsZM7T","ekLOSJ22ny7W2jNGL4dE","u7fR1LHQzsxkRDNbjG6V"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Place Value Builders\nYour team is building houses with numbers! Use blocks of hundreds, tens, and ones.","scenario":"Steps\n1. Each team writes $5$ random three-digit numbers on paper.\n2. Pick one number and break it into hundreds, tens, and ones (e.g., $326 = 300 + 20 + 6$).\n3. Rebuild the number by adding the parts back together (e.g., $300 + 20 + 6 = 326$).\n4. Take turns to write a new number using any three digits and repeat the process.\n5. Earn $1$ point for each correct partition and reconstruction!","steps":["Discussion\n• Why is the value of a digit different in each place?\n• What happens if you swap the digits in a number?","Differentiation Opportunities\n• Support: Use two-digit numbers instead of three-digit numbers (e.g., $45 = 40 + 5$).\n• Extend: Challenge teams to create the largest or smallest number possible from given digits."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K768K3H5CTCK31RGYT1DF7CA_01K768K57W9W7NPM3265MJ6HP4_EXIT_TICKET
skill_ids: ["VAQggNvMOBJVHhhsZM7T","ekLOSJ22ny7W2jNGL4dE","u7fR1LHQzsxkRDNbjG6V"]
subtopics: ["Place Value"]
subtopic_ids: ["subtopic_01GTC0BE8Z62FRVYMHDFZQQ22M"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$40$","question":"If a pizza costs $245$ cents, what is the value of the $4$ in $245$?"},{"answer":"$300 + 70 + 2$","question":"A pizzeria made $372$ pizzas in a day. How can you split $372$ into hundreds, tens, and ones?"},{"answer":"$459$","question":"A pizza delivery car traveled $400$ km, $50$ km, and $9$ km in three trips. What three-digit number does this make?"}]}


example_id: lp_01K768TF7N9TEABF44JSND0T94_01K768TGR15BMZ7XF4P2VT03RC_EXIT_TICKET
skills: ["Identifying fractions in shapes","Understanding halves and quarters"]
skill_ids: ["aAbxvCO3LlV4SqLuRHnL","B6DcxH6MfaNsp5H8MCnV"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{1}{2}$","question":"If a gardener cuts an apple into $2$ equal parts, what fraction of the apple is each part?"},{"answer":"$\\frac{1}{4}$","question":"A gardener has a circular garden bed and plants flowers in one quarter of it. What fraction of the garden bed is planted with flowers?"},{"answer":"$\\frac{1}{2}$","question":"A gardener divides a rectangular patch into $4$ equal parts and plants carrots in $2$ of them. What fraction of the patch has carrots?"}]}


example_id: lp_01K768TF7N9TEABF44JSND0T94_01K768TGR15BMZ7XF4NRWCNFC1_CONTEMPLATIVE_QUESTION
skills: ["Identifying fractions in shapes","Understanding halves and quarters"]
skill_ids: ["aAbxvCO3LlV4SqLuRHnL","B6DcxH6MfaNsp5H8MCnV"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a pizza. How could you cut it to share with $2$ friends so everyone gets an equal piece? What if $4$ friends share?","teacherTips":["Discuss how halves mean $2$ equal pieces and quarters mean $4$ equal pieces.","Ask students to explain their reasoning and drawing.","Use real-life examples like pizzas or cakes to connect fractions."],"difficulty":"mild"}


example_id: lp_01K768TF7N9TEABF44JSND0T94_01K768TGR15BMZ7XF4NB6GYR24_ACTIVITY
skills: ["Identifying fractions in shapes","Understanding halves and quarters"]
skill_ids: ["aAbxvCO3LlV4SqLuRHnL","B6DcxH6MfaNsp5H8MCnV"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Pizza Fractions Fun\nYour team is designing pizzas for a party. Divide your pizzas into halves and quarters to share equally!","scenario":"Steps\n1. Draw three pizza shapes (circle, square, triangle) on paper.\n2. Divide one pizza into halves and another into quarters.\n3. Colour each piece of the pizzas differently to show the fractions.\n4. Label the fractions on each piece (e.g., $\\frac{1}{2}$, $\\frac{1}{4}$).\n5. Compare your pizzas with your team to check for equal parts.","steps":["Discussion\n• Why must the parts be equal to be halves or quarters?\n• How do halves compare to quarters in size?","Differentiation Opportunities\n• Support: Provide visual prompts for dividing shapes into equal parts.\n• Extend: Challenge students to divide a pizza into eighths and label each piece."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K768TF7N9TEABF44JSND0T94_01K768TGR15BMZ7XF4NYQKHWDH_THOUGHT_SPARKER
skills: ["Identifying fractions in shapes","Understanding halves and quarters"]
skill_ids: ["aAbxvCO3LlV4SqLuRHnL","B6DcxH6MfaNsp5H8MCnV"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a garden, there is a circular flower bed divided into 4 equal sections for planting flowers.","firstSentence":"Which sections would you choose to plant flowers if you want to cover only one quarter of the flower bed?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use a visual representation of the circular flower bed to help students see the equal sections.","Discuss what 'quarters' and 'halves' mean in real-world contexts before focusing on the question.","Encourage students to explain their reasoning and use terms like 'equal parts' and 'fractions' during the discussion."]}


example_id: lp_01K768TF7N9TEABF44JSND0T94_01K768TGR15BMZ7XF4N8M30610_APPLICATION
skills: ["Identifying fractions in shapes","Understanding halves and quarters"]
skill_ids: ["aAbxvCO3LlV4SqLuRHnL","B6DcxH6MfaNsp5H8MCnV"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Using Fractions in Gardening","example1Header":"Situation\nGardeners sometimes divide garden beds into halves or quarters to plant different vegetables or flowers in each section.","example1Body":"Example\nA gardener has an $8$ m garden. Dividing it into halves gives $4$ m per half ($8 \\div 2 = 4$). Dividing into quarters gives $2$ m per quarter ($8 \\div 4 = 2$).","example2Header":"","example2Body":""}


example_id: lp_01K7693Y8AQD28YNRV2Y09J431_01K769400GWHCKVHS5KYJYQ8RZ_THOUGHT_SPARKER
skill_ids: ["p2PdwdV4n6ysd4xhuHN7","284FiuvpyYIYmjQbzVZ7","AeuVhJSCZtENggni1g1j"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A camel caravan has $37$ camels, and $8$ more join them on the journey.","firstSentence":"How could you figure out how many camels are in the caravan now?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use visual aids like counters or drawings to represent the camels.","Discuss the process of carrying over when adding single-digit numbers to a two-digit number.","Ask students to explain their strategies and check their work by re-adding the numbers."]}

skills:
["Solving image-based addition sentences using $+$ and $=$","Addition of one digit numbers with regrouping","Subtraction of one-digit numbers from two-digit numbers with regrouping"]


example_id: lp_01K7693Y8AQD28YNRV2Y09J431_01K769400GWHCKVHS5KB15PJ4Q_APPLICATION
skill_ids: ["p2PdwdV4n6ysd4xhuHN7","284FiuvpyYIYmjQbzVZ7","AeuVhJSCZtENggni1g1j"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Counting Water for Camels","example1Header":"Situation\nCamel caretakers count water buckets to ensure all camels stay hydrated. Each camel drinks several buckets of water daily, so caretakers must know how many buckets are used in total.","example1Body":"Example\nCaretakers see $3$ buckets on one side and $2$ on the other. They add $3 + 2$, finding the total is $5$ buckets of water for the camels.","example2Header":"","example2Body":""}

skills:
["Solving image-based addition sentences using $+$ and $=$","Addition of one digit numbers with regrouping","Subtraction of one-digit numbers from two-digit numbers with regrouping"]


example_id: lp_01K7693Y8AQD28YNRV2Y09J431_01K769400GWHCKVHS5M4J91KEC_EXIT_TICKET
skill_ids: ["p2PdwdV4n6ysd4xhuHN7","284FiuvpyYIYmjQbzVZ7","AeuVhJSCZtENggni1g1j"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$13$","question":"A camel drinks $7$ litres of water in the morning and $6$ litres of water in the afternoon. How many litres of water does it drink in total?"},{"answer":"$24$","question":"A camel has $32$ water bottles, but $8$ water bottles are taken away. How many bottles are left?"},{"answer":"$14$","question":"A picture shows $5$ camels in one group and $9$ camels in another group. How many camels are there in total?"}]}

skills:
["Solving image-based addition sentences using $+$ and $=$","Addition of one digit numbers with regrouping","Subtraction of one-digit numbers from two-digit numbers with regrouping"]


example_id: lp_01K7693Y8AQD28YNRV2Y09J431_01K769400GWHCKVHS5KVDE7BZT_CONTEMPLATIVE_QUESTION
skill_ids: ["p2PdwdV4n6ysd4xhuHN7","284FiuvpyYIYmjQbzVZ7","AeuVhJSCZtENggni1g1j"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $36$ apples. You give away $8$ and then pick $7$ more. How many do you have now? Show your steps.","teacherTips":["Encourage students to subtract $8$ from $36$ first.","Guide students to add $7$ to the result of $36 - 8$.","Ask students to explain their steps and reasoning clearly."],"difficulty":"mild"}


example_id: lp_01K7693Y8AQD28YNRV2Y09J431_01K769400GWHCKVHS5KDKN23VB_ACTIVITY
skill_ids: ["p2PdwdV4n6ysd4xhuHN7","284FiuvpyYIYmjQbzVZ7","AeuVhJSCZtENggni1g1j"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camels
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Bakery Math Challenge\nYou're bakers preparing orders! Solve math problems to deliver cakes and cookies.","scenario":"Steps\n1. Draw $5$ cakes and $5$ cookies on your paper.\n2. Write addition problems (e.g., $8 + 7$) on cakes with carrying over.\n3. Write subtraction problems (e.g., $23 - 6$) on cookies with regrouping.\n4. Swap papers with another team and solve their problems.\n5. Check answers together and award points for correct solutions!","steps":["Discussion\n• Why do we carry over or regroup in some problems?\n• How do pictures help in solving math problems?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., up to $10$) for addition and subtraction.\n• Extend: Create problems using three numbers (e.g., $8 + 7 + 5$ or $36 - 9 - 4$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K769MT478V8VXBDNAQH0DNJT_01K769MVWW4QVG0HZGBZ3J12RF_EXIT_TICKET
skill_ids: ["GuffAy6hGBbdUoJrFoFc","vZUeDJvdxxqRYmPTzu9u","C9aoDQiapOcwnsFePDaE"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$6$","question":"A dinosaur has $3$ nests with $2$ eggs in each. How many eggs are there in total?"},{"answer":"$14$","question":"A T-Rex eats $2$ plants a day for $7$ days. How many plants does the T-Rex eat altogether?"},{"answer":"$16$","question":"A dinosaur herd has $8$ groups with $2$ dinosaurs in each group. How many dinosaurs are in the herd?"}]}

skills:
["Recognising other words for multiplication","Recognising the link between addition and multiplication through groups","Solving two times tables problems"]


example_id: lp_01K769MT478V8VXBDNAQH0DNJT_01K769MVWW4QVG0HZGBEB35E3T_ACTIVITY
skill_ids: ["GuffAy6hGBbdUoJrFoFc","vZUeDJvdxxqRYmPTzu9u","C9aoDQiapOcwnsFePDaE"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Snack Pack Multiplication\nYou are packing snacks for a picnic! Use multiplication to prepare the right number of packs.","scenario":"Steps\n1. Draw $5$ baskets on your paper and write $2$ items in each basket.\n2. Write the multiplication problem for the total items (e.g., $5 \\times 2$).\n3. Solve the problem and check by adding (e.g., $2 + 2 + 2 + 2 + 2 = 10$).\n4. Write the answer and explain how multiplication made counting faster.\n5. Take turns creating new problems with different numbers of baskets and items.","steps":["Discussion\n• How does multiplication make counting easier than adding?\n• What other words can we use instead of 'times'?","Differentiation Opportunities\n• Support: Use smaller numbers of baskets (e.g., $3$ baskets with $2$ items each).\n• Extend: Use larger numbers or try $2$-digit items per basket (e.g., $12 \\times 3$)."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Recognising other words for multiplication","Recognising the link between addition and multiplication through groups","Solving two times tables problems"]


example_id: lp_01K769MT478V8VXBDNAQH0DNJT_01K769MVWW4QVG0HZGBR6G44X9_CONTEMPLATIVE_QUESTION
skill_ids: ["GuffAy6hGBbdUoJrFoFc","vZUeDJvdxxqRYmPTzu9u","C9aoDQiapOcwnsFePDaE"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $6$ bags with $2$ apples in each. How can you use multiplication or addition to find the total?","teacherTips":["Encourage students to explain $6 \\times 2$ as $6$ groups of $2$ apples.","Discuss how addition links to multiplication: $2 + 2 + 2 + 2 + 2 + 2$.","Ask students to draw or use objects to represent $6$ groups of $2$."],"difficulty":"mild"}

skills:
["Recognising other words for multiplication","Recognising the link between addition and multiplication through groups","Solving two times tables problems"]


example_id: lp_01K769MT478V8VXBDNAQH0DNJT_01K769MVWW4QVG0HZGBARQQCV7_APPLICATION
skill_ids: ["GuffAy6hGBbdUoJrFoFc","vZUeDJvdxxqRYmPTzu9u","C9aoDQiapOcwnsFePDaE"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Grouping Dinosaur Footprints","example1Header":"Situation\nPaleontologists study dinosaur tracks to learn about their movements. They count groups of footprints to estimate herd sizes.","example1Body":"Example\nIf $3$ dinosaurs each leave $4$ footprints, adding $4 + 4 + 4 = 12$ or multiplying $3 \\times 4 = 12$ shows there are $12$ footprints in total.","example2Header":"","example2Body":""}


example_id: lp_01K769MT478V8VXBDNAQH0DNJT_01K769MVWW4QVG0HZGBVB1SH29_THOUGHT_SPARKER
skill_ids: ["GuffAy6hGBbdUoJrFoFc","vZUeDJvdxxqRYmPTzu9u","C9aoDQiapOcwnsFePDaE"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A dinosaur lays $2$ eggs in each nest, and there are $5$ nests in the area.","firstSentence":"How could you work out the total number of eggs in all the nests?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to think about multiplication as repeated addition and relate it to the problem.","Provide counters or drawings to help students visualise the groups of $2$ eggs in $5$ nests.","Discuss how words like 'each' and 'in total' in the problem relate to multiplication."]}


example_id: lp_01K769WZ26845NZFRE8PAQS3CG_01K769X0QT0STXSV7Y5PG08N20_THOUGHT_SPARKER
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y","1ujrDGmQkmPJDZ0iTpgR"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Turtles
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are $10$ turtles on the beach, and they need to be split into two equal groups.","firstSentence":"How could you arrange them so that each group has the same number of turtles?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use physical objects like counters or drawings to represent the turtles.","Encourage students to explain their process of splitting the turtles into groups.","Discuss the importance of having the same number in each group for fairness."]}

skills:
["Understanding how to divide by two","Understanding how to divide a collection of objects into groups","Recognising other words for division"]


example_id: lp_01K769WZ26845NZFRE8PAQS3CG_01K769X0QT0STXSV7Y500DP2ND_APPLICATION
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y","1ujrDGmQkmPJDZ0iTpgR"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Turtles
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Sharing Turtle Hatchlings into Groups","example1Header":"Situation\nMarine biologists study turtle hatchlings to ensure they grow safely. They divide hatchlings into groups for observation and care.","example1Body":"Example\nMarine biologists have $12$ hatchlings and divide them equally into $3$ groups. Each group gets $12 \\div 3 = 4$ hatchlings, so all groups are the same size.","example2Header":"","example2Body":""}

skills:
["Understanding how to divide by two","Understanding how to divide a collection of objects into groups","Recognising other words for division"]


example_id: lp_01K769WZ26845NZFRE8PAQS3CG_01K769X0QT0STXSV7Y52MWRMEX_ACTIVITY
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y","1ujrDGmQkmPJDZ0iTpgR"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Turtles
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Sharing Shapes Challenge\nYou are sharing shapes equally among friends to make sure everyone gets the same amount!","scenario":"Steps\n1. Draw $12$ shapes (e.g., circles, squares) on paper and cut them out.\n2. Divide the shapes into $3$ equal groups and count how many are in each group.\n3. Now, divide $12$ shapes into $4$ equal groups and count again.\n4. Write down the division sentence for each (e.g., $12 \\div 3 = 4$).\n5. Discuss what happens when you divide by different numbers.","steps":["Discussion\n• What words can we use instead of 'divide'?\n• What happens if the shapes can’t be shared equally?","Differentiation Opportunities\n• Support: Start with fewer shapes, like $6$, and divide into $2$ or $3$ groups.\n• Extend: Use $15$ shapes and explore dividing into $5$ or $6$ groups."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Understanding how to divide by two","Understanding how to divide a collection of objects into groups","Recognising other words for division"]


example_id: lp_01K769WZ26845NZFRE8PAQS3CG_01K769X0QT0STXSV7Y5T45ZT22_EXIT_TICKET
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y","1ujrDGmQkmPJDZ0iTpgR"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Turtles
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$","question":"If there are $6$ turtles and you split them into $2$ equal groups, how many turtles will be in each group?"},{"answer":"$3$","question":"Emma has $12$ turtles and wants to put them into $4$ equal groups. How many turtles will be in each group?"},{"answer":"Divided","question":"Tom shared $16$ turtles equally between $8$ groups. What other word can describe this action?"}]}


example_id: lp_01K769WZ26845NZFRE8PAQS3CG_01K769X0QT0STXSV7Y5FCGQF9R_CONTEMPLATIVE_QUESTION
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","JZUsDN0DKzvhR5xYyB9y","1ujrDGmQkmPJDZ0iTpgR"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Turtles
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have 12 apples. How could you share them equally among 2, 3, or 4 friends? Show your thinking.","teacherTips":["Encourage students to draw or use objects to model sharing equally.","Prompt students to explain their steps for dividing apples.","Discuss how dividing equally means each friend gets the same number."],"difficulty":"mild"}


example_id: lp_01K769BTW1F72DHWYAJCHAT8CA_01K769BWN8E0THBW90EVDN7CQ3_THOUGHT_SPARKER
skills: [" Solving worded addition problems up to $20$"," Solving worded subtraction problems within $20$"]
skill_ids: ["9lPperNcOVX6lB6IXQNU","NUGZFdWQJwtt4YtaOA0V"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are $15$ koalas on the ground, and $7$ of them climb up into the trees to eat leaves.","firstSentence":"How many koalas are left on the ground?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use counters or draw pictures to represent the problem.","Ask students to explain their reasoning when subtracting the numbers.","Discuss how subtraction relates to the idea of 'taking away' from a total."]}


example_id: lp_01K769BTW1F72DHWYAJCHAT8CA_01K769BWN8E0THBW90E6Z4G2RR_APPLICATION
skills: [" Solving worded addition problems up to $20$"," Solving worded subtraction problems within $20$"]
skill_ids: ["9lPperNcOVX6lB6IXQNU","NUGZFdWQJwtt4YtaOA0V"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Counting Leaves for Hungry Koalas","example1Header":"Situation\nWildlife carers look after koalas in sanctuaries. They count and add up eucalyptus leaves to ensure each koala has enough food daily.","example1Body":"Example\nWildlife carers count a koala's food: $12$ leaves in the morning plus $7$ in the evening, adding $12 + 7 = 19$. The koala eats $19$ leaves daily.","example2Header":"","example2Body":""}


example_id: lp_01K769BTW1F72DHWYAJCHAT8CA_01K769BWN8E0THBW90EYPDQZSN_EXIT_TICKET
skills: [" Solving worded addition problems up to $20$"," Solving worded subtraction problems within $20$"]
skill_ids: ["9lPperNcOVX6lB6IXQNU","NUGZFdWQJwtt4YtaOA0V"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$14$","question":"A koala eats $8$ eucalyptus leaves in the morning and $6$ more in the afternoon. How many leaves does the koala eat altogether?"},{"answer":"$8$","question":"A koala has $15$ leaves and gives $7$ to a friend. How many leaves does the koala have left?"},{"answer":"$16$","question":"A baby koala eats $5$ leaves in the morning and $7$ leaves at lunch. It then eats $4$ more at night. How many leaves does it eat in total?"}]}


example_id: lp_01K769BTW1F72DHWYAJCHAT8CA_01K769BWN8E0THBW90EAEP40TW_ACTIVITY
skills: [" Solving worded addition problems up to $20$"," Solving worded subtraction problems within $20$"]
skill_ids: ["9lPperNcOVX6lB6IXQNU","NUGZFdWQJwtt4YtaOA0V"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Picnic Problem Solvers\nYou're planning a picnic! Help your team solve addition and subtraction problems to organise it.","scenario":"Steps\n1. Write $3$ picnic questions (e.g., $12$ apples, $5$ eaten, how many left?).\n2. Swap your questions with another team to solve them.\n3. Solve each problem using addition or subtraction.\n4. Check answers as a team. Correct answers earn $1$ point each.\n5. The team with the most points wins!","steps":["Discussion\n• How did you decide to use addition or subtraction?\n• What strategies helped you solve the problems faster?","Differentiation Opportunities\n• Support: Use numbers under $10$ for simpler problems.\n• Extend: Create multi-step problems combining addition and subtraction."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K769BTW1F72DHWYAJCHAT8CA_01K769BWN8E0THBW90EPTB7SM6_CONTEMPLATIVE_QUESTION
skills: [" Solving worded addition problems up to $20$"," Solving worded subtraction problems within $20$"]
skill_ids: ["9lPperNcOVX6lB6IXQNU","NUGZFdWQJwtt4YtaOA0V"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Koalas
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $15$ balloons. You give some to a friend and now have $9$. How many could you have given away?","teacherTips":["Encourage students to think of subtraction: $15 - \\text{?} = 9$.","Allow students to try different numbers as possible solutions.","Discuss how subtraction relates to sharing or giving away items."],"difficulty":"mild"}


example_id: lp_01K76AMSH0ADYSP2PYK2VZGNWC_01K76AMV4VJ5BA09K9E4268MFM_ACTIVITY
skill_ids: ["5pYSjI4LHHQp3YyBIJBM","ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Toy Shop Challenge\nYour team is running a toy shop! Calculate totals for customers buying toys.","scenario":"Steps\n1. Write $5$ toy names with prices (e.g., $\\$3$, $\\$5$) on your paper.\n2. In teams, create a shopping list with items bought and their quantities.\n3. Calculate the total cost for each customer using multiplication and addition.\n4. Check each other's calculations for accuracy.\n5. The team with the most correct totals wins!","steps":["Discussion\n• What strategies helped you calculate quickly?\n• Why is it important to check your calculations?","Differentiation Opportunities\n• Support: Use smaller numbers for prices (e.g., $\\$1$, $\\$2$) to simplify calculations.\n• Extend: Add discounts (e.g., $10\\%$ off) to make calculations more challenging."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Calculating the price of repeated items","Multiplying two-digit by one-digit numbers in worded problems","Solving worded problems that require long addition"]


example_id: lp_01K76AMSH0ADYSP2PYK2VZGNWC_01K76AMV4VJ5BA09K9EJRQZF3W_CONTEMPLATIVE_QUESTION
skill_ids: ["5pYSjI4LHHQp3YyBIJBM","ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You plan a party and need $6$ balloons for each of $8$ tables. Balloons cost $\\$3$ each. How would you calculate the total cost? Could you find another way to check your answer?","teacherTips":["Encourage students to multiply $6 \\times 8$ to find the total number of balloons.","Have students multiply the total balloons by $\\$3$ to calculate the cost.","Discuss using addition or other strategies to check their answers."],"difficulty":"mild"}

skills:
["Calculating the price of repeated items","Multiplying two-digit by one-digit numbers in worded problems","Solving worded problems that require long addition"]


example_id: lp_01K76AMSH0ADYSP2PYK2VZGNWC_01K76AMV4VJ5BA09K9ET5JE7Z6_EXIT_TICKET
skill_ids: ["5pYSjI4LHHQp3YyBIJBM","ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$15$","question":"If one tiger toy costs $5$ dollars, how much do $3$ tiger toys cost in total?"},{"answer":"$56$","question":"A tiger jumps $14$ metres each leap. How far does it jump after $4$ leaps?"},{"answer":"$100$","question":"A tiger eats $48$ kg of food in one week and $52$ kg the next week. How much food does the tiger eat in these two weeks?"}]}

skills:
["Calculating the price of repeated items","Multiplying two-digit by one-digit numbers in worded problems","Solving worded problems that require long addition"]


example_id: lp_01K76AMSH0ADYSP2PYK2VZGNWC_01K76AMV4VJ5BA09K9E06PN76R_APPLICATION
skill_ids: ["5pYSjI4LHHQp3YyBIJBM","ANoweAzkfobXxVNIHH7O","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Counting Tigers in a Wildlife Sanctuary","example1Header":"Situation\nWildlife rangers track tiger populations to ensure their safety. They count tigers in different parts of the sanctuary to monitor their numbers.","example1Body":"Example\nRangers counted $348$ tigers in the north and $276$ in the south. Adding: $348 + 276 = 624$. Total tigers: $624$ in the sanctuary.","example2Header":"","example2Body":""}


example_id: lp_01K76BE7AM487533R1GEK8M343_01K76BE8X5TYT7HX6CZ748T0CG_THOUGHT_SPARKER
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Flowers
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A gardener is planting flowers in rows. In the first row, there are $2$ flowers, in the second row $4$ flowers, and in the third row $6$ flowers.","firstSentence":"What do you think the number of flowers in the next row will be?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explain the pattern they observe in their own words.","Use counters or drawings of flowers to help students visualise the pattern.","Ask students if they notice any connections between the row number and the number of flowers."]}

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


example_id: lp_01K76BE7AM487533R1GEK8M343_01K76BE8X5TYT7HX6CYW3H2QN9_APPLICATION
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Flowers
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Number Patterns in Flower Arrangements","example1Header":"Situation\nFlorists arrange flowers in patterns, like rows of 2, 3, 4, 5, or 10 flowers, ensuring the designs are even and balanced for bouquets or displays.","example1Body":"Example\nA florist arranges flowers in rows of 5. Starting with 5, 10, 15: the next rows are $15 + 5 = 20$, then $20 + 5 = 25$. The pattern is 5, 10, 15, 20, 25.","example2Header":"","example2Body":""}

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


example_id: lp_01K76BE7AM487533R1GEK8M343_01K76BE8X5TYT7HX6CZA5K34NW_EXIT_TICKET
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Flowers
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$9$","question":"In a flowerbed, there are $3$, $5$, $7$, _,_, $11$ daisies. Which number completes the sequence?"},{"answer":"$32$","question":"A gardener plants $8$, $16$, $24$, _, $40$ sunflowers. What number fills the blank?"},{"answer":"$30, 36$","question":"A florist decorates with $6$, $12$, $18$, $24$, _,_, $42$ lilies. What are the missing numbers?"}]}

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


example_id: lp_01K76BE7AM487533R1GEK8M343_01K76BE8X5TYT7HX6CZ47QSD0R_CONTEMPLATIVE_QUESTION
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Flowers
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are making a number pattern starting at $3$. You can skip count by $2$, $3$, $4$, $6$, or $9$. What could your pattern be? Can you make more than one pattern?","teacherTips":["Encourage students to explore different skip counting options.","Discuss how patterns change with different step sizes.","Ask students to explain their reasoning for each pattern."],"difficulty":"mild"}


example_id: lp_01K76BE7AM487533R1GEK8M343_01K76BE8X5TYT7HX6CYYQ06VW3_ACTIVITY
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Flowers
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Number Trail Challenge\nTravel along a number trail by skip counting! Can your team complete the path?","scenario":"Steps\n1. Draw a number trail on your paper with $10$ spaces.\n2. Pick a skip counting number (e.g., $6$, $7$, $8$, or $9$).\n3. Fill in the first number, then skip count to complete the trail.\n4. Leave $3$ random blanks for your partner to fill in.\n5. Swap trails with another team and complete their blanks!","steps":["Discussion\n• What strategy helps you find missing numbers quickly?\n• How does skip counting make number patterns easier to spot?","Differentiation Opportunities\n• Support: Use smaller skip counting steps like $2$, $3$, or $4$.\n• Extend: Create trails with mixed skip counting (e.g., $6$, then $9$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K76CPJX5AT00JS7BYXQB8SVW_01K76CPQ8XMKPQSNN4EHZ5WCBR_CONTEMPLATIVE_QUESTION
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Street Art
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A pattern starts with a yellow triangle, then 2 blue circles, and 3 red squares. What could the next rows look like? How would you explain your pattern?","teacherTips":["Ask students to describe how each row grows in number or shapes.","Encourage explanations about how the pattern repeats or grows.","Discuss different ways to represent the next rows clearly."],"difficulty":"mild"}

skills:
["Identifying the next shape in a growing pattern","Identifying the next row in a growing pattern","Recognising repeating patterns with shapes"]


example_id: lp_01K76CPJX5AT00JS7BYXQB8SVW_01K76CPQ8XMKPQSNN4EVQ9KK1Q_EXIT_TICKET
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Street Art
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Circle","question":"A mural shows a pattern of circle, square, circle, square. What shape comes next?"},{"answer":"$4$","question":"A graffiti wall shows 1 triangle, 2 triangles, 3 triangles. How many triangles will be in the next row?"},{"answer":"$5$ \\, \\text{stars}","question":"A street art pattern has rows: 1 star, 2 stars, and 3 stars. What will the 5th row look like?"}]}

skills:
["Identifying the next shape in a growing pattern","Identifying the next row in a growing pattern","Recognising repeating patterns with shapes"]


example_id: lp_01K76CPJX5AT00JS7BYXQB8SVW_01K76CPQ8XMKPQSNN4E6QB0DTZ_ACTIVITY
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Street Art
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Shape Pattern Challenge\nYou're pattern detectives solving and creating tricky shape patterns!","scenario":"Steps\n1. Each team draws a shape pattern that grows or repeats (e.g., $\\triangle$, $\\triangle$, $\\square$, $\\triangle$, $\\triangle$, $\\square$).\n2. Write the next $3$ steps in your pattern on a separate paper.\n3. Swap patterns with another team and predict their next $3$ steps.\n4. Check each other's predictions and award $1$ point for each correct answer.\n5. The team with the most points wins the challenge!","steps":["Discussion\n• What clues help you predict the next shape in a pattern?\n• How do you know if a pattern is growing or repeating?","Differentiation Opportunities\n• Support: Use simple patterns with $2$ shapes (e.g., $\\triangle$, $\\square$, $\\triangle$, $\\square$).\n• Extend: Create patterns that grow in size or include $3$ or more different shapes."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Identifying the next shape in a growing pattern","Identifying the next row in a growing pattern","Recognising repeating patterns with shapes"]


example_id: lp_01K76CPJX5AT00JS7BYXQB8SVW_01K76CPQ8XMKPQSNN4ER48GBV6_THOUGHT_SPARKER
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Street Art
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A street artist is painting a wall with a pattern: 1 triangle, 2 squares, 3 triangles, 4 squares, and so on.","firstSentence":"How could you describe what the next row of shapes in the pattern will look like?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use physical objects or drawings to help students visualise the growing pattern.","Encourage students to explain how they see the pattern changing in numbers and shapes.","Ask students to predict further rows to deepen their understanding of the pattern's growth."]}


example_id: lp_01K76CPJX5AT00JS7BYXQB8SVW_01K76CPQ8XMKPQSNN4E39FB0HX_APPLICATION
skill_ids: ["vaEZ5IKalYcb5s8Lpyl3","8mpNwcmTRwhjAkUK3ad7","vzXa6TaNNQsUIqxMi5gJ"]
subtopics: ["Patterns"]
subtopic_ids: ["subtopic_01GTC0BBKSHHREFP0YM696YS5M"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Street Art
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Patterns in Street Art Designs","example1Header":"Situation\nStreet artists often create large murals using repeating patterns of shapes. These patterns make their artwork eye-catching and easy to recognise.","example1Body":"Example\nA mural has shapes: circle, square, triangle, circle, square, triangle. The repeating pattern is: circle, square, triangle. Artists use this to plan designs efficiently.","example2Header":"","example2Body":""}


example_id: lp_01K76CYBV3XCVANH2192VP4D4T_01K76CYDQGQP82383VP74G9MHC_ACTIVITY
skills: ["Recalling subtraction facts up to $20$","Recalling addition facts up to $20$"]
skill_ids: ["HF963QzMe8QlGQlwGFz7","tiugVnUPpQas81lTQBie"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Math Fact Race\nYou are math racers! Solve addition and subtraction problems to win points for your team.","scenario":"Steps\n1. Each team writes $10$ addition and subtraction problems up to $20$ on paper.\n2. Swap problems with another team to solve them as fast as possible.\n3. Solve each equation and write the answer next to it.\n4. Check answers with the original team. Correct answers earn $1$ point each.\n5. The team with the most points after $2$ rounds wins!","steps":["Discussion\n• What strategies helped you solve equations faster?\n• How did you decide whether to add or subtract in each problem?","Differentiation Opportunities\n• Support: Focus on simple equations, like $5 + 3$ or $10 - 2$, with fewer problems.\n• Extend: Use three-number equations, like $8 + 4 - 2$, for added challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K76CYBV3XCVANH2192VP4D4T_01K76CYDQGQP82383VQ10HMZWD_EXIT_TICKET
skills: ["Recalling subtraction facts up to $20$","Recalling addition facts up to $20$"]
skill_ids: ["HF963QzMe8QlGQlwGFz7","tiugVnUPpQas81lTQBie"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$12$","question":"A basketball player scores $7$ points in the first half and $5$ points in the second half. How many points does the player score in total?"},{"answer":"$12$","question":"The basketball team had $18$ basketballs, and $6$ went flat during the game. How many basketballs are still good to use?"},{"answer":"$17$","question":"In a basketball game, Emma scores $8$ points and Lily scores $9$ points. How many points do they score together?"}]}


example_id: lp_01K76CYBV3XCVANH2192VP4D4T_01K76CYDQGQP82383VPN6ENQJE_CONTEMPLATIVE_QUESTION
skills: ["Recalling subtraction facts up to $20$","Recalling addition facts up to $20$"]
skill_ids: ["HF963QzMe8QlGQlwGFz7","tiugVnUPpQas81lTQBie"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $20$ apples. How many ways can you share them into two groups using addition or subtraction?","teacherTips":["Encourage students to try different combinations of numbers.","Discuss how addition and subtraction are related.","Help students explain their thinking and strategies."],"difficulty":"mild"}


example_id: lp_01K76CYBV3XCVANH2192VP4D4T_01K76CYDQGQP82383VP1S7KKBB_APPLICATION
skills: ["Recalling subtraction facts up to $20$","Recalling addition facts up to $20$"]
skill_ids: ["HF963QzMe8QlGQlwGFz7","tiugVnUPpQas81lTQBie"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Scoring Points in Basketball","example1Header":"Situation\nBasketball players need to track their total points during a game. They use quick addition to calculate scores from 2-point and 3-point shots.","example1Body":"Example\nA player scores $3$ two-point shots and $2$ three-point shots. Total from two-pointers: $3 \\times 2 = 6$. Total from three-pointers: $2 \\times 3 = 6$. Total score: $6 + 6 = 12$.","example2Header":"","example2Body":""}


example_id: lp_01K76CYBV3XCVANH2192VP4D4T_01K76CYDQGQP82383VPVXH0ZX1_THOUGHT_SPARKER
skills: ["Recalling subtraction facts up to $20$","Recalling addition facts up to $20$"]
skill_ids: ["HF963QzMe8QlGQlwGFz7","tiugVnUPpQas81lTQBie"]
subtopics: ["Introduction to Addition"]
subtopic_ids: ["subtopic_01GTC0BB8Y6GBFJDMWRBWV8CP6"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Basketball
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a basketball game, Layla scores $12$ points, and her teammate Sam scores $7$ points.","firstSentence":"Could they have scored exactly $20$ points altogether if Sam scored fewer points?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explore different possibilities by subtracting points from Sam's score.","Ask students to explain their reasoning and share how they checked their answers.","Use a number line or counters to help students visualise addition and subtraction combinations."]}


example_id: lp_01K76D7MWJAZPBYFGZPG21ZZNZ_01K76D7PHDN3M6FEHV3J8JHYWY_CONTEMPLATIVE_QUESTION
skills: ["Solving two times tables problems","Understanding how to divide by two"]
skill_ids: ["C9aoDQiapOcwnsFePDaE","fLRDSaTU0bnEKcAUPCZO"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have 12 apples. How can you share them equally between 2 friends? What if you had 18 apples?","teacherTips":["Ask students to use the two times table to check their sharing.","Encourage drawing or using objects to divide equally.","Discuss why dividing by 2 gives equal groups."],"difficulty":"mild"}


example_id: lp_01K76D7MWJAZPBYFGZPG21ZZNZ_01K76D7PHDN3M6FEHV37D2TZ8E_ACTIVITY
skills: ["Solving two times tables problems","Understanding how to divide by two"]
skill_ids: ["C9aoDQiapOcwnsFePDaE","fLRDSaTU0bnEKcAUPCZO"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Sharing Pairs Challenge\nHelp a zookeeper share food equally between pairs of animals.","scenario":"Steps\n1. Draw $10$ animals in pairs on your paper (e.g., $2$ lions, $2$ giraffes).\n2. Each team picks a number of food items to share (e.g., $12$, $20$).\n3. Solve how many items each animal gets by dividing by $2$.\n4. Check your answer by multiplying back using the two times table.\n5. Teams earn $1$ point for each correct answer. Play $5$ rounds!","steps":["Discussion\n• Why is dividing by $2$ like sharing equally?\n• How does the two times table help you check your answers?","Differentiation Opportunities\n• Support: Use smaller numbers like $4$ or $6$ to make division easier.\n• Extend: Use numbers up to $50$ and include leftovers (remainders)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K76D7MWJAZPBYFGZPG21ZZNZ_01K76D7PHDN3M6FEHV3R7N8Q3W_EXIT_TICKET
skills: ["Solving two times tables problems","Understanding how to divide by two"]
skill_ids: ["C9aoDQiapOcwnsFePDaE","fLRDSaTU0bnEKcAUPCZO"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$6$","question":"If there are $2$ badminton racquets in each bag and $3$ bags, how many racquets are there in total?"},{"answer":"$4$","question":"There are $8$ badminton shuttlecocks, and they are split equally between $2$ players. How many shuttlecocks does each player get?"},{"answer":"$6$","question":"If $12$ badminton players are divided into $2$ equal teams, how many players are on each team?"}]}


example_id: lp_01K76D7MWJAZPBYFGZPG21ZZNZ_01K76D7PHDN3M6FEHV3NN2AJ65_THOUGHT_SPARKER
skills: ["Solving two times tables problems","Understanding how to divide by two"]
skill_ids: ["C9aoDQiapOcwnsFePDaE","fLRDSaTU0bnEKcAUPCZO"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a badminton game, there are $8$ players, and each player needs $1$ racquet. There are $16$ racquets available.","firstSentence":"How could you find out if there are enough racquets for each player to have two?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to think about how sharing or dividing racquets might work.","Use physical objects like counters to represent players and racquets for hands-on exploration.","Discuss connections between multiplication and division to help students reason through the problem."]}


example_id: lp_01K76D7MWJAZPBYFGZPG21ZZNZ_01K76D7PHDN3M6FEHV3403WWWT_APPLICATION
skills: ["Solving two times tables problems","Understanding how to divide by two"]
skill_ids: ["C9aoDQiapOcwnsFePDaE","fLRDSaTU0bnEKcAUPCZO"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Scoring Points with Badminton Multiplication","example1Header":"Situation\nBadminton coaches calculate players' scores during practice. They often use the two times table to quickly count points scored with shuttle hits.","example1Body":"Example\nA player scores $2$ points per hit and hits $7$ times. Using the two times table: $2 \\times 7 = 14$, so they earn $14$ points.","example2Header":"","example2Body":""}


example_id: lp_01K7DT6BE01KY2R90JVK13TDKT_01K7DT6CZ890JS1NS5D31VRQYF_CONTEMPLATIVE_QUESTION
skill_ids: ["B6DcxH6MfaNsp5H8MCnV","aAbxvCO3LlV4SqLuRHnL","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Starfish
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a cake. How would you cut it into halves and quarters? Could you show a shape with mixed numbers like $1\\frac{1}{2}$ cakes?","teacherTips":["Ask students to explain why halves and quarters must be equal parts.","Encourage drawing shapes to show mixed numbers.","Discuss how $1\\frac{1}{2}$ combines whole and fractional parts."],"difficulty":"mild"}

skills:
["Understanding halves and quarters","Identifying fractions in shapes","Representing mixed numbers using shapes"]


example_id: lp_01K7DT6BE01KY2R90JVK13TDKT_01K7DT6CZ890JS1NS5CCAC7SC8_WARM_UP_QUESTIONS_WITH_CONTEXT
skill_ids: ["B6DcxH6MfaNsp5H8MCnV","aAbxvCO3LlV4SqLuRHnL","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Starfish
class_year: 2
country: AU
period_number: 2
node_type: WARM_UP_QUESTIONS_WITH_CONTEXT
example_output_json:
{"situation":"You are a marine biologist studying starfish. You need to divide starfish into equal groups for a project.","questions":[{"answer":"$6$","question":"You see $6$ starfish on the beach. How many starfish are there altogether?"},{"answer":"$4$","question":"You place $8$ starfish into two equal groups. How many starfish are in each group?"},{"answer":"$3$","question":"You have $12$ starfish. If you split them into $4$ equal groups, how many starfish will be in each group?"}]}

skills:
["Understanding halves and quarters","Identifying fractions in shapes","Representing mixed numbers using shapes"]


example_id: lp_01K7DT6BE01KY2R90JVK13TDKT_01K7DT6CZ890JS1NS5D8Q8EHXR_EXIT_TICKET
skill_ids: ["B6DcxH6MfaNsp5H8MCnV","aAbxvCO3LlV4SqLuRHnL","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Starfish
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{1}{2}$","question":"A starfish has $4$ arms. If you colour $2$ arms, what fraction of the starfish's arms are coloured?"},{"answer":"$\\frac{3}{4}$","question":"If a starfish-shaped cookie is cut into $4$ equal parts and $3$ parts are eaten, what fraction of the cookie is eaten?"},{"answer":"$2\\frac{1}{2}$","question":"If you have $2$ whole starfish and half of another, how many starfish do you have as a mixed number?"}]}

skills:
["Understanding halves and quarters","Identifying fractions in shapes","Representing mixed numbers using shapes"]


example_id: lp_01K7DT6BE01KY2R90JVK13TDKT_01K7DT6CZ890JS1NS5CQVHPVCH_ACTIVITY
skill_ids: ["B6DcxH6MfaNsp5H8MCnV","aAbxvCO3LlV4SqLuRHnL","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Starfish
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Fraction Shape Fun\nYou're painters decorating shapes! Use halves, quarters, and mixed colours.","scenario":"Steps\n1. Draw $3$ circles and $3$ rectangles on your paper.\n2. Divide each shape into halves or quarters using a ruler.\n3. Colour one half or one quarter of each shape.\n4. Combine coloured parts to show mixed numbers (e.g., $1 \\frac{1}{2}$).\n5. Share your shapes and explain your fractions to the class.","steps":["Discussion\n• How does colouring show halves and quarters?\n• Why does $1 \\frac{1}{2}$ mean one whole and one half?","Differentiation Opportunities\n• Support: Use only halves for simpler shapes like circles or rectangles.\n• Extend: Divide shapes into eighths and represent mixed numbers like $2 \\frac{3}{8}$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7DT6BE01KY2R90JVK13TDKT_01K7DT6CZ890JS1NS5CJP3KHYT_APPLICATION
skill_ids: ["B6DcxH6MfaNsp5H8MCnV","aAbxvCO3LlV4SqLuRHnL","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Starfish
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Counting Halves and Quarters in Starfish","example1Header":"Situation\nMarine biologists study starfish to understand their habits. They often observe starfish arms, which can be divided into halves or quarters for research.","example1Body":"Example\nA starfish with $4$ arms can be split into halves: $4 \\div 2 = 2$ arms per half. Dividing further into quarters: $4 \\div 4 = 1$ arm per quarter.","example2Header":"","example2Body":""}


example_id: lp_01K7DT6BE01KY2R90JVK13TDKT_01K7DT6CZ890JS1NS5D697RNY4_THOUGHT_SPARKER
skill_ids: ["B6DcxH6MfaNsp5H8MCnV","aAbxvCO3LlV4SqLuRHnL","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Starfish
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A starfish has 8 arms, and you want to colour some of them to show halves, quarters, or a mix of a whole and a fraction.","firstSentence":"How could you colour the arms to show these fractions using the starfish?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use drawings of starfish to experiment with shading different numbers of arms.","Discuss how 8 arms can be divided equally to represent halves and quarters.","Ask students to explain their reasoning when representing mixed numbers, such as one whole starfish and a fraction of another."]}


example_id: lp_01K7DT7PDMQWF87ZW4MD7WVB95_01K7DT7RWSFQ9FXF7YY1NA3ATQ_THOUGHT_SPARKER
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QTIMNdANsiJeGwLUnyPa","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A soccer tournament starts on June $10$ and ends on June $18$.","firstSentence":"How many days does the tournament last?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Provide a calendar for students to count the days between June $10$ and June $18$.","Discuss how to include both the start and end dates in their counting.","Encourage students to explain their counting methods and verify with a peer."]}

skills:
["Determining the number of days in a month using a calendar","Using a calendar to find the day of the week","Calculating elapsed days using calendars"]


example_id: lp_01K7DT7PDMQWF87ZW4MD7WVB95_01K7DT7RWSFQ9FXF7YXGP9VR39_APPLICATION
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QTIMNdANsiJeGwLUnyPa","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Planning Soccer Matches with Calendars","example1Header":"Situation\nSoccer coaches use calendars to schedule matches and practices. They check the days of the week to avoid conflicts and ensure everyone is available.","example1Body":"Example\nIf today is Monday and the match is in 5 days, we count: Tuesday (1), Wednesday (2), Thursday (3), Friday (4), Saturday (5). The match is on Saturday.","example2Header":"","example2Body":""}

skills:
["Determining the number of days in a month using a calendar","Using a calendar to find the day of the week","Calculating elapsed days using calendars"]


example_id: lp_01K7DT7PDMQWF87ZW4MD7WVB95_01K7DT7RWSFQ9FXF7YY08Y7XDC_CONTEMPLATIVE_QUESTION
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QTIMNdANsiJeGwLUnyPa","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are planning a $10$-day trip starting on March $15$. Use a calendar to find the last day of the trip. What day of the week will it be? How many days are left in March after your trip ends?","teacherTips":["Encourage students to count each day on the calendar carefully.","Discuss how the number of days in March affects the trip's end date.","Help students connect the day of the week to the calendar's layout."],"difficulty":"mild"}

skills:
["Determining the number of days in a month using a calendar","Using a calendar to find the day of the week","Calculating elapsed days using calendars"]


example_id: lp_01K7DT7PDMQWF87ZW4MD7WVB95_01K7DT7RWSFQ9FXF7YY6BRG06R_EXIT_TICKET
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QTIMNdANsiJeGwLUnyPa","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$30$","question":"How many days are there in the month of June?"},{"answer":"Monday","question":"If today's date is Monday, 4th September, what day of the week will it be on 11th September?"},{"answer":"$14$","question":"If a soccer tournament starts on 15th August and ends on 28th August, how many days does the tournament last?"}]}


example_id: lp_01K7DT7PDMQWF87ZW4MD7WVB95_01K7DT7RWSFQ9FXF7YXPYEFRQR_ACTIVITY
skill_ids: ["eirJDRmv7NzhREeHV6Ng","QTIMNdANsiJeGwLUnyPa","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Calendars"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0FP46YME"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Soccer
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Calendar Countdown!\nYou are event planners! Use a calendar to schedule and calculate days between events.","scenario":"Steps\n1. Draw a calendar for any month of the year on paper.\n2. Mark three event dates (e.g., a party on the 10th, picnic on the 18th).\n3. Find the day of the week for each event date.\n4. Calculate the number of days between the events.\n5. The team with the most correct answers wins!","steps":["Discussion\n• How did you figure out the day of the week for each date?\n• What strategy did you use to count the days between events?","Differentiation Opportunities\n• Support: Provide a pre-drawn calendar template for extra help.\n• Extend: Add more events and calculate days between all of them."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7DSV93A8V7YGWYGMXP7J8WP_01K7DSVASQXDCTC2EGH8QV948E_ACTIVITY
skill_ids: ["9EfFE1t8d1hBsvauGfwW","01JZA367GWFHRWDAMA5SRRAF45","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Airplanes
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Measure and Compare Race\nYour class is organising objects by size, length, and capacity! Work in teams to find and compare different items.","scenario":"Steps\n1. In teams, find $5$ objects in the classroom (e.g., pencil, book, cup).\n2. Measure the length of each object using a ruler and write it down.\n3. Estimate and compare the capacity of hollow objects (e.g., cups).\n4. Sort the objects from smallest to largest in size, length, or capacity.\n5. Present your findings and explain how you compared each object!","steps":["Discussion\n• What was the easiest way to compare objects?\n• Why is it important to measure accurately?","Differentiation Opportunities\n• Support: Focus on comparing just length using shorter objects like pencils.\n• Extend: Measure and compare up to $10$ objects, including irregular shapes."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Comparing the length of shapes and objects","Comparing the capacity of objects","Comparing the size of shapes and objects"]


example_id: lp_01K7DSV93A8V7YGWYGMXP7J8WP_01K7DSVASQXDCTC2EGJ1GHN9Y8_EXIT_TICKET
skill_ids: ["9EfFE1t8d1hBsvauGfwW","01JZA367GWFHRWDAMA5SRRAF45","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Airplanes
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Wing","question":"An airplane wing is bigger than a car tire. Which object is larger, the wing or the tire?"},{"answer":"Model airplane","question":"A model airplane is $50$ cm long, and a toy helicopter is $30$ cm long. Which one is longer?"},{"answer":"$220$","question":"A small airplane holds $30$ passengers, and a large airplane holds $250$ passengers. How many more passengers does the large airplane hold?"}]}

skills:
["Comparing the length of shapes and objects","Comparing the capacity of objects","Comparing the size of shapes and objects"]


example_id: lp_01K7DSV93A8V7YGWYGMXP7J8WP_01K7DSVASQXDCTC2EGHQKFF62K_CONTEMPLATIVE_QUESTION
skill_ids: ["9EfFE1t8d1hBsvauGfwW","01JZA367GWFHRWDAMA5SRRAF45","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Airplanes
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a cup, a bottle, and a bucket. How would you compare their capacity, size, and length? Explain.","teacherTips":["Encourage students to use terms like bigger, smaller, longer, or shorter.","Guide students to think about how much each object can hold for capacity.","Ask students to justify their comparisons with real-world examples."],"difficulty":"mild"}

skills:
["Comparing the length of shapes and objects","Comparing the capacity of objects","Comparing the size of shapes and objects"]


example_id: lp_01K7DSV93A8V7YGWYGMXP7J8WP_01K7DSVASQXDCTC2EGHVV2A915_THOUGHT_SPARKER
skill_ids: ["9EfFE1t8d1hBsvauGfwW","01JZA367GWFHRWDAMA5SRRAF45","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Airplanes
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are two airplanes at the airport. One airplane can carry 200 passengers and has a wingspan of 35 m, while the other can carry 150 passengers and has a wingspan of 28 m.","firstSentence":"How could you decide which airplane is bigger?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to discuss what 'bigger' could mean (e.g., capacity, wingspan, or both).","Ask students to compare the numbers directly to identify differences.","Use visual aids like pictures or simple diagrams of airplanes to help students understand comparisons."]}


example_id: lp_01K7DSV93A8V7YGWYGMXP7J8WP_01K7DSVASQXDCTC2EGH61MFE9T_APPLICATION
skill_ids: ["9EfFE1t8d1hBsvauGfwW","01JZA367GWFHRWDAMA5SRRAF45","8y2qxNE6WGbNrlYWPswl"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Airplanes
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Measuring Airplane Runway Lengths","example1Header":"Situation\nAirport planners measure runway lengths to ensure airplanes can take off and land safely. Long runways are needed for larger planes, while smaller planes use shorter runways.","example1Body":"Example\nRunway A is 800 m and Runway B is 1,200 m. Subtracting $1,200 - 800 = 400$, so Runway B is 400 m longer, suitable for larger planes.","example2Header":"","example2Body":""}


example_id: lp_01K7DTHF91CCZFJRCRN3ATAKC0_01K7DTHGTS9BKK404SB9R7DTC6_THOUGHT_SPARKER
skill_ids: ["ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"During a volleyball game, the team takes a break at $3{:}15$, and the next break is at $3{:}45$.","firstSentence":"How could you explain the difference in time between these two breaks using ‘past’ and ‘to’?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use an analogue clock to visualise the times.","Discuss the meaning of ‘past’ and ‘to’ in relation to the clock’s hands.","Prompt students to explain their thinking using vocabulary like quarter-hour and half-hour."]}

skills:
["Reading analogue clocks up to the nearest minute","Telling time to the quarter-hour using ‘past’ and ‘to’"]


example_id: lp_01K7DTHF91CCZFJRCRN3ATAKC0_01K7DTHGTS9BKK404SAK876NV4_APPLICATION
skill_ids: ["ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Timing Plays in Volleyball","example1Header":"Situation\nVolleyball coaches plan training sessions carefully, ensuring drills and matches start and end on time using analogue clocks.","example1Body":"Example\nA volleyball drill starts at $4:15$, with the minute hand on $3$ and the hour hand just past $4$. At $4:45$, the minute hand is on $9$, showing $30$ minutes have passed.","example2Header":"","example2Body":""}

skills:
["Reading analogue clocks up to the nearest minute","Telling time to the quarter-hour using ‘past’ and ‘to’"]


example_id: lp_01K7DTHF91CCZFJRCRN3ATAKC0_01K7DTHGTS9BKK404SAQ88P4QB_ACTIVITY
skill_ids: ["ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Train Time Challenge\nYou’re timekeepers at a train station. Help write the train times and keep things on schedule!","scenario":"Steps\n1. Draw $3$ large analogue clocks on paper, leaving the hands blank.\n2. In teams, set one clock to a time like $7:15$ using ‘past’ or ‘to’.\n3. Swap papers with another team and write the time shown on their clocks.\n4. Check each other’s answers. Correct answers earn $1$ point!\n5. Race to finish first while keeping your answers accurate!","steps":["Discussion\n• Why is $7:15$ called 'quarter past seven'?\n• How do we know when to use 'to' instead of 'past'?","Differentiation Opportunities\n• Support: Use only times in $5$-minute intervals, like $7:05$ or $7:10$.\n• Extend: Include exact times, like $7:13$ or $7:27$, for an extra challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Reading analogue clocks up to the nearest minute","Telling time to the quarter-hour using ‘past’ and ‘to’"]


example_id: lp_01K7DTHF91CCZFJRCRN3ATAKC0_01K7DTHGTS9BKK404SB3ZB3XY9_CONTEMPLATIVE_QUESTION
skill_ids: ["ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"If your favourite show starts at quarter past 3, how would the clock look? What if it starts at quarter to 4?","teacherTips":["Explain 'quarter past' means 15 minutes after the hour.","Explain 'quarter to' means 15 minutes until the next hour.","Use analogue clocks to help students visualise times."],"difficulty":"mild"}


example_id: lp_01K7DTHF91CCZFJRCRN3ATAKC0_01K7DTHGTS9BKK404SBAY8C223_EXIT_TICKET
skill_ids: ["ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3{:}15$","question":"The volleyball game starts at quarter past $3$. What time is that on the clock?"},{"answer":"$5$","question":"The volleyball practice ended at $4{:}25$. What minute hand number does the minute hand point to?"},{"answer":"$5{:}45$","question":"The volleyball team is taking a break at quarter to $6$. What time is that on the clock?"}]}


example_id: lp_01K7DTJZ7SP3DMZRTMCXJBN2E4_01K7DTK0VWS0GW89Y958H2RDH7_APPLICATION
skills: ["Rotating shapes by quarter, half, three-quarter and full turns"]
skill_ids: ["jeApdsSKMK4uay0xzPRu"]
subtopics: ["Geometry Foundations"]
subtopic_ids: ["subtopic_01GTC0BJNYM7NTJ0D76MV6KFP4"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Sharks
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Shark Movements and Turns","example1Header":"Situation\nMarine biologists study shark movements. Sharks turn to change direction while swimming. Biologists track their quarter, half, three-quarter, and full turns to understand patterns.","example1Body":"Example\nA shark starts north. A quarter turn clockwise points it east, a half turn next points it west, and a three-quarter turn clockwise ends with it facing south.","example2Header":"","example2Body":""}


example_id: lp_01K7DTJZ7SP3DMZRTMCXJBN2E4_01K7DTK0VWS0GW89Y960SDTF2A_THOUGHT_SPARKER
skills: ["Rotating shapes by quarter, half, three-quarter and full turns"]
skill_ids: ["jeApdsSKMK4uay0xzPRu"]
subtopics: ["Geometry Foundations"]
subtopic_ids: ["subtopic_01GTC0BJNYM7NTJ0D76MV6KFP4"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Sharks
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Imagine a shark swimming with its fin pointing straight up. The shark's fin can turn by a quarter, half, three-quarter, or full turn clockwise or anticlockwise.","firstSentence":"What direction will the shark's fin point after a half turn clockwise?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use a toy shark or a drawing to help students visualise the fin's direction as it turns.","Encourage students to use their hands or bodies to mimic the turning motion of the shark's fin.","Discuss how each type of turn changes the direction and whether the fin ends up in the same position after a full turn."]}


example_id: lp_01K7DTJZ7SP3DMZRTMCXJBN2E4_01K7DTK0VWS0GW89Y95WWQ9ZYC_CONTEMPLATIVE_QUESTION
skills: ["Rotating shapes by quarter, half, three-quarter and full turns"]
skill_ids: ["jeApdsSKMK4uay0xzPRu"]
subtopics: ["Geometry Foundations"]
subtopic_ids: ["subtopic_01GTC0BJNYM7NTJ0D76MV6KFP4"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Sharks
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine a clock's hands point to $12$. How would the clock look after a quarter, half, and full turn?","teacherTips":["Encourage students to visualise the clock turning step by step.","Discuss how a quarter turn changes the hands' direction.","Help students connect the turns to the clock's numbers."],"difficulty":"mild"}


example_id: lp_01K7DTJZ7SP3DMZRTMCXJBN2E4_01K7DTK0VWS0GW89Y95CG74HBF_ACTIVITY
skills: ["Rotating shapes by quarter, half, three-quarter and full turns"]
skill_ids: ["jeApdsSKMK4uay0xzPRu"]
subtopics: ["Geometry Foundations"]
subtopic_ids: ["subtopic_01GTC0BJNYM7NTJ0D76MV6KFP4"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Sharks
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Shape Spin Challenge\nYou are shape explorers! Your shapes spin in turns to find their new positions.","scenario":"Steps\n1. Draw a simple shape (e.g., a triangle) on paper and cut it out.\n2. Mark the top of the shape with a dot to track its starting position.\n3. In teams, rotate your shape by a quarter turn, half turn, three-quarter turn, and full turn.\n4. After each turn, draw where the dot ends up to record its new position.\n5. Compare your results with other teams to check if your turns match!","steps":["Discussion\n• What happens to the shape after a full turn?\n• How do quarter and half turns change the dot's position?","Differentiation Opportunities\n• Support: Use only quarter and half turns for simpler practice.\n• Extend: Try rotating irregular shapes and predict their new positions."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7DTJZ7SP3DMZRTMCXJBN2E4_01K7DTK0VWS0GW89Y963Z3A4GX_EXIT_TICKET
skills: ["Rotating shapes by quarter, half, three-quarter and full turns"]
skill_ids: ["jeApdsSKMK4uay0xzPRu"]
subtopics: ["Geometry Foundations"]
subtopic_ids: ["subtopic_01GTC0BJNYM7NTJ0D76MV6KFP4"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Sharks
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Right","question":"If a shark-shaped toy starts pointing up and makes a quarter turn to the right, where will it point?"},{"answer":"Up","question":"A shark fin is pointing left. After a three-quarter turn to the right, where will it point?"},{"answer":"Right","question":"If a shark logo is pointing up and makes a half turn, then a quarter turn to the left, where will it point?"}]}


example_id: lp_01K7DTZ0TGJH46F55QDY7KX814_01K7DTZ2AWP9JFWCSAQW8QB1DQ_EXIT_TICKET
skill_ids: ["0LRyjkHl810i8Dvu4KzU","QSV9vPVuI0iHXX6WRzV6","39KTo5ag5cmeEdiTM2JK"]
subtopics: ["Classifying Shapes"]
subtopic_ids: ["subtopic_01GTC0BBR6D9ZYXAK2BFQ59WB4"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Pandas
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Triangle","question":"A panda plays with shapes and picks one with $3$ sides. What shape is it?"},{"answer":"Square","question":"A panda builds a pen with $4$ sides, all the same length, and $4$ equal corners. What shape is the pen?"},{"answer":"It has $3$ sides and $3$ corners","question":"A panda finds a shape with $3$ sides and $3$ corners. Some sides are long, some are short. What makes it a triangle?"}]}

skills:
["Identifying circles, rectangles, triangles, squares","Understanding what a square represents","Understanding what a triangle represents"]


example_id: lp_01K7DTZ0TGJH46F55QDY7KX814_01K7DTZ2AWP9JFWCSAQNE2DTN9_CONTEMPLATIVE_QUESTION
skill_ids: ["0LRyjkHl810i8Dvu4KzU","QSV9vPVuI0iHXX6WRzV6","39KTo5ag5cmeEdiTM2JK"]
subtopics: ["Classifying Shapes"]
subtopic_ids: ["subtopic_01GTC0BBR6D9ZYXAK2BFQ59WB4"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Pandas
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have paper shapes: circles, rectangles, triangles, and squares. How could you sort them? Why?","teacherTips":["Ask students to describe key features of each shape, like sides and corners.","Encourage sorting by shape features or real-life objects they resemble.","Discuss why some shapes fit multiple categories or none."],"difficulty":"mild"}

skills:
["Identifying circles, rectangles, triangles, squares","Understanding what a square represents","Understanding what a triangle represents"]


example_id: lp_01K7DTZ0TGJH46F55QDY7KX814_01K7DTZ2AWP9JFWCSAQ80BYBDP_ACTIVITY
skill_ids: ["0LRyjkHl810i8Dvu4KzU","QSV9vPVuI0iHXX6WRzV6","39KTo5ag5cmeEdiTM2JK"]
subtopics: ["Classifying Shapes"]
subtopic_ids: ["subtopic_01GTC0BBR6D9ZYXAK2BFQ59WB4"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Pandas
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Shape Sorting Race\nYour team is helping organise a magical library by sorting shapes into their correct groups!","scenario":"Steps\n1. Draw $5$ circles, $5$ squares, $5$ triangles, and $5$ rectangles on paper.\n2. Cut out your shapes carefully using scissors.\n3. Sort the shapes into groups: circles, squares, triangles, and rectangles.\n4. Check your groups to make sure every shape is in the right place.\n5. The fastest team to sort correctly wins the race!","steps":["Discussion\n• What makes a triangle different from a square?\n• How can you tell a rectangle and square apart?","Differentiation Opportunities\n• Support: Provide pre-drawn shapes for students to cut and sort.\n• Extend: Challenge students to draw and sort hexagons and pentagons too."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Identifying circles, rectangles, triangles, squares","Understanding what a square represents","Understanding what a triangle represents"]


example_id: lp_01K7DTZ0TGJH46F55QDY7KX814_01K7DTZ2AWP9JFWCSAQR6BN85X_THOUGHT_SPARKER
skill_ids: ["0LRyjkHl810i8Dvu4KzU","QSV9vPVuI0iHXX6WRzV6","39KTo5ag5cmeEdiTM2JK"]
subtopics: ["Classifying Shapes"]
subtopic_ids: ["subtopic_01GTC0BBR6D9ZYXAK2BFQ59WB4"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Pandas
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the zoo, pandas are playing with toys shaped like circles, rectangles, triangles, and squares.","firstSentence":"How do you know which toy is a triangle?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the properties of a triangle, like having three sides and three corners.","Use physical or drawn shapes to help students identify and compare different shapes.","Ask students to explain how they recognised the triangle, promoting reasoning and discussion."]}


example_id: lp_01K7DTZ0TGJH46F55QDY7KX814_01K7DTZ2AWP9JFWCSAQ63T4SKS_APPLICATION
skill_ids: ["0LRyjkHl810i8Dvu4KzU","QSV9vPVuI0iHXX6WRzV6","39KTo5ag5cmeEdiTM2JK"]
subtopics: ["Classifying Shapes"]
subtopic_ids: ["subtopic_01GTC0BBR6D9ZYXAK2BFQ59WB4"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Pandas
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Shapes in Panda Habitats","example1Header":"Situation\nZoo designers create safe and fun habitats for pandas. They use 2D shapes like circles, rectangles, triangles, and squares when planning enclosures and play areas.","example1Body":"Example\nIn a panda habitat, the pool is a circle (no corners), the sandbox is a rectangle (4 sides, opposite sides equal), and the climbing frame is a triangle (3 sides).","example2Header":"","example2Body":""}


example_id: lp_01K7DV0CRG55DV0FJ172EHTTYQ_01K7DV0EA4Q1DR5WXEP2ZX5HSH_ACTIVITY
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Robot Rescue Mission\nA lost robot is on a grid! Help guide it to objects by using grid coordinates.","scenario":"Steps\n1. Draw a $5 \\times 5$ grid on paper and label rows $A$ to $E$ and columns $1$ to $5$.\n2. Place a 'robot' at one coordinate (e.g., $C3$) and an 'object' at another (e.g., $A5$).\n3. Take turns describing the robot's position using coordinates.\n4. Guide the robot to the object by giving step-by-step moves (e.g., 'up to $A3$', 'right to $A5$').\n5. Switch roles and repeat with new positions for the robot and object.","steps":["Discussion\n• Why is it important to use both a letter and a number for coordinates?\n• How would the robot move if the grid were $10 \\times 10$?","Differentiation Opportunities\n• Support: Use a smaller $3 \\times 3$ grid and limit moves to one step at a time.\n• Extend: Add obstacles to the grid and plan a path around them to reach the object."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Finding the location of an object on a grid","Describing a position using a grid coordinate system"]


example_id: lp_01K7DV0CRG55DV0FJ172EHTTYQ_01K7DV0EA4Q1DR5WXEPKGRMPXB_CONTEMPLATIVE_QUESTION
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine a treasure is hidden on a grid at $(4, 3)$. How would you describe its position? Can you create your own grid and hide a treasure for a friend to find?","teacherTips":["Help students understand $(x, y)$ represents column and row on a grid.","Encourage students to describe positions using coordinates.","Ask students to explain how they found or hid the treasure."],"difficulty":"mild"}

skills:
["Finding the location of an object on a grid","Describing a position using a grid coordinate system"]


example_id: lp_01K7DV0CRG55DV0FJ172EHTTYQ_01K7DV0EA4Q1DR5WXEPT8HQ6QZ_EXIT_TICKET
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$A$","question":"If a golf ball is at $A3$, what column will it be in?"},{"answer":"$B6$","question":"The golf ball starts at $B4$ and moves $2$ spaces down. What is its new position?"},{"answer":"$2$ \\, \\text{columns, } 3 \\, \\text{rows}$","question":"A golfer hits the ball from $C2$ to $E5$. How many rows and columns did the ball move?"}]}

skills:
["Finding the location of an object on a grid","Describing a position using a grid coordinate system"]


example_id: lp_01K7DV0CRG55DV0FJ172EHTTYQ_01K7DV0EA4Q1DR5WXENYYNBNDN_APPLICATION
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Finding Golf Balls Using Grid Coordinates","example1Header":"Situation\nGolf course managers use grid maps to locate lost golf balls. Each square on the grid represents a specific area of the course, making it easy to describe positions quickly.","example1Body":"Example\nThe golf ball is at (3, 2) on the grid. This means it is 3 squares across and 2 squares up. Grid maps help managers find exact locations quickly.","example2Header":"","example2Body":""}


example_id: lp_01K7DV0CRG55DV0FJ172EHTTYQ_01K7DV0EA4Q1DR5WXEPPHMFJRP_THOUGHT_SPARKER
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Golf
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"On a golf course grid, the hole is at (5, 3) and a golf ball is at (2, 6).","firstSentence":"How would you describe the location of the golf ball compared to the hole?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the movement using words like 'up', 'down', 'left', or 'right'.","Use a visual grid to help students plot the positions of the hole and ball.","Discuss how the coordinates relate to real-world locations they might encounter."]}


example_id: lp_01K7DVPXTZK9F2G5B3AGAWA2ZV_01K7DVPZGMDHZC5Q995GT99GWG_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: Tennis
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a tennis tournament, players collected tennis balls during their practise matches. The tally chart shows that Sarah collected $15$ balls, Tom collected $20$, and Mia collected $10$.","firstSentence":"What can you find out from this tally chart about the players’ collections?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to compare the numbers using the tally marks.","Discuss how the tally marks make counting easier when the numbers are large.","Ask students to explain their reasoning when interpreting the chart."]}


example_id: lp_01K7DVPXTZK9F2G5B3AGAWA2ZV_01K7DVPZGMDHZC5Q994Y254DCJ_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: Tennis
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Using Tally Charts to Track Tennis Scores","example1Header":"Situation\nTennis coaches use tally charts to record scores during matches. This helps them track points quickly and see patterns in players' performances.","example1Body":"Example\nThe tally chart shows Player A scored |||| |||| | (11 points), and Player B scored |||| |||| || (12 points). Player B won with 1 more point ($12 - 11 = 1$).","example2Header":"","example2Body":""}


example_id: lp_01K7DVPXTZK9F2G5B3AGAWA2ZV_01K7DVPZGMDHZC5Q995AW2ZXGM_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: Tennis
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You collect shells at the beach. Use a tally chart to show $20$ shells in $4$ groups. How could you use a many-to-one picture graph to represent this? Explain your choices.","teacherTips":["Guide students to create $4$ groups with $5$ tallies each.","Discuss how one picture could represent multiple shells.","Encourage students to explain their graph and tally choices."],"difficulty":"mild"}


example_id: lp_01K7DVPXTZK9F2G5B3AGAWA2ZV_01K7DVPZGMDHZC5Q9951WZ46RH_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: Tennis
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Fruit Survey Fun\nThe class is voting on favourite fruits. Your team will collect votes and make a graph!","scenario":"Steps\n1. Each group picks $4$ fruits (e.g., apple, banana, orange, grape).\n2. Survey classmates and record votes for each fruit using tally marks.\n3. Count the tallies for each fruit and write the totals.\n4. Draw a picture graph where $1$ picture equals $2$ votes.\n5. Compare graphs and discuss which fruit is most and least popular!","steps":["Discussion\n• How did using tally marks help you count votes easily?\n• Why is a picture graph useful for showing results?","Differentiation Opportunities\n• Support: Use only $3$ fruits and make $1$ picture equal $1$ vote.\n• Extend: Use $6$ fruits and make $1$ picture equal $5$ votes."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7DVPXTZK9F2G5B3AGAWA2ZV_01K7DVPZGMDHZC5Q995PW723ZF_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: Tennis
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$","question":"A tally chart shows $3$ marks for tennis balls in blue and $5$ marks for tennis balls in green. How many tennis balls are blue?"},{"answer":"$8$","question":"In a picture graph, each tennis ball picture represents $2$ balls. If there are $4$ pictures, how many tennis balls are shown?"},{"answer":"$16$","question":"A picture graph shows $6$ tennis ball pictures, each representing $3$ balls. If $2$ balls are removed, how many balls are left?"}]}


example_id: lp_01K7DVR06ZJTNTKTVCEYT4DEMK_01K7DVR1TZPBKPQ5MPQBPPK6GZ_THOUGHT_SPARKER
skills: ["Analysing and creating frequency tables with categorical data","Analysing column graphs"]
skill_ids: ["OLTlbvQDtNHfBSsyagap","bUX6gPvbdkqRA9sSlMkq"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 2
country: AU
period_number: 2
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a wildlife park, there are $12$ pink flamingos, $7$ white flamingos, and $5$ grey flamingos.","firstSentence":"How could you represent this information to make it easy to compare the number of flamingos of each colour?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to suggest different methods like frequency tables or column graphs.","Ask how each method helps to see patterns or differences in the data more clearly.","Discuss which method might be the most effective for quickly understanding the data."]}


example_id: lp_01K7DVR06ZJTNTKTVCEYT4DEMK_01K7DVR1TZPBKPQ5MPPWAW1HD5_APPLICATION
skills: ["Analysing and creating frequency tables with categorical data","Analysing column graphs"]
skill_ids: ["OLTlbvQDtNHfBSsyagap","bUX6gPvbdkqRA9sSlMkq"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 2
country: AU
period_number: 2
node_type: APPLICATION
example_output_json:
{"title":"Tracking Flamingo Populations with Graphs","example1Header":"Situation\nWildlife researchers study flamingo groups by recording their numbers in various locations. They use column graphs to compare populations and discover trends.","example1Body":"Example\nA graph shows $12$ flamingos at Lake A and $8$ at Lake B. By subtracting: $12 - 8 = 4$, researchers see Lake A has $4$ more flamingos than Lake B.","example2Header":"","example2Body":""}


example_id: lp_01K7DVR06ZJTNTKTVCEYT4DEMK_01K7DVR1TZPBKPQ5MPQ6Y0Q29S_CONTEMPLATIVE_QUESTION
skills: ["Analysing and creating frequency tables with categorical data","Analysing column graphs"]
skill_ids: ["OLTlbvQDtNHfBSsyagap","bUX6gPvbdkqRA9sSlMkq"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 2
country: AU
period_number: 2
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Your class voted on their favourite fruits: apples, bananas, and oranges. How could you organise this data in a frequency table and a column graph? What patterns or trends might you notice?","teacherTips":["Discuss how to tally votes for each fruit in the frequency table.","Explain how to create columns for each fruit in a graph.","Encourage students to describe trends, like most popular fruit."],"difficulty":"mild"}


example_id: lp_01K7DVR06ZJTNTKTVCEYT4DEMK_01K7DVR1TZPBKPQ5MPPY137TWP_ACTIVITY
skills: ["Analysing and creating frequency tables with categorical data","Analysing column graphs"]
skill_ids: ["OLTlbvQDtNHfBSsyagap","bUX6gPvbdkqRA9sSlMkq"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 2
country: AU
period_number: 2
node_type: ACTIVITY
example_output_json:
{"header":"Animal Vote Graphs\nYour class is voting for their favourite animals. Turn the votes into a graph!","scenario":"Steps\n1. Write a list of $5$ animals on paper (e.g., dog, cat, bird, fish, tiger).\n2. Ask classmates to vote for their favourite animal and tally the results.\n3. Create a frequency table showing the votes for each animal.\n4. Draw a column graph to represent the votes, with labels and equal spacing.\n5. Compare your graph with others and discuss which animal was the favourite.","steps":["Discussion\n• Which animal got the most votes, and how do you know?\n• How does the column graph help you see the results quickly?","Differentiation Opportunities\n• Support: Provide a template for the frequency table with pre-labelled rows.\n• Extend: Add more animals or include a second graph for least favourite animals."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7DVR06ZJTNTKTVCEYT4DEMK_01K7DVR1TZPBKPQ5MPQH0R8VCH_EXIT_TICKET
skills: ["Analysing and creating frequency tables with categorical data","Analysing column graphs"]
skill_ids: ["OLTlbvQDtNHfBSsyagap","bUX6gPvbdkqRA9sSlMkq"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 2
country: AU
period_number: 2
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$2$","question":"A group of $10$ flamingos includes $6$ pink and $4$ white flamingos. How many more pink flamingos are there than white?"},{"answer":"$16$","question":"A column graph shows $8$ flamingos in water, $5$ on land, and $3$ flying. How many flamingos are there in total?"},{"answer":"$13$","question":"A frequency table shows $7$ flamingos eating, $6$ sleeping, and $5$ drinking. How many flamingos are eating or sleeping?"}]}


example_id: lp_01K7E22QVZ7KNSZ2YK93HJB55A_01K7E22SK3790HRSQ9C6B9GCFE_APPLICATION
skill_ids: ["7ElLk54FiLeV0wMfms0i","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Pizza Slices and Fractions","example1Header":"Situation\nPizza chefs often divide pizzas into equal slices. They use fractions to describe how much of a pizza is left or eaten.","example1Body":"Example\nA pizza cut into $4$ slices has each slice as $\\frac{1}{4}$. On a number line from $0$ to $1$, $\\frac{1}{4}$, $\\frac{2}{4}$, and $\\frac{3}{4}$ show how much pizza is eaten or left.","example2Header":"","example2Body":""}

skills:
["Placing unit fractions on a number line","Addition and subtraction of fractions with the same denominator"]


example_id: lp_01K7E22QVZ7KNSZ2YK93HJB55A_01K7E22SK3790HRSQ9CQM8WABW_THOUGHT_SPARKER
skill_ids: ["7ElLk54FiLeV0wMfms0i","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You have a pizza cut into $8$ equal slices. You eat $3$ slices, and your friend eats $2$ slices.","firstSentence":"How could you show the fractions of the pizza eaten on a number line?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use a real or drawn pizza to visually show how fractions represent parts of a whole.","Guide students to divide the number line into equal parts to match the denominator.","Encourage students to explain their reasoning when placing fractions on the number line."]}

skills:
["Placing unit fractions on a number line","Addition and subtraction of fractions with the same denominator"]


example_id: lp_01K7E22QVZ7KNSZ2YK93HJB55A_01K7E22SK3790HRSQ9C8D12TGF_ACTIVITY
skill_ids: ["7ElLk54FiLeV0wMfms0i","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Fraction Number Line Race\nWork in teams to place and add fractions on a number line to win points!","scenario":"Steps\n1. Draw a number line from $0$ to $1$ on your paper and divide it into $8$ equal parts.\n2. Label each point as fractions (e.g., $\\frac{1}{8}, \\frac{2}{8}, \\frac{3}{8}$).\n3. Take turns picking two fractions and adding them together.\n4. Mark the sum on the number line and check with your team.\n5. Earn $1$ point for correct sums. Play $5$ rounds and find the highest scorer!","steps":["Discussion\n• How does the denominator help us place fractions on the line?\n• Why is it easy to add fractions with the same denominator?","Differentiation Opportunities\n• Support: Use a number line divided into $4$ equal parts instead of $8$.\n• Extend: Try adding three fractions together instead of two."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Placing unit fractions on a number line","Addition and subtraction of fractions with the same denominator"]


example_id: lp_01K7E22QVZ7KNSZ2YK93HJB55A_01K7E22SK3790HRSQ9CVEHPV1A_EXIT_TICKET
skill_ids: ["7ElLk54FiLeV0wMfms0i","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{1}{4}$","question":"If a pizza is divided into $4$ equal parts, where would $\\frac{1}{4}$ be placed on a number line between $0$ and $1$?"},{"answer":"$\\frac{5}{8}$","question":"If you eat $\\frac{2}{8}$ of a pizza and your friend eats $\\frac{3}{8}$, how much pizza is eaten in total?"},{"answer":"$\\frac{1}{8}$","question":"If a pizza is split into $8$ equal parts, and $\\frac{7}{8}$ is eaten, how much of the pizza is left?"}]}


example_id: lp_01K7E22QVZ7KNSZ2YK93HJB55A_01K7E22SK3790HRSQ9CJFJE9W8_CONTEMPLATIVE_QUESTION
skill_ids: ["7ElLk54FiLeV0wMfms0i","8NkDaBDMmWfebgpz9QDD"]
subtopics: ["Understanding Fractions"]
subtopic_ids: ["subtopic_01GTC0BQKQ8VV99AHQJZ6S9AMS"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Mark $\\frac{1}{4}$, $\\frac{2}{4}$, and $\\frac{3}{4}$ on a number line from $0$ to $1$. How could you use this to solve $\\frac{1}{4} + \\frac{2}{4}$?","teacherTips":["Guide students to divide the number line into $4$ equal parts.","Help them see how adding fractions moves along the number line.","Encourage them to explain why $\\frac{1}{4} + \\frac{2}{4} = \\frac{3}{4}$."],"difficulty":"mild"}


example_id: lp_01K7E1R9KXF3Z7GPGH3A50TSES_01K7E1RB722K3PC0Q017C2CFHS_THOUGHT_SPARKER
skills: ["Ordering numbers greater than $10 000$","Comparing and ordering numbers up to $10 000$"]
skill_ids: ["vwcIYN3fMsWyuz5HqaUC","hhGEV8xpQFOwmHM0CH7p"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"Three cars are for sale, with prices of $\\$8\\,450$, $\\$13\\,200$, and $\\$9\\,750$.","firstSentence":"How could you order these car prices from cheapest to most expensive?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to compare the thousands and hundreds digits to help determine the order.","Ask students to explain their reasoning for the order they choose, step by step.","Provide opportunities for students to work in pairs or small groups to discuss and compare strategies."]}


example_id: lp_01K7E1R9KXF3Z7GPGH3A50TSES_01K7E1RB722K3PC0Q00M9WBPDF_APPLICATION
skills: ["Ordering numbers greater than $10 000$","Comparing and ordering numbers up to $10 000$"]
skill_ids: ["vwcIYN3fMsWyuz5HqaUC","hhGEV8xpQFOwmHM0CH7p"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Comparing Car Prices at a Dealership","example1Header":"Situation\nCar salespeople help customers compare car prices to match their budget. They sort prices from least to greatest, making it easier for buyers to choose.","example1Body":"Example\nCar prices of $7\\,850$, $9\\,200$, and $6\\,750$ are ordered as $6\\,750$, $7\\,850$, $9\\,200$. This helps customers easily compare and pick the most affordable car.","example2Header":"","example2Body":""}


example_id: lp_01K7E1R9KXF3Z7GPGH3A50TSES_01K7E1RB722K3PC0Q01AYN6VPR_EXIT_TICKET
skills: ["Ordering numbers greater than $10 000$","Comparing and ordering numbers up to $10 000$"]
skill_ids: ["vwcIYN3fMsWyuz5HqaUC","hhGEV8xpQFOwmHM0CH7p"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$2\\,500$","question":"A car's odometer shows $3\\,800$ km, $2\\,500$ km, and $7\\,200$ km. Which distance is the smallest?"},{"answer":"$7\\,100$, $8\\,300$, $9\\,450$","question":"Arrange these cars' odometer readings from smallest to largest: $8\\,300$ km, $9\\,450$ km, $7\\,100$ km."},{"answer":"$15\\,600$, $14\\,200$, $12\\,800$","question":"A car has odometer readings of $12\\,800$ km, $15\\,600$ km, and $14\\,200$ km. Arrange these from largest to smallest."}]}


example_id: lp_01K7E1R9KXF3Z7GPGH3A50TSES_01K7E1RB722K3PC0Q012N41GF0_CONTEMPLATIVE_QUESTION
skills: ["Ordering numbers greater than $10 000$","Comparing and ordering numbers up to $10 000$"]
skill_ids: ["vwcIYN3fMsWyuz5HqaUC","hhGEV8xpQFOwmHM0CH7p"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $5$ numbers: $8\\,756$, $15\\,340$, $9\\,432$, $12\\,890$, and $11\\,567$. How would you order them from smallest to largest? Explain your strategy.","teacherTips":["Encourage students to compare digits from left to right.","Discuss the importance of place value in ordering numbers.","Ask students to explain their reasoning for each comparison."],"difficulty":"mild"}


example_id: lp_01K7E1R9KXF3Z7GPGH3A50TSES_01K7E1RB722K3PC0Q00PA7TK7Q_ACTIVITY
skills: ["Ordering numbers greater than $10 000$","Comparing and ordering numbers up to $10 000$"]
skill_ids: ["vwcIYN3fMsWyuz5HqaUC","hhGEV8xpQFOwmHM0CH7p"]
subtopics: ["Comparing Numbers"]
subtopic_ids: ["subtopic_01GTC0BM33YE9WDFSFTYFB0GWN"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Cars
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Train Number Line-Up\nYou are building a train, and each carriage has a number on it! Arrange them in order.","scenario":"Steps\n1. Each team writes $10$ random numbers (up to $15\\,000$) on paper as train carriages.\n2. Mix up your carriages and give them to another team.\n3. Work together to arrange the carriages in ascending order.\n4. Check with the original team to see if your order is correct.\n5. Score $1$ point for each correct placement. The team with the most points wins!","steps":["Discussion\n• What is the easiest way to compare two large numbers?\n• Why is the leftmost digit the most important when ordering numbers?","Differentiation Opportunities\n• Support: Use numbers only up to $5\\,000$ for easier comparisons.\n• Extend: Include $15$ numbers with values up to $20\\,000$ for a harder challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E2BZJQF6P1MZ6ZNN5243P3_01K7E2C1DDJGBVN6KQCTNHHNS0_THOUGHT_SPARKER
skill_ids: ["GNYE05MzsaTgNEcjoZjs","DdJAEc33OfJipvA9jkpe","IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a garden, there are $325$ sunflowers, $148$ roses, and $76$ tulips. Then, $92$ flowers are picked to make a bouquet.","firstSentence":"How could you figure out how many flowers are left in the garden after the bouquet is made?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to first add the total number of flowers before subtracting the picked ones.","Use a step-by-step approach to help students break down the problem into smaller calculations.","Ask students to explain their process and reasoning to ensure understanding of addition and subtraction."]}

skills:
["Subtraction from three-digit numbers","Using long addition with numbers of equal length","Subtraction of three numbers of different length","Addition of more than two numbers"]


example_id: lp_01K7E2BZJQF6P1MZ6ZNN5243P3_01K7E2C1DDJGBVN6KQC9KY631Z_APPLICATION
skill_ids: ["GNYE05MzsaTgNEcjoZjs","DdJAEc33OfJipvA9jkpe","IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Adding Numbers in Gardening Projects","example1Header":"Situation\nGardeners plan projects by adding up plants, seeds, and tools needed. Accurate calculations help ensure they have everything ready for a successful garden.","example1Body":"Example\nThe gardener needs $12$ plants, $8$ seed packets, and $15$ tools. Adding them step by step: $12 + 8 = 20$, then $20 + 15 = 35$. So, $35$ items are needed.","example2Header":"","example2Body":""}

skills:
["Subtraction from three-digit numbers","Using long addition with numbers of equal length","Subtraction of three numbers of different length","Addition of more than two numbers"]


example_id: lp_01K7E2BZJQF6P1MZ6ZNN5243P3_01K7E2C1DDJGBVN6KQD0S90ZR1_EXIT_TICKET
skill_ids: ["GNYE05MzsaTgNEcjoZjs","DdJAEc33OfJipvA9jkpe","IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$35$","question":"If Lily plants $12$ flowers in one row, $15$ flowers in the next row, and $8$ flowers in another row, how many flowers does she plant in total?"},{"answer":"$185$","question":"A gardener starts with $320$ seeds and plants $135$ seeds. How many seeds are left?"},{"answer":"$137$","question":"Jenny harvested $450$ carrots, sold $275$ carrots, and gave away $38$ carrots. How many carrots does she have left?"}]}

skills:
["Subtraction from three-digit numbers","Using long addition with numbers of equal length","Subtraction of three numbers of different length","Addition of more than two numbers"]


example_id: lp_01K7E2BZJQF6P1MZ6ZNN5243P3_01K7E2C1DDJGBVN6KQCD08KFDP_ACTIVITY
skill_ids: ["GNYE05MzsaTgNEcjoZjs","DdJAEc33OfJipvA9jkpe","IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Number Puzzle Challenge\nYour team is solving number puzzles to unlock a hidden code!","scenario":"Steps\n1. Each team writes $5$ three-digit numbers on paper.\n2. Choose $3$ numbers and add them together, then write the total.\n3. Pick another set of $3$ numbers and subtract them in order.\n4. Repeat until each team solves $5$ puzzles with addition or subtraction.\n5. Score $1$ point for each correct answer. The team with the most points wins!","steps":["Discussion\n• What strategies helped your team solve puzzles quickly?\n• How does carrying or borrowing affect your answers?","Differentiation Opportunities\n• Support: Use two-digit numbers instead of three-digit numbers for easier problems.\n• Extend: Add a fourth number to your addition or subtraction problems for extra challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E2QXM3KRKNNXBAAMNZH7MH_01K7E2QZ4FCSZC1KFAFHSPP6R8_CONTEMPLATIVE_QUESTION
skill_ids: ["C9aoDQiapOcwnsFePDaE","ANoweAzkfobXxVNIHH7O","WvfFVBuJfLFcLOXuttIB"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are organising a sports day. You need $4$ water bottles per team. If there are $12$ teams, how many bottles do you need? What if each team had $3$ players and everyone needed $2$ bottles each?","teacherTips":["Encourage students to start with $4 \\times 12$ for the first part.","Guide students to calculate $3 \\times 2 \\times 12$ for the second part.","Discuss strategies to simplify and check their answers."],"difficulty":"mild"}

skills:
["Solving two times tables problems","Multiplying two-digit by one-digit numbers in worded problems","Solving three times tables problems"]


example_id: lp_01K7E2QXM3KRKNNXBAAMNZH7MH_01K7E2QZ4FCSZC1KFAFVW18MNM_EXIT_TICKET
skill_ids: ["C9aoDQiapOcwnsFePDaE","ANoweAzkfobXxVNIHH7O","WvfFVBuJfLFcLOXuttIB"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$10$","question":"A butterfly lands on $2$ flowers in a minute. How many flowers does it land on in $5$ minutes?"},{"answer":"$18$","question":"A butterfly visits $3$ bushes each day. How many bushes does it visit in $6$ days?"},{"answer":"$42$","question":"A butterfly visits $14$ flowers each hour. How many flowers does it visit in $3$ hours?"}]}

skills:
["Solving two times tables problems","Multiplying two-digit by one-digit numbers in worded problems","Solving three times tables problems"]


example_id: lp_01K7E2QXM3KRKNNXBAAMNZH7MH_01K7E2QZ4FCSZC1KFAF60A53KB_ACTIVITY
skill_ids: ["C9aoDQiapOcwnsFePDaE","ANoweAzkfobXxVNIHH7O","WvfFVBuJfLFcLOXuttIB"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Carnival Ride Maths\nYou're designing carnival rides. Use maths to find out how many people can ride!","scenario":"Steps\n1. In teams, write $5$ word problems using the $2$ and $3$ times tables.\n2. Exchange problems with another team and solve them.\n3. Multiply two-digit by one-digit numbers to calculate total riders.\n4. Check each other's answers for accuracy.\n5. Score $1$ point for each correct answer. The team with the most points wins!","steps":["Discussion\n• How do you know when to use the $2$ or $3$ times tables?\n• What strategies help solve two-digit by one-digit multiplication?","Differentiation Opportunities\n• Support: Use only $2$ times table problems and smaller numbers (e.g., up to $20$).\n• Extend: Create problems with both $2$ and $3$ times tables in one question."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Solving two times tables problems","Multiplying two-digit by one-digit numbers in worded problems","Solving three times tables problems"]


example_id: lp_01K7E2QXM3KRKNNXBAAMNZH7MH_01K7E2QZ4FCSZC1KFAEZKX5MAH_APPLICATION
skill_ids: ["C9aoDQiapOcwnsFePDaE","ANoweAzkfobXxVNIHH7O","WvfFVBuJfLFcLOXuttIB"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Counting Butterfly Wings with Multiplication","example1Header":"Situation\nEntomologists study butterflies and count their wings to monitor populations. Butterflies have $2$ wings on each side, making counting faster with multiplication.","example1Body":"Example\nAn entomologist sees $6$ butterflies, each with $2$ wings. Using multiplication: $6 \\times 2 = 12$ wings. Multiplication helps count quickly and accurately.","example2Header":"","example2Body":""}


example_id: lp_01K7E2QXM3KRKNNXBAAMNZH7MH_01K7E2QZ4FCSZC1KFAFPR55ZTJ_THOUGHT_SPARKER
skill_ids: ["C9aoDQiapOcwnsFePDaE","ANoweAzkfobXxVNIHH7O","WvfFVBuJfLFcLOXuttIB"]
subtopics: ["Introduction to Multiplication"]
subtopic_ids: ["subtopic_01GTC0BBR3ETEMVRV2PHFCC4DB"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A butterfly lays $25$ eggs on one leaf, and it lays eggs on $3$ leaves.","firstSentence":"How many eggs does the butterfly lay in total?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use repeated addition or draw groups to visualise the multiplication.","Ask students to explain why multiplying gives the total eggs more efficiently than adding repeatedly.","Use counters or physical objects to represent eggs and group them into sets to support hands-on learning."]}


example_id: lp_01K7E2XPB57R4VSPNMYWYG6D53_01K7E2XR5F4E1TA4BKB18VHBG1_APPLICATION
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","1Gasvco6aqvVyhPn3HvN","w5Wubm3YJBvy7RxUKgYp"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Splitting Teams in Soccer Practice","example1Header":"Situation\nSoccer coaches often divide players into smaller groups for practice drills. Splitting evenly ensures fair teams and balanced play.","example1Body":"Example\nA coach has $10$ players and needs $2$ equal teams. Dividing $10 \\div 2 = 5$, each team gets $5$ players, creating fair groups for practice.","example2Header":"","example2Body":""}

skills:
["Understanding how to divide by two","Division of whole numbers without a remainder","Understanding how to divide by three"]


example_id: lp_01K7E2XPB57R4VSPNMYWYG6D53_01K7E2XR5F4E1TA4BKBKHG9X9A_THOUGHT_SPARKER
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","1Gasvco6aqvVyhPn3HvN","w5Wubm3YJBvy7RxUKgYp"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are $18$ players on a soccer team ready to practise. They can divide into groups of $2$ for passing drills or groups of $3$ for a small game.","firstSentence":"How would you arrange the players into equal groups of $2$ or $3$ and make sure no one is left out?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to draw diagrams or use counters to visualise dividing into groups.","Ask students to explain why dividing into equal groups ensures everyone is included.","Discuss how numbers like $18$ can be divided by both $2$ and $3$, reinforcing multiplication and division relationships."]}

skills:
["Understanding how to divide by two","Division of whole numbers without a remainder","Understanding how to divide by three"]


example_id: lp_01K7E2XPB57R4VSPNMYWYG6D53_01K7E2XR5F4E1TA4BKBH1525MQ_CONTEMPLATIVE_QUESTION
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","1Gasvco6aqvVyhPn3HvN","w5Wubm3YJBvy7RxUKgYp"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have 18 balloons to share equally. How would you share them if each person gets 2 or 3 balloons?","teacherTips":["Show how dividing by 2 gives groups of 2 balloons each.","Explain how dividing by 3 creates groups of 3 balloons each.","Discuss why no balloons are left over in either case."],"difficulty":"mild"}

skills:
["Understanding how to divide by two","Division of whole numbers without a remainder","Understanding how to divide by three"]


example_id: lp_01K7E2XPB57R4VSPNMYWYG6D53_01K7E2XR5F4E1TA4BKBVB6KTKX_EXIT_TICKET
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","1Gasvco6aqvVyhPn3HvN","w5Wubm3YJBvy7RxUKgYp"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$6$","question":"If a soccer team has $12$ players and they are split into $2$ equal groups, how many players are in each group?"},{"answer":"$5$","question":"A coach has $15$ soccer balls and wants to divide them equally among $3$ players. How many soccer balls does each player get?"},{"answer":"$6$","question":"In a soccer game, there are $24$ players, and the coach splits them into $4$ equal teams. How many players are on each team?"}]}


example_id: lp_01K7E2XPB57R4VSPNMYWYG6D53_01K7E2XR5F4E1TA4BKAW62Y6S7_WARM_UP_QUESTIONS_WITH_CONTEXT
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","1Gasvco6aqvVyhPn3HvN","w5Wubm3YJBvy7RxUKgYp"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 3
country: AU
period_number: 3
node_type: WARM_UP_QUESTIONS_WITH_CONTEXT
example_output_json:
{"situation":"You're a soccer coach preparing for a training session. You need to split players into teams and manage equipment evenly.","questions":[{"answer":"$8$","question":"You have $8$ soccer balls. How many soccer balls do you have in total?"},{"answer":"$10$","question":"You have $5$ red cones and $5$ blue cones. How many cones do you have in total?"},{"answer":"Yes","question":"You have $12$ players. Can they be divided into two equal teams without anyone left out?"}]}


example_id: lp_01K7E2XPB57R4VSPNMYWYG6D53_01K7E2XR5F4E1TA4BKB4GT21Q0_ACTIVITY
skill_ids: ["fLRDSaTU0bnEKcAUPCZO","1Gasvco6aqvVyhPn3HvN","w5Wubm3YJBvy7RxUKgYp"]
subtopics: ["Introduction to Division"]
subtopic_ids: ["subtopic_01GTC0BEJ3CAGYHMSJDGF3F8C5"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Sharing Squad Challenge\nHelp your team share items equally into groups of $2$ or $3$ to earn points!","scenario":"Steps\n1. Draw $12$ items (e.g., apples or stars) on your paper.\n2. Divide them into groups of $2$. Write how many groups you made.\n3. Now divide the same items into groups of $3$. Write how many groups you made.\n4. Repeat with $18$ and $24$ items. Compare your answers in your team.\n5. Each correct division earns $1$ point. The team with the most points wins!","steps":["Discussion\n• Why do some numbers divide evenly into groups of $3$ but not $2$?\n• What happens if there are leftover items when dividing?","Differentiation Opportunities\n• Support: Start with smaller numbers, like $6$ or $8$, to build confidence.\n• Extend: Try dividing larger numbers, like $36$ or $48$, into groups of $2$ or $3$."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E55V2W9C5CZ50T242R9YDF_01K7E55WSR30EQG8Z4DQCMB2HD_ACTIVITY
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f","qgAP5ygf3TFOaqClSvtL"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Bus Stop Rounding Game\nNumbers are passengers trying to reach the right bus stop! Help them get there by rounding.","scenario":"Steps\n1. Each student writes $5$ random numbers between $10$ and $9\\,999$ on paper.\n2. In teams, round each number to the nearest ten, hundred, and thousand.\n3. Draw bus stops for tens, hundreds, and thousands on your paper.\n4. Place each number at its correct bus stop by rounding.\n5. The team with the most correct placements wins!","steps":["Discussion\n• Why do some numbers round up while others round down?\n• What happens when a number is exactly halfway between two stops?","Differentiation Opportunities\n• Support: Round numbers only to the nearest ten and use smaller numbers (e.g., under $100$).\n• Extend: Challenge students to find numbers that round the same way for tens, hundreds, and thousands."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred","Rounding to the nearest ten"]


example_id: lp_01K7E55V2W9C5CZ50T242R9YDF_01K7E55WSR30EQG8Z4E4YC989X_CONTEMPLATIVE_QUESTION
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f","qgAP5ygf3TFOaqClSvtL"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$1\\,245$. How would you round this to the nearest ten, hundred, and thousand? Explain why.","teacherTips":["Ask students to identify digits in the tens, hundreds, and thousands places.","Discuss rounding rules: $5$ or more rounds up, $4$ or less rounds down.","Encourage students to explain their reasoning for each rounding step."],"difficulty":"mild"}

skills:
["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred","Rounding to the nearest ten"]


example_id: lp_01K7E55V2W9C5CZ50T242R9YDF_01K7E55WSR30EQG8Z4EGGSYGNR_EXIT_TICKET
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f","qgAP5ygf3TFOaqClSvtL"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$50$","question":"A dinosaur tooth is $47$ mm long. What is its length rounded to the nearest ten?"},{"answer":"$400$","question":"A dinosaur skeleton is $368$ cm tall. What is its height rounded to the nearest hundred?"},{"answer":"$5\\,000$","question":"A fossil weighs $4\\,753$ g. What is its weight rounded to the nearest thousand?"}]}

skills:
["Rounding to the nearest ten, hundred and thousand","Rounding to the nearest hundred","Rounding to the nearest ten"]


example_id: lp_01K7E55V2W9C5CZ50T242R9YDF_01K7E55WSQ6NNEARZXDJG8DXWZ_APPLICATION
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f","qgAP5ygf3TFOaqClSvtL"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Rounding in Dinosaur Fossil Measurement","example1Header":"Situation\nPaleontologists study dinosaur fossils. They measure bones that are often very long and round measurements to the nearest ten for easier recording.","example1Body":"Example\nA dinosaur bone is $47$ cm long. The ones digit ($7$) means it rounds up to $50$ cm. If it were $42$ cm, the ones digit ($2$) means it rounds down to $40$ cm.","example2Header":"","example2Body":""}


example_id: lp_01K7E55V2W9C5CZ50T242R9YDF_01K7E55WSR30EQG8Z4EAA9H1X5_THOUGHT_SPARKER
skill_ids: ["VeyWZaasBuOdIkFiMMv1","jyyXN1kuviBusw54tK8f","qgAP5ygf3TFOaqClSvtL"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Dinosaurs
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"The Argentinosaurus, one of the largest dinosaurs, weighed about $73\\,542$ kilograms.","firstSentence":"How would you round this weight to the nearest thousand?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the digit in the thousands place and the digit to its right.","Use number lines to visually show rounding and reinforce the concept.","Ask students to explain why they rounded up or down to strengthen their reasoning."]}


example_id: lp_01K7E5DBH3A699VWM7CCX26KJH_01K7E5DDANW4FD7Q9HVKE0V91P_APPLICATION
skill_ids: ["ANoweAzkfobXxVNIHH7O","5pYSjI4LHHQp3YyBIJBM","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camping
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Planning Supplies for a Camping Trip","example1Header":"Situation\nCamp organisers calculate total supplies needed. They add group items like food, tents, and water to ensure there's enough for everyone.","example1Body":"Example\nFor a camping group, organisers need $125$ bottles of water, $97$ food packets, and $58$ gear items. Adding $125 + 97 = 222$, then $222 + 58 = 280$ items total.","example2Header":"","example2Body":""}

skills:
["Multiplying two-digit by one-digit numbers in worded problems","Calculating the price of repeated items","Solving worded problems that require long addition"]


example_id: lp_01K7E5DBH3A699VWM7CCX26KJH_01K7E5DDANW4FD7Q9HWE15779W_THOUGHT_SPARKER
skill_ids: ["ANoweAzkfobXxVNIHH7O","5pYSjI4LHHQp3YyBIJBM","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camping
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At a camping store, tents cost $25$ dollars each, and sleeping bags cost $18$ dollars each. A family buys $3$ tents and $4$ sleeping bags.","firstSentence":"How would you calculate the total amount spent by the family at the camping store?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the individual costs of tents and sleeping bags first.","Discuss the use of multiplication to find the cost of multiple items and then addition to find the total.","Ask students to explain their reasoning step by step, using drawings or number sentences to support their answers."]}

skills:
["Multiplying two-digit by one-digit numbers in worded problems","Calculating the price of repeated items","Solving worded problems that require long addition"]


example_id: lp_01K7E5DBH3A699VWM7CCX26KJH_01K7E5DDANW4FD7Q9HWABM9YQG_CONTEMPLATIVE_QUESTION
skill_ids: ["ANoweAzkfobXxVNIHH7O","5pYSjI4LHHQp3YyBIJBM","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camping
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are buying $3$ packs of pencils, each costing $\\$12$. How would you calculate the total cost? What if you also bought $5$ erasers, each costing $\\$4$? Show your working.","teacherTips":["Help students break down the problem into smaller steps using multiplication and addition.","Encourage checking answers by using addition to verify the multiplication.","Discuss how to organise working clearly for worded problems."],"difficulty":"mild"}

skills:
["Multiplying two-digit by one-digit numbers in worded problems","Calculating the price of repeated items","Solving worded problems that require long addition"]


example_id: lp_01K7E5DBH3A699VWM7CCX26KJH_01K7E5DDANW4FD7Q9HWJM8JBTK_EXIT_TICKET
skill_ids: ["ANoweAzkfobXxVNIHH7O","5pYSjI4LHHQp3YyBIJBM","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camping
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$24$","question":"If a camping lantern costs $8$ dollars and you buy $3$ lanterns, how much will it cost in total?"},{"answer":"$48$","question":"At a campsite, each tent has $12$ pegs, and there are $4$ tents. How many pegs are needed in total?"},{"answer":"$57$","question":"A camper hikes $15$ km on Monday, $18$ km on Tuesday, and $24$ km on Wednesday. How many kilometres does the camper hike in total?"}]}


example_id: lp_01K7E5DBH3A699VWM7CCX26KJH_01K7E5DDANW4FD7Q9HVSGFJFS0_ACTIVITY
skill_ids: ["ANoweAzkfobXxVNIHH7O","5pYSjI4LHHQp3YyBIJBM","rD6VnpujtAT6XP20uQZ8"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Camping
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Classroom Market Challenge\nYou run a market stall and need to calculate the total cost of items sold to your customers.","scenario":"Steps\n1. Each team writes a list of $5$ items with prices (e.g., apples for $\\$3$ each).\n2. Teams create $3$ shopping problems where customers buy multiple items.\n3. Swap problems with another team and solve them using multiplication or addition.\n4. Check each other's answers to see if the total cost is correct.\n5. The team with the most correct answers wins bonus points!","steps":["Discussion\n• Why is multiplication helpful for repeated items?\n• How does checking your work help avoid mistakes?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., prices under $\\$10$) and simpler problems.\n• Extend: Include more items per problem or use larger numbers (e.g., prices over $\\$20$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E5V9STGNWPHK35473R5RS9_01K7E5VBM3C8PGAE1P8A1XJ7R6_EXIT_TICKET
skill_ids: ["nUQi2HBbjEIaVUwlOiHt","bRksMETyaBCtg0jWNzec"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pokemon
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0$","question":"Ash caught $7\\underline{\\phantom{0}}4$ Pokemon this week and $58$ Pokemon last week. Together, he caught $1\\,232$ Pokemon. What is the missing digit?"},{"answer":"$9$","question":"Pikachu had $9\\underline{\\phantom{0}}1$ candies. After giving away $435$, Pikachu had $556$ left. What is the missing digit?"},{"answer":"$5$","question":"Charmander collected $5\\underline{\\phantom{0}}2$ berries and Bulbasaur collected $348$ berries. Together they have $900$ berries. What is the missing digit?"}]}

skills:
["Solving long subtraction problems with missing digits","Solving long addition problems with missing digits"]


example_id: lp_01K7E5V9STGNWPHK35473R5RS9_01K7E5VBM3C8PGAE1P7MNRWPTS_ACTIVITY
skill_ids: ["nUQi2HBbjEIaVUwlOiHt","bRksMETyaBCtg0jWNzec"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pokemon
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Missing Digit Detectives\nYou are detectives solving puzzles with missing digits in addition and subtraction problems!","scenario":"Steps\n1. In pairs, write $2$ addition and $2$ subtraction problems with one missing digit, e.g., $7\\underline{\\phantom{0}}4 + 58 = 1\\,232$.\n2. Swap your problems with another pair and solve theirs by finding the missing digits.\n3. Check each other's work to ensure the answers are correct.\n4. Award $1$ point for each correct digit found and $1$ bonus point for solving all problems correctly.\n5. The team with the most points wins the detective challenge!","steps":["Discussion\n• How did you figure out the missing digits?\n• What strategies helped you solve harder problems?","Differentiation Opportunities\n• Support: Provide simpler problems, like $23 + 4\\underline{\\phantom{0}} = 67$, with smaller numbers.\n• Extend: Create problems with two missing digits, e.g., $\\underline{\\phantom{0}}8 + \\underline{\\phantom{0}}7 = 125$."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Solving long subtraction problems with missing digits","Solving long addition problems with missing digits"]


example_id: lp_01K7E5V9STGNWPHK35473R5RS9_01K7E5VBM3C8PGAE1P813CBS77_CONTEMPLATIVE_QUESTION
skill_ids: ["nUQi2HBbjEIaVUwlOiHt","bRksMETyaBCtg0jWNzec"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pokemon
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create your own subtraction problem with a missing digit, like $8\\underline{\\phantom{0}}5 - 236$. How would you solve it?","teacherTips":["Encourage students to try different digits for the blank space.","Discuss how subtraction works, focusing on place value.","Check solutions by adding the result back to the subtracted number."],"difficulty":"mild"}

skills:
["Solving long subtraction problems with missing digits","Solving long addition problems with missing digits"]


example_id: lp_01K7E5V9STGNWPHK35473R5RS9_01K7E5VBM3C8PGAE1P7HZ5S38H_APPLICATION
skill_ids: ["nUQi2HBbjEIaVUwlOiHt","bRksMETyaBCtg0jWNzec"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pokemon
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Pokemon Battle Points Calculator","example1Header":"Situation\nPokemon trainers keep track of battle points. Adding these ensures trainers know their total score when points are missing or unclear.","example1Body":"Example\nA trainer scored $2\\underline{\\phantom{0}}3$ and $384$ points, totalling $607$. Calculating $607 - 384 = 223$ shows the missing digit is $2$.","example2Header":"","example2Body":""}


example_id: lp_01K7E5V9STGNWPHK35473R5RS9_01K7E5VBM3C8PGAE1P86Z2S2XB_THOUGHT_SPARKER
skill_ids: ["nUQi2HBbjEIaVUwlOiHt","bRksMETyaBCtg0jWNzec"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pokemon
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a Pokemon battle, Pikachu scored $3\\underline{\\phantom{0}}4$ points, while Charizard scored $248$. Together, they scored $582$ points.","firstSentence":"What could the missing number be to make the total correct?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use subtraction to find the missing digit.","Discuss the importance of place value when reasoning about the missing number.","Ask students to explain their thinking and compare strategies for finding the solution."]}


example_id: lp_01K7E5M981X5HMCYY27Z5KT0XC_01K7E5MB5ZG0MTSH51DE20VP6C_ACTIVITY
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh","4f4HKtNCCw6SUjc6JTQ5"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Reverse Pattern Relay\nYou're solving mysteries by completing backwards number patterns as a team!","scenario":"Steps\n1. Each team writes a number pattern counting backwards (e.g., $50, 45, 40, \\ldots$).\n2. Pass your pattern to another team to solve the missing numbers.\n3. Solve the pattern and check with the original team for accuracy.\n4. Correct answers score $1$ point for your team.\n5. Play $5$ rounds. The team with the most points wins!","steps":["Discussion\n• What strategies helped you find missing numbers quickly?\n• Why does skipping larger numbers make patterns harder?","Differentiation Opportunities\n• Support: Focus on patterns counting backwards by twos or fives.\n• Extend: Create patterns with mixed intervals (e.g., $50, 47, 43, \\ldots$)."],"discussion":[],"differentiation":{"support":"","extend":""}}

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


example_id: lp_01K7E5M981X5HMCYY27Z5KT0XC_01K7E5MB5ZG0MTSH51DT2P8EQ0_CONTEMPLATIVE_QUESTION
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh","4f4HKtNCCw6SUjc6JTQ5"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are organising chairs in rows. Each row has fewer chairs than the last. How could you arrange $30$ chairs in a pattern that counts backwards by twos, threes, or fours? Can you find more than one way?","teacherTips":["Encourage students to test patterns by subtracting $2$, $3$, or $4$ from $30$.","Ask students to explain why their patterns work and check the totals.","Support students in exploring multiple valid patterns."],"difficulty":"mild"}

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


example_id: lp_01K7E5M981X5HMCYY27Z5KT0XC_01K7E5MB5ZG0MTSH51DZ6EAXT5_EXIT_TICKET
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh","4f4HKtNCCw6SUjc6JTQ5"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$34$","question":"A honey bee flies backwards to flowers, stopping at $40, 38, 36, \\underline{\\phantom{0}}, 32$. What is the missing number?"},{"answer":"$50$","question":"A hive produces honey jars every $5$ days. If they make $60, 55, \\underline{\\phantom{0}}, 45$ jars, how many jars are missing?"},{"answer":"$72$","question":"A beekeeper sells jars of honey in groups of $9$: $81, \\underline{\\phantom{0}}, 63, 54$. What is the missing number?"}]}

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


example_id: lp_01K7E5M981X5HMCYY27Z5KT0XC_01K7E5MB5ZG0MTSH51DA39Q76X_APPLICATION
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh","4f4HKtNCCw6SUjc6JTQ5"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Honeycomb Patterns in Beekeeping","example1Header":"Situation\nBeekeepers study the growth of honeycomb cells. Bees build hexagonal cells in patterns that follow simple number sequences, ensuring efficient storage of honey and space.","example1Body":"Example\nThe honeycomb grows in a sequence: $2, 4, 6, \\underline{\\phantom{0}}, 10$. Adding $2$ to $6$, the missing number is $8$, completing the pattern $2, 4, 6, 8, 10$.","example2Header":"","example2Body":""}


example_id: lp_01K7E5M981X5HMCYY27Z5KT0XC_01K7E5MB5ZG0MTSH51DWJBDW1E_THOUGHT_SPARKER
skill_ids: ["nUYIUumfxCvPto4k2Lal","xBSuDayer03qLLgVpENh","4f4HKtNCCw6SUjc6JTQ5"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A honey bee visits flowers in a pattern: $50$, $45$, $40$, $35$, and then skips a few flowers before landing on $25$, $20$.","firstSentence":"What numbers might be missing in the pattern, and how do you know?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the rule used to create the pattern before filling in the blanks.","Use a number line or counters to help visualise the steps in the pattern.","Ask students to explain their reasoning for the missing numbers to ensure they understand the pattern."]}


example_id: lp_01K7E63DVGZSZBN1752BKM9247_01K7E63FV2988BYR7SWE36830R_ACTIVITY
skill_ids: ["AeuVhJSCZtENggni1g1j","tiugVnUPpQas81lTQBie"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Math Relay Challenge\nYour team is solving math problems to win the relay! Work together to solve subtraction problems and check your answers with addition.","scenario":"Steps\n1. Each team writes $5$ subtraction problems (e.g., $23 - 7$).\n2. Solve each problem, using regrouping if needed.\n3. Check answers by adding the difference to the smaller number.\n4. Pass the next problem to a teammate for solving.\n5. The first team to solve and verify all $5$ problems wins!","steps":["Discussion\n• What strategies helped you solve subtraction problems faster?\n• How does addition help you check subtraction answers?","Differentiation Opportunities\n• Support: Use subtraction problems without regrouping (e.g., $25 - 3$).\n• Extend: Create subtraction problems with two-digit answers (e.g., $54 - 28$)."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Subtraction of one-digit numbers from two-digit numbers with regrouping","Recalling addition facts up to $20$"]


example_id: lp_01K7E63DVGZSZBN1752BKM9247_01K7E63FV2988BYR7SWRXDBJDW_CONTEMPLATIVE_QUESTION
skill_ids: ["AeuVhJSCZtENggni1g1j","tiugVnUPpQas81lTQBie"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $45$ apples, but $7$ are bruised. How could you use subtraction to find how many good apples are left?","teacherTips":["Encourage students to explain regrouping when subtracting $7$ from $45$.","Ask students to check their subtraction using addition facts up to $20$.","Discuss why regrouping is necessary when subtracting larger numbers."],"difficulty":"mild"}

skills:
["Subtraction of one-digit numbers from two-digit numbers with regrouping","Recalling addition facts up to $20$"]


example_id: lp_01K7E63DVGZSZBN1752BKM9247_01K7E63FV2988BYR7SX2P4P6VC_EXIT_TICKET
skill_ids: ["AeuVhJSCZtENggni1g1j","tiugVnUPpQas81lTQBie"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$15$","question":"A tiger cub has $7$ stripes on one side and $8$ stripes on the other side of its body. How many stripes does it have in total?"},{"answer":"$23$","question":"A tiger had $32$ pieces of meat and ate $9$. How many pieces of meat are left?"},{"answer":"$42$","question":"A tiger walked $48$ km in one day but rested for $6$ km. How many kilometres did it actually walk?"}]}

skills:
["Subtraction of one-digit numbers from two-digit numbers with regrouping","Recalling addition facts up to $20$"]


example_id: lp_01K7E63DVGZSZBN1752BKM9247_01K7E63FV2988BYR7SWAXSEZE8_APPLICATION
skill_ids: ["AeuVhJSCZtENggni1g1j","tiugVnUPpQas81lTQBie"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Counting Tigers in the Wild","example1Header":"Situation\nWildlife researchers count tigers in different areas to track their population. They add numbers from various locations to find the total.","example1Body":"Example\nResearchers see $8$ tigers in one area and $6$ in another. Adding these numbers, $8 + 6 = 14$, so there are $14$ tigers in total.","example2Header":"","example2Body":""}


example_id: lp_01K7E63DVGZSZBN1752BKM9247_01K7E63FV2988BYR7SWXD57PW6_THOUGHT_SPARKER
skill_ids: ["AeuVhJSCZtENggni1g1j","tiugVnUPpQas81lTQBie"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Tigers
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A tiger has $47$ stripes on its body, but $9$ of them are hidden behind tall grass.","firstSentence":"How many stripes can you still see on the tiger?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use drawings or counters to visualise subtraction with regrouping.","Ask students to explain the steps they used to subtract, focusing on regrouping when needed.","Relate the hidden stripes to addition by asking how they could check their answer by adding back."]}


example_id: lp_01K7E6BG9NZWFN6V0PMX0VNPMX_01K7E6BHW3YC8ZB1Y0EBB6SEME_CONTEMPLATIVE_QUESTION
skill_ids: ["n7jVjVDhE7sgr2wrAQ34","kvG3OrWN2QtpGWZr0kBo"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You want to buy $10$ toys, each costing $\\$3$. How can you use multiplication or division to check the total cost?","teacherTips":["Discuss how $10 \\times 3$ gives the total cost of $\\$30$.","Encourage students to divide $\\$30 \\div 3$ to check each toy's cost.","Relate multiplication and division as inverse operations."],"difficulty":"mild"}

skills:
["Solving basic division problems that involve $2,3,5$ and $10$","Calculating with the $2$, $3$, $5$ and $10$ times tables"]


example_id: lp_01K7E6BG9NZWFN6V0PMX0VNPMX_01K7E6BHW3YC8ZB1Y0DVEAPSVG_ACTIVITY
skill_ids: ["n7jVjVDhE7sgr2wrAQ34","kvG3OrWN2QtpGWZr0kBo"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Farmyard Maths Relay\nHelp the farmer count and group animals using multiplication and division!","scenario":"Steps\n1. Draw $20$ animals (e.g., sheep, cows) on your paper.\n2. In teams, solve tasks like 'Group animals in $5$s. How many groups?'\n3. Write answers and pass to the next team for a new task.\n4. Complete as many tasks as possible in $10$ minutes.\n5. The team with the most correct answers wins!","steps":["Discussion\n• How does knowing times tables help with division?\n• Why is $10$ an easy number to group by?","Differentiation Opportunities\n• Support: Focus only on $2$ and $5$ times tables for simpler grouping.\n• Extend: Challenge teams with mixed operations, e.g. $3 \\times 5$ then divide by $2$."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Solving basic division problems that involve $2,3,5$ and $10$","Calculating with the $2$, $3$, $5$ and $10$ times tables"]


example_id: lp_01K7E6BG9NZWFN6V0PMX0VNPMX_01K7E6BHW3YC8ZB1Y0EKX51R47_EXIT_TICKET
skill_ids: ["n7jVjVDhE7sgr2wrAQ34","kvG3OrWN2QtpGWZr0kBo"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$10$","question":"If each hockey player drinks $2$ bottles of water and there are $5$ players, how many bottles of water are needed in total?"},{"answer":"$6$","question":"A hockey team has $30$ balls to share equally among $5$ players. How many balls will each player get?"},{"answer":"$25$","question":"A hockey coach orders $3$ sets of cones, each set contains $10$ cones. If $5$ cones are broken, how many cones are left?"}]}

skills:
["Solving basic division problems that involve $2,3,5$ and $10$","Calculating with the $2$, $3$, $5$ and $10$ times tables"]


example_id: lp_01K7E6BG9NZWFN6V0PMX0VNPMX_01K7E6BHW3YC8ZB1Y0DQJ6W3BH_APPLICATION
skill_ids: ["n7jVjVDhE7sgr2wrAQ34","kvG3OrWN2QtpGWZr0kBo"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Scoring Goals in Hockey","example1Header":"Situation\nHockey coaches track team performance. They calculate goals scored in matches, using multiplication to count goals in equal periods or by players.","example1Body":"Example\nA player scores $2$ goals in $3$ matches: $2 \\times 3 = 6$ goals. Another scores $5$ goals in $2$ matches: $5 \\times 2 = 10$. Coaches use multiplication to track totals.","example2Header":"","example2Body":""}


example_id: lp_01K7E6BG9NZWFN6V0PMX0VNPMX_01K7E6BHW3YC8ZB1Y0EDWCV314_THOUGHT_SPARKER
skill_ids: ["n7jVjVDhE7sgr2wrAQ34","kvG3OrWN2QtpGWZr0kBo"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Hockey
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A hockey club has $30$ players, and they need to divide them evenly into teams of $5$ players each for a game.","firstSentence":"How many teams can they make, and how do you know?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use multiplication or division to solve the problem.","Ask students to explain their reasoning using drawings, such as grouping players into teams.","Discuss different ways to check their answers, like reversing the calculation."]}


example_id: lp_01K7E6KHH8P5B3FC87DB30TZ76_01K7E6KKBBEB27MNA9J19JZXSD_THOUGHT_SPARKER
skills: ["Understanding what units of volume represent","Identifying an appropriate unit of capacity"]
skill_ids: ["WhwpAuIcYvbHi6V4An0J","01JZA35SEGV5QXMR53J9GTMBQ2"]
subtopics: ["Measurement Foundations"]
subtopic_ids: ["subtopic_01GTC0BNZGSQ04GKAG32G1YAQP"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At basketball practice, each player drinks water from bottles that hold 750 mL of water.","firstSentence":"Why might millilitres be a better unit than litres to measure the amount of water in these bottles?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the difference between millilitres and litres and when each is typically used.","Encourage students to compare 750 mL to 1 litre using water containers if possible.","Ask students to think about other real-life examples where millilitres or litres are used."]}


example_id: lp_01K7E6KHH8P5B3FC87DB30TZ76_01K7E6KKBBEB27MNA9HEGF4PEN_APPLICATION
skills: ["Understanding what units of volume represent","Identifying an appropriate unit of capacity"]
skill_ids: ["WhwpAuIcYvbHi6V4An0J","01JZA35SEGV5QXMR53J9GTMBQ2"]
subtopics: ["Measurement Foundations"]
subtopic_ids: ["subtopic_01GTC0BNZGSQ04GKAG32G1YAQP"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Choosing the Right Units in Basketball","example1Header":"Situation\nBasketball coaches ensure water bottles have enough capacity to hydrate players during games, selecting appropriate units to measure the water.","example1Body":"Example\nSmall bottles holding $500$ mL are measured in millilitres because they have a small capacity. A $15$ L team cooler uses litres, a better unit for larger capacities.","example2Header":"","example2Body":""}


example_id: lp_01K7E6KHH8P5B3FC87DB30TZ76_01K7E6KKBBEB27MNA9HWQ95ENV_CONTEMPLATIVE_QUESTION
skills: ["Understanding what units of volume represent","Identifying an appropriate unit of capacity"]
skill_ids: ["WhwpAuIcYvbHi6V4An0J","01JZA35SEGV5QXMR53J9GTMBQ2"]
subtopics: ["Measurement Foundations"]
subtopic_ids: ["subtopic_01GTC0BNZGSQ04GKAG32G1YAQP"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You want to fill a pool with water. Would you measure the water in litres or millilitres? Why?","teacherTips":["Discuss the size of the pool to decide the appropriate unit of capacity.","Explain that litres measure larger volumes, while millilitres measure smaller volumes.","Encourage students to connect to real-life examples like bottles or large tanks."],"difficulty":"mild"}


example_id: lp_01K7E6KHH8P5B3FC87DB30TZ76_01K7E6KKBBEB27MNA9HGSH9FHR_ACTIVITY
skills: ["Understanding what units of volume represent","Identifying an appropriate unit of capacity"]
skill_ids: ["WhwpAuIcYvbHi6V4An0J","01JZA35SEGV5QXMR53J9GTMBQ2"]
subtopics: ["Measurement Foundations"]
subtopic_ids: ["subtopic_01GTC0BNZGSQ04GKAG32G1YAQP"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Capacity Comparison Challenge\nYour team must decide whether common items hold more than 1 litre or less than 1 litre.","scenario":"Steps\n1. In teams, pick 5 classroom items (e.g., a water bottle, a glue stick).\n2. Guess if each item holds more than 1 litre or less than 1 litre.\n3. Write your guesses on paper and explain why you chose each unit.\n4. As a class, compare answers and discuss which guesses were correct.\n5. Teams with the most correct guesses win!","steps":["Discussion\n• Why is 1 litre a good reference for comparing capacity?\n• What other items would you measure in millilitres instead of litres?","Differentiation Opportunities\n• Support: Focus on comparing only 3 items with clear differences in capacity.\n• Extend: Estimate exact capacities and compare them to your guesses."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E6KHH8P5B3FC87DB30TZ76_01K7E6KKBBEB27MNA9J6M8JY2H_EXIT_TICKET
skills: ["Understanding what units of volume represent","Identifying an appropriate unit of capacity"]
skill_ids: ["WhwpAuIcYvbHi6V4An0J","01JZA35SEGV5QXMR53J9GTMBQ2"]
subtopics: ["Measurement Foundations"]
subtopic_ids: ["subtopic_01GTC0BNZGSQ04GKAG32G1YAQP"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Basketball
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Litres","question":"A basketball water bottle holds $1.5$ litres of water. What unit of measurement is used to describe the amount of water?"},{"answer":"$6$ \\, litres","question":"During a basketball game, a coach fills $6$ water bottles, each holding $1$ litre. How much water is there in total?"},{"answer":"$6$","question":"A basketball team drinks $4.5$ litres of water during a match. If each bottle holds $0.75$ litres, how many bottles are used?"}]}


example_id: lp_01K7E8Q2W4PB8P8B488Q2AXTRD_01K7E8Q4J2VXEMH776X965JRC3_THOUGHT_SPARKER
skill_ids: ["8mzIQIpqgdC040jwJy2t","8y2qxNE6WGbNrlYWPswl","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Giraffes
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A baby giraffe is 2 m tall and weighs 50 kg, while an adult giraffe is 5 m tall and weighs 800 kg.","firstSentence":"How could you compare the size of the baby giraffe and the adult giraffe?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to think about both height and weight when comparing size.","Use visual aids like drawings or objects to help students imagine the difference in size.","Discuss why both height and weight matter when describing how big something is."]}

skills:
["Comparing the mass of objects","Comparing the size of shapes and objects","Comparing the length of shapes and objects"]


example_id: lp_01K7E8Q2W4PB8P8B488Q2AXTRD_01K7E8Q4J2VXEMH776WQGD21GJ_APPLICATION
skill_ids: ["8mzIQIpqgdC040jwJy2t","8y2qxNE6WGbNrlYWPswl","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Giraffes
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Measuring Heights in a Giraffe Sanctuary","example1Header":"Situation\nWildlife researchers in giraffe sanctuaries compare giraffe heights to monitor their growth and health. Knowing which giraffe is tallest or shortest helps track their development.","example1Body":"Example\nResearchers measure giraffe heights: Giraffe A is 5 m, Giraffe B is 4 m, and Giraffe C is 6 m. Comparing: Giraffe C is the tallest at 6 m.","example2Header":"","example2Body":""}

skills:
["Comparing the mass of objects","Comparing the size of shapes and objects","Comparing the length of shapes and objects"]


example_id: lp_01K7E8Q2W4PB8P8B488Q2AXTRD_01K7E8Q4J2VXEMH776WT64Z9R5_ACTIVITY
skill_ids: ["8mzIQIpqgdC040jwJy2t","8y2qxNE6WGbNrlYWPswl","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Giraffes
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Moving Day Challenge\nYour team is helping a family move. Sort and compare items by mass, size, and length to pack them correctly!","scenario":"Steps\n1. Write a list of $5$ items (e.g., books, toys) that could fit in a box.\n2. Estimate and compare their mass by imagining which feels heavier.\n3. Draw each item and compare their size by outlining them on paper.\n4. Measure and compare the length of each item using a ruler.\n5. Sort the items into categories: light/heavy, small/large, short/long.","steps":["Discussion\n• Why did you think some objects were heavier than others?\n• What surprised you when comparing the sizes or lengths?","Differentiation Opportunities\n• Support: Focus on comparing just $2$ items at a time for each category.\n• Extend: Rank all $5$ items from smallest to largest in each category."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Comparing the mass of objects","Comparing the size of shapes and objects","Comparing the length of shapes and objects"]


example_id: lp_01K7E8Q2W4PB8P8B488Q2AXTRD_01K7E8Q4J2VXEMH776X4WW31WY_CONTEMPLATIVE_QUESTION
skill_ids: ["8mzIQIpqgdC040jwJy2t","8y2qxNE6WGbNrlYWPswl","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Giraffes
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a watermelon, an apple, and a pear. How could you compare their mass, size, and length? Explain.","teacherTips":["Encourage students to describe ways to measure mass, size, and length.","Discuss tools like scales or rulers for accurate comparisons.","Prompt reasoning about which object is bigger, heavier, or longer."],"difficulty":"mild"}


example_id: lp_01K7E8Q2W4PB8P8B488Q2AXTRD_01K7E8Q4J2VXEMH776XCAG3PTQ_EXIT_TICKET
skill_ids: ["8mzIQIpqgdC040jwJy2t","8y2qxNE6WGbNrlYWPswl","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Comparison"]
subtopic_ids: ["subtopic_01GTC0BRXQBHW81RPB9HEZN5KD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Giraffes
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Neck","question":"If a giraffe's tail is 1 m long and its neck is 5 m long, which one is longer?"},{"answer":"$650$ kg","question":"A giraffe weighs 800 kg and a baby giraffe weighs 150 kg. How much heavier is the adult giraffe?"},{"answer":"$78.5$ \\text{ cm}^2","question":"If a giraffe's spot is a circle with a diameter of 10 cm, what is the area of the spot ($\\pi \\approx 3.14$)?"}]}


example_id: lp_01K7E901NGWRZAQEGV064N17MQ_01K7E9038XXG5K1KP3564TZDQF_ACTIVITY
skills: ["Calculating elapsed time","Calculating elapsed days using calendars"]
skill_ids: ["AoSaXHNo6OnTLA7zqNlS","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Time Applications"]
subtopic_ids: ["subtopic_01GTC0BP6GVE9CAQK5WPGB4FWY"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Time Travel Train Game\nHelp the class train keep on schedule by calculating times and dates!","scenario":"Steps\n1. Draw a simple calendar for one month on your paper.\n2. Write down $3$ train trips with start and end times.\n3. In teams, calculate the elapsed time for each trip.\n4. Find the date $7$, $10$, or $14$ days after a given date.\n5. Earn points for each correct answer—most points win!","steps":["Discussion\n• How can you quickly find $14$ days after a date?\n• Why is it important to know elapsed time when travelling?","Differentiation Opportunities\n• Support: Use only whole hours for elapsed time and shorter date intervals.\n• Extend: Include trips crossing midnight or spanning multiple months."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E901NGWRZAQEGV064N17MQ_01K7E9038XXG5K1KP35QD3FY9Z_EXIT_TICKET
skills: ["Calculating elapsed time","Calculating elapsed days using calendars"]
skill_ids: ["AoSaXHNo6OnTLA7zqNlS","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Time Applications"]
subtopic_ids: ["subtopic_01GTC0BP6GVE9CAQK5WPGB4FWY"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$1$ \\text{ hour } $30$ \\text{ minutes}","question":"A baseball game starts at $2:00$ PM and ends at $3:30$ PM. How long did the game last?"},{"answer":"$7$ \\text{ days}","question":"If a baseball tournament starts on March $5$ and ends on March $12$, how many days does it last?"},{"answer":"$3$ \\text{ hours } $35$ \\text{ minutes}","question":"A baseball team starts practice at $10:15$ AM and finishes at $1:50$ PM. How long is their practice?"}]}


example_id: lp_01K7E901NGWRZAQEGV064N17MQ_01K7E9038XXG5K1KP35ED61QQK_CONTEMPLATIVE_QUESTION
skills: ["Calculating elapsed time","Calculating elapsed days using calendars"]
skill_ids: ["AoSaXHNo6OnTLA7zqNlS","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Time Applications"]
subtopic_ids: ["subtopic_01GTC0BP6GVE9CAQK5WPGB4FWY"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are planning a trip starting on March $10$ and lasting $8$ days. What day will you return? How would you calculate it?","teacherTips":["Encourage students to use a calendar to count forward day by day.","Discuss how to cross from one week to the next when counting.","Ask students to explain their reasoning for the return date."],"difficulty":"mild"}


example_id: lp_01K7E901NGWRZAQEGV064N17MQ_01K7E9038XXG5K1KP3540A6YFE_APPLICATION
skills: ["Calculating elapsed time","Calculating elapsed days using calendars"]
skill_ids: ["AoSaXHNo6OnTLA7zqNlS","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Time Applications"]
subtopic_ids: ["subtopic_01GTC0BP6GVE9CAQK5WPGB4FWY"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Tracking Baseball Matches with Calendars","example1Header":"Situation\nBaseball coaches use calendars to plan matches. They calculate how many days are available between games to give players enough rest.","example1Body":"Example\nA coach checks the calendar to find that a game on March $3$ and another on March $10$ are $10 - 3 = 7$ days apart, ensuring players have $7$ days to rest.","example2Header":"","example2Body":""}


example_id: lp_01K7E901NGWRZAQEGV064N17MQ_01K7E9038XXG5K1KP35HWZ9E29_THOUGHT_SPARKER
skills: ["Calculating elapsed time","Calculating elapsed days using calendars"]
skill_ids: ["AoSaXHNo6OnTLA7zqNlS","QSSLtjCrRMvoAgZGbwiS"]
subtopics: ["Time Applications"]
subtopic_ids: ["subtopic_01GTC0BP6GVE9CAQK5WPGB4FWY"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Baseball
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A baseball game starts at 2:30 PM and finishes at 5:15 PM on the same day.","firstSentence":"How could you figure out how long the baseball game lasted?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the time into smaller parts, such as hours and minutes, for easier calculation.","Use a clock or timeline to visually represent the start and end times.","Guide discussions about different strategies, like counting forward or subtracting times, to find the elapsed time."]}


example_id: lp_01K7E96MC310740BSD0Q702VY4_01K7E96NZB1PP51ZTXAJVPS1GQ_THOUGHT_SPARKER
skill_ids: ["jq8xe6e68vEQOloPP7Q9","ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A volleyball game starts at $3{:}15$ and lasts for $45$ minutes, ending just before $4{:}00$.","firstSentence":"If the referee says the game ended at 'quarter to four', how could you match this to the clock reading $3{:}45$?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use an analogue clock to demonstrate 'quarter to' and 'quarter past' times visually.","Encourage students to explain the relationship between 'quarter to four' and $3{:}45$ in their own words.","Discuss how the terms 'to' and 'past' describe where the minute hand is in relation to the hour."]}

skills:
["Matching worded times to digital clocks to the nearest minute","Reading analogue clocks up to the nearest minute","Telling time to the quarter-hour using ‘past’ and ‘to’"]


example_id: lp_01K7E96MC310740BSD0Q702VY4_01K7E96NZB1PP51ZTXA289PJAG_APPLICATION
skill_ids: ["jq8xe6e68vEQOloPP7Q9","ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Timing Plays in Volleyball","example1Header":"Situation\nVolleyball coaches time plays to improve performance. They record how long specific actions like serves or volleys take and match these times to digital clocks.","example1Body":"Example\nA serve starts at 'quarter past 3', which is $3:15$. It ends '2 minutes later', so the digital clock shows $3:17$. This helps track play timing accurately.","example2Header":"","example2Body":""}

skills:
["Matching worded times to digital clocks to the nearest minute","Reading analogue clocks up to the nearest minute","Telling time to the quarter-hour using ‘past’ and ‘to’"]


example_id: lp_01K7E96MC310740BSD0Q702VY4_01K7E96NZB1PP51ZTXAGCSWSX9_CONTEMPLATIVE_QUESTION
skill_ids: ["jq8xe6e68vEQOloPP7Q9","ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are planning a bus trip. The bus leaves at $7{:}15$. What are three other ways to say this time? How would it look on an analogue clock?","teacherTips":["Encourage students to use 'quarter past' and digital formats like $7{:}15$.","Discuss reading analogue clocks to match worded and digital times.","Provide examples of 'past' and 'to' for quarter-hour times."],"difficulty":"mild"}

skills:
["Matching worded times to digital clocks to the nearest minute","Reading analogue clocks up to the nearest minute","Telling time to the quarter-hour using ‘past’ and ‘to’"]


example_id: lp_01K7E96MC310740BSD0Q702VY4_01K7E96NZB1PP51ZTXA803PN4J_ACTIVITY
skill_ids: ["jq8xe6e68vEQOloPP7Q9","ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Train Time Challenge\nYou’re train station managers! Match the train schedules to the correct times on clocks.","scenario":"Steps\n1. Draw $5$ analogue clocks, each showing a different time (e.g., $3:15$, $6:45$, $9:30$).\n2. Write matching digital times for each clock on separate pieces of paper.\n3. Mix the clocks and digital times. Swap with another group.\n4. Match your partner group's clocks to their digital times correctly.\n5. Check answers together. Award $1$ point per correct match!","steps":["Discussion\n• How does 'quarter past' or 'quarter to' help in reading clocks?\n• Why is it important to match analogue and digital times accurately?","Differentiation Opportunities\n• Support: Use only quarter-hour times (e.g., $3:15$, $7:45$) for simpler matching.\n• Extend: Include times to the nearest minute (e.g., $4:08$, $5:52$) for more challenge."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E96MC310740BSD0Q702VY4_01K7E96NZB1PP51ZTXAQT2N1VK_EXIT_TICKET
skill_ids: ["jq8xe6e68vEQOloPP7Q9","ZMQcmHsLzNWXJzsqsWGl","W00i8HdlIKIvCnU1NXRY"]
subtopics: ["Time Basics"]
subtopic_ids: ["subtopic_01GTC0BJQAKSFDZW7RZW6H2NM8"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Volleyball
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3:15$","question":"At volleyball practice, the coach starts warm-ups at quarter past $3$, what time is it?"},{"answer":"$4:47$","question":"A volleyball match starts when the clock shows $4:47$. What time does the match start?"},{"answer":"Eight minutes to seven","question":"During a volleyball game, the clock shows $6:52$. What is the worded time for $6:52$?"}]}


example_id: lp_01K7E9DN75BKV9RX9VXB7WMHFB_01K7E9DPRYHN037CYB0KMRQRYN_ACTIVITY
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER","okepgutOFcgIuccrYb48"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Angle Detectives\nYou are detectives searching for right angles and comparing other angles to them.","scenario":"Steps\n1. Draw a large triangle, square, and rectangle on paper.\n2. Label all corners and identify any right angles in the shapes.\n3. Compare other angles to right angles: bigger, smaller, or the same?\n4. Mark each angle with a label: 'right', 'bigger', or 'smaller'.\n5. Share and discuss your findings with your team.","steps":["Discussion\n• Why is a right angle useful for comparing other angles?\n• How can we tell if an angle is bigger or smaller than a right angle?","Differentiation Opportunities\n• Support: Focus on identifying right angles only in simpler shapes.\n• Extend: Include pentagons and hexagons to find and compare angles."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Comparing the size of an angle to a right angle","Identifying right angles","Understanding what an angle is"]


example_id: lp_01K7E9DN75BKV9RX9VXB7WMHFB_01K7E9DPRYHN037CYB121QCH4C_CONTEMPLATIVE_QUESTION
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER","okepgutOFcgIuccrYb48"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Look around your classroom. Can you find objects with angles? Are they bigger, smaller, or the same as a right angle?","teacherTips":["Guide students to compare angles to the corner of a square or rectangle.","Encourage students to describe the angles using 'bigger,' 'smaller,' or 'same.'","Ask students to justify their reasoning with examples."],"difficulty":"mild"}

skills:
["Comparing the size of an angle to a right angle","Identifying right angles","Understanding what an angle is"]


example_id: lp_01K7E9DN75BKV9RX9VXB7WMHFB_01K7E9DPRYHN037CYB197WVR30_EXIT_TICKET
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER","okepgutOFcgIuccrYb48"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Right angle","question":"In a painting, the corner of a rectangular canvas makes an angle; what is this angle called?"},{"answer":"Yes","question":"A painter measures a corner of a painting frame and finds it is $90^\\circ$. Is this a right angle?"},{"answer":"Larger","question":"If a painter uses a protractor and finds an angle of $110^\\circ$ on a design, is this angle larger or smaller than a right angle?"}]}

skills:
["Comparing the size of an angle to a right angle","Identifying right angles","Understanding what an angle is"]


example_id: lp_01K7E9DN75BKV9RX9VXB7WMHFB_01K7E9DPRYHN037CYB155AA01K_THOUGHT_SPARKER
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER","okepgutOFcgIuccrYb48"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"While painting, three brushes are placed on a canvas, making angles of $90^\\circ$, $120^\\circ$, and $45^\\circ$ with the edges of the canvas.","firstSentence":"How could you identify which brush makes a right angle with the edge of the canvas?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use classroom objects or tape to model right angles and other angles for comparison.","Discuss how a right angle looks like a square corner to help students visualize it.","Encourage students to explain their reasoning by comparing the angles to a right angle using a protractor or corner of a piece of paper."]}


example_id: lp_01K7E9DN75BKV9RX9VXB7WMHFB_01K7E9DPRYHN037CYB0E3E71PN_APPLICATION
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER","okepgutOFcgIuccrYb48"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Angles in Painting Frames","example1Header":"Situation\nProfessional painters and framers use angles to ensure that paintings fit perfectly in frames. Frames need to have accurate corners to hold the artwork securely.","example1Body":"Example\nFramers check that each corner of a square frame is exactly $90^\\circ$. If one angle is $91^\\circ$, the frame won't fit perfectly and needs adjusting to $90^\\circ$.","example2Header":"","example2Body":""}


example_id: lp_01K7E9PXCVRVNE8HSZGT6XB766_01K7E9PZ5PBMBG6X3P82BVQZG2_THOUGHT_SPARKER
skill_ids: ["LbdlurLnJHFvFcP971Mp","wjpdrGf8sXAY51gCHJ18","sFAuMp0e84nKOsn9a6HH"]
subtopics: ["Money"]
subtopic_ids: ["subtopic_01GTC0BKN69SMHDGS8ASPD50HR"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Halloween
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"During Halloween, Sam received $3$ gold coins of $2$ dollars each and $8$ silver coins of $50$ cents each while trick-or-treating.","firstSentence":"How could you figure out the total amount of money Sam collected?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Ask students to separate the coins into groups based on their values before adding.","Encourage students to convert all amounts to either dollars or cents to simplify calculations.","Discuss how to use multiplication and addition to quickly find the total amount."]}

skills:
["Converting between dollars and cents","Counting money","Identifying the value of Australian coins and notes"]


example_id: lp_01K7E9PXCVRVNE8HSZGT6XB766_01K7E9PZ5PBMBG6X3P7CMEH51H_APPLICATION
skill_ids: ["LbdlurLnJHFvFcP971Mp","wjpdrGf8sXAY51gCHJ18","sFAuMp0e84nKOsn9a6HH"]
subtopics: ["Money"]
subtopic_ids: ["subtopic_01GTC0BKN69SMHDGS8ASPD50HR"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Halloween
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Counting Coins for a Halloween Stall","example1Header":"Situation\nAt a Halloween fair, a stall sells spooky treats and decorations. The stall owner counts coins and notes to prepare enough change for customers.","example1Body":"Example\nThe stall owner counts $5$ $\\$2$ coins ($10$), $6$ $50$ cent coins ($3$), and $4$ $\\$5$ notes ($20$). Total: $10 + 3 + 20 = 33$ dollars.","example2Header":"","example2Body":""}

skills:
["Converting between dollars and cents","Counting money","Identifying the value of Australian coins and notes"]


example_id: lp_01K7E9PXCVRVNE8HSZGT6XB766_01K7E9PZ5PBMBG6X3P7WPN0GF0_CONTEMPLATIVE_QUESTION
skill_ids: ["LbdlurLnJHFvFcP971Mp","wjpdrGf8sXAY51gCHJ18","sFAuMp0e84nKOsn9a6HH"]
subtopics: ["Money"]
subtopic_ids: ["subtopic_01GTC0BKN69SMHDGS8ASPD50HR"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Halloween
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$5$ and some coins. What could your total money be? Show different combinations.","teacherTips":["Encourage students to use both notes and coins in their combinations.","Remind students to add values carefully to reach different totals.","Discuss how converting between dollars and cents can help in calculations."],"difficulty":"mild"}

skills:
["Converting between dollars and cents","Counting money","Identifying the value of Australian coins and notes"]


example_id: lp_01K7E9PXCVRVNE8HSZGT6XB766_01K7E9PZ5PBMBG6X3P7H61KW1P_ACTIVITY
skill_ids: ["LbdlurLnJHFvFcP971Mp","wjpdrGf8sXAY51gCHJ18","sFAuMp0e84nKOsn9a6HH"]
subtopics: ["Money"]
subtopic_ids: ["subtopic_01GTC0BKN69SMHDGS8ASPD50HR"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Halloween
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Classroom Market Fun\nYou're running a class market! Buy and sell items using Australian money.","scenario":"Steps\n1. Draw and label $5$ items for your market, each costing less than $\\$10$.\n2. Write their prices in dollars and cents (e.g., $\\$3.50$ or $350$ cents).\n3. In pairs, 'buy' items using made-up coins and notes on paper.\n4. Count the total spent and 'give' change if needed.\n5. Compare who spent the most or saved the most money!","steps":["Discussion\n• How can you check that your change is correct?\n• What happens if you pay in just coins or just notes?","Differentiation Opportunities\n• Support: Use fewer items with simpler prices (e.g., multiples of $\\$1$).\n• Extend: Add a budget limit and calculate how much money is left after shopping."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7E9PXCVRVNE8HSZGT6XB766_01K7E9PZ5PBMBG6X3P85RXB3B7_EXIT_TICKET
skill_ids: ["LbdlurLnJHFvFcP971Mp","wjpdrGf8sXAY51gCHJ18","sFAuMp0e84nKOsn9a6HH"]
subtopics: ["Money"]
subtopic_ids: ["subtopic_01GTC0BKN69SMHDGS8ASPD50HR"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Halloween
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$1$","question":"Liam receives $2$ $50$ cent coins while trick-or-treating. How much money does he have in total?"},{"answer":"$650$","question":"A Halloween mask costs $\\$6.50$. How many cents is $\\$6.50$?"},{"answer":"$3.60$","question":"Emma collects $1$ $\\$2$ coin, $2$ $50$ cent coins, and $3$ $20$ cent coins while trick-or-treating. How much money does she have?"}]}


example_id: lp_01K7EA3JWJQYZ53MBF1XHNVBDA_01K7EA3N5JQMKQMFXM0QFWT27A_APPLICATION
skill_ids: ["QrKzHeY1anxDcsyYGKl9","1EiT0AQznGy2pjvTSth2","Ij7uTEbxclE2H4EIjBOm"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"3D Shapes in Circus Props","example1Header":"Situation\nCircus designers create exciting props like juggling balls, hoops, and cones. They distinguish between $2$D shapes (like circles) and $3$D shapes (like spheres) to build the right equipment.","example1Body":"Example\nA juggling ball is a sphere, a $3$D shape, which can be held and thrown. A hoop is a circle, a $2$D shape, which lies flat. Designers choose $3$D shapes for solid props.","example2Header":"","example2Body":""}

skills:
["Distinguishing between $2$D and $3$D shapes","Classifying $3$D shapes","Identifying faces, edges and vertices of 3D shapes"]


example_id: lp_01K7EA3JWJQYZ53MBF1XHNVBDA_01K7EA3N5JQMKQMFXM1E6ZBR6D_THOUGHT_SPARKER
skill_ids: ["QrKzHeY1anxDcsyYGKl9","1EiT0AQznGy2pjvTSth2","Ij7uTEbxclE2H4EIjBOm"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"At the circus, you see a ball used for juggling, which is a sphere, and a drum, which is a cylinder.","firstSentence":"How would you decide whether these objects are $2$D or $3$D shapes?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to think about whether the objects have height, width, and depth.","Use physical models or drawings to compare $2$D and $3$D shapes.","Discuss real-world examples of $2$D and $3$D objects to connect the lesson to everyday life."]}

skills:
["Distinguishing between $2$D and $3$D shapes","Classifying $3$D shapes","Identifying faces, edges and vertices of 3D shapes"]


example_id: lp_01K7EA3JWJQYZ53MBF1XHNVBDA_01K7EA3N5JQMKQMFXM0WGXXMM4_ACTIVITY
skill_ids: ["QrKzHeY1anxDcsyYGKl9","1EiT0AQznGy2pjvTSth2","Ij7uTEbxclE2H4EIjBOm"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"3D Shape Sorting Fun\nYour team is helping a toy factory label and organise $3$D shapes for a new game.","scenario":"Steps\n1. Draw and cut out $3$D shape nets (cube, pyramid, cylinder) on paper.\n2. Fold and assemble the nets into $3$D shapes.\n3. Write the number of faces, edges, and vertices for each shape.\n4. Sort the shapes into groups (e.g., prisms, pyramids, curved shapes).\n5. Discuss which shapes are $2$D and which are $3$D, and why.","steps":["Discussion\n• What makes a shape $3$D and not $2$D?\n• How do the number of faces, edges, and vertices help classify shapes?","Differentiation Opportunities\n• Support: Use pre-drawn shape nets and focus on counting faces, edges, and vertices.\n• Extend: Create and classify more complex shapes, like a dodecahedron or cone."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Distinguishing between $2$D and $3$D shapes","Classifying $3$D shapes","Identifying faces, edges and vertices of 3D shapes"]


example_id: lp_01K7EA3JWJQYZ53MBF1XHNVBDA_01K7EA3N5JQMKQMFXM1HJH1DSE_EXIT_TICKET
skill_ids: ["QrKzHeY1anxDcsyYGKl9","1EiT0AQznGy2pjvTSth2","Ij7uTEbxclE2H4EIjBOm"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Ball","question":"At the circus, a clown holds a flat triangle and a ball. Which one is a $3$D shape: the triangle or the ball?"},{"answer":"$2$ \\text{faces}, $1$ \\text{edge}, $1$ \\text{vertex}","question":"A circus tent is shaped like a cone. How many faces, edges, and vertices does a cone have?"},{"answer":"$6$ \\text{faces}, $12$ \\text{edges}, $8$ \\text{vertices}","question":"A box of juggling balls at the circus is a rectangular prism. How many faces, edges, and vertices does a rectangular prism have?"}]}


example_id: lp_01K7EA3JWJQYZ53MBF1XHNVBDA_01K7EA3N5JQMKQMFXM18CHSSE6_CONTEMPLATIVE_QUESTION
skill_ids: ["QrKzHeY1anxDcsyYGKl9","1EiT0AQznGy2pjvTSth2","Ij7uTEbxclE2H4EIjBOm"]
subtopics: ["Identifying 3D Shapes"]
subtopic_ids: ["subtopic_01H25WKW315GW2GF7MCT6QQWMD"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: Circus
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are designing a box for a gift. What $3$D shape will you choose? How many faces, edges, and vertices will it have? Explain why you picked that shape.","teacherTips":["Encourage students to connect the shape to real-life gift boxes.","Discuss the properties of different $3$D shapes like cubes or rectangular prisms.","Prompt students to explain their reasoning for choosing a specific shape."],"difficulty":"mild"}


example_id: lp_01K7EAYQFN1AV8WJW081398PQ2_01K7EAYS0HJPQ0418FGZZ5N5ZN_ACTIVITY
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Lost Item Hunt\nSomeone lost items on a grid! Help your team find them by using grid references.","scenario":"Steps\n1. Draw a $5 \\times 5$ grid on your paper and label rows $A$ to $E$ and columns $1$ to $5$.\n2. Each team hides $5$ items on their grid by marking their positions (e.g., B3).\n3. Exchange grids with another team without showing the hidden item locations.\n4. Take turns guessing positions to find the hidden items (e.g., 'Is it at C2?').\n5. Mark found items and count points. The team with the most found items wins!","steps":["Discussion\n• Why is it important to label rows and columns clearly on a grid?\n• What strategies helped you find items faster?","Differentiation Opportunities\n• Support: Use a $3 \\times 3$ grid and hide only $3$ items.\n• Extend: Use a $7 \\times 7$ grid and give clues about item positions."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Finding the location of an object on a grid","Describing a position using a grid coordinate system","Interpreting grid references on a map"]


example_id: lp_01K7EAYQFN1AV8WJW081398PQ2_01K7EAYS0HJPQ0418FHM7PAQ9B_EXIT_TICKET
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$A$","question":"The giraffe is at grid reference $A3$ on the zoo map. What row is it in?"},{"answer":"$C2$","question":"The koala is at grid reference $C4$. If it moves $2$ spaces left, what is the new grid reference?"},{"answer":"$3$","question":"At the zoo, a lion is at $D5$, and a tiger is at $D2$. How many spaces apart are they on the grid?"}]}

skills:
["Finding the location of an object on a grid","Describing a position using a grid coordinate system","Interpreting grid references on a map"]


example_id: lp_01K7EAYQFN1AV8WJW081398PQ2_01K7EAYS0HJPQ0418FHCVPVS6B_CONTEMPLATIVE_QUESTION
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine a zoo map with a grid. If the tiger is at $C3$ and the monkey is at $E5$, how would you describe their locations? What grid references could you create for other animals?","teacherTips":["Encourage students to use rows and columns to describe positions.","Ask students to explain why grid references help locate objects.","Discuss how grid systems simplify finding places on a map."],"difficulty":"mild"}

skills:
["Finding the location of an object on a grid","Describing a position using a grid coordinate system","Interpreting grid references on a map"]


example_id: lp_01K7EAYQFN1AV8WJW081398PQ2_01K7EAYS0HJPQ0418FGT37PEBT_APPLICATION
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Locating Animals Using Zoo Maps","example1Header":"Situation\nZoo staff use grid maps to locate animals and guide visitors. Each enclosure is marked with a unique grid coordinate for easy navigation.","example1Body":"Example\nTo find the giraffe enclosure at (3, 4), start at (0, 0). Move 3 spaces right and 4 spaces up. This places you exactly at the enclosure's location.","example2Header":"","example2Body":""}


example_id: lp_01K7EAYQFN1AV8WJW081398PQ2_01K7EAYS0HJPQ0418FHG132711_THOUGHT_SPARKER
skill_ids: ["hpqvYX6LG7k2ggWIMQbu","FItR7wKjyN6GBTg7lEwF","mccs4VLfLvlXtKPKmTwe"]
subtopics: ["Working with Grids"]
subtopic_ids: ["subtopic_01GTC0BM7EYW9JBXVMGRPC6RFG"]
topic: Space
topic_id: 8f9c68ad-209e-50bd-a554-79e153693ae6
context: The Zoo
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"On a zoo map, the lion is at $(3, 5)$, the giraffe is at $(2, 8)$, and the koala is at $(1, 4)$.","firstSentence":"How would you find the location of the lion on this map using its grid reference?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Ensure students understand how to read coordinates as (horizontal, vertical).","Use a physical or drawn grid map to help students visualise the positions.","Encourage students to explain the steps of locating a point to reinforce understanding."]}


example_id: lp_01K7EB69MRX3GS7H4GBKDCAGQM_01K7EB6B1J9XQXN3Q6RJPNFKWS_THOUGHT_SPARKER
skills: ["Analysing and creating frequency tables with categorical data"]
skill_ids: ["OLTlbvQDtNHfBSsyagap"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A wildlife park has $25$ flamingos. During the day, $10$ flamingos are seen eating, $8$ are resting by the water, and $7$ are walking around.","firstSentence":"How could you organise this information into a frequency table to make it easier to understand?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the categories and the counts for each activity before creating the table.","Discuss how frequency tables help organise and compare data easily.","Ask students to explain why each flamingo must fit into exactly one category for the table to make sense."]}


example_id: lp_01K7EB69MRX3GS7H4GBKDCAGQM_01K7EB6B1J9XQXN3Q6QKPMFSZ7_APPLICATION
skills: ["Analysing and creating frequency tables with categorical data"]
skill_ids: ["OLTlbvQDtNHfBSsyagap"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Tracking Flamingo Activities with Frequency Tables","example1Header":"Situation\nWildlife researchers study flamingos' daily activities, like feeding, resting, or flying, to understand their behaviour and improve conservation efforts.","example1Body":"Example\nResearchers observe flamingos: feeding (10), resting (15), flying (5). Total: $10 + 15 + 5 = 30$. A frequency table shows resting occurs most, helping to understand their habits.","example2Header":"","example2Body":""}


example_id: lp_01K7EB69MRX3GS7H4GBKDCAGQM_01K7EB6B1J9XQXN3Q6RSQR4VZ6_EXIT_TICKET
skills: ["Analysing and creating frequency tables with categorical data"]
skill_ids: ["OLTlbvQDtNHfBSsyagap"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$10$","question":"A zookeeper counts $4$ pink flamingos and $6$ white flamingos. How many flamingos are there in total?"},{"answer":"$2$","question":"A zookeeper records flamingo activities: $5$ flamingos eating, $3$ drinking, $4$ resting. How many more are eating than drinking?"},{"answer":"$\\frac{3}{16}$","question":"A zookeeper tracks flamingos' colours: $8$ pink, $5$ white, $3$ grey. What fraction of all flamingos are grey?"}]}


example_id: lp_01K7EB69MRX3GS7H4GBKDCAGQM_01K7EB6B1J9XQXN3Q6QTABGEHJ_ACTIVITY
skills: ["Analysing and creating frequency tables with categorical data"]
skill_ids: ["OLTlbvQDtNHfBSsyagap"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Classroom Favourites Poll\nYour class is voting for their favourite fruit. Help collect and organise the data!","scenario":"Steps\n1. Write four fruit names (e.g., apple, banana, orange, mango) in a table.\n2. Ask each classmate to vote for their favourite fruit and tally the votes.\n3. Count the tallies for each fruit and write the totals in the table.\n4. Identify the fruit with the most votes and the least votes.\n5. Discuss what the table shows about class preferences.","steps":["Discussion\n• Which fruit had the highest tally? Why do you think it is popular?\n• What could we learn by asking more categories, like favourite colours?","Differentiation Opportunities\n• Support: Use only two fruit options to simplify tallying and counting.\n• Extend: Add two more fruit options and compare results across more categories."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EB69MRX3GS7H4GBKDCAGQM_01K7EB6B1J9XQXN3Q6RD8RY2FV_CONTEMPLATIVE_QUESTION
skills: ["Analysing and creating frequency tables with categorical data"]
skill_ids: ["OLTlbvQDtNHfBSsyagap"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Flamingos
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a frequency table for pet types in your class. How could you use this table to plan a pet day?","teacherTips":["Help students group pets into categories like 'dogs', 'cats', etc.","Guide students to tally pet types and calculate totals.","Discuss how the table helps plan activities for common pets."],"difficulty":"mild"}


example_id: lp_01K7EBCH39TWN3NPPW8EMGTB4A_01K7EBCJNNGZSV6TRNDTGF6PTF_THOUGHT_SPARKER
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Tennis
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A tennis club recorded the number of tennis balls collected during a match. The tally chart shows $12$ balls collected on Monday, $15$ on Wednesday, and $18$ on Friday.","firstSentence":"What patterns can you see in the number of tennis balls collected over the week?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the changes in numbers across the days and look for trends.","Ask students to explain how the tally marks in the chart help them interpret the data quickly.","Discuss the benefits of using tally charts and how they make counting easier when dealing with larger numbers."]}


example_id: lp_01K7EBCH39TWN3NPPW8EMGTB4A_01K7EBCJNNGZSV6TRND9KCPQGV_APPLICATION
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Tennis
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Tally Charts in Tennis Scoring","example1Header":"Situation\nTennis coaches track player performance during practice. They use tally charts to record how many serves, forehands, and backhands are successful.","example1Body":"Example\nThe tally chart shows 5 serves (||||), 3 forehands (|||), and 4 backhands (||||). Adding: 5 + 3 + 4 = 12 successes. Coaches know serves are the strongest area.","example2Header":"","example2Body":""}


example_id: lp_01K7EBCH39TWN3NPPW8EMGTB4A_01K7EBCJNNGZSV6TRNDZAVH0TC_EXIT_TICKET
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Tennis
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$2$","question":"A tennis tally chart shows $7$ wins for Sarah and $5$ wins for Mia; how many more wins does Sarah have than Mia?"},{"answer":"$10$","question":"In a tennis club's picture graph, each tennis ball symbol represents $2$ wins. If Sarah has $5$ tennis balls, how many wins does she have?"},{"answer":"$54$","question":"A picture graph shows $3$ players. Sarah has $6$ balls, Mia has $4$, and Ben has $8$, each ball equals $3$ wins. How many wins do they have in total?"}]}


example_id: lp_01K7EBCH39TWN3NPPW8EMGTB4A_01K7EBCJNNGZSV6TRNDQ9EAXFN_CONTEMPLATIVE_QUESTION
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Tennis
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a tally chart of your classmates' favourite fruits. Then draw a picture graph using one symbol for 2 votes. What patterns or trends do you notice?","teacherTips":["Help students count and group votes accurately in the tally chart.","Explain how one symbol can represent multiple votes in the picture graph.","Encourage students to describe patterns they see in the data."],"difficulty":"mild"}


example_id: lp_01K7EBCH39TWN3NPPW8EMGTB4A_01K7EBCJNNGZSV6TRNDCDNPYQ1_ACTIVITY
skills: ["Interpreting tally charts","Interpreting many-to-one picture graphs"]
skill_ids: ["QbeHDE65ViEHBtKoUt3K","Za4pD0dQFctUIjyhjVDm"]
subtopics: ["Interpreting Basic Graphs"]
subtopic_ids: ["subtopic_01GTC0BCDG820AXCXCN166S5T2"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Tennis
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Animal Voting Fun!\nYour class is voting for their favourite animal. Help organise and show the results!","scenario":"Steps\n1. In teams, list $5$ animals to vote for (e.g., dogs, cats, birds).\n2. Survey the class and record votes using a tally chart.\n3. Count the tallies and turn them into a picture graph (e.g., $1$ picture = $2$ votes).\n4. Compare your graphs and find the most and least popular animals.\n5. Discuss why some animals got more votes than others.","steps":["Discussion\n• What is easier to read: a tally chart or a picture graph?\n• How does changing the value of each picture affect the graph?","Differentiation Opportunities\n• Support: Use fewer animals (e.g., $3$) and a simple scale ($1$ picture = $1$ vote).\n• Extend: Create a picture graph with a more complex scale (e.g., $1$ picture = $5$ votes)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EBM0WKWKGRP38MX8XZG2T5_01K7EBM52V9CCCHR7A87AE53CS_ACTIVITY
skills: ["Interpreting dot plots","Interpreting column graphs"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Turtles
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Fruit Survey Graphs\nYour class is collecting data about everyone's favourite fruit to make graphs!","scenario":"Steps\n1. In teams, list $5$ fruits (e.g., apples, bananas).\n2. Survey classmates and tally votes for each fruit.\n3. Draw a column graph to show the votes for each fruit.\n4. Create a dot plot showing the same data.\n5. Compare and discuss patterns in your graphs.","steps":["Discussion\n• Which fruit was the most popular? How do you know?\n• How does the column graph differ from the dot plot?","Differentiation Opportunities\n• Support: Provide pre-drawn graph templates for students to fill in.\n• Extend: Add more fruits and create graphs with larger data sets."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EBM0WKWKGRP38MX8XZG2T5_01K7EBM52V9CCCHR7A8TGZJ6X7_CONTEMPLATIVE_QUESTION
skills: ["Interpreting dot plots","Interpreting column graphs"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Turtles
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Create a dot plot to show how many books your friends read last week. What can you learn from it?","teacherTips":["Remind students to label the dot plot with numbers and categories.","Encourage students to count accurately and add dots for each friend.","Ask students to describe the most and least common numbers of books read."],"difficulty":"mild"}


example_id: lp_01K7EBM0WKWKGRP38MX8XZG2T5_01K7EBM52V9CCCHR7A931Y5Y5H_EXIT_TICKET
skills: ["Interpreting dot plots","Interpreting column graphs"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Turtles
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Tuesday","question":"A graph shows the number of turtles spotted on Monday, Tuesday, and Wednesday as $5$, $7$, and $3$. Which day had the most turtles?"},{"answer":"$15$","question":"A dot plot shows $4$ turtles on the beach in the morning, $6$ in the afternoon, and $5$ in the evening. How many turtles were spotted in total?"},{"answer":"$53$","question":"A dot plot shows turtles' weights: $3$ dots at $5$ kg, $4$ dots at $6$ kg, and $2$ dots at $7$ kg. What is the total weight of all the turtles?"}]}


example_id: lp_01K7EBM0WKWKGRP38MX8XZG2T5_01K7EBM52V9CCCHR7A82P9TKDC_APPLICATION
skills: ["Interpreting dot plots","Interpreting column graphs"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Turtles
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Tracking Turtle Sightings with Graphs","example1Header":"Situation\nMarine biologists monitor turtle sightings at different beaches to understand their habits. They use column graphs to compare how many turtles are seen at each location.","example1Body":"Example\nA graph shows $5$ turtles at Beach A, $8$ at Beach B, and $3$ at Beach C. Beach B has the most sightings ($8$), while Beach C has the fewest ($3$).","example2Header":"","example2Body":""}


example_id: lp_01K7EBM0WKWKGRP38MX8XZG2T5_01K7EBM52V9CCCHR7A8X2ZJBRE_THOUGHT_SPARKER
skills: ["Interpreting dot plots","Interpreting column graphs"]
skill_ids: ["8AeE3xcn5UYmYk1zdxmv","01JZH1B9Z6R4W3TW46DQAY25TW"]
subtopics: ["Basic Data Representation"]
subtopic_ids: ["subtopic_01GTC0BM9E20VH2JVR921WSJHS"]
topic: Statistics
topic_id: 1b2b7dba-4724-5c2e-955d-f538954483b7
context: Turtles
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A graph shows the number of turtles seen in three locations: $7$ turtles at the beach, $4$ turtles in the river, and $9$ turtles in the lagoon.","firstSentence":"What can you learn from the graph about where turtles are most or least commonly found?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe the highest and lowest columns or dots on the graph.","Ask students to explain how the graph helps them compare the numbers between locations.","Discuss real-life reasons why turtles might be seen more in one location than another."]}


example_id: lp_01K7EBTPYGK9Q8WPFFDGVKB55X_01K7EBTRF5D6R4C3BKJ2ZXPP6T_THOUGHT_SPARKER
skill_ids: ["neklpCutYHc71FB5sX6I","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In an archery game, a player can hit the bullseye, miss the target, or land on the outer ring of the target.","firstSentence":"Can a player hit the bullseye and miss the target at the same time?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss what it means to hit the bullseye versus missing the target, using pictures or diagrams if needed.","Encourage students to explain their thinking about why certain events can't happen together.","Use examples from other sports or activities to reinforce the idea of mutually exclusive events."]}

skills:
["Identifying real life events that can't occur together","Describing the likelihood of real life events"]


example_id: lp_01K7EBTPYGK9Q8WPFFDGVKB55X_01K7EBTRF5D6R4C3BKHE1QY5GW_APPLICATION
skill_ids: ["neklpCutYHc71FB5sX6I","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Predicting Hits in Archery Practice","example1Header":"Situation\nArchery coaches help archers improve by estimating how often arrows hit the target. By understanding likelihood, they can adjust training.","example1Body":"Example\nAn archer hits the target $7$ times in $10$ shots. The likelihood of hitting is $7 \\div 10 = 0.7$, which means $70\\%$. Coaches use this to track progress.","example2Header":"","example2Body":""}

skills:
["Identifying real life events that can't occur together","Describing the likelihood of real life events"]


example_id: lp_01K7EBTPYGK9Q8WPFFDGVKB55X_01K7EBTRF5D6R4C3BKHJ425PH6_ACTIVITY
skill_ids: ["neklpCutYHc71FB5sX6I","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Can It Happen?\nYour team is solving event puzzles! Can both events happen or not? How likely are they?","scenario":"Steps\n1. In teams, write $5$ pairs of events (e.g., 'raining and sunny').\n2. Decide if both events can happen together or not.\n3. For each pair, rate how likely each event is (e.g., very likely, unlikely).\n4. Compare answers with another team and explain your reasoning.\n5. Score $1$ point for every agreed answer. Most points win!","steps":["Discussion\n• Why can't some events happen at the same time?\n• How can you tell if an event is likely or unlikely?","Differentiation Opportunities\n• Support: Provide example events to help teams get started.\n• Extend: Use more complex events or rate events with percentages (e.g., $70\\%$ likely)."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Identifying real life events that can't occur together","Describing the likelihood of real life events"]


example_id: lp_01K7EBTPYGK9Q8WPFFDGVKB55X_01K7EBTRF5D6R4C3BKJ6GE75DC_EXIT_TICKET
skill_ids: ["neklpCutYHc71FB5sX6I","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"No","question":"Can an archer shoot an arrow and retrieve it from the target at the same time?"},{"answer":"$80\\%$","question":"If an archer hits the bullseye $8$ out of $10$ shots, what is the likelihood they hit the bullseye on the next shot?"},{"answer":"$40\\%$","question":"An archer practices $20$ shots, hitting the bullseye $12$ times. What is the probability of missing the bullseye on the next shot?"}]}


example_id: lp_01K7EBTPYGK9Q8WPFFDGVKB55X_01K7EBTRF5D6R4C3BKJ0FWVDFJ_CONTEMPLATIVE_QUESTION
skill_ids: ["neklpCutYHc71FB5sX6I","y0SO0b5OnAD5PjesMwQS"]
subtopics: ["Likelihood"]
subtopic_ids: ["subtopic_01GTC0BN1TKJ293ZQG2PQAV0K5"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Archery
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"What are two real-life events that cannot happen at the same time? Explain why. How would you decide if one event is more likely than the other?","teacherTips":["Encourage students to think of events they experience daily.","Discuss the meaning of 'cannot happen at the same time'.","Guide students to compare the frequency of events to judge likelihood."],"difficulty":"mild"}


example_id: lp_01K7ECJSD243NSRNMXBKC2Y0EZ_01K7ECJV4NE6EAYWJSJHEDFSR7_EXIT_TICKET
skills: ["Comparing likelihoods of events","Understanding what sample space represents"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","ux8pYd1mCi62lCuhatJf"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 3
country: AU
period_number: 3
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$3$","question":"If a frisbee can land in $3$ different zones marked $A$, $B$, and $C$, how many outcomes are in the sample space?"},{"answer":"Zone $A$","question":"If a frisbee is thrown $10$ times and lands in Zone $A$ $7$ times, is it more likely to land in Zone $A$ or Zone $B$?"},{"answer":"Zone $A$","question":"If the chances of landing a frisbee in Zone $A$ are $\\frac{1}{2}$ and in Zone $B$ are $\\frac{1}{4}$, which zone is more likely for the frisbee to land?"}]}


example_id: lp_01K7ECJSD243NSRNMXBKC2Y0EZ_01K7ECJV4NE6EAYWJSJAKY6AYJ_CONTEMPLATIVE_QUESTION
skills: ["Comparing likelihoods of events","Understanding what sample space represents"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","ux8pYd1mCi62lCuhatJf"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 3
country: AU
period_number: 3
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine you roll a dice and flip a coin. What are all the possible outcomes? Which is more likely: rolling a $6$ or flipping heads? Explain your reasoning.","teacherTips":["Guide students to list all outcomes like $(1,H), (1,T), (2,H), (2,T)$, etc.","Discuss the sample space of dice rolls and coin flips.","Encourage reasoning about equal chance for each face or side."],"difficulty":"mild"}


example_id: lp_01K7ECJSD243NSRNMXBKC2Y0EZ_01K7ECJV4NE6EAYWJSHZCFJJES_ACTIVITY
skills: ["Comparing likelihoods of events","Understanding what sample space represents"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","ux8pYd1mCi62lCuhatJf"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 3
country: AU
period_number: 3
node_type: ACTIVITY
example_output_json:
{"header":"Spin and Predict\nStudents design spinners and predict which colours are more likely to appear.","scenario":"Steps\n1. Draw a circle on paper and divide it into $4$ equal parts.\n2. Colour each part differently (e.g., red, blue, green, yellow).\n3. Spin a pencil in the centre and record $10$ outcomes.\n4. Compare how often each colour appears and discuss the results.\n5. Adjust the spinner (e.g., larger red section) and predict new outcomes.","steps":["Discussion\n• Why did some colours appear more often than others?\n• How does changing spinner sizes affect the likelihoods?","Differentiation Opportunities\n• Support: Use only $2$ colours to make predictions simpler.\n• Extend: Create a spinner with $6$ parts and compare outcomes."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7ECJSD243NSRNMXBKC2Y0EZ_01K7ECJV4NE6EAYWJSJCXTKX3Q_THOUGHT_SPARKER
skills: ["Comparing likelihoods of events","Understanding what sample space represents"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","ux8pYd1mCi62lCuhatJf"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 3
country: AU
period_number: 3
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"When throwing a frisbee, it can land on the grass, in a tree, or in the sand. In $10$ throws, it landed on the grass $6$ times, in the tree $2$ times, and in the sand $2$ times.","firstSentence":"Which is more likely: the frisbee landing on the grass or in the sand, and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Ask students to explain what the sample space is and how it relates to the frisbee's possible landing spots.","Encourage students to use fractions or proportions to compare the likelihoods.","Discuss why some outcomes might be more common based on real-world factors, like the size of the grass area compared to the sand."]}


example_id: lp_01K7ECJSD243NSRNMXBKC2Y0EZ_01K7ECJV4NE6EAYWJSHV9CHXFK_APPLICATION
skills: ["Comparing likelihoods of events","Understanding what sample space represents"]
skill_ids: ["HTxBeLpUWNI8auKmsenA","ux8pYd1mCi62lCuhatJf"]
subtopics: ["Sample Space"]
subtopic_ids: ["subtopic_01GTC0BBZ6GNGZFYAC1T18XQBJ"]
topic: Probability
topic_id: fc9c4c55-d558-542e-ae13-73e5e9da81d4
context: Frisbee
class_year: 3
country: AU
period_number: 3
node_type: APPLICATION
example_output_json:
{"title":"Probability in Frisbee Throws","example1Header":"Situation\nFrisbee coaches use probability to teach players about different ways a frisbee can land. They track outcomes like landing flat, on its edge, or being caught.","example1Body":"Example\nFrisbee coaches find the sample space: {flat, edge, caught}. By listing every result, they ensure all possible outcomes are considered during practice.","example2Header":"","example2Body":""}


example_id: lp_01K7EFX3T05JT5NJ5KEGB7PGWP_01K7EFX5QCNP20YDJ7XZ45E0NN_CONTEMPLATIVE_QUESTION
skills: ["Understanding place value of decimals","Representing decimals on the number line"]
skill_ids: ["01K0DE47ZA06AAW79G8WVAMPVC","prkoutGQvnt475e8NXUh"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Imagine a number line from $0$ to $1$ with marks for tenths. Place $0.3$ and $0.7$. What do you notice?","teacherTips":["Help students identify tenths between $0$ and $1$ on the number line.","Discuss the relative positions of $0.3$ and $0.7$.","Encourage students to explain their reasoning using place value."],"difficulty":"mild"}


example_id: lp_01K7EFX3T05JT5NJ5KEGB7PGWP_01K7EFX5QCNP20YDJ7XN89SEGF_ACTIVITY
skills: ["Understanding place value of decimals","Representing decimals on the number line"]
skill_ids: ["01K0DE47ZA06AAW79G8WVAMPVC","prkoutGQvnt475e8NXUh"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Decimal Dash Race\nYou're a race organiser! Place runners' decimal distances correctly to win.","scenario":"Steps\n1. Draw a number line from $0$ to $1$ and mark equal intervals of $0.1$.\n2. Write $5$ decimal distances (e.g., $0.3$, $0.65$) on small paper pieces.\n3. Take turns placing each decimal on the number line accurately.\n4. Measure how close each placement is to the correct spot using a ruler.\n5. Score $1$ point for accurate placements. Team with most points wins!","steps":["Discussion\n• Why is $0.65$ closer to $0.6$ than $0.7$ on the number line?\n• What happens to placement if a number has more decimal places?","Differentiation Opportunities\n• Support: Use decimals with only $1$ decimal place (e.g., $0.1$, $0.4$).\n• Extend: Use decimals with $2$ or $3$ places (e.g., $0.345$, $0.678$)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EFX3T05JT5NJ5KEGB7PGWP_01K7EFX5QCNP20YDJ7Y8MQGR9E_EXIT_TICKET
skills: ["Understanding place value of decimals","Representing decimals on the number line"]
skill_ids: ["01K0DE47ZA06AAW79G8WVAMPVC","prkoutGQvnt475e8NXUh"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0.5$","question":"A weightlifter lifted $12.5$ kg. What is the value of the digit $5$ in $12.5$?"},{"answer":"Equidistant","question":"On a number line, $15.2$ kg is placed between $15.1$ kg and $15.3$ kg. Is $15.2$ closer to $15.1$ or $15.3$?"},{"answer":"$24, 25$","question":"A weightlifter lifts $24.75$ kg. Between which two whole numbers does $24.75$ lie on the number line?"}]}


example_id: lp_01K7EFX3T05JT5NJ5KEGB7PGWP_01K7EFX5QCNP20YDJ7XFMEJ1E5_APPLICATION
skills: ["Understanding place value of decimals","Representing decimals on the number line"]
skill_ids: ["01K0DE47ZA06AAW79G8WVAMPVC","prkoutGQvnt475e8NXUh"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Decimals in Weightlifting Competitions","example1Header":"Situation\nWeightlifting judges record precise weights lifted by athletes using decimals. This ensures fair competition, as even a difference of 0.1 kg matters.","example1Body":"Example\nAn athlete lifts 123.45 kg. Judges use place value: 100 kg (hundreds), 20 kg (tens), 3 kg (ones), 0.4 kg (tenths), and 0.05 kg (hundredths) to ensure precision.","example2Header":"","example2Body":""}


example_id: lp_01K7EFX3T05JT5NJ5KEGB7PGWP_01K7EFX5QCNP20YDJ7Y3TDK6N0_THOUGHT_SPARKER
skills: ["Understanding place value of decimals","Representing decimals on the number line"]
skill_ids: ["01K0DE47ZA06AAW79G8WVAMPVC","prkoutGQvnt475e8NXUh"]
subtopics: ["Decimal Basics"]
subtopic_ids: ["subtopic_01GTC0BRP5RN8FWQ8WGTWNDDG7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Weightlifting
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a weightlifting competition, athletes lift weights like $25.5$ kg, $30.75$ kg, and $40.25$ kg to win medals.","firstSentence":"How would you place $30.75$ on a number line between $30$ and $31$?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Help students break $30.75$ into whole and decimal parts to understand its place value.","Use a number line divided into tenths and hundredths to show precision when placing decimals.","Encourage students to explain their reasoning for where they place $30.75$ on the number line."]}


example_id: lp_01K7EGKCWT6SJX0NGQ0X4MFETF_01K7EGKEG539GKAFPF8M0KKWT2_ACTIVITY
skill_ids: ["X3T7ru0oMQdAUy1N8p7N","HvaEFYNyLDKuWoQXoaTt","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Fraction Shape Match\nYour team is designing artworks using fractions and number lines!","scenario":"Steps\n1. Draw a number line from $0$ to $3$ on paper.\n2. Mark fractions like $\\frac{1}{2}$, $1\\frac{1}{4}$, $2\\frac{1}{2}$ on it.\n3. Draw shapes to represent each fraction (e.g., pies or bars).\n4. Place your shapes under the correct points on the number line.\n5. The team with the most accurate matches wins!","steps":["Discussion\n• Why is $2\\frac{1}{2}$ closer to $3$ than $2$?\n• How do shapes help explain mixed numbers?","Differentiation Opportunities\n• Support: Use only simple fractions like $\\frac{1}{2}$ and $\\frac{1}{4}$.\n• Extend: Include improper fractions like $\\frac{7}{4}$ and $\\frac{5}{2}$."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Representing whole numbers as fractions","Representing fractions on a number line","Representing mixed numbers using shapes"]


example_id: lp_01K7EGKCWT6SJX0NGQ0X4MFETF_01K7EGKEG539GKAFPF8DWYQPEA_WARM_UP_QUESTIONS_WITH_CONTEXT
skill_ids: ["X3T7ru0oMQdAUy1N8p7N","HvaEFYNyLDKuWoQXoaTt","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 4
country: AU
period_number: 4
node_type: WARM_UP_QUESTIONS_WITH_CONTEXT
example_output_json:
{"situation":"You are helping a pizza chef divide pizzas fairly among customers by using fractions.","questions":[{"answer":"\\frac{1}{4}","question":"If a pizza is cut into $4$ equal slices and you eat $1$, what fraction of the pizza did you eat?"},{"answer":"\\frac{4}{6}","question":"A pizza is cut into $6$ equal slices. If $2$ slices are eaten, what fraction of the pizza is left?"},{"answer":"\\frac{5}{8}","question":"Two pizzas are each divided into $8$ slices. One pizza has $3$ slices left, and the other has $5$. Which has more remaining?"}]}

skills:
["Representing whole numbers as fractions","Representing fractions on a number line","Representing mixed numbers using shapes"]


example_id: lp_01K7EGKCWT6SJX0NGQ0X4MFETF_01K7EGKEG539GKAFPF91P78HCY_CONTEMPLATIVE_QUESTION
skill_ids: ["X3T7ru0oMQdAUy1N8p7N","HvaEFYNyLDKuWoQXoaTt","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Draw a number line from $0$ to $2$. Show where $\\frac{1}{2}$, $1\\frac{1}{4}$, and $1$ are placed. Can $1$ be written as a fraction? How?","teacherTips":["Guide students to divide the number line into equal parts for fractions.","Explain how mixed numbers combine whole numbers and fractions.","Discuss how $1$ can be written as $\\frac{2}{2}$, $\\frac{3}{3}$, etc."],"difficulty":"mild"}

skills:
["Representing whole numbers as fractions","Representing fractions on a number line","Representing mixed numbers using shapes"]


example_id: lp_01K7EGKCWT6SJX0NGQ0X4MFETF_01K7EGKEG539GKAFPF9AS3SM0B_EXIT_TICKET
skill_ids: ["X3T7ru0oMQdAUy1N8p7N","HvaEFYNyLDKuWoQXoaTt","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$\\frac{4}{4} = 1$","question":"If a pizza is cut into $4$ equal slices and all $4$ slices are eaten, how can you represent this as a fraction?"},{"answer":"$\\frac{3}{4}$","question":"Show where $\\frac{3}{4}$ of a pizza would be on a number line divided into $4$ equal parts between $0$ and $1$?"},{"answer":"$1\\frac{2}{3}$","question":"If Sarah eats $1$ whole pizza and $\\frac{2}{3}$ of another pizza, how would you show this as a mixed number?"}]}


example_id: lp_01K7EGKCWT6SJX0NGQ0X4MFETF_01K7EGKEG539GKAFPF8JWGF6AB_APPLICATION
skill_ids: ["X3T7ru0oMQdAUy1N8p7N","HvaEFYNyLDKuWoQXoaTt","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Fractions in Pizza Slicing","example1Header":"Situation\nPizza chefs cut pizzas into equal slices to serve customers. They use fractions to describe how much of the pizza each slice represents.","example1Body":"Example\nA pizza divided into $4$ slices means each slice is $\\frac{1}{4}$. On a number line, $\\frac{1}{4}$, $\\frac{2}{4}$, and $\\frac{3}{4}$ are placed before $1$, showing 1 slice, 2 slices, and 3 slices.","example2Header":"","example2Body":""}


example_id: lp_01K7EGKCWT6SJX0NGQ0X4MFETF_01K7EGKEG539GKAFPF97JW6HH1_THOUGHT_SPARKER
skill_ids: ["X3T7ru0oMQdAUy1N8p7N","HvaEFYNyLDKuWoQXoaTt","I4m0H5WObgSDbLlrMkal"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Pizza
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A large pizza is cut into $8$ equal slices. If $5$ slices are eaten, only $3$ slices are left.","firstSentence":"How could you represent the amount of pizza left on a number line?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to divide the number line into $8$ equal parts to represent the slices.","Discuss how fractions represent parts of a whole in real-life contexts like pizza.","Ask students to explain their reasoning for placing $3/8$ on the number line."]}


example_id: lp_01K7EGBQEJ69Y65AX1GVC8ZBXF_01K7EGBS0Z0RZWMAGBGKNRZGVR_THOUGHT_SPARKER
skills: ["Identifying equivalent fractions","Identifying decimals from grids"]
skill_ids: ["N3nGVv9zWLOcxv5X5GHp","pRgBLkKEp73h5gcxpHlK"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Guitars
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A guitar string is $1$ metre long and is marked into $10$ equal sections for tuning. If you press down on the string at $2$, $5$, or $10$ sections, the string length changes.","firstSentence":"How could you show that pressing at these sections represents equivalent fractions or decimals?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Use fraction and decimal grids to connect visual representations to the string sections.","Ask students to explore patterns between the fractions and their decimal equivalents.","Encourage students to explain how dividing the string into $10$ equal parts relates to decimals."]}


example_id: lp_01K7EGBQEJ69Y65AX1GVC8ZBXF_01K7EGBS0Z0RZWMAGBG153HFWR_APPLICATION
skills: ["Identifying equivalent fractions","Identifying decimals from grids"]
skill_ids: ["N3nGVv9zWLOcxv5X5GHp","pRgBLkKEp73h5gcxpHlK"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Guitars
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Finding Harmonies with Equivalent Fractions","example1Header":"Situation\nGuitar makers design fretboards with precise string lengths to produce harmonious sounds. Fractions help balance string vibrations.","example1Body":"Example\nA string pressed at $2/4$ length produces the same sound as pressing at $1/2$. Guitar makers use this to adjust fret positions for harmony.","example2Header":"","example2Body":""}


example_id: lp_01K7EGBQEJ69Y65AX1GVC8ZBXF_01K7EGBS0Z0RZWMAGBGFJEE990_CONTEMPLATIVE_QUESTION
skills: ["Identifying equivalent fractions","Identifying decimals from grids"]
skill_ids: ["N3nGVv9zWLOcxv5X5GHp","pRgBLkKEp73h5gcxpHlK"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Guitars
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Shade a grid to show $0.25$. How many ways can you show the same fraction? Can you name it as a decimal and fraction?","teacherTips":["Encourage students to use different grid sections to represent $0.25$.","Discuss that $0.25 = \\frac{25}{100} = \\frac{1}{4}$.","Highlight how grids help visualise decimals and fractions."],"difficulty":"mild"}


example_id: lp_01K7EGBQEJ69Y65AX1GVC8ZBXF_01K7EGBS0Z0RZWMAGBGR3MG26F_EXIT_TICKET
skills: ["Identifying equivalent fractions","Identifying decimals from grids"]
skill_ids: ["N3nGVv9zWLOcxv5X5GHp","pRgBLkKEp73h5gcxpHlK"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Guitars
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$0.4$","question":"A guitar fretboard grid shows $10$ squares, and $4$ are shaded. What decimal represents the shaded part?"},{"answer":"$\\frac{1}{3}$","question":"On a guitar, $2$ out of $6$ strings are nylon. What is an equivalent fraction to $\\frac{2}{6}$?"},{"answer":"$\\frac{3}{4}, 0.75$","question":"A guitar chord grid has $20$ squares, $15$ are shaded. What fraction and decimal represent the shaded part?"}]}


example_id: lp_01K7EGBQEJ69Y65AX1GVC8ZBXF_01K7EGBS0Z0RZWMAGBG5FG33TZ_ACTIVITY
skills: ["Identifying equivalent fractions","Identifying decimals from grids"]
skill_ids: ["N3nGVv9zWLOcxv5X5GHp","pRgBLkKEp73h5gcxpHlK"]
subtopics: ["Representing Fractions"]
subtopic_ids: ["subtopic_01GTC0BMXNKFXD40A49ECB6PVM"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Guitars
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Fraction-Decimal Match\nYour team is challenged to match fractions with their decimal equivalents using grids!","scenario":"Steps\n1. Draw a $10 \\times 10$ grid on paper to represent $1$ whole.\n2. Shade parts of the grid to show fractions (e.g., $\\frac{3}{10}$) or decimals (e.g., $0.3$).\n3. Swap grids with another team and write the fraction and decimal for their shaded grid.\n4. Compare answers with the original team to check for correctness.\n5. Earn $1$ point for each correct match. The team with the most points wins!","steps":["Discussion\n• How can you tell if two grids represent equivalent values?\n• Why is $\\frac{3}{10}$ the same as $0.3$ on the grid?","Differentiation Opportunities\n• Support: Shade simpler fractions like $\\frac{1}{2}$ or $\\frac{1}{4}$ to match with decimals.\n• Extend: Use grids to explore decimals like $0.25$ and their equivalent fractions."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EK0PCTQ44SBC6EAYPVW18G_01K7EK0QXE5BHA70SCNC5NWBNS_APPLICATION
skill_ids: ["YjKs8p4L4AffHd3w1TNJ","jLpaNU7JmBumTCNCcDpa"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Cargo Weight Calculations in Airplanes","example1Header":"Situation\nAirplane cargo planners calculate the total weight of cargo to ensure the plane stays balanced and safe. Knowing how to multiply weights efficiently is crucial.","example1Body":"Example\nCargo planners calculate $30 \\times 40$ for $30$ boxes at $40$ kg each. First, $3 \\times 4 = 12$, then add two zeros to get $1,200$ kg as the total weight.","example2Header":"","example2Body":""}

skills:
["Multiplication of numbers with zero as the final digit","Understanding that division by 0 is undefined"]


example_id: lp_01K7EK0PCTQ44SBC6EAYPVW18G_01K7EK0QXE5BHA70SCP7Z3KFXZ_THOUGHT_SPARKER
skill_ids: ["YjKs8p4L4AffHd3w1TNJ","jLpaNU7JmBumTCNCcDpa"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"An airplane has $30$ rows of seats, with $10$ seats in each row, but one row is kept empty for the crew.","firstSentence":"How could you check how many seats are available for passengers on this airplane?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to use multiplication to calculate total seats and subtraction for the crew row.","Discuss why multiplying by numbers ending in zero is helpful and efficient.","Explain why division by zero (e.g., splitting zero seats among passengers) does not make sense."]}

skills:
["Multiplication of numbers with zero as the final digit","Understanding that division by 0 is undefined"]


example_id: lp_01K7EK0PCTQ44SBC6EAYPVW18G_01K7EK0QXE5BHA70SCNJCK1HJA_ACTIVITY
skill_ids: ["YjKs8p4L4AffHd3w1TNJ","jLpaNU7JmBumTCNCcDpa"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Zero Factory Challenge\nYou are running a factory that produces items in large batches, but you must solve math problems to keep production running!","scenario":"Steps\n1. Write $5$ numbers ending in zero (e.g., $30$, $400$).\n2. Pair up and take turns multiplying your numbers (e.g., $30 \\times 400$).\n3. Count the zeros in your answer and explain the pattern.\n4. Try dividing one of your numbers by $0$ and discuss why it’s impossible.\n5. Share your answers and reasoning with the class.","steps":["Discussion\n• Why does multiplying zeros give more zeros in the answer?\n• What happens when we try to divide by $0$, and why can’t we do it?","Differentiation Opportunities\n• Support: Use smaller numbers ending in zero, like $10$ or $20$, for simpler calculations.\n• Extend: Multiply three numbers ending in zero (e.g., $20 \\times 30 \\times 40$) and explore the pattern."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Multiplication of numbers with zero as the final digit","Understanding that division by 0 is undefined"]


example_id: lp_01K7EK0PCTQ44SBC6EAYPVW18G_01K7EK0QXE5BHA70SCPD44CXA2_EXIT_TICKET
skill_ids: ["YjKs8p4L4AffHd3w1TNJ","jLpaNU7JmBumTCNCcDpa"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$200$","question":"An airplane has $20$ seats in each row and $10$ rows. How many seats are there in total?"},{"answer":"Undefined","question":"If an airplane has $180$ passengers and divides them into $0$ groups, can this division be done?"},{"answer":"$1\\,500$","question":"An airline orders $300$ food trays for each of its $5$ flights. How many food trays are ordered in total?"}]}


example_id: lp_01K7EK0PCTQ44SBC6EAYPVW18G_01K7EK0QXE5BHA70SCP1F25X0M_CONTEMPLATIVE_QUESTION
skill_ids: ["YjKs8p4L4AffHd3w1TNJ","jLpaNU7JmBumTCNCcDpa"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Airplanes
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $40$ apples to pack into boxes. How many apples could go in each box? What happens if you try $40 \\div 0$?","teacherTips":["Encourage students to explore dividing $40$ by different numbers.","Discuss why division by $0$ does not work using real examples.","Highlight how multiplication can help check division results."],"difficulty":"mild"}


example_id: lp_01K7EKCD6M9MYCJ2BRE7FEKR2Z_01K7EKCEYY0NZ4R9QHDME0BQBB_EXIT_TICKET
skills: ["Subtraction of three numbers of different length","Addition of more than two numbers"]
skill_ids: ["IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$47$","question":"In a badminton game, Sarah scored $15$ points, Lily scored $20$ points, and Ben scored $12$ points. What is the total score of all players?"},{"answer":"$47$","question":"A badminton racket costs $\\$150$, a bag costs $\\$45$, and a grip costs $\\$8$. If you have $\\$250$, how much money will you have left?"},{"answer":"$1\\,560$","question":"A badminton tournament had $1\\,200$ attendees on the first day, $980$ on the second, and $620$ on the third. How many fewer people attended on the third day than the first two days combined?"}]}


example_id: lp_01K7EKCD6M9MYCJ2BRE7FEKR2Z_01K7EKCEYY0NZ4R9QHD999HX8R_CONTEMPLATIVE_QUESTION
skills: ["Subtraction of three numbers of different length","Addition of more than two numbers"]
skill_ids: ["IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$1\\,000$ to spend on a school fair. Choose three items to buy, each costing different amounts. How would you add their costs and subtract them from $\\$1\\,000$ to find how much money is left? Could you try different combinations?","teacherTips":["Encourage students to use addition to find the total cost of their chosen items.","Guide students to subtract the total cost from $\\$1\\,000$ to find the remaining amount.","Discuss how different item combinations lead to different solutions."],"difficulty":"mild"}


example_id: lp_01K7EKCD6M9MYCJ2BRE7FEKR2Z_01K7EKCEYY0NZ4R9QHD019XM94_ACTIVITY
skills: ["Subtraction of three numbers of different length","Addition of more than two numbers"]
skill_ids: ["IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Picnic Maths Challenge\nYour team is planning a class picnic and needs to calculate costs and leftovers!","scenario":"Steps\n1. Write down $3$ food item costs (e.g., $\\$12$, $\\$8$, $\\$5$).\n2. Add the costs to find the total picnic expense.\n3. Subtract $3$ different leftover amounts (e.g., $\\$4$, $\\$3$, $\\$2$).\n4. Check your work as a team and write the final amount.\n5. Teams with correct totals earn $1$ point each round!","steps":["Discussion\n• What strategies helped you add and subtract faster?\n• How does changing the order of subtraction affect the result?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., under $\\$10$) to simplify calculations.\n• Extend: Add $1$ more item and $1$ more leftover to increase complexity."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EKCD6M9MYCJ2BRE7FEKR2Z_01K7EKCEYY0NZ4R9QHCV2ZR7GG_APPLICATION
skills: ["Subtraction of three numbers of different length","Addition of more than two numbers"]
skill_ids: ["IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Scoring in Badminton Matches","example1Header":"Situation\nIn professional badminton, players and referees track scores during matches. Adding points quickly helps ensure accurate results and fair play.","example1Body":"Example\nPlayer A scores $11$, $7$, and $9$ points in three sets. Adding: $11 + 7 = 18$, then $18 + 9 = 27$. The total score is $27$.","example2Header":"","example2Body":""}


example_id: lp_01K7EKCD6M9MYCJ2BRE7FEKR2Z_01K7EKCEYY0NZ4R9QHDFGJ7C8C_THOUGHT_SPARKER
skills: ["Subtraction of three numbers of different length","Addition of more than two numbers"]
skill_ids: ["IGuqjYRzjyiFGewUmAPO","BuesPD0nheBwxWxsM9nZ"]
subtopics: ["Advanced Addition"]
subtopic_ids: ["subtopic_01GTC0BCDB2T5SEDN1R6N1MHH7"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Badminton
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"In a badminton match, Player A scored $21$, $15$, and $18$ points in three games, while Player B scored $19$, $17$, and $20$ points.","firstSentence":"How could you determine which player has the highest total score across all three games?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the problem into smaller steps, like adding scores for each player first.","Discuss different strategies for calculating totals efficiently, such as grouping numbers.","Explore how subtraction can be used to compare the two players' total scores after they are calculated."]}


example_id: lp_01K7EKN26E9BAAM57NV6CXCV8G_01K7EKN45919V5TNK5KBM9VF36_THOUGHT_SPARKER
skills: ["Division of whole numbers without a remainder","Multiplication using the distributive law"]
skill_ids: ["1Gasvco6aqvVyhPn3HvN","hSfP8eAP7AtBdVfFZUqI"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"There are $36$ players at soccer practice, and the coach wants to divide them evenly into $4$ teams.","firstSentence":"How could you use multiplication or division to check if each team will have the same number of players?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to think about the relationship between multiplication and division as inverse operations.","Use visual aids like drawings or counters to model dividing $36$ into $4$ equal groups.","Discuss the importance of evenly dividing players and how to verify the solution using multiplication."]}


example_id: lp_01K7EKN26E9BAAM57NV6CXCV8G_01K7EKN45919V5TNK5JWJQERKN_APPLICATION
skills: ["Division of whole numbers without a remainder","Multiplication using the distributive law"]
skill_ids: ["1Gasvco6aqvVyhPn3HvN","hSfP8eAP7AtBdVfFZUqI"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Strategic Scoring in Soccer Tournaments","example1Header":"Situation\nSoccer coaches use multiplication to predict total goals needed for tournaments. They plan strategies by breaking large numbers into manageable parts for quick calculations.","example1Body":"Example\nA team plays $3$ matches, aiming for $12$ goals per match. Using the distributive law: $3 \\times 12 = (3 \\times 10) + (3 \\times 2) = 30 + 6 = 36$. Total goals needed are $36$.","example2Header":"","example2Body":""}


example_id: lp_01K7EKN26E9BAAM57NV6CXCV8G_01K7EKN45919V5TNK5K1VCEWZK_ACTIVITY
skills: ["Division of whole numbers without a remainder","Multiplication using the distributive law"]
skill_ids: ["1Gasvco6aqvVyhPn3HvN","hSfP8eAP7AtBdVfFZUqI"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Bakery Maths Challenge\nYou are bakers dividing treats into boxes for a big party order!","scenario":"Steps\n1. Draw $24$ cupcakes on your paper.\n2. Divide them equally into $6$ boxes. Write how many cupcakes per box.\n3. Use the distributive law to check: $6 \\times (20 + 4)$.\n4. Compare your answer with the division to ensure it matches.\n5. Swap your drawing with a partner and check their work!","steps":["Discussion\n• How does the distributive law help with large numbers?\n• Why is it important to divide items equally in real life?","Differentiation Opportunities\n• Support: Start with smaller numbers like $12$ cupcakes and $3$ boxes.\n• Extend: Try dividing $36$ treats into $4$ or $9$ boxes and solve using the distributive law."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EKN26E9BAAM57NV6CXCV8G_01K7EKN45919V5TNK5KES7RWHV_EXIT_TICKET
skills: ["Division of whole numbers without a remainder","Multiplication using the distributive law"]
skill_ids: ["1Gasvco6aqvVyhPn3HvN","hSfP8eAP7AtBdVfFZUqI"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$4$","question":"A soccer team has $12$ players and they are split evenly into $3$ groups. How many players are in each group?"},{"answer":"$175$","question":"A soccer coach buys $7$ sets of jerseys, each costing $25$. Use the distributive law to find the total cost."},{"answer":"$720$","question":"A soccer league orders $16$ balls, each costing $45$. Use the distributive law to calculate the total cost."}]}


example_id: lp_01K7EKN26E9BAAM57NV6CXCV8G_01K7EKN45919V5TNK5KA3DWBX0_CONTEMPLATIVE_QUESTION
skills: ["Division of whole numbers without a remainder","Multiplication using the distributive law"]
skill_ids: ["1Gasvco6aqvVyhPn3HvN","hSfP8eAP7AtBdVfFZUqI"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Soccer
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $48$ apples to divide equally into baskets. How many baskets could you use? Explain using multiplication and division.","teacherTips":["Encourage students to explore different numbers of baskets and justify their choices.","Discuss how multiplication and division are connected.","Allow students to use the distributive law to explain their reasoning."],"difficulty":"mild"}


example_id: lp_01K7EKXTHMQ009B6203YMSHGJN_01K7EKXWDWY9H539Q2BFCEQ5HA_THOUGHT_SPARKER
skills: ["Rounding to the nearest ten","Rounding to the nearest hundred"]
skill_ids: ["qgAP5ygf3TFOaqClSvtL","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Robotics
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A robot is sorting $263$ parts into boxes, but it can only handle rounded numbers to the nearest hundred or ten to avoid errors.","firstSentence":"How could you decide which type of rounding is better for helping the robot count accurately?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to compare how the number changes when rounded to the nearest ten versus the nearest hundred.","Discuss why smaller or larger rounding units might be more helpful depending on the task.","Use visual aids like number lines to demonstrate the rounding process and reasoning behind their decisions."]}


example_id: lp_01K7EKXTHMQ009B6203YMSHGJN_01K7EKXWDWY9H539Q2AYXG0KMY_APPLICATION
skills: ["Rounding to the nearest ten","Rounding to the nearest hundred"]
skill_ids: ["qgAP5ygf3TFOaqClSvtL","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Robotics
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Rounding Numbers in Robotics","example1Header":"Situation\nRobotics engineers often simplify data by rounding numbers to the nearest ten. This helps control robots efficiently and avoid unnecessary complexity in calculations.","example1Body":"Example\nA robot's sensor reading of $57$ rounds up to $60$ because $7 \\geq 5$. A reading of $42$ rounds down to $40$ because $2 \u003c 5$, simplifying calculations for the robot.","example2Header":"","example2Body":""}


example_id: lp_01K7EKXTHMQ009B6203YMSHGJN_01K7EKXWDWY9H539Q2BKY5ZM23_EXIT_TICKET
skills: ["Rounding to the nearest ten","Rounding to the nearest hundred"]
skill_ids: ["qgAP5ygf3TFOaqClSvtL","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Robotics
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$50$","question":"A robot builds $46$ parts in a day. What is $46$ rounded to the nearest ten?"},{"answer":"$300$","question":"A robotics warehouse has $345$ components. What is $345$ rounded to the nearest hundred?"},{"answer":"$800$","question":"A robotic arm is programmed to move $843$ items. What is $843$ rounded to the nearest hundred?"}]}


example_id: lp_01K7EKXTHMQ009B6203YMSHGJN_01K7EKXWDWY9H539Q2BCRSC38X_CONTEMPLATIVE_QUESTION
skills: ["Rounding to the nearest ten","Rounding to the nearest hundred"]
skill_ids: ["qgAP5ygf3TFOaqClSvtL","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Robotics
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $\\$475$ to spend on a class party. How would you use rounding to the nearest ten or hundred to estimate costs for items like balloons ($\\$38$), snacks ($\\$225$), and decorations ($\\$135$)?","teacherTips":["Help students round each item's cost to the nearest ten or hundred.","Discuss why rounding helps make quick calculations easier.","Encourage students to explain their rounding and total estimate."],"difficulty":"mild"}


example_id: lp_01K7EKXTHMQ009B6203YMSHGJN_01K7EKXWDWY9H539Q2B11J3T71_ACTIVITY
skills: ["Rounding to the nearest ten","Rounding to the nearest hundred"]
skill_ids: ["qgAP5ygf3TFOaqClSvtL","jyyXN1kuviBusw54tK8f"]
subtopics: ["Rounding"]
subtopic_ids: ["subtopic_01GTC0BRBTV7XGC2YWBWVDB9TC"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Robotics
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Round-Up Challenge\nYou're estimating the crowd size at a sports event. Round the numbers to make your estimates!","scenario":"Steps\n1. Each team writes $10$ random numbers between $1$ and $1\\,000$ on paper.\n2. Round each number to the nearest ten and write the answers.\n3. Round the same numbers to the nearest hundred and write the answers.\n4. Compare answers with another team. Score $1$ point for each correct rounding.\n5. Team with the most points wins the challenge!","steps":["Discussion\n• Why does $850$ round up to $900$ when rounding to the nearest hundred?\n• What happens when a number ends in $5$? Why?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., up to $500$) for simpler rounding.\n• Extend: Create numbers with more digits (e.g., $1\\,234$) and round to tens and hundreds."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EM72BW5QB09JRWM8W4DC5D_01K7EM73ZHGRTMWANDMA30RW9X_EXIT_TICKET
skill_ids: ["rD6VnpujtAT6XP20uQZ8","ANoweAzkfobXxVNIHH7O"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$383$","question":"A butterfly garden has $145$ butterflies in the morning and $238$ more arrive in the afternoon. How many butterflies are there in total?"},{"answer":"$168$","question":"Each butterfly lays $24$ eggs, and there are $7$ butterflies in a group. How many eggs are laid in total?"},{"answer":"$943$","question":"A butterfly migrates $326$ km in one week, $215$ km in the next week, and $402$ km in the final week. How far does it travel in total?"}]}

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


example_id: lp_01K7EM72BW5QB09JRWM8W4DC5D_01K7EM73ZHGRTMWANDM2NG58QB_CONTEMPLATIVE_QUESTION
skill_ids: ["rD6VnpujtAT6XP20uQZ8","ANoweAzkfobXxVNIHH7O"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"A school orders $23$ boxes of pencils, each with $6$ pencils. How would you check the total pencils using addition or multiplication?","teacherTips":["Encourage students to explain their reasoning clearly.","Discuss using repeated addition or multiplication to check.","Connect to real-life contexts like classroom supplies."],"difficulty":"mild"}

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


example_id: lp_01K7EM72BW5QB09JRWM8W4DC5D_01K7EM73ZHGRTMWANDKQ3KA7HW_ACTIVITY
skill_ids: ["rD6VnpujtAT6XP20uQZ8","ANoweAzkfobXxVNIHH7O"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Classroom Market Maths\nYour team runs a shop! Customers calculate costs for items to buy from you.","scenario":"Steps\n1. Create a shop list with $6$ items, each costing between $\\$10$ and $\\$99$.\n2. In teams, choose $1$ item and a quantity (e.g., $3$ chairs).\n3. Calculate the total cost by multiplying the price by the quantity.\n4. Add up the cost of all items bought over $3$ rounds.\n5. The team with the correct total wins!","steps":["Discussion\n• How does multiplying help solve the total cost quickly?\n• What strategy helps when adding up long totals?","Differentiation Opportunities\n• Support: Use smaller numbers, like items costing between $\\$1$ and $\\$9$.\n• Extend: Add a discount (e.g., $10\\%$ off) to one item and calculate the new total."],"discussion":[],"differentiation":{"support":"","extend":""}}

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


example_id: lp_01K7EM72BW5QB09JRWM8W4DC5D_01K7EM73ZHGRTMWANDKMXVPDVS_APPLICATION
skill_ids: ["rD6VnpujtAT6XP20uQZ8","ANoweAzkfobXxVNIHH7O"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Counting Butterflies in a Nature Reserve","example1Header":"Situation\nEntomologists, scientists who study insects, count butterflies in nature reserves. They use addition to calculate the total number of butterflies seen in different areas.","example1Body":"Example\nScientists count $356$ butterflies in one area, $289$ in another, and $174$ in a third. Adding: $356 + 289 = 645$, then $645 + 174 = 819$ butterflies in total.","example2Header":"","example2Body":""}


example_id: lp_01K7EM72BW5QB09JRWM8W4DC5D_01K7EM73ZHGRTMWANDM7M86DDJ_THOUGHT_SPARKER
skill_ids: ["rD6VnpujtAT6XP20uQZ8","ANoweAzkfobXxVNIHH7O"]
subtopics: ["Worded Addition Problems"]
subtopic_ids: ["subtopic_01GTC0BAC1M2VF6SRR0693WFX9"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Butterfly
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A butterfly has $24$ spots on one wing and $18$ spots on its other wing. Another butterfly has $15$ spots on each of its two wings.","firstSentence":"How could you calculate the total number of spots on both butterflies combined?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the problem into parts: calculating spots for each butterfly and then adding them together.","Discuss different strategies for multiplying two-digit by one-digit numbers, such as partitioning or repeated addition.","Ask students to explain their reasoning step by step to ensure they understand the operations involved."]}


example_id: lp_01K7EMEZNR7JW1JCY60X2VZPV7_01K7EMF1FGR7JST2V12EK5S8J5_EXIT_TICKET
skill_ids: ["4f4HKtNCCw6SUjc6JTQ5","YfaLAwOQTxyFqYI5SDO4","4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$10$","question":"A honey bee visits $2$, $4$, $6$, $8$, ... flowers. What is the next number in the sequence?"},{"answer":"$30$","question":"A honey bee flies from $50$ to $45$, then to $40$, $35$, ... What is the next number in the sequence?"},{"answer":"$48$","question":"A honey bee flies from $72$ to $66$, then to $60$, $54$, .... What is the next number in the sequence?"}]}

skills:
["Completing number patterns that count backwards by twos, threes, fours, fives or tens","Completing number patterns that count backwards by sixes, sevens, eights or nines","Identifying patterns in basic arithmetic sequences"]


example_id: lp_01K7EMEZNR7JW1JCY60X2VZPV7_01K7EMF1FGR7JST2V1243DHS9P_CONTEMPLATIVE_QUESTION
skill_ids: ["4f4HKtNCCw6SUjc6JTQ5","YfaLAwOQTxyFqYI5SDO4","4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are designing a game where players count backwards. Create three number patterns: one by twos, one by fours, and one by eights. What rules did you use to create them?","teacherTips":["Encourage students to explain the difference between each number in their patterns.","Ask students to verify their patterns by checking the subtraction each time.","Discuss how these patterns could be useful in real-life situations."],"difficulty":"mild"}

skills:
["Completing number patterns that count backwards by twos, threes, fours, fives or tens","Completing number patterns that count backwards by sixes, sevens, eights or nines","Identifying patterns in basic arithmetic sequences"]


example_id: lp_01K7EMEZNR7JW1JCY60X2VZPV7_01K7EMF1FGR7JST2V11QY6WQK4_ACTIVITY
skill_ids: ["4f4HKtNCCw6SUjc6JTQ5","YfaLAwOQTxyFqYI5SDO4","4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Backwards Number Relay\nYour team is racing to fix number patterns that count backwards. Can you complete them all in time?","scenario":"Steps\n1. Each team writes $5$ backward patterns (e.g., $50, 45, \\underline{\\phantom{0}}, 35$).\n2. Swap patterns with another team to solve the missing numbers.\n3. Complete the patterns by identifying the backward counting rule.\n4. Check answers with the original team and earn $1$ point for each correct pattern.\n5. The team with the most points after $5$ rounds wins!","steps":["Discussion\n• How did you work out the missing numbers in the patterns?\n• Why is it important to follow the same rule when completing a pattern?","Differentiation Opportunities\n• Support: Use simple patterns like counting back by $2$s or $5$s.\n• Extend: Create complex patterns with multiple blanks or larger numbers."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Completing number patterns that count backwards by twos, threes, fours, fives or tens","Completing number patterns that count backwards by sixes, sevens, eights or nines","Identifying patterns in basic arithmetic sequences"]


example_id: lp_01K7EMEZNR7JW1JCY60X2VZPV7_01K7EMF1FGR7JST2V12A584FZ0_THOUGHT_SPARKER
skill_ids: ["4f4HKtNCCw6SUjc6JTQ5","YfaLAwOQTxyFqYI5SDO4","4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A group of honey bees is flying back to their hive in a pattern: $48$, $42$, $36$, $30$, and so on.","firstSentence":"How would you continue the pattern to find the next three numbers?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to identify the difference between consecutive numbers in the pattern.","Discuss strategies for counting backward in larger steps and relate it to subtraction.","Ask students to explain their reasoning when predicting the next numbers to ensure understanding."]}


example_id: lp_01K7EMEZNR7JW1JCY60X2VZPV7_01K7EMF1FGR7JST2V11J1NN86N_APPLICATION
skill_ids: ["4f4HKtNCCw6SUjc6JTQ5","YfaLAwOQTxyFqYI5SDO4","4DjLs3d2BRGsx4BmNrEh"]
subtopics: ["Number Sequences"]
subtopic_ids: ["subtopic_01GTC0BR7VQRV665GF9MJ94V85"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Honey Bees
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Honeycomb Patterns in Beekeeping","example1Header":"Situation\nBeekeepers study honeycomb patterns to monitor hive health. Honeycomb cells often form predictable rows, making it easier to spot abnormalities.","example1Body":"Example\nHoneycomb rows decrease: $40, 35, 30, 25, 20$. Beekeepers subtract $5$ each time to track cell count and ensure normal development.","example2Header":"","example2Body":""}


example_id: lp_01K7EVGGJR2DRW4Y1KMQPK15M2_01K7EVGJ6VXTYTR0EMPP4C6FHQ_ACTIVITY
skill_ids: ["IueyI8jY9iVf60sBFdwz","PoJYHX4Bh5hQovSJhI9k","YjKs8p4L4AffHd3w1TNJ"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Fair Prep Division Dash\nPlan a school fair! Divide items equally among stalls using long division.","scenario":"Steps\n1. Write $3$ division problems with numbers ending in zero (e.g., $480 \\div 6$).\n2. Solve each problem using long division and show your working.\n3. Check your answers by multiplying the quotient and divisor.\n4. Swap problems with another team and solve theirs.\n5. Compare answers and discuss any differences.","steps":["Discussion\n• Why does multiplication help check division?\n• What happens when a number ends in zero in division?","Differentiation Opportunities\n• Support: Use smaller numbers (e.g., $120 \\div 4$) to simplify calculations.\n• Extend: Create division problems with remainders (e.g., $950 \\div 7$)."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Solving problems using long division","Calculating the times tables up to $15$","Multiplication of numbers with zero as the final digit"]


example_id: lp_01K7EVGGJR2DRW4Y1KMQPK15M2_01K7EVGJ6VXTYTR0EMQ18GQR1W_CONTEMPLATIVE_QUESTION
skill_ids: ["IueyI8jY9iVf60sBFdwz","PoJYHX4Bh5hQovSJhI9k","YjKs8p4L4AffHd3w1TNJ"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $150$ apples to divide equally into boxes. How many boxes could you use if each box holds $5$, $10$, or $15$ apples? Which option is best for carrying and why?","teacherTips":["Encourage students to use long division to find how many boxes are needed.","Ask students to explain their reasoning for choosing the best option.","Discuss how multiplication can help verify the division results."],"difficulty":"mild"}

skills:
["Solving problems using long division","Calculating the times tables up to $15$","Multiplication of numbers with zero as the final digit"]


example_id: lp_01K7EVGGJR2DRW4Y1KMQPK15M2_01K7EVGJ6VXTYTR0EMQ85N6PKK_EXIT_TICKET
skill_ids: ["IueyI8jY9iVf60sBFdwz","PoJYHX4Bh5hQovSJhI9k","YjKs8p4L4AffHd3w1TNJ"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$42$","question":"A gardener plants $6$ rows of flowers with $7$ flowers in each row. How many flowers are planted in total?"},{"answer":"$600$","question":"A gardening shop sells $20$ packets of seeds, each costing $\\$30$. What is the total cost for all the packets?"},{"answer":"$32$","question":"A gardener has $672$ seeds and wants to pack them equally into $21$ packets. How many seeds will each packet have?"}]}

skills:
["Solving problems using long division","Calculating the times tables up to $15$","Multiplication of numbers with zero as the final digit"]


example_id: lp_01K7EVGGJR2DRW4Y1KMQPK15M2_01K7EVGJ6VXTYTR0EMPGRQ245W_APPLICATION
skill_ids: ["IueyI8jY9iVf60sBFdwz","PoJYHX4Bh5hQovSJhI9k","YjKs8p4L4AffHd3w1TNJ"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Calculating Soil Needed for Garden Beds","example1Header":"Situation\nGardeners calculate the amount of soil needed for large garden beds. Soil is sold in bags, so they multiply to find out how many bags are required for big spaces.","example1Body":"Example\nA gardener needs $30$ garden beds, each requiring $20$ kg of soil. Total soil is $30 \\times 20 = 600$ kg.","example2Header":"","example2Body":""}


example_id: lp_01K7EVGGJR2DRW4Y1KMQPK15M2_01K7EVGJ6VXTYTR0EMQ3W453NH_THOUGHT_SPARKER
skill_ids: ["IueyI8jY9iVf60sBFdwz","PoJYHX4Bh5hQovSJhI9k","YjKs8p4L4AffHd3w1TNJ"]
subtopics: ["Multiplication"]
subtopic_ids: ["subtopic_01GTC0BPW8CZ3ARVMJCWNHB4BW"]
topic: Number
topic_id: 2e27e2d8-3ccf-5c16-90f6-d607e2c51d51
context: Gardening
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You are planting $12$ rows of trees in your garden, with $30$ trees in each row.","firstSentence":"How many trees will there be in total?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the problem into smaller steps, such as calculating $12 \\times 3$ first and then adjusting for the zero.","Discuss how times tables up to $15$ can help with multiplication involving larger numbers.","Use visual aids like drawing rows of trees to help students understand the concept of multiplication as repeated addition."]}


example_id: lp_01K7EMPGYPCZ97AJQ7Y8KNJFHE_01K7EMPJSC6XW3DH5JSG0A2DM6_THOUGHT_SPARKER
skills: ["Solving for unknown values in addition and subtraction equations"]
skill_ids: ["G9C5inQIWczwzZXVDrNb"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Dance
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A dance performance sold $120$ tickets in total over the weekend. $85$ tickets were sold on Saturday, and the rest were sold on Sunday.","firstSentence":"How many tickets were sold on Sunday?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to represent the problem as an equation, such as $85 + x = 120$.","Ask students to explain their reasoning when finding the unknown value.","Discuss inverse operations and how subtraction can help solve the equation."]}


example_id: lp_01K7EMPGYPCZ97AJQ7Y8KNJFHE_01K7EMPJSC6XW3DH5JRSSK0HM9_APPLICATION
skills: ["Solving for unknown values in addition and subtraction equations"]
skill_ids: ["G9C5inQIWczwzZXVDrNb"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Dance
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Finding the Unknown in Dance Routines","example1Header":"Situation\nChoreographers create dance routines by counting beats in music. They adjust steps to match the total beats, often solving for unknown counts in sections.","example1Body":"Example\nA choreographer finds $x + 8 = 16$ beats. Subtract $8$ to get $x = 8$. For $15 - y = 10$, solve $y = 15 - 10 = 5$. These steps fit the song perfectly.","example2Header":"","example2Body":""}


example_id: lp_01K7EMPGYPCZ97AJQ7Y8KNJFHE_01K7EMPJSC6XW3DH5JRYBAQ0SK_ACTIVITY
skills: ["Solving for unknown values in addition and subtraction equations"]
skill_ids: ["G9C5inQIWczwzZXVDrNb"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Dance
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Equation Code Breakers\nYou’re secret agents! Solve equations to decode a special message.","scenario":"Steps\n1. Write $5$ equations with unknowns (e.g., $7 + x = 15$) on paper.\n2. Exchange equations with another team to solve.\n3. Solve for the unknowns to reveal a coded letter (e.g., $x = 8$ = H).\n4. Combine letters to decode the secret message.\n5. The first team to decode wins!","steps":["Discussion\n• What strategies helped you solve for the unknown faster?\n• How can you check your solution to ensure it's correct?","Differentiation Opportunities\n• Support: Provide simpler equations like $x + 4 = 8$ or $10 - x = 6$.\n• Extend: Create multi-step equations like $2x + 5 = 15$ to solve."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EMPGYPCZ97AJQ7Y8KNJFHE_01K7EMPJSC6XW3DH5JSMM6Q0EG_EXIT_TICKET
skills: ["Solving for unknown values in addition and subtraction equations"]
skill_ids: ["G9C5inQIWczwzZXVDrNb"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Dance
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$17$","question":"Lisa performed $12$ dance steps and then added $5$ more. How many steps did she perform in total?"},{"answer":"$8$","question":"Emma completed $20$ seconds of a routine but paused after $12$ seconds. How many seconds did she pause for?"},{"answer":"$30$","question":"A dance group practices for $45$ minutes in total. They warm up for $15$ minutes and perform for the rest. How many minutes is the performance?"}]}


example_id: lp_01K7EMPGYPCZ97AJQ7Y8KNJFHE_01K7EMPJSC6XW3DH5JSAW5R6BZ_CONTEMPLATIVE_QUESTION
skills: ["Solving for unknown values in addition and subtraction equations"]
skill_ids: ["G9C5inQIWczwzZXVDrNb"]
subtopics: ["Introduction to Algebra"]
subtopic_ids: ["subtopic_01GTC0BE35P2K35JX8J77CEGV7"]
topic: Algebra
topic_id: 865f672b-bcea-5995-bdd3-8714ffa662ab
context: Dance
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have $15$ apples. After giving away some, you have $9$ left. How many did you give away? What if you had $20$ apples instead? Could you create your own example?","teacherTips":["Encourage students to write their own subtraction equations.","Discuss how subtraction represents 'taking away'.","Prompt students to check their answers by adding back the missing number."],"difficulty":"mild"}


example_id: lp_01K7EWAQ76BSSXNBRZ0QK9S7FV_01K7EWART0RJHD9JNPQ2ECDH1M_CONTEMPLATIVE_QUESTION
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Dolphins
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You have a pencil, a book, and a watermelon. How would you compare their lengths and masses? What units would you use for each object and why?","teacherTips":["Guide students to use cm for the pencil and book, and m for larger items like the watermelon.","Discuss grams for lighter objects and kilograms for heavier ones.","Encourage reasoning about why certain units are more appropriate."],"difficulty":"mild"}

skills:
["Choosing an appropriate unit of mass","Identifying an appropriate unit of length","Comparing the length of shapes and objects"]


example_id: lp_01K7EWAQ76BSSXNBRZ0QK9S7FV_01K7EWART0RJHD9JNPPM2J88JR_ACTIVITY
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Dolphins
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Race Track Challenge\nDesign race tracks and measure their lengths to find the winner!","scenario":"Steps\n1. Each team draws three race tracks of different lengths on paper.\n2. Measure each track in cm using a ruler and record the lengths.\n3. Compare the lengths and rank the tracks from shortest to longest.\n4. Choose the best unit to measure a toy car's race (cm or m).\n5. Share your results and explain your unit choice to the class.","steps":["Discussion\n• Why is cm better for small objects and m better for large ones?\n• What did you notice when comparing the tracks’ lengths?","Differentiation Opportunities\n• Support: Use pre-drawn tracks and help with ruler measurements.\n• Extend: Convert track lengths from cm to m and compare both units."],"discussion":[],"differentiation":{"support":"","extend":""}}

skills:
["Choosing an appropriate unit of mass","Identifying an appropriate unit of length","Comparing the length of shapes and objects"]


example_id: lp_01K7EWAQ76BSSXNBRZ0QK9S7FV_01K7EWART0RJHD9JNPQ7B93FQJ_EXIT_TICKET
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Dolphins
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Metres","question":"If a dolphin is $3$ metres long, what is the most appropriate unit to measure its length, millimetres, centimetres, or metres?"},{"answer":"The boat, $2$","question":"If a dolphin is $4$ metres long and a small boat is $6$ metres long, which is longer and by how many metres?"},{"answer":"Kilograms","question":"A dolphin weighs about $150$ kilograms. Should we measure its mass in grams, kilograms, or tonnes, and why?"}]}

skills:
["Choosing an appropriate unit of mass","Identifying an appropriate unit of length","Comparing the length of shapes and objects"]


example_id: lp_01K7EWAQ76BSSXNBRZ0QK9S7FV_01K7EWART0RJHD9JNPPEWHY29M_APPLICATION
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Dolphins
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Comparing Dolphin Sizes in Marine Research","example1Header":"Situation\nMarine biologists study dolphins to track their growth and health. They compare dolphin lengths to ensure proper growth and spot unusual changes.","example1Body":"Example\nDolphin A is 2.5 m long, and Dolphin B is 3 m long. The difference is $3 - 2.5 = 0.5$ m. Dolphin B is 0.5 m longer, showing its healthy growth.","example2Header":"","example2Body":""}


example_id: lp_01K7EWAQ76BSSXNBRZ0QK9S7FV_01K7EWART0RJHD9JNPQ5HVFP4A_THOUGHT_SPARKER
skill_ids: ["WRUGKzFpIszmeWrv3HYb","Tbg2QpjHmsWrbD5VDnZf","9EfFE1t8d1hBsvauGfwW"]
subtopics: ["Scale"]
subtopic_ids: ["subtopic_01GTC0BDN6RS0NYAC4YKD6Q3ZE"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Dolphins
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A dolphin can grow up to $4$ metres long and weigh as much as $650$ kilograms.","firstSentence":"What units would be best for measuring the length and weight of a dolphin, and why?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Discuss the difference between metres, centimetres, and millimetres for length, as well as grams and kilograms for mass.","Encourage students to explain their reasoning based on the size of a dolphin.","Provide examples of other objects similar in size or weight to help students relate to the measurements."]}


example_id: lp_01K7EWJV8GAQ8EM9EV06Z48HVY_01K7EWJWV0SGQ0TCC2Q824AM6W_EXIT_TICKET
skill_ids: ["7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD","P2XT2D9IoCSukHufCLK5","kObzoKYVm5d8nTsmqOwq"]
subtopics: ["Perimeter"]
subtopic_ids: ["subtopic_01GTC0BR9AYRYV5JBGRTDC33YD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Ice Skating
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"$20$","question":"An ice rink has a rectangular section made of $5$ rows and $4$ columns of unit squares. What is the area of this section in square units?"},{"answer":"$96$","question":"The ice skating rink has a rectangle-shaped practice area with a length of $12$ m and width of $8$ m. What is its area?"},{"answer":"$100$","question":"An ice skating rink has a rectangular boundary of $30$ m length and $20$ m width. What is the total perimeter of the rink?"}]}

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


example_id: lp_01K7EWJV8GAQ8EM9EV06Z48HVY_01K7EWJWV0SGQ0TCC2PJ1XSXTA_ACTIVITY
skill_ids: ["7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD","P2XT2D9IoCSukHufCLK5","kObzoKYVm5d8nTsmqOwq"]
subtopics: ["Perimeter"]
subtopic_ids: ["subtopic_01GTC0BR9AYRYV5JBGRTDC33YD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Ice Skating
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Design a Mini Park\nYour team is designing a mini park! Plan areas for paths, gardens, and play zones.","scenario":"Steps\n1. On graph paper, draw a park outline as a rectangle (e.g., $10 \\times 8$).\n2. Divide the park into smaller rectangles for paths, gardens, and play zones.\n3. Count unit squares to find the area of each section.\n4. Calculate the perimeter of the whole park and each section.\n5. Share your design and explain how you calculated the areas and perimeters!","steps":["Discussion\n• Why is it helpful to divide the park into smaller rectangles?\n• How does the perimeter change if you make the park bigger?","Differentiation Opportunities\n• Support: Use simpler dimensions (e.g., $5 \\times 4$) and focus on one section at a time.\n• Extend: Include irregular shapes and calculate their area by breaking them into rectangles."],"discussion":[],"differentiation":{"support":"","extend":""}}

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


example_id: lp_01K7EWJV8GAQ8EM9EV06Z48HVY_01K7EWJWV0SGQ0TCC2PG7NQ4JC_APPLICATION
skill_ids: ["7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD","P2XT2D9IoCSukHufCLK5","kObzoKYVm5d8nTsmqOwq"]
subtopics: ["Perimeter"]
subtopic_ids: ["subtopic_01GTC0BR9AYRYV5JBGRTDC33YD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Ice Skating
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Measuring Ice Rink Perimeters","example1Header":"Situation\nIce rink designers carefully measure rink perimeters to ensure smooth skating paths. They mark lines of equal length to guide accurate construction.","example1Body":"Example\nAn ice rink with sides $20$ m and $10$ m has a perimeter of $2 \\times (20 + 10) = 60$ m. Designers mark the two $20$ m sides and two $10$ m sides as equal for accuracy.","example2Header":"","example2Body":""}

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


example_id: lp_01K7EWJV8GAQ8EM9EV06Z48HVY_01K7EWJWV0SGQ0TCC2Q3AC7MTP_THOUGHT_SPARKER
skill_ids: ["7a7cDcySLeLKJ2KKDpCx","ucOI2emoDLtpi4N6h2AD","P2XT2D9IoCSukHufCLK5","kObzoKYVm5d8nTsmqOwq"]
subtopics: ["Perimeter"]
subtopic_ids: ["subtopic_01GTC0BR9AYRYV5JBGRTDC33YD"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Ice Skating
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"An ice skating rink is a rectangle that is 20 m long and 10 m wide.","firstSentence":"How could you calculate the area of the skating rink using these measurements?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to explain the formula for area of a rectangle (length × width).","Use visual aids like grid paper to represent the rink and count unit squares.","Discuss how the units (square metres) relate to the measurements provided."]}


example_id: lp_01K7EWSBESC99M9WKMQTMZGKJ3_01K7EWSGERP3B7QTG34S67W5GM_THOUGHT_SPARKER
skill_ids: ["n3kly7UQJlrVTMc7JQDY","zpb6NY0OXQdbrBm1jIQC","ijznU2LNJACXHxEqiQqe"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Cricket
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A cricket match starts at 10:30 AM and lasts for 3 hours and 45 minutes.","firstSentence":"How could you determine what time the match ends?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to break the problem into smaller steps, like adding hours first and then minutes.","Discuss the difference between AM and PM to help students understand the time format.","Use a clock or timeline to visually represent the time changes for better understanding."]}

skills:
["Converting between seconds and minutes","Converting between minutes and hours","Understanding AM and PM notation"]


example_id: lp_01K7EWSBESC99M9WKMQTMZGKJ3_01K7EWSGERP3B7QTG344RX9XB3_APPLICATION
skill_ids: ["n3kly7UQJlrVTMc7JQDY","zpb6NY0OXQdbrBm1jIQC","ijznU2LNJACXHxEqiQqe"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Cricket
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Understanding AM and PM in Cricket Matches","example1Header":"Situation\nCricket match organisers use AM and PM to schedule games. Knowing when a game starts ensures players and fans arrive on time.","example1Body":"Example\nA match starting at 9:30 AM and ending at 3:45 PM spans both morning and afternoon. Total time: 6 hours and 15 minutes (2:30 + 3:45).","example2Header":"","example2Body":""}

skills:
["Converting between seconds and minutes","Converting between minutes and hours","Understanding AM and PM notation"]


example_id: lp_01K7EWSBESC99M9WKMQTMZGKJ3_01K7EWSGERP3B7QTG34WJPK9TA_EXIT_TICKET
skill_ids: ["n3kly7UQJlrVTMc7JQDY","zpb6NY0OXQdbrBm1jIQC","ijznU2LNJACXHxEqiQqe"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Cricket
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Both","question":"A cricket match starts at $10$ AM and ends at $2$ PM. Is the match played in the morning, afternoon, or both?"},{"answer":"$7$ minutes, $30$ seconds","question":"A cricket player practices for $450$ seconds. How many minutes and seconds is that?"},{"answer":"$3$ hours, $5$ minutes","question":"If a cricket match lasts for $185$ minutes, how many hours and minutes is that?"}]}

skills:
["Converting between seconds and minutes","Converting between minutes and hours","Understanding AM and PM notation"]


example_id: lp_01K7EWSBESC99M9WKMQTMZGKJ3_01K7EWSGERP3B7QTG3481ZXF69_ACTIVITY
skill_ids: ["n3kly7UQJlrVTMc7JQDY","zpb6NY0OXQdbrBm1jIQC","ijznU2LNJACXHxEqiQqe"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Cricket
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Plan Your Fun Day\nYour team is planning a fun day with events like games, meals, and breaks. Create a schedule and convert times correctly to fit everything in!","scenario":"Steps\n1. Draw a timeline from $7:00$ AM to $7:00$ PM on your paper.\n2. Add 5 events to the timeline (e.g., breakfast, games, lunch).\n3. Write the duration of each event in minutes and convert to hours.\n4. Convert any extra seconds (e.g., $300$ seconds) into minutes if needed.\n5. Present your schedule and earn 1 point for every correct conversion!","steps":["Discussion\n• Why is AM and PM important for planning?\n• How do conversions help when scheduling events?","Differentiation Opportunities\n• Support: Use whole-hour durations only (e.g., $1$ hour, $2$ hours).\n• Extend: Add events with mixed durations (e.g., $1$ hour $15$ minutes)."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EWSBESC99M9WKMQTMZGKJ3_01K7EWSGERP3B7QTG34N9E315R_CONTEMPLATIVE_QUESTION
skill_ids: ["n3kly7UQJlrVTMc7JQDY","zpb6NY0OXQdbrBm1jIQC","ijznU2LNJACXHxEqiQqe"]
subtopics: ["Time Conversion"]
subtopic_ids: ["subtopic_01GTC0BKFZT5WZSY4BDYAC52JN"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Cricket
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You are planning your day. List activities from 7:15 AM to 8:45 PM. Show times in minutes and hours.","teacherTips":["Encourage using AM and PM for clear time representation.","Guide students to convert between minutes and hours.","Discuss how to organise activities within the given time."],"difficulty":"mild"}


example_id: lp_01K7EX2E0XTWE7K1PTE63SX8XF_01K7EX2HVQS04M0BPJM2FQN92J_ACTIVITY
skills: ["Comparing the size of an angle to a right angle","Identifying right angles"]
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 4
country: AU
period_number: 4
node_type: ACTIVITY
example_output_json:
{"header":"Angle Detectives\nYou are detectives finding and classifying angles around the classroom!","scenario":"Steps\n1. Draw $5$ angles on paper: one right angle, two smaller, and two larger.\n2. Label each angle as 'smaller', 'right', or 'larger' compared to a right angle.\n3. Swap papers with a partner and check their classifications.\n4. Earn $1$ point for each correct classification!\n5. Discuss any disagreements and correct any mistakes together.","steps":["Discussion\n• What clues helped you classify angles correctly?\n• Why is a right angle useful for comparing other angles?","Differentiation Opportunities\n• Support: Work with a partner to draw and identify only right angles.\n• Extend: Measure each angle using a protractor and write its degree."],"discussion":[],"differentiation":{"support":"","extend":""}}


example_id: lp_01K7EX2E0XTWE7K1PTE63SX8XF_01K7EX2HVQS04M0BPJMG03QN37_CONTEMPLATIVE_QUESTION
skills: ["Comparing the size of an angle to a right angle","Identifying right angles"]
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 4
country: AU
period_number: 4
node_type: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"Look around your classroom. What objects have angles smaller, equal to, or larger than a right angle?","teacherTips":["Guide students to compare corners to a right angle for identification.","Encourage using a piece of paper’s corner as a right angle tool.","Discuss examples from the classroom like doors or books."],"difficulty":"mild"}


example_id: lp_01K7EX2E0XTWE7K1PTE63SX8XF_01K7EX2HVQS04M0BPJMW0FHYTZ_EXIT_TICKET
skills: ["Comparing the size of an angle to a right angle","Identifying right angles"]
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 4
country: AU
period_number: 4
node_type: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Yes","question":"If a painter uses a ruler to draw a corner that looks like the corner of a square, is it a right angle?"},{"answer":"Yes","question":"A painter draws a triangle on the wall, and one of the angles is smaller than $90^\\circ$. Is this angle smaller than a right angle?"},{"answer":"Bigger","question":"A painter sketches a corner on a canvas with an angle of $105^\\circ$. Is this angle bigger or smaller than a right angle?"}]}


example_id: lp_01K7EX2E0XTWE7K1PTE63SX8XF_01K7EX2HVQS04M0BPJMN3E10HS_THOUGHT_SPARKER
skills: ["Comparing the size of an angle to a right angle","Identifying right angles"]
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 4
country: AU
period_number: 4
node_type: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"You are painting a wall with colourful strokes. One stroke makes a $90^\\circ$ angle, another makes a $45^\\circ$ angle, and a third makes a $120^\\circ$ angle.","firstSentence":"Which of these strokes make a right angle, and how do you know?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Review what a right angle looks like using physical examples, like the corner of a book or paper.","Encourage students to compare the given angles visually or with tools like a protractor.","Ask students to explain their reasoning to reinforce their understanding of right angles."]}


example_id: lp_01K7EX2E0XTWE7K1PTE63SX8XF_01K7EX2HVQS04M0BPJKXJ1Q6X0_APPLICATION
skills: ["Comparing the size of an angle to a right angle","Identifying right angles"]
skill_ids: ["0GGOvX4xqiYtTuUpto2f","qCmx2kAcRFhCcCBhopER"]
subtopics: ["Angles"]
subtopic_ids: ["subtopic_01GTC0BPXV2NAHQJEBWQMN8DT9"]
topic: Measurement
topic_id: a366a9aa-182e-51ab-8525-26d7c1ad540e
context: Painting
class_year: 4
country: AU
period_number: 4
node_type: APPLICATION
example_output_json:
{"title":"Using Right Angles in Mural Painting","example1Header":"Situation\nMural artists use right angles to ensure their designs have straight edges and proper corners. This helps create balanced patterns and neat layouts on large walls.","example1Body":"Example\nThe mural artist checks a grid corner by comparing it to a square's corner. Since it matches, they confirm it's a right angle, ensuring perfect alignment in their design.","example2Header":"","example2Body":""}


example_id: lp_01K7EY5SESMDZ9NY5ZHFHFTEA6_01K7EY5V1QY202RJVJF6KPT9VX_THOUGHT_SPARKER
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: THOUGHT_SPARKER
example_output_json:
{"firstSentenceHeader":"A snowman is built using $3$ stacked spheres for the body, a cone for the hat, and a cylinder for the nose.","firstSentence":"How would you explain the different shapes that make up the snowman?","secondSentenceHeader":"","secondSentence":"","teacherTips":["Encourage students to describe each part of the snowman and identify its shape.","Use physical models or drawings to help students visualise the composite shapes.","Discuss how combining basic shapes can create more complex objects in real life."]}


example_id: lp_01K7EY5SESMDZ9NY5ZHFHFTEA6_01K7EY5V1QY202RJVJEEAH06YG_APPLICATION
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: APPLICATION
example_output_json:
{"title":"Building an Igloo with 2D Shapes","example1Header":"Situation\nSnow architects design igloos by combining shapes like circles, rectangles, and triangles to create sturdy, warm structures in snowy environments.","example1Body":"Example\nTo design the igloo's door, architects combine a $1$ m wide rectangle ($2$ m$^2$) and a semicircle on top ($\\approx 0.39$ m$^2$). Total area: $2.39$ m$^2$.","example2Header":"","example2Body":""}


example_id: lp_01K7EY5SESMDZ9NY5ZHFHFTEA6_01K7EY5V1QY202RJVJF4PVZF3P_CONTEMPLATIVE_QUESTION
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: CONTEMPLATIVE_QUESTION
difficulty: mild
example_output_json:
{"question":"You see a playground slide shaped like a composite shape. What smaller shapes could it be made of? How would you combine them to form the whole slide?","teacherTips":["Encourage students to visualise the slide as parts like rectangles or triangles.","Prompt students to explain why they chose specific shapes for the composite.","Discuss how knowing smaller shapes helps understand the full structure."],"difficulty":"mild"}


example_id: lp_01K7EY5SESMDZ9NY5ZHFHFTEA6_01K7EY5V1QY202RJVJFAHX16EG_EXIT_TICKET
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: EXIT_TICKET
example_output_json:
{"questions":[{"answer":"Circles","question":"A snowman is made of two circles stacked on top of each other. What shapes make up the snowman?"},{"answer":"Rectangle, semicircle","question":"A snow fort is made using a rectangle for the wall and a semicircle on top. What shapes make up the snow fort?"},{"answer":"Rectangle, triangles","question":"A sled has a rectangular base and two triangles attached to the front. What shapes make up the sled?"}]}


