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Counting on and back in tens and ones is one of those “small skills” that unlocks big maths. When students add or subtract tens, they’re learning a fundamental idea: it only changes the tens digit (the ones stay the same). That’s place value in action - not just “getting an answer”. And when we bridge over 100, things level up again. Students have to unitise (treat ten as a unit), reorganise the place value, and keep track of what’s happening to the number as it crosses that boundary. That’s pow

Counting on and back in tens and ones is one of those “small skills” that unlocks big maths. When students add or subtract tens, they’re learning a fundamental idea: it only changes the tens digit (the ones stay the same). That’s place value in action - not just “getting an answer”. And when we bridge over 100, things level up again. Students have to unitise (treat ten as a unit), reorganise the place value, and keep track of what’s happening to the number as it crosses that boundary. That’s pow

2.3K views8 months ago

FacebookLearning Through Doing

How cool is this little guy!! 5 years old. 2nd day of school ever.. in a multi-year Reception to Yr 2 class I visited today. We practised counting and making numbers on the double ten frames as a whole class, then matched teen number ten frame pictures and number cards.. then little dude wanted to do what the older kids were doing... matching multiples of ten cards. When asked how many tens there were he invented double counting to count the tens and keep track of how many tens. To say I was thr

How cool is this little guy!! 5 years old. 2nd day of school ever.. in a multi-year Reception to Yr 2 class I visited today. We practised counting and making numbers on the double ten frames as a whole class, then matched teen number ten frame pictures and number cards.. then little dude wanted to do what the older kids were doing... matching multiples of ten cards. When asked how many tens there were he invented double counting to count the tens and keep track of how many tens. To say I was thr

2.5K views9 months ago

FacebookLearning Through Doing

$Position Fractions on the Number Line Positioning fractions on a number line is far more than “finding where it goes.” It requires students to: • identify the whole • understand equal partitioning • reason about distance and proportion • compare relative size, not just count pieces When students place fractions on a number line, they’re thinking about value, not symbols. This is where fractions shift from procedural to conceptual: 👉 fractions as numbers 👉 fractions with magnitude 👉 fractions$

Position Fractions on the Number Line Positioning fractions on a number line is far more than “finding where it goes.” It requires students to: • identify the whole • understand equal partitioning • reason about distance and proportion • compare relative size, not just count pieces When students place fractions on a number line, they’re thinking about value, not symbols. This is where fractions shift from procedural to conceptual: 👉 fractions as numbers 👉 fractions with magnitude 👉 fractions

4.5K views9 months ago

FacebookLearning Through Doing

Part 7 – Think Ten Think Ten is a powerful addition strategy because it builds directly on students’ understanding of make ten and place value. When students can see ten as a benchmark, they stop counting and start thinking flexibly—splitting numbers to make a ten first, then adding what’s left. Visual models like ten-frames, part-part-total, and number lines make this thinking visible, helping students explain why their strategy works, not just get the answer. | Learning Through Doing

Part 7 – Think Ten Think Ten is a powerful addition strategy because it builds directly on students’ understanding of make ten and place value. When students can see ten as a benchmark, they stop counting and start thinking flexibly—splitting numbers to make a ten first, then adding what’s left. Visual models like ten-frames, part-part-total, and number lines make this thinking visible, helping students explain why their strategy works, not just get the answer. | Learning Through Doing

2.5K views9 months ago

FacebookLearning Through Doing

Addition Basic Facts – But Make It a Game Fluency doesn’t come from worksheets alone. It comes from thinking. Talking. Playing. Repeating. In this game, we’re building addition basic facts through strategy - not speed drills. There are seven different basic fact strategies, and each one is intentionally placed on a different coloured paddle pop stick. That means I can choose exactly what goes into the cup depending on what my students are working on. 💡 Need more doubles? 💡 Strengthening near 1

Addition Basic Facts – But Make It a Game Fluency doesn’t come from worksheets alone. It comes from thinking. Talking. Playing. Repeating. In this game, we’re building addition basic facts through strategy - not speed drills. There are seven different basic fact strategies, and each one is intentionally placed on a different coloured paddle pop stick. That means I can choose exactly what goes into the cup depending on what my students are working on. 💡 Need more doubles? 💡 Strengthening near 1

7.6K views8 months ago

FacebookLearning Through Doing

Addition Basic Facts – Strategy 6: Near Doubles Near doubles is one of those strategies students pick up very quickly - if their doubles are secure. When students know their doubles, near doubles becomes a simple adjustment: 👉 double it… then add or subtract one. That small tweak builds flexible thinking and helps students move away from counting and towards reasoning. Using clear visual models makes this thinking obvious: • Ten-frames to see the structure of the double and the “extra one” • Pa

Addition Basic Facts – Strategy 6: Near Doubles Near doubles is one of those strategies students pick up very quickly - if their doubles are secure. When students know their doubles, near doubles becomes a simple adjustment: 👉 double it… then add or subtract one. That small tweak builds flexible thinking and helps students move away from counting and towards reasoning. Using clear visual models makes this thinking obvious: • Ten-frames to see the structure of the double and the “extra one” • Pa

559 views9 months ago

FacebookLearning Through Doing

Subtraction isn’t a separate topic. It’s connected thinking. If students only see subtraction as “take away,” they’ll default to counting backwards every time. But when we anchor subtraction in part–part–total thinking, students see the relationship: If 8 5 = 13 Then 13 − 8 = 5 That’s not memorising. That’s structure. This is why a strong foundation in the seven addition basic fact strategies matters so much: • Count On • Make 10 • Doubles • Near Doubles • Add Zero • Near 10 • Think 10 When stud

Subtraction isn’t a separate topic. It’s connected thinking. If students only see subtraction as “take away,” they’ll default to counting backwards every time. But when we anchor subtraction in part–part–total thinking, students see the relationship: If 8 5 = 13 Then 13 − 8 = 5 That’s not memorising. That’s structure. This is why a strong foundation in the seven addition basic fact strategies matters so much: • Count On • Make 10 • Doubles • Near Doubles • Add Zero • Near 10 • Think 10 When stud

24.4K views8 months ago

FacebookLearning Through Doing

Addition Basic Facts – Part 2: Make 10 After count on, make 10 is the next critical step. It’s not just a basic fact strategy - it builds the thinking needed for strategies like near ten and bridging to 10 in two-digit addition strategies. Using ten-frames, part–part–total rods, and number lines helps students see how numbers relate to 10, not just count them. Make 10 develops efficient, flexible number thinking that carries well beyond basic facts. | Learning Through Doing

401 views9 months ago

FacebookLearning Through Doing

Using the LTD Beads is a great way to help students identify and visualise the difference in subtraction equations. By physically moving beads to represent each quantity, students can see how subtraction is about finding what’s left or how far apart two numbers are. This hands-on model supports understanding of ‘difference’ as both taking away and comparing, helping students move from concrete experiences to more abstract reasoning with subtraction. #themathematicsguy #ltdmathematics #education

4.3K viewsOct 23, 2025

FacebookLearning Through Doing

Doubles . Learning addition basic facts with doubles is an important step in developing fluency with numbers. Since doubles (e.g., 1 1, 2 2, 3 3) follow a simple and recognisable pattern, they are one of the first sets of facts students learn, along with facts that make 10. . Using concrete materials, such as counters, ten-frames, or number mats, helps students visualise and physically manipulate the numbers, reinforcing their understanding. . Mastering these facts with hands-on experiences buil

7K viewsMar 5, 2025

FacebookLearning Through Doing

LTD - Small Activities = Success

573 views6 months ago

YouTubeLearning Through Doing

When Students Do the Thinking, Learning Runs Deeper

74 views6 months ago

YouTubeLearning Through Doing

Around age 20, you transition from learning in school to learning by doing. In this stage of life, success comes down to experimenting and understanding your true nature to find the path that is right for you. The goal is to align your work with your passion and what suits who you are, while keeping financial reality in mind so it remains sustainable. Gain real-world experience, acknowledge what you don't know, and keep experimenting until you find the right fit. #RayDalio #LifeAdvice #MasterCla

2.2K views1 week ago

TikTokprinciplesbyraydalio

So how do they learn❓ It’s simple... They learn through play 🌳 They learn through watching 👀 They learn through experience 🪓 They learn through doing ✨ ✅ All they need is an environment they can freely explore with other children ✅ And intentional adults willing to allow autonomy 👉🏼 Become a Co-Owner in an OFF GRID Community Farm and get access to a space where your children can thrive 🌿 💬 Click the link in my Bio

808.5K viewsAug 22, 2023

TikTokwildmindscommunity

I know what it feels like to be talented, passionate and hungry to succeed, but not know where to start. I had to learn through rejection, mistakes, experience and persistence. I had to create value for myself. And now, I want to give that value back. That is why I created Sandra Okunzuwa Entertainment Academy. A community created to help creatives LEARN. CREATE. CONNECT. EARN. If you have the talent but need the direction, this is for you. If you’ve been wondering “Where do I start? You can sta

152.8K views1 month ago

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Explore Learning at Australian International School Malaysia

122.8K views10 months ago

TikTokschooladvisor.my

Not Born Handy? How to Build Confidence & Learn DIY Skills

41.8K views2 weeks ago

TikTokconfidencebuiltthis

Triple jump tutorial🔥🔥🌻 Tips to record a perfect triple aerial kick Learn how to do the triple aerial kick!👛🍎✨ Want to pull off the viral aerial triple jump? This full tutorial walks you through every step of performing this awesome mid-air skill, plus handy tips to film a seamless, perfect footage of your triple jump. Aerial kick tutorial Triple aerial kick, full video tutorial How to pull off the awesome triple kick mid-air Aerial triple The famous triple aerial kick — how to make this vi

1.6K views2 weeks ago

TikTokasigtsijov

Multiplication Crash Course Teaching multiplication isn’t about memorising a list. It’s about building understanding. When you follow the developmental sequence, use the right visual models, and apply appropriate strategies, your students will thrive. It’s a bit like baking. If you throw everything in at once or skip a key step, the result flops. But when you follow the process—adding the eggs at the right time and not overdoing the baking soda—you get something beautiful every time. Thoughts on

13.5K viewsJul 2, 2025

FacebookLearning Through Doing

How Doing Unpleasant Things Builds Resilience and May Save Your Life

11.6K views1 week ago

TikTokdiegogains5

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