This resource aims to shift mindsets around mathematics only being a mechanical or passive school subject to struggle through. Through actively participating in low-risk discussions, students can continually broaden their understanding of maths and its wide-ranging occurrences beyond the classroom walls. By doing so, students can:
> Develop their vocabulary
> Make connections
> Engage in mathematical reasoning and application
> Be curious and have fun, and
> Move along the higher-order thinking continuum to become Problem Posers (and not just problem solvers)

To access classroom resources, including Getting Started resources, click here.

What do you notice?

I notice there are lots of different tools.
I notice there are lots of different tools for measuring.
I notice this looks like my grandpa’s shed.
I notice different cutting things.
I notice there are lots of angles created by the things in this picture.
I notice there are many different measuring materials on the bench.
I notice there are different stages of the circle – like the paper where the circle was cut from.
I notice this looks like my grandpa’s shed.
I notice the features on the wing are increasing in size from left to right.
I notice a sharp cutting thing that I’ve never seen before.

What do you wonder?

I wonder how many different measurements are used in the design and creation of an object in this workshop.
I wonder who works in a place like this.
I wonder how many gold things are in that container.
I wonder what’s being created. I wonder if it’s something to do with Greek mythology.
I wonder how many of those tools have been used recently.
I wonder if the leftover materials are used for anything else.
I wonder what happens when they measure it wrong. I wonder how they fix this.
I wonder what it would look like to replicate just the angles and leave out the rest of the image.
I wonder how long it takes to build something and if technology would help make it faster.

What mathematical problems could we pose from this picture?

What is the capacity of this stadium?
How would the seating capacity change if the stands had a 90-degree angle corners instead of rounded ones?
How many tennis balls would it take to completely cover the court’s surface? … to fill the stadium?
What’s the highest number of tennis racquets that could be placed on the court’s surface without overlapping?
How do the organisers determine what capacity is Covid-safe?
How could you turn this tennis area into a pool?
What is the best angle for the chairs to make sure everyone can see?
How much water would be required to turn the centre space into a pool?
What is the best way to estimate the number of people in the stadium?
How much does it cost to advertise around the boards of the stadium? What’s the best deal?
How long does it take to close the roof?
What 3D shapes make up this space?
Are there solar panels? If so, how much energy would it cost to light up the stadium? (Electricity vs solar)
How long does it take to reach a certain temperature in the stands/on the court?
Which seat is most likely to get hit by a ball?
Is there a different way to keep track of scores?