Concept Studio

See the idea. Put it to the test.

956 activities from Kindergarten to Year 12, in 13 subject areas. A practical gives the idea, what you need, the steps, what you should see and a safety card. A teacher-led demonstration gives the idea and its hazards; its method is for tutors on the learning platform.

Review

Reviewed before publication (owner’s confirmation, 24 September 2026). That covers every activity here, and a practical’s page lists the sources its author read.

A safety card on every page

The risk, who supervises and the hazards. The 38 teacher-led demonstrations show their idea and hazards here; their materials, steps and sources, and any result, control or note that states a number or an amount, are for tutors and administrators on the learning platform.

School laboratory, not for home

207 activities are medium or high risk. Each says so on its page: In a school laboratory, with a teacher supervising, under the school's risk assessment. Not for home.

Curriculum references

Each activity lists the NSW syllabus outcomes and Australian Curriculum v9 codes it supports. They are references, not a verified or complete curriculum alignment.

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A practical is carried out at the bench, in the classroom or outdoors. A practical with its model not built stands on its own; the page says where a step mentions the model. A calculation and data activity works from published figures by hand, with a calculator or in a spreadsheet. No page includes an interactive model.

100 activities

Mathematics K–6 · page 2 of 3

  1. Mathematics K–6 · Years 3–4

    Make a kilogram: grams and kilograms on a balance and on scales

    A kilogram is 1000 grams, and a litre of water has a mass of about one kilogram, so water and a balance give a feel for both units.

    PracticalLow risk
  2. Mathematics K–6 · Years 3–4

    Odd or even: pairing counters

    An even number of counters pairs up with none left over, an odd number has one left over, and pairing shows why two odd numbers add to an even number.

    Practical, model not builtLow risk
  3. Mathematics K–6 · Years 3–4

    One data set, three displays: handfuls of cubes

    The same data can be shown as a list, a dot plot or a column graph, and a display that keeps every value on a shared scale shows the shape and spread of the data and makes two groups easier to compare.

    Practical, model not builtLow risk
  4. Mathematics K–6 · Years 3–4

    One litre exactly: litres and millilitres

    A litre is 1000 millilitres, and a container can be calibrated by pouring in known amounts and marking the level.

    PracticalLow risk
  5. Mathematics K–6 · Years 3–4

    One straight cut: splitting a trapezium into new shapes

    A single straight cut splits a shape into two shapes whose kinds depend on where the cut starts and ends, and the pieces can be joined again into shapes with different features and the same area.

    Practical, model not builtLow risk
  6. Mathematics K–6 · Years 3–4

    Perimeter with string: the distance around a shape

    Perimeter is the length of the boundary of a shape, so a string laid around the edge and then measured straight gives the same length as adding the sides.

    PracticalLow risk
  7. Mathematics K–6 · Years 3–4

    Place-value slide: multiplying and dividing by 10, 100 and 1000

    Multiplying by 10 moves every digit one place to the left and dividing by 10 moves every digit one place to the right, because each place is worth ten times the place on its right.

    Practical, model not builtLow risk
  8. Mathematics K–6 · Years 3–4

    Reading a thermometer: partial units on a scale

    A scaled instrument has marks that stand for fixed steps, and a reading between two marks is estimated from how far along the gap the level sits.

    PracticalLow risk
  9. Mathematics K–6 · Years 3–4

    Reading time to the minute and timing what happens between

    The minute hand moves one small mark each minute and the hour hand moves with it, so a time can be read to the minute and the time between two readings can be counted.

    Practical, model not builtLow risk
  10. Mathematics K–6 · Years 3–4

    Renaming with base-10 materials: numbers to tens of thousands

    Each place is ten times the place to its right, so a number can be traded into different combinations of thousands, hundreds, tens and ones without changing its value.

    Practical, model not builtLow risk
  11. Mathematics K–6 · Years 3–4

    Sharper or wider than a right angle: angle testers and turns

    An angle is an amount of turn between two arms, and every angle can be compared with a right angle (a quarter turn) to name it acute, right, obtuse, straight or reflex.

    Practical, model not builtLow risk
  12. Mathematics K–6 · Years 3–4

    Skeleton models: faces, edges and vertices

    A prism or pyramid can be built from edges and corners alone, and counting the faces, edges and vertices of each model identifies its key features and lets different objects be compared.

    PracticalLow risk
  13. Mathematics K–6 · Years 3–4

    Square centimetres and a square metre: covering with a grid

    Area is measured in square units of a fixed size, a square centimetre for small surfaces and a square metre for large ones, and 10 000 square centimetres fit in a square metre.

    Practical, model not builtLow risk
  14. Mathematics K–6 · Years 3–4

    Tangram: seven pieces, one square

    Composite shapes are built from familiar shapes, and the seven tangram pieces are fractions of one square, so every shape made from all seven pieces has the same area as the square.

    Practical, model not builtLow risk
  15. Mathematics K–6 · Years 3–4

    Tenths and hundredths: a flat as one whole

    When a flat is one whole, a rod is one tenth and a unit cube is one hundredth, so decimals name parts of a whole in the same base-10 pattern as whole numbers.

    Practical, model not builtLow risk
  16. Mathematics K–6 · Years 3–4

    Times tables on a circle: an algorithm that draws patterns

    Following a fixed sequence of steps (multiply, keep the last digit, join that point on a ten-point circle) turns each times table into a shape, and the shape depends on the factors the multiplier shares with 10.

    Practical, model not builtLow risk
  17. Mathematics K–6 · Years 3–4

    Toss and roll: recording repeated chance experiments

    Repeating a chance experiment many times gives results that vary from trial to trial, yet the counts for equally likely outcomes come out close to each other over many trials.

    Practical, model not builtLow risk
  18. Mathematics K–6 · Years 3–4

    Trading with base-ten materials: regrouping to add and subtract

    When a column holds ten or more pieces, ten are traded for one piece of the next place, and when a column holds too few to take away, one piece of the next place is traded for ten, so the value never changes while the pieces do.

    Practical, model not builtLow risk
  19. Mathematics K–6 · Years 5–6

    24-hour time and real timetables

    The 24-hour clock numbers the hours from 00 to 23 so that a time needs no am or pm, and the length of a trip on a timetable is the difference between two times, counted on to the next hour and then to the arrival time.

    Practical, model not builtLow risk
  20. Mathematics K–6 · Years 5–6

    A half, a quarter, a fifth and a tenth of real quantities

    A unit fraction of a quantity is found by dividing the quantity into that many equal parts, so 1/4 of 2 L is 500 mL and 1/5 of 1 m is 20 cm, and measuring one part checks the division.

    PracticalLow risk
  21. Mathematics K–6 · Years 5–6

    Angles on a straight line and at a point

    Angles are measured in degrees with a protractor, the angles on a straight line add to 180 degrees and the angles around a point add to 360 degrees.

    Practical, model not builtLow risk
  22. Mathematics K–6 · Years 5–6

    Area model: multiplying on grid paper

    A product such as 23 × 14 is the number of squares in a 23 by 14 rectangle, and splitting the rectangle along tens and ones shows each partial product of the written method.

    Practical, model not builtLow risk
  23. Mathematics K–6 · Years 5–6

    Balance puzzles: finding an unknown mass

    When a balance is level, both sides hold the same mass, so removing equal amounts from each side keeps it level and reveals an unknown.

    Practical, model not builtLow risk
  24. Mathematics K–6 · Years 5–6

    Below zero: integers on a thermometer and in a lift

    Numbers below zero sit on the same line as numbers above it, so a thermometer and a lift shaft show where negative numbers are and how far apart two integers lie.

    Practical, model not builtLow risk
  25. Mathematics K–6 · Years 5–6

    Change over time: a line graph of cooling water

    A line graph shows how a quantity changes over time, and the slope of the line shows whether the change is fast or slow.

    PracticalMedium risk
  26. Mathematics K–6 · Years 5–6

    Coin toss: more trials, less variation

    The fraction of heads in a run of tosses wanders far from one half for a few tosses and settles closer to one half as the number of tosses grows.

    Practical, model not builtLow risk
  27. Mathematics K–6 · Years 5–6

    Coordinates on the floor: the Cartesian plane in four quadrants

    A point is named by its distance right or left of the origin and then up or down, so negative coordinates place points in all four quadrants.

    Practical, model not builtLow risk
  28. Mathematics K–6 · Years 5–6

    Cubic centimetres, litres and displacement

    A cube 10 cm on each side holds 1000 cubic centimetres, which is one litre, and the volume of a solid object can be found from the water it pushes aside.

    Practical, model not builtLow risk
  29. Mathematics K–6 · Years 5–6

    Cut and rearrange: parallelograms and triangles from rectangles

    A parallelogram cut along its height and rearranged becomes a rectangle of the same area, and a rectangle cut along a diagonal gives two triangles of half its area.

    Practical, model not builtLow risk
  30. Mathematics K–6 · Years 5–6

    Estimate the docket, then check it: rounding to judge whether a total is reasonable

    Rounding every price before adding gives a total close enough to judge whether the printed total is reasonable, and the rounding rule chosen decides whether the line-by-line errors cancel or pile up.

    Practical, model not builtLow risk
  31. Mathematics K–6 · Years 5–6

    Fraction strips on a 24 cm whole: adding and subtracting

    Fractions with the same or related denominators are added and subtracted by measuring them as lengths of the same whole, which gives the same result as renaming them with a common denominator.

    Practical, model not builtLow risk
  32. Mathematics K–6 · Years 5–6

    Hand spans: a dot plot, the mode and the range

    Measurements collected from a group vary, and a dot plot shows the shape of that variation together with the most common value and the spread from smallest to largest.

    Practical, model not builtLow risk
  33. Mathematics K–6 · Years 5–6

    Length times width: where the area formula comes from

    A rectangle on a centimetre grid holds rows of equal squares, so its area is the number of squares in a row times the number of rows, which is length times width.

    Practical, model not builtLow risk
  34. Mathematics K–6 · Years 5–6

    Make a cubic metre

    A cubic metre is a cube one metre on each edge, holds a million cubic centimetres or a thousand litres, and rooms are measured in it.

    PracticalLow risk
  35. Mathematics K–6 · Years 5–6

    Matchstick patterns: finding the rule

    A growing pattern built from matchsticks has a rule that links the position of a term to the number of sticks, and the rule predicts terms that are too big to build.

    Practical, model not builtLow risk
  36. Mathematics K–6 · Years 5–6

    One sheet of paper: dividing measurements by 10, 100 and 500

    A quantity too small to measure directly is found by measuring many copies and dividing, and dividing by 10 or 100 moves every digit one or two places to the right, while dividing by 500 is that two-place shift followed by a division by 5.

    PracticalLow risk
  37. Mathematics K–6 · Years 5–6

    Ordering fractions with different denominators

    Fractions with different denominators are compared by placing them on the same number line or by renaming them with a common denominator, and a benchmark such as one half settles many comparisons at once.

    Practical, model not builtLow risk
  38. Mathematics K–6 · Years 5–6

    Percentages on a metre rule and a jug

    A percentage is a number of hundredths of a whole, so on a metre rule 40 percent is 40 cm and on a 250 mL jug it is 100 mL.

    Practical, model not builtLow risk
  39. Mathematics K–6 · Years 5–6

    Planning a class event to a set budget from advertised prices, then checking the spend

    A plan is built by turning a number of people into a number of packs, packs into a cost and a cost into a decision against a fixed budget, and the model is only finished when the real docket is set beside the plan and the difference is accounted for.

    Practical, model not builtLow risk
  40. Mathematics K–6 · Years 5–6

    Rectangles from counters: factors, primes and square numbers

    The rectangles that can be made from a number of counters show its factors, a prime makes only a single row, and a square number makes a square.

    Practical, model not builtLow risk
  41. Mathematics K–6 · Years 5–6

    Remainders in context: 50 shared into groups of 6

    The same division, 50 ÷ 6, has different answers in different situations: round up when everyone needs a place, drop the remainder when only full groups count, and split it into a fraction or decimal when the quantity can be cut.

    PracticalLow risk
  42. Mathematics K–6 · Years 5–6

    Ruler drop: measuring reaction time and comparing two hands

    Reaction time can be measured by how far a falling ruler drops before it is caught, and a class investigation compares two groups of such measurements with displays on a shared scale.

    Practical, model not builtLow risk
  43. Mathematics K–6 · Years 5–6

    Same fence, different paddocks: fixed perimeter, changing area

    Rectangles with the same perimeter can have very different areas, and the area is largest when the sides are closest to equal.

    Practical, model not builtLow risk
  44. Mathematics K–6 · Years 5–6

    Sieve of Eratosthenes: an algorithm that finds the primes to 100

    Crossing out the multiples of each prime in turn removes every composite number, and once the multiples of 2, 3, 5 and 7 are gone every number left up to 100 is prime, because 11 × 11 is already more than 100.

    Practical, model not builtLow risk
  45. Mathematics K–6 · Years 5–6

    Slicing prisms: parallel cross-sections

    Every slice of a prism parallel to its base is the same shape and size as the base, and objects that are not prisms give slices that change.

    PracticalLow risk
  46. Mathematics K–6 · Years 5–6

    Slide, flip, turn: transformations with tracing paper and tessellations

    A translation, a reflection or a rotation moves a shape without changing its size or angles, and shapes tessellate when the angles meeting at each point add to 360 degrees.

    Practical, model not builtLow risk
  47. Mathematics K–6 · Years 5–6

    Thousandths: decimals on a metre and a zooming number line

    A millimetre is one thousandth of a metre, so decimals with three places are lengths on a metre rule and are ordered by looking at each place in turn.

    Practical, model not builtLow risk
  48. Mathematics K–6 · Years 5–6

    Truncated axes: how a column graph can exaggerate a difference

    When the vertical axis of a column graph starts above zero, the column heights no longer compare the values, so a small difference can look large, and redrawing from zero shows the true comparison.

    Practical, model not builtLow risk

For tutors and administrators

The materials and steps of every teacher-led demonstration are on the learning platform, with the safety card first. Sign in with a tutor or administrator account to read them.

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