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FREE MASTERCLASS

MASTER TEACHING THE ‘TIMES TABLES’
A STEP-BY-STEP GUIDE

HANDS-ON models and strategies for teaching multiplication basic facts.

Take students from struggling to automatic recall… in just a few simple steps!

LET’s GET STARTED
Guy Constable - Mathematics

BRAND NEW MASTERCLASS

MASTER TEACHING THE ‘TIMES TABLES’
A STEP-BY-STEP GUIDE

HANDS-ON models and strategies for teaching multiplication basic facts.

Take students from struggling to automatic recall… in just a few simple steps!

LET’s GET STARTED

Are you a:

  • TEACHER looking for dynamic Maths lessons that will change the way you teach and understand Mathematics?
  • PARENT who is searching for ways to meaningfully engage your children in learning Mathematics?
  • PRINCIPAL wanting a new whole school approach to Mathematics?
  • CURRICULUM LEADER looking for ways to build teacher mathematical and pedagogical knowledge?

Step-by-step approach
Structured, hands-on, high impact use of visual mathematical models to support learning.

Complete lessons
Detailed inquiry-based lesson plans which intentionally use hands-on learning activities with specifically designed resources, worksheets and short ‘How-To’ videos.

LTD Community
Exclusive access to a Facebook group or Webinars with coaching sessions and Q&A’s to continue to upskill all members.

Take a look at our sample lessons

Lesson video, worksheet and associated resources

Sample Lesson 1
Lesson Plan
Resource 1
Resource 2
Resource 3
Resource 4
Sample Lesson 2
Lesson Plan
Resource 1
Resource 2
Resource 3
Resource 4

FAQ’s

How do I find a lesson on a particular topic on the website?2020-04-11T09:44:58+10:00

LTD lessons are organised according to the strands of the Australian Curriculum – Number and Algebra, Measurement and Geometry and Statistics and Probability. Within each strand is a topic menu and within each topic is a list of lessons. Each lesson title describes the Maths in the lesson. Lessons are organised on the webpage in a suggested teaching sequence within each topic.

Is Learning Through Doing just for Australian schools?2020-04-11T09:44:11+10:00

Learning Through Doing is based in Australia but the mathematics in our lessons is universal. LTD lessons are currently linked to the Australian Curriculum but these can certainly be linked to the Curriculum documents of other countries.

The website says there is Maths Professional Development built into the lessons. What does this mean?2020-04-11T09:43:33+10:00

All LTD lessons include a list of the maths concepts that are the focus of the lesson. They also include a brief Teacher Background section aimed at providing some insight into the Maths in the lesson. The intention of these sections is to teach the teacher something they may not have realised about the maths in the lesson. LTD lessons also model an inquiry approach so teachers can learn about this way of teaching as they become familiar with the lessons. The LTD team can also present dedicated Professional development to schools on request.

I am a parent home schooling my daughter. Would LTD be suitable for me as I have no teaching background?2020-04-11T09:42:55+10:00

LTD lessons have been written so they are accessible to parents as well as teachers. Each lesson provides some background to the maths being taught and the lessons are detailed so each step makes sense. The resources mentioned in lessons can be swapped for things around the home e.g. dry pasta instead of counters.

I teach Maths in a Secondary school. Are there lessons to suit my classes?2020-04-11T09:42:25+10:00

LTD has plans to write lessons for Junior Secondary (Years 7-10). The plan is to start writing these in 2021. Until then some of the Year 6 lessons could provide ideas for Year 7 classes.

Is there a Scope and Sequence to show lesson progression across year levels?2020-04-11T09:41:46+10:00

Yes, LTD lessons are carefully organised so learning in each topic progresses across year levels. We have Scope and Sequence overview documents for Foundation to Yr 2; Year 2 to Year 4 and Year 4 to Year 6.

Is LTD organised as a whole school program for Mathematics?2020-04-11T09:40:58+10:00

LTD has written Year Overviews for grades Foundation to Year 6 with a term by term suggested teaching sequence for the LTD lessons all linked to the Australian Curriculum.

Students in my class are working below their year level expectations. Can LTD lessons help me to support their learning?2020-04-11T09:40:17+10:00

LTD lessons are organised into ‘phases’ within each topic. The lessons are listed in order so if there is a concept your students need you can track backwards to find a lesson to help them.

Is there a way to get an overview of a lesson without reading the whole document?2020-04-11T09:39:34+10:00

Each lesson has a short video that models each lesson. The video briefly describes the three parts of the lesson.

Can I access LTD lessons as an individual teacher or does my school have to sign up?2020-04-11T09:38:51+10:00

Access to the LTD website can be by individual subscription or whole school subscription.

My school uses a textbook for Maths. Can I get other ideas from LTD?2020-04-11T09:38:23+10:00

LTD lessons can be used to supplement existing school programs. LTD lessons are organised using the same topics as most curriculum documents/commercial programs.

How are LTD lessons different to lessons in other online Maths programs?2020-04-11T09:37:52+10:00

All Learning Through Doing lessons have a three-part pedagogical structure. They start with a Whole Class activity followed by a Hands-On activity where students use materials to further investigate the maths and each lesson has an Independent task that is directly related to the lesson that can be used for assessment or for follow up.

“I watched one of your videos and it’s like a light bulb has gone on. I’m going to go through it all over the weekend and see what I can use. Any other help you could offer would be amazing. His class is up to multiplications (year 5) but he can’t grasp the basics of groupings so unless he has the building blocks he will fall further behind”

Lisa, Parent

“Accessibility, theoretical underpinning, hands-on, responsive to our current learners, simplicity, empowering, engaging.”

Brad, Teacher

“Has had a phenomenal impact on the teaching and learning of mathematics in our remote Anangu Lands Schools of South Australia. Teachers really get this innovative approach to teaching and I’ve never seen students more engaged in learning maths. A tremendous resource for all teachers and for parents interested in supporting their child’s learning of mathematics at home”

Warren Giles, Assistant Director Anangu Lands Schools
“Having a variety of tools and strategies to teach the same concept in many exciting ways and having lots of engaging hands on methods for teaching concrete to abstract.”
Nicole, Teacher

“The extensive number of lessons, materials and how genuine, realistic and achievable it is to use has me feeling excited.”

Sarah, Parent
“This is the best PD I’ve experienced. I’ve never loved math’s that much as a student or a teacher- this makes me super excited.”
Lyn, Teacher

“I just can’t get over how much sense it all made as you shared and demonstrated how you teach. I’ve learnt so much about what they (students) know, and I cannot believe how easily and consistently it generates discussions about number.”

Jo, Teacher

“Guy consulted at a remote school where I worked. Some students were very disinterested in maths, but with Guy’s help these students became excited, energetic and engaged.”

Dan, Teacher

“When my daughter Kiara was in Year 5 she was having real difficulty with her math. She couldn’t do most of the basic work that other kids her age seemed to be coping with easy. She told me she didn’t enjoy math and it was too hard to understand so she never listened which just resulted in her falling further behind. After only a few sessions with Guy she was already showing improvement. Kiara told me Guy made math fun and easy for her to understand. I watched her confidence and ability grow so quickly in such a short amount of time. She would come home after her time with Guy and tell me how she enjoyed math now and couldn’t wait for it in class. It was a complete turnaround for her in her approach to math.”

Naomi, Parent