Strand: Number and Algebra

Sub-strand: Addition and Subtraction* Content in RED is REVISION

Outcome/s: MAe-5NA
Working Mathematically: MAe-1WM, MAe-2WM, MAe-3WM
Key Ideas:
- Use visual representations of numbers to assist with subtraction
- Create and recognise combinations for numbers to at least 10 eg How
many more
- Students explain how they obtained answers to addition and subtraction
problems

Strand/s: Number and Algebra

Sub-strand: Multiplication and Division* Content in RED is REVISION
Outcome/s: MAe-6NA
Working Mathematically: MAe-1WM, MAe-2WM, MAe-3WM
Key Ideas:
- Grouping and sharing concrete materials to solve problems. Students then explain and
demonstrate how an answer was obtained.

Whole Class Warm Up/Introduction- Suggested Activities

o Number Drills with body percussion- forwards and backwards to 20/30 or using:
o https://www.youtube.com/watch?v=u-FVERzap9E
o https://www.youtube.com/watch?v=srPktd4k_O8
o Dice Champ addition/subtraction/number before/after (using different die variations eg. Dot and numeral/number of die etc)
o Guess my number- Higher or Lower? A student selects a card or pair of cards from a pack and others ask questions starting with- is it higher/lower than.
Teacher keeps track of questions on IWB and guides questioning where necessary
Suggested teaching format- Teacher led component each day- the length of which to be determined by nature of content, followed by differentiated activity related
to explicitly taught strand or sub-strand. Group Rotations including EAS activity when time permits eg. twice per week
Teacher Led
Suggested Number Activities
Suggested Number/Alternate
Suggested TENS
Computer
Strand Activities
Differentiated Activities
1. Revision: Subtraction
Emergent:
Teddy Bear Take-away
See TEN Differentiated
Rabbit TakeawayTeacher separates and
Students count dots on each side
In pairs, students each count out Activity Booklet for the
http://www.rabbittakeaway.c
takes away part of a group
of a domino; they then attempt to 20 teddy bear counters and line
below coded activities.
o.uk/activity/
of counters using a large
recreate the dot patterns on a
them up in two rows of 10. In
C1- Card Flip
ten frame on IWB. How
whiteboard that has been divided turn, students roll a die and take C2- Card Piles
Balloon Pop Subtraction:
many did I take a way and
in two. Emphasis is on one to one away the corresponding number
http://www.abcya.com/subtra
how many are left?
matching when counting dots, and of bears from their collection.
ction_game.htm
Students then work in pairs self-monitoring to ensure that the Students should be encouraged
using ten/twenty/thirty
domino and the whiteboard dot
to remove all counters from one
Eggs in a Carton:
frame filled with counters
patterns match.
line before taking them from the
http://www.curriculumsuppor
and roll one or two dice to
Perceptual:
other.
t.education.nsw.gov.au/count
take away counters.
Students count each side of a
Students use their own methods
mein/children_eggs_in_a_cart
Students to use appropriate domino and start to subitise
to record the process. Students
on.html

language.
2. Teacher models Friends
of 10 or 20 using
ten/twenty frame. How
many more to 10 or 20?
How do we know? Teacher
explains how an answer
was obtained. Students
practice in pairs or groups
of three. Then join another
pair group to discuss what
they learnt.
3. Revision: Multiplication
Teacher models sharing
problems on IWB and
identifies equal groups and
those that are not equal.
Students use mini
whiteboards to create their
own sharing problems in
pairs.
Assessment: students
record each of the above
activities/or variations of
these in their books.

rather than touching to count.

Students then count the total
number of dots on the domino
recognising that the two smaller
numbers add up to the whole.
Investigation:
Students use drawings, words
and/or numbers to represent their
investigation
Students will investigate ways in
which to represent the blank sides
of some dominos. How will zero
be represented in their drawings?
What numeral is used to
represent zero?
Using white board representations
of the dominos students reverse
the process to model subtraction.
Eg there are seven dots on my
domino. If I rub out the three dots
on one side I have four dots left.
Figurative:
- Students who can subitise
domino dot patterns practise
counting on from the higher of the
two numbers rather than starting
at one when totalling the dots on
the domino.
- Students practice starting at the
total number of dots on the

continue the activity, taking turns

to remove the bears until a
student has no bears remaining.
Extension: Students could
subtract larger numbers by
rolling 2 or 3 dice.
Add or Take away
The teacher removes the picture
cards (Kings, Queens, Jacks) from
a standard pack of playing cards.
The Ace is used to represent one.
In small groups, each student is
dealt four cards. The top card of
the pack is then turned over to
become the target card.
Students attempt to make an
addition or subtraction number
sentence, using any of their four
cards, so that the answer equals
the number shown on the target
card. Students who can do this
collect a counter.
The cards are returned to the
pack, shuffled and the activity is
repeated. Play continues until
one student has collected
ten/twenty counters.
Hidden Groups
In small groups, students sit in a

Penguin Pins:
http://www.curriculumsuppor
t.education.nsw.gov.au/count
mein/children_penquin_pins.h
tml

domino and counting back to

predict how many dots are on one
side. Eg if my domino has seven
dots altogether I count back,
(Seven, six, five) and I have four
dots on one side
Further extension could include
using nine dot dominoes, giving
students practice at adding and
subtracting across the decade.

circle, with a pile of number

cards (1 -5) and a collection of
counters in the centre.
Student A reveals a card and
each of the other students takes
the corresponding number of
counters and hides them under
their hand. Student A then asks
the questions:
What is the total number of
counters hidden under all the
hands?
How did you work it out?
Students share and discuss their
strategies and repeat the activity.

Resources/Websites
- Deck of cards
- IWB File- Dice
- Ten Frames
- Mini whiteboards
- Counters
- Dominoes
- Plastic teddy bears
- Numeral Cards- 1-5

Mathematical Language
count forwards, combines
with, joins, count backwards,
take away, how many more,
all together, makes
Group, share, equal

Evaluation

Week 2
Strand: Measurement and Geometry
Sub-strand: Time* Content in RED is REVISION
Outcome/s: MAe-13MG

Key Ideas:
-Compare the duration of two events using everyday
language
- Tell time on the hour on analogue and digital clocks

Strand/s: Measurement and Geometry

Strand: Number and Algebra
Sub-strand: Area- NEW TOPIC
Sub-strand: Addition and Subtraction
Outcome/s: MAe-10MG
Outcome/s: MAe-5NA
Working Mathematically: MAe-1WM, MAe-2WM, MAe-3WM
Key Ideas:
- Describes and compares areas using
everyday language
- Use direct comparison to decide which
shape has a larger area and explain their
reasoning using everyday language
- identify the attribute of 'area' as the
measure of the amount of surface

Key Ideas:
- Use visual representations of numbers to assist with subtraction
- Students explain how they obtained answers to addition and
subtraction problems

Whole Class Warm Up/Introduction - Suggested Activities

o Roll and count Roll the die, say number and roll another and add together, vary according to capability of students. Encourage counting on from number
rolled first.
o Maths Tipping- number before/after
o Provide groups of three with number cards to 20. Each group must put the cards in order. Group that does so is the winner.
o Guess the number behind my back- Teacher models then students have a go. I have some handballs behind my back and five here in this hand- show five
fingersaltogether I have 11how many handballs do I have behind my back?
Suggested teaching format- Teacher led component each day- the length of which to be determined by nature of content, followed by differentiated activity related
to explicitly taught strand or sub-strand. Group Rotations including EAS activity when time permits eg. twice per week
Teacher Led
Suggested Number
Suggested Number/Alternate
Suggested TENS
Computer
Activities
Strand Activities
Differentiated Activities
1. Revise time on the hour using
analogue and digital clocks. Whole
class play:
http://www.abcya.com/telling_tim
e.htm
Children complete worksheet**
then glue it into books. Extension:
Telling time on the half hour

Spot on
Child 1 rolls the dice and
places that amount of
spots on his/her ten
frame/Twenty Frame.
All other children then
have their first turn and
place the relevant number

Time Bingo
On the Hour and On the Half
Hour**
Students are given a piece of
ribbon/string. They make lines
and then shapes with the
ribbon. They then draw these
and write about whether

See TEN Differentiated Activity

Booklet for the below coded
activities.
D3- Adding Dots
D4- Dots and Numerals

- Use computer software to

draw a closed shape, colouring
in the area - Students can then
log on to Tux Paint or a paint
program. They will be
instructed to draw two closed
shapes. Students are then to
use the fill tool or to colour

2. Discuss different daily activities

at school and at home. Generate
class list. Children choose six
different activities and draw these
on a piece of paper divided into
six**. Then compare time it takes
to perform one activity with
another. Assessment: Students
write three sentences beginning
with: It takes longer for me
to..than Glue Sheet into
books.
3. Revise 2D shapes especially
quadrilaterals.
http://www.topmarks.co.uk - 2D
Shape Sort Tessellations.
What is area?
Then Pre-assessment: Give each
student a sheet** with two
rectangles, one large and the other
smaller. Instruct students to colour
the shape with the bigger area.
Discuss the term surface and
what a surface?
Identifying the attribute of area as
the measure of the amount of
surface.
Demonstrate and explore using a
variety of tactile shapes and

of spots on their
Ten/Twenty Frame board.
Before children roll the
dice for a second time they
must identify how many
more spots are needed to
fill their board.
(See the example below: I
rolled 6 and need 4 more
to be spot on).
You can only win the game
by throwing the exact
number needed to fill your
board. This may mean
throwing the dice and
placing no spots on the
board. If I rolled a 5 below I
would place no counters
on my board. I need exactly
4 to be spot on
When you call get the
exact number need then
you fill the board and shout
spot on!

these shapes have a large or

small area.

using their pencil the shape

with the largest surface area.

Ordering Leaves
Students collect or are given a
collection of leaves.
Possible questions include:
- Which leaf is the
biggest/smallest?

Whats the Time?

http://more.starfall.com/
m/math/measurecontent/load.htm?f&n=m
atch-clocks&y=1

Match the time:

http://www.abc.net.au/co
untusin/games/files/mem
ory.swf

Bugabaloo Shoes Addition:

http://www.sheppardsoft
ware.com/mathgames/ea
rlymath/bugabalooShoes.
htm

Apple Tree
Addition/Subtraction 10 or
20**.

- If they had to cover the tree

shape completely and explain
why

Subtraction Machine:
http://more.starfall.com/
m/math/subtractioncontent/load.htm?f&n=m
achine-L1&y=1

- How can you tell which leaf

has the biggest/smallest area?
- Can you show me a leaf that
is smaller/bigger than this
one?
- Can you sort the leaves
according to their size?
- Students are shown an
outline of a tree shape and are
asked to identify the group of
leaves they would use:

- If they had to use as many

leaves as possible
- If they werent allowed to

surfaces around the classroom e.g.

desk top, book covers.
4. Teacher models creating an
open circle on the floor with
string/ribbon then a closed circle.
The whole class join several
ribbons to make a large area. They
measure the area by covering it
with their bodies
Resources/Websites
- Die
- Three x sets of number 1-20
- Time worksheet
- Time bingo Boards and calling cards
- Activity Recording Sheet- divided into six
- Sheet with rectangles of two sizes
- Ribbon/String
- Items from around the classroom
- Leaves
- Template of tree outline- A3
- Ten Frames
- Counters

use many leaves.

- Students are then given an
outline of a tree shape** and
are asked to glue leaves onto
the shape so it is completely
covered

Mathematical Language
count forwards, combines with, joins,
count backwards, take away, how many
more, all together, makes
area, surface, closed, shape, inside, outside,
bigger than, smaller than, the same as
daytime, night-time, yesterday, today,
tomorrow, before, after, next, a long time, a
short time, week, days, weekdays, time,
morning, afternoon, clock, analogue, digital,
clock hands, oclock

Evaluation/Register

Week 3
Strand/s: Measurement and Geometry
Sub-strand: Area
Outcome/s: MAe-10MG

Strand: Number and Algebra

Sub-strand: Place Value
Outcome/s: MAe-4NA
Working Mathematically: MAe-1WM, MAe-2WM, MAe-3WM

Key Ideas:
- Describes and compares areas using everyday language
- identify the attribute of 'area' as the measure of the amount of
surface
- cover surfaces completely with smaller shapes

Key Ideas:
- Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond.
- Read numbers to at least 20, including zero and represent numbers using objects, pictures, words and
numerals
- Use 5 as reference in forming numbers from 6 to 10, eg. six is one more than five
- Use 10 as a reference in forming numbers from 11 to 20, eg Thirteen is 1 group of ten and 3 ones

Whole Class Warm Up/Introduction

o Using tens frames flash cards (concrete or generated on the IWB or http://www.fuelthebrain.com/games/number-flash/ ). Children subitise and call out
the number of dots. Extension drill would have students calling out the number of dots needed to make 20
o Count to 20 using body percussion and interactive hundreds chart
o Circle Champion- Subtraction
o Zap- Pg 79 DENS
Suggested teaching format- Teacher led component each day- the length of which to be determined by nature of content, followed by differentiated activity related
to explicitly taught strand or sub-strand. Group Rotations including EAS activity when time permits eg. twice per week
Teacher Led
Suggested Number Activities
Suggested Number/Alternate Strand
Suggested TENS
Computer
Activities
Activities
1. Match the Shape
Match the numeral/Quantity/Ten
- Cover Up
See TEN
Numeral Track
Students are given four small
frame representation and number
Students cover a shape with various
Differentiated
Identifying the
pieces of paper, card or fabric. Two word- memory/snap**
tessellating and non-tessellating
Activity Booklet for
number before and
pieces are the same size and
objects such as thin books, pieces of
the below coded
after a given number.
shape, and two are the same
Add to Five
paper, sheets of newspaper, leaves or activities.
The game includes 11
shape but different sizes.
In pairs students have a card with
chip packets.
D6- Dice Multiples
number sets: 1-10, 4the number five on it. They take turns Possible questions include:
D8- Target Number
13, 15-24, 26-35, 30Possible questions include:
rolling the dice and adding the
o is the entire shape covered?
39, 37-46, 43-52, 51. can you find two shapes that are
number rolled to the number 5.
o what other objects could you use
60, 58-67, 72-81, 89the same?
so that the entire shape is
98.
. how do you know they are the
Lilly Pads:
covered?
http://www.curriculu
same?
Use numeral cards lined up in order
msupport.education.

. can you describe how they are

the same?
Extension: The activity could be
repeated for a wider range of
shapes in smaller gradations of
size.
2. Investigation: Covering a Paper
Giant The teacher draws a giant
on a large sheet of butchers
paper. In small groups, students
are asked to cover a part of the
giant (eg the pants) with small
pieces of paper without leaving
gaps. Students discuss whether the
entire giant is covered.
3. After whole class activity such
as memory/snap/Bingo with cards
showing a mix of
numerals/pictures/words and
dots**. Discuss how numbers help
us determine the number of
objects. Emphasise the need to
develop knowledge of the size of
numbers, the order and the
relationships. Discuss how
knowing these numbers will help
us learn more in Maths. Ask
students how they remember the
order of numbers and how many
each number represents, share

to create lily pads. The students act

as frogs and jump forwards and
backwards as the teacher or a child
calls out the progression. Could also
jump on specific numbers or the
number just after or just before a
given number.

- Teddy Bear Take-away

In pairs, students each count out 20
teddy bear counters and line them
up in two rows of 10. In turn,
students roll a die and take away
the corresponding number of bears
from their collection. Students
should be encouraged to remove
Peg Cards
all counters from one line before
Students are given a set of large
taking them from the other.
cards (eg 0 to 10 or 11-20) with
Students use their own methods to
number words written on one side
record the process. Students
and numerals written on the other.
continue the activity, taking turns
Place them on the floor number word
to remove the bears until a student
up them. Students take turns to read
has no bears remaining.
the number word on each card and
Extension: Students could subtract
attach the corresponding number of
larger numbers by rolling 2 or 3
pegs/collect that number of objects.
dice.
Race to 10/20:
In pairs, students are each given a set
of consecutive number cards eg 0 to
10. They shuffle their cards and place
them face down. On Go students
race to order their cards, placing
them face up.
Variation: The cards are ordered
backwards 10/20 to 0.
Coat Hangers
Provide each student with a coat
hanger and twenty clothes pegs. The
students put the twenty pegs on the

nsw.gov.au/countme
in/children.htm
Ten Frame Game:
http://illuminations.n
ctm.org/Activity.aspx
?id=3565
Butterfly Ten Frame:
http://www.curriculu
msupport.education.
nsw.gov.au/countme
in/children_butterfly
_ten_frame.html
- Use computer
software to draw a
closed shape,
colouring in the area
- Students can then
log on to Tux Paint
or a paint program.
They will be
instructed to draw
two closed shapes.
Students are then to
use the fill tool or to
colour using their
pencil the shape with
the largest surface
area.

everyones ideas. Ask students to

explain in their words what they
have learnt.
4. Making tens. Introduce the idea
that one ten is also ten ones by
using ten frames. In groups of
three/four each child is given a
Make Ten board**, some
counters or Unifex and one 0-9
dice per group. Students take turns
rolling the dice and populating
their game boards with the
corresponding number of
counters. The first person to fill all
their tens frames is the winner.
Discuss different numbers of tens
and the corresponding numeral
name such as 6 tens= 60, 7 tens =
70, provide children with a way to
remember these numbers 6T and
7T representing six tens and seven
tens respectively.

hanger counting as they put them on.

They then take turns to roll a die
displaying dot patterns and take off
the corresponding number of pegs
from the coat hanger. They continue
until all twenty pegs have been
removed from the hanger. The exact
number needed to form zero must be
rolled to finish.

How would we show 19 on a

ten/twenty frame? Discuss.
Resources/Websites
-

Ten frame flash cards or

http://www.fuelthebrain.com/games/number-flash/
Make Tens Board game**
Interactive Hundreds chart:
http://www.abcya.com/interactive_100_number_chart.htm
Interactive die- variations of numeral and dot dice
Ten frames, Pegs, Coat hangers
objects such as thin books, pieces of paper, sheets of newspaper,

Mathematical Language
area, surface, closed, shape, inside, outside, bigger than, smaller
than, the same as
count forwards, count backwards, number before, number after,
more than, less than, zero, ones, groups of ten, tens, is the same as

Evaluation/Register

leaves or chip packets

Die, Unifex, counters, number cards
Teddy Bears
Small pieces of paper, card or fabric
Paper giant- drawn on butchers paper
Cards depicting numerals/dots/pictures and number word

Week 4
Strand: Number and Algebra
Strand: Number and Algebra
Sub-strand: Whole Numbers- Place Value
Sub-strand: Fractions and Decimals- SOME CONTENT MAY BE REVISION
PLEASE NOTE- You may wish to undertake this weeks activities later in the
Outcome/s: MAe-7NA
term depending on where the students in your class are with number
recognition and naming.
Outcome/s: MAe-4NA
Working Mathematically: MAe-1WM, MAe-2WM, MAe-3WM
Key Ideas:
- Connect number names, numerals and quantities, including zero, initially
up to 10 and then beyond.
- Read numbers to at least 20, including zero and represent numbers using
objects, pictures, words and numerals
- Use 10 as a reference in forming numbers from 11 to 20, eg Thirteen is 1
group of ten and 3 ones

Key Ideas:
- Share an object by dividing it into two equal parts
- Recognise that halves are two equal parts
- - Recognise when two parts are not halves of one whole

Whole Class Warm Up/Introduction

o Maths Tipping
o Use Interactive hundreds chart to count by 10s
o Heads or Tails
o Ten Frame Flash
o Eggs in a carton (CMIT website)
Suggested teaching format- Teacher led component each day- the length of which to be determined by nature of content, followed by differentiated activity related
to explicitly taught strand or sub-strand. Group Rotations including EAS activity when time permits eg. twice per week
Teacher Led
Suggested Number Activities
Suggested Number/Alternate
Suggested TENS Activities
Computer
Strand Activities
1. Revisit the concept of half.
Divide class into pairs or groups of
three. Provide each group with a
range of items such as string,
different shapes- 2D and 3D, paper
of different sizes, other items from
around the classroom. Students

Counters in cups- to encourage

children to count on and back,
give each group of students a
set of cups with a numeral on
the front (range can be from 010, 11-20, 20-30 depending on
ability of students). Place

Make Tens Board Game (Week 3)

Tens and Ones Game as
modelled as a whole class
activity.
Teen Numbers

See TEN Differentiated

Activity Booklet for the
below coded activities.
D11- Empty the Board
D13- Rolling Dice

Bundles of Tenhttp://more.starfall.co
m/m/math/additioncontent/load.htm?f&n=
candyfactory&y=1&filter=first

then show half of each of these

items. Ask: how do you know this
is half? Then ask groups to divide
their objects into two parts that
are not halves. Discuss. Extend by
talking about and showing
quarters.
1. Provide each student with two
tens frames. Revisit making
teen numbers using ten
frames. Discuss the concept of
one ten and ten ones. In
groups of three/four students
play Make Tens game.
2. Ask students whether they can
think about why it could help
us when we are counting to
count by ten rather than one
at a timeTo further illustrate
the concept of one ten and ten
ones, introduce additional
element to the Make Tens
game. Provide each group of
three/four with ample supplies
of pop sticks and rubber
bands. Each player in turn rolls
the dice and collects the
number of sticks shown on the
upper face of the dice. When
there are enough sticks to
make a bundle of ten the play
forms the bundle and places it

corresponding number of
counters in each cup and ask
students to count on one or two
numbers from that particular
number.
Rabbits ears - teens
Have one student stand in front
of the class, with their hands
held next to their head, holding
10 fingers up. Ask another
student to stand next to them
with their hands raise also and
make a teen number by raising
the correct number of fingers.
The aim is for the students to
display a teen number using 10
as a reference eg 14 is 10 and 4
more, so the second student
only needs to raise 4 fingers.
(variation of Rabbits ears DENS
1 p 105)
o How did you work out how
many fingers you needed?
o Instead of counting from 1,
is there another way we
could count?
o Could we start counting
from another number? (10)
Hidden Number
Students order numeral cards
from 0 to 30. The numbers 1 to
29 are turned face down and

Write 1__ on the board; ask what

is the smallest two-digit number
that starts with a 1? Ask students
to write a zero in the appropriate
space and have each student join
ten connecting cubes to make ten
and ask each student to write 10.
Ask what comes after 10, how
may cubes do we need. Instruct
students to place one loose cube
beside the ten linked cubes to
make 11. Repeat for number 12
through to 20.
Numbers 10 to 19
Ask if anyone can represent 12
with their fingers. Once students
realise 2 students are needed, ask
why? Have 2 students show 12.
Ask how do you know this is 12?
Encourage children to count on
from 10. Repeat for numbers 13
to 19. Form pairs of students, get
each pair to represent numbers
that you call out.
Additional activities: Place Value
Match Cards- in resources
folder**
Match picture/Ten
Frame/picture and Number word
cards (Week 3)

Number Matchhttp://www.abcya.com/
number_match.htm
Making Pizzahttp://more.starfall.co
m/m/math2/dividepizza/load.htm?f
Making Equal Parts:
http://more.starfall.co
m/m/math2/sharesmatch/load.htm?f
PLEASE NOTE- This
game goes beyond
halves

on one of the ten frames on

their game board. Play can be
timed using an egg timer, or
can continues until a player
fills up their board. Discuss as
a class and ascertain level of
student understanding.
3. Introduce Tens and Ones
Game. Play as a class first
using a place value chart on
the floor (make using
masking/gaffer tape) then
provide each group of
three/four pop sticks, 0-9 dice,
and a place value chart** (you
could even make several
around the room for each
group or undertake this
activity outside and make the
PV charts with chalk). Each
player in turn rolls the dice and
places the number of ones
shown on the upper face in the
ones place. When there are
enough ones to make a ten the
player forms a bundle of ten
and places it in the tens place.
Play continues until a target
number is reached such as 37.
At each roll of the dice,
questions can be asked to
bring out the number of tens
and ones and the

the numbers 0 and 30 are left

face up for students to see. One
student is selected to stand on 0
and step forward to a card of
their choice.
Possible questions include:
o which card is the student
standing on?
o how do you know?
If I turned over the number
before/after this number, what
number should that be? (The
student turns over the selected
card for other students to
check.)
Variation: The student stands
on 20 and steps backwards to
select a card. (Adapted from
CMIT)

corresponding number names.

Resources/Websites

Mathematical Language

Whole, part, equal parts, half, halves

Make Tens Board game**

Interactive Hundreds chart:
http://www.abcya.com/interactive_100_number_chart.htm
Counters, cups
Classroom objects, string,3D shapes, cardboard shapes
Pop sticks, place value match cards, rubber bands
0-9 die, Numeral cards from 1-30
Die
Ten Frames
Cards depicting numerals/dots/pictures and number word

count forwards, count backwards, number

before, number after, more than, less than,
zero, ones, groups of ten, tens, is the same as

Evaluation/Register