find square roots and cube roots of any whole number using a calculator, after first estimating [N] − determine whether it is more appropriate to use mental strategies or a calculator to find the square root of a given number (Understanding, Fluency) [CCT] Operations and Integers 1 2 3 4 use an appropriate non-calculator method to divide two-and three-digit numbers by a two-digit number ACMNA151 Apply the understanding that arithmetic laws are − compare initial estimates with answers obtained by written methods and check associative, commutative and powerful ways of describing and with a calculator (U) (PS) [CCT] distributive laws to aid mental simplifying calculations apply a practical understanding of commutativity to aid mental computation and written computation [CCT], eg , 3 = 9 = 9 = 3 = 12 apply a practical understanding of associativity to aid mental computation[CCT], eg 3 + 8 + 2 = 3 +(8 + 2) = 12 apply a practical understanding of the distributive law to aid mental computation, eg to multiply any number by 13, first multiply by 10 and then add 3 times the number use factors of a number to aid mental computation of multiplication and division, eg to multiply a number by 12, first multiply the number by 6 and then multiply by 2 ACMNA280 Compare, order, place directed numbers on a number line add and subtract integers order directed numbers add and subtract directed numbers determine, by developing patterns or using a calculator, that subtracting a negative number is the same as adding a positive number (Reasoning) [N] [CCT] − apply directed numbers to problems involving money and temperature (Problem Solving) Fractions 1 2 3 4 determine highest common factors and lowest common multiples generate equivalent fractions reduce a fraction to its simplest form express improper ACMNA152 Compare fractions exploring equivalence among families fractions as mixed numerals and vice versa place fractions and mixed numerals on using equivalence. Locate and of fractions by using a fraction wall or a number line represent fractions and mixed a number line (for example by using a − interpret a given scale to determine fractional values represented on a number numerals on a number line fraction wall to show that 2/3 is the line (U)
find square roots and cube roots of any whole number using a calculator, after first estimating [N] − determine whether it is more appropriate to use mental strategies or a calculator to find the square root of a given number (Understanding, Fluency) [CCT] Operations and Integers 1 2 3 4 use an appropriate non-calculator method to divide two-and three-digit numbers by a two-digit number − compare initial estimates with answers obtained by written methods and check with a calculator (U) (PS) [CCT] apply a practical understanding of commutativity to aid mental computation [CCT], eg , 3 = 9 = 9 = 3 = 12 apply a practical understanding of associativity to aid mental computation[CCT], eg 3 + 8 + 2 = 3 +(8 + 2) = 12 apply a practical understanding of the distributive law to aid mental computation, eg to multiply any number by 13, first multiply by 10 and then add 3 times the number use factors of a number to aid mental computation of multiplication and division, eg to multiply a number by 12, first multiply the number by 6 and then multiply by 2 ACMNA151 Apply the associative, commutative and distributive laws to aid mental and written computation understanding that arithmetic laws are powerful ways of describing and simplifying calculations ACMNA280 Compare, order, add and subtract integers place directed numbers on a number line order directed numbers add and subtract directed numbers determine, by developing patterns or using a calculator, that subtracting a negative number is the same as adding a positive number (Reasoning) [N] [CCT] − apply directed numbers to problems involving money and temperature (Problem Solving) Fractions 1 2 3 4 determine highest common factors and lowest common multiples generate equivalent fractions reduce a fraction to its simplest form express improper fractions as mixed numerals and vice versa place fractions and mixed numerals on a number line − interpret a given scale to determine fractional values represented on a number line (U) ACMNA152 Compare fractions using equivalence. Locate and represent fractions and mixed numerals on a number line exploring equivalence among families of fractions by using a fraction wall or a number line (for example by using a fraction wall to show that 2/3 is the