Assessment ideas Students read, write, order and represent numbers to at least hundreds of thousands; they identify numbers 100 more and 100 less, 1000 more and 1000 less and bridge over to the next or the last 100 or 1000; they round off numbers to the nearest 100, 1000 or 10 000. Resources AMSI (also available in ) NLVM Illuminations Notes Topic 5.1.2 Developing a Place Value Understanding of Decimal Numbers Strand: Sub-strand: Recommended teaching time: Number and Algebra Fractions and Decimals 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Recognise that the place value system can be extended beyond hundredths Compare, order and represent decimals Achievement standard (excerpt in bold) Level 4 Level 5 Level 6 Students recall multiplication facts Students solve simple problems Students recognise the properties of prime, to 10 x 10 and related division involving the four operations composite, square and triangular numbers facts. They choose appropriate using a range of strategies and determine sets of these numbers. They strategies for calculations including digital technology. solve problems that involve all four involving multiplication and They estimate to check the operations with whole numbers and describe division, with and without the use reasonableness of answers and the use of integers in everyday contexts. of digital technology, and approximate answers by Students locate fractions and integers on a estimate answers accurately rounding. Students identify and number line and connect fractions, decimals enough for the context. Students describe factors and multiples. and percentages as different representations solve simple purchasing problems They explain plans for simple of the same number. They solve problems with and without the use of digital budgets. Students order involving the addition and subtraction of technology. They locate familiar decimals and unit fractions related fractions. Students calculate a simple fractions on a number line, and locate them on a number fraction of a quantity and calculate common recognise common equivalent line. Students add and subtract percentage discounts on sale items, with and fractions in familiar contexts and fractions with the same without the use of digital technology. They make connections between denominator. They find unknown make connections between the powers of 10 fractions and decimal notations quantities in number sentences and the multiplication and division of
Assessment ideas Students read, write, order and represent numbers to at least hundreds of thousands; they identify numbers 100 more and 100 less, 1000 more and 1000 less and bridge over to the next or the last 100 or 1000; they round off numbers to the nearest 100, 1000 or 10 000. Resources AMSI (also available in ) NLVM Illuminations Notes Topic 5.1.2 Developing a Place Value Understanding of Decimal Numbers Strand: Number and Algebra Sub-strand: Fractions and Decimals Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Recognise that the place value system can be extended beyond hundredths Compare, order and represent decimals Achievement standard (excerpt in bold) Level 4 Level 5 Level 6 Students recall multiplication facts to 10 x 10 and related division facts. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students solve simple purchasing problems with and without the use of digital technology. They locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations Students solve simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students order decimals and unit fractions and locate them on a number line. Students add and subtract fractions with the same denominator. They find unknown quantities in number sentences Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers. They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology. They make connections between the powers of 10 and the multiplication and division of