FUSE Length Strength: Centimetres Measuring Length and Distance NZ Maths Notes Topic 4.1.4 Number and Algebra – Simple Fractions and Decimals – Up to One Strand: Sub-strand: Recommended teaching time: Number and Algebra Fractions and Decimals 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Investigate equivalent fractions used in contexts Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students model, represent and order Students recognise, model and order Students use estimation and rounding numbers to tens of thousands, and numbers to at least 10 000 and place for all four operations, with and without extend place value to tenths and four digit numbers on a number line the use of technology for calculation. hundredths. They investigate odd with regard for scale. They partition They solve multiple digit problems and even numbers and explore and re-arrange to facilitate involving addition, subtraction, calculations involving addition and number patterns based on multiples multiplication and division by single subtraction. Students have facility digit divisors with remainders. of 3, 4, 6, 7, 8 and 9. Students with single digit addition and related Students represent, compare and develop facility with multiplication subtraction facts, and recall order unit fractions, and decimal facts up to 10 x 10 and related multiplication and related division fractions, and represent them on a division facts. They investigate facts for twos, threes, fives and tens. number line. They construct simple simple equivalent fractions and They formulate and solve simple budgets for familiar events and count by halves, thirds and multiplication and division problems, activities. They solve numbers quarters, and locate estimate answers and use sentences involving division, and corresponding elements on a technology to check calculations. create number patterns involving number line. Students use simple Students group money to a specified fractions and decimals. decimals to solve money problems value in several ways, and calculate including total cost and change. They
FUSE Length Strength: Centimetres Measuring Length and Distance NZ Maths Notes Topic 4.1.4 Number and Algebra – Simple Fractions and Decimals – Up to One Strand: Number and Algebra Sub-strand: Fractions and Decimals Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Investigate equivalent fractions used in contexts Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students recognise, model and order numbers to at least 10 000 and place four digit numbers on a number line with regard for scale. They partition and re-arrange to facilitate calculations involving addition and subtraction. Students have facility with single digit addition and related subtraction facts, and recall multiplication and related division facts for twos, threes, fives and tens. They formulate and solve simple multiplication and division problems, estimate answers and use technology to check calculations. Students group money to a specified value in several ways, and calculate Students model, represent and order numbers to tens of thousands, and extend place value to tenths and hundredths. They investigate odd and even numbers and explore number patterns based on multiples of 3, 4, 6, 7, 8 and 9. Students develop facility with multiplication facts up to 10 x 10 and related division facts. They investigate simple equivalent fractions and count by halves, thirds and quarters, and locate corresponding elements on a number line. Students use simple decimals to solve money problems including total cost and change. They Students use estimation and rounding for all four operations, with and without the use of technology for calculation. They solve multiple digit problems involving addition, subtraction, multiplication and division by single digit divisors with remainders. Students represent, compare and order unit fractions, and decimal fractions, and represent them on a number line. They construct simple budgets for familiar events and activities. They solve numbers sentences involving division, and create number patterns involving fractions and decimals.