Topic 5.1.1 Place Value to Hundreds of Thousands Strand: Sub-strand: Recommended teaching time: Number and Algebra Number and Place Value 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Recognise, represent and order numbers to at least tens of thousands Achievement standard (excerpt in bold) Level 4 Level 5 Level 6 Students recall multiplication facts to Students solve simple problems Students recognise the properties of 10 x 10 and related division facts. involving the four operations prime, composite, square and They choose appropriate strategies using a range of strategies triangular numbers and determine for calculations involving including digital technology. They sets of these numbers. They solve multiplication and division, with and estimate to check the problems that involve all four without the use of digital technology, reasonableness of answers and operations with whole numbers and and estimate answers accurately approximate answers by rounding. describe the use of integers in enough for the context. Students Students identify and describe everyday contexts. Students locate solve simple purchasing problems factors and multiples. They explain fractions and integers on a number with and without the use of digital plans for simple budgets. Students line and connect fractions, decimals technology. They locate familiar order decimals and unit fractions and and percentages as different fractions on a number line, recognise locate them on a number line. representations of the same number. common equivalent fractions in Students add and subtract fractions They solve problems involving the
Topic 5.1.1 Place Value to Hundreds of Thousands Strand: Number and Algebra Sub-strand: Number and Place Value Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Recognise, represent and order numbers to at least tens of thousands 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 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 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