with and without the use of digital order decimals and unit fractions and line and connect fractions, decimals technology. They locate familiar locate them on a number line. and percentages as different fractions on a number line, recognise Students add and subtract fractions representations of the same number. common equivalent fractions in with the same denominator. They They solve problems involving the familiar contexts and make find unknown quantities in addition and subtraction of related connections between fractions and number sentences and continue fractions. Students calculate a simple decimal notations up to two decimal patterns by adding or subtracting fraction of a quantity and calculate places. Students identify unknown fractions and decimals. common percentage discounts on quantities in number sentences. sale items, with and without the use They use the properties of odd and of digital technology. They make even numbers and describe number connections between the powers of patterns resulting from multiplication. 10 and the multiplication and division Students continue number of decimals. Students add, subtract sequences involving multiples of and multiply decimals and divide single-digit numbers and unit decimals where the result is rational. fractions, and locate them on a Students write number sentences number line. using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals. They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane. Activities Proficiencies Describing, continuing and creating increasing and Fluency through recognising the repeated nature decreasing patterns with fractions, decimals and whole of pattern numbers Understanding the relationships between the Forming generalisations or ‘rules’ to describe patterns four operations Finding the unknown term in a pattern or equation Problem solving to find the unknown term in a pattern or equation using strategies such as Exploring the relationships between addition and inverse operations subtraction Reasoning through forming generalisations Manipulating sets of numbers using a given rule, for about patterns example, if a number is even halve it; if a number is odd, subtract 1 then halve it Considering different levels of student ability Level 4 Students who are working at this level could: Explore and describe number patterns resulting from performing multiplication. Level 6 Students who are working at this level could: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence.
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 up to two decimal places. Students identify unknown quantities in number sentences. They use the properties of odd and even numbers and describe number patterns resulting from multiplication. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line. 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 and continue patterns by adding or subtracting fractions and decimals. 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 decimals. Students add, subtract and multiply decimals and divide decimals where the result is rational. Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals. They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane. Activities Proficiencies Describing, continuing and creating increasing and decreasing patterns with fractions, decimals and whole numbers Forming generalisations or ‘rules’ to describe patterns Finding the unknown term in a pattern or equation Exploring the relationships between addition and subtraction Manipulating sets of numbers using a given rule, for example, if a number is even halve it; if a number is odd, subtract 1 then halve it Fluency through recognising the repeated nature of pattern Understanding the relationships between the four operations Problem solving to find the unknown term in a pattern or equation using strategies such as inverse operations Reasoning through forming generalisations about patterns Considering different levels of student ability Level 4 Students who are working at this level could: Explore and describe number patterns resulting from performing multiplication. Level 6 Students who are working at this level could: Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence.