The student can Investigate equivalent Activities 2 and 3 The student The student colours The student requires determine the fractions used in Worksheets 2 and 3 understands the role the fraction wall teacher guidance fractional part each contexts (ACMNA077) of the denominator in correctly but makes and/or relies on coin represents of a describing the number one or two errors, or concrete materials to whole. of parts required is inaccurate, in complete the first to make the whole completing the fraction wall. and completes both second fraction wall. fraction walls The student requires accurately and without little or no assistance error. to make corrections. The student can use See ACMNA077 Activities 2 and 3 The student The student The student requires equivalent fractions above. Worksheets 2 and 3 recognises equivalent determines equivalent teacher guidance in with amounts. fractions represented fractions by using the understanding and by equal parts on the fraction wall. determining fraction wall and can equivalent fractions write equivalent using a visual aid. fractions without a visual aid. The student can Recognise that the Activity 1 The student rewrites The student makes The student requires describe different place value system Worksheet 1 all money amounts one or two errors, teacher guidance to amounts of money in can be extended to without error. which are corrected place value in relation to the place tenths and with little or no describing money value of each digit. hundredths. Make assistance. amounts. connections between fractions and decimal notation (ACMNA079) The student can order See ACMNA079 Activity 1 The student correctly The student makes The student requires money from smallest above. Worksheet 1 orders money one or two errors in teacher guidance to to largest amounts. amounts from ordering, which are order money amounts smallest to largest. corrected with little or from smallest to no assistance. largest.
The student can determine the fractional part each coin represents of a whole. Investigate equivalent fractions used in contexts (ACMNA077) Activities 2 and 3 Worksheets 2 and 3 The student understands the role of the denominator in describing the number of parts required to make the whole and completes both fraction walls accurately and without error. The student colours the fraction wall correctly but makes one or two errors, or is inaccurate, in completing the second fraction wall. The student requires little or no assistance to make corrections. The student requires teacher guidance and/or relies on concrete materials to complete the first fraction wall. The student can use equivalent fractions with amounts. See ACMNA077 above. Activities 2 and 3 Worksheets 2 and 3 The student recognises equivalent fractions represented by equal parts on the fraction wall and can write equivalent fractions without a visual aid. The student determines equivalent fractions by using the fraction wall. The student requires teacher guidance in understanding and determining equivalent fractions using a visual aid. The student can describe different amounts of money in relation to the place value of each digit. Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079) Activity 1 Worksheet 1 The student rewrites all money amounts without error. The student makes one or two errors, which are corrected with little or no assistance. The student requires teacher guidance to place value in describing money amounts. The student can order money from smallest to largest amounts. See ACMNA079 above. Activity 1 Worksheet 1 The student correctly orders money amounts from smallest to largest. The student makes one or two errors in ordering, which are corrected with little or no assistance. The student requires teacher guidance to order money amounts from smallest to largest.
unit-of-work-yr4-how-much-love-can-fit-into-a-shoebox.docx