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Elaboration ACMNA134

appreciating the need for rules to complete multiple operations within the same number sentence

Elaboration (1) ACMNA183

using the number line to develop strategies for adding and subtracting rational numbers

Elaboration (1) ACMNA001

identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built

investigating additive and multiplicative patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern looking for patterns in the way the numbers increase/decre …

Elaboration (1) ACMNA002

using scenarios to help students recognise that other cultures count in a variety of ways, such as the Wotjoballum number systems

Elaboration (1) ACMNA026

recognising patterns in number sequences, such as adding 10 always results in the same final digit

Elaboration (1) ACMNA030

modelling and representing simple additive situations using materials such as 10 frames, 20 frames and empty number lines

Elaboration (1) ACMNA031

visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups

Elaboration ACMNA054

demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences

Elaboration ACMNA103

modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes

Elaboration ACMNA104

using knowledge of place value and division by 10 to extend the number system to thousandths and beyond

Elaboration ACMNA128

extending whole-number strategies to explore and develop meaningful written strategies for addition and subtraction of decimal numbers to thousandths

Elaboration (1) ACMNA157

understanding that quantities can be represented by different number types and calculated using various operations, and that choices need to be made about each

Elaboration (1) ACMNA051

explaining why all numbers that end in the digits 0, 2, 4, 6 and 8 are even and that numbers ending in 1, 3, 5, 7 and 9 are odd

Elaboration ACMNA002

understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the ‘how many’ question

Elaboration ACMMG039

describing the characteristics of quarter-past times on an analogue clock, and identifying that the small hand is pointing just past the number and the big hand is pointing to the three

Elaboration ACMNA055

recognising that certain single-digit number combinations always result in the same answer for addition and subtraction, and using this knowledge for addition and subtraction of larger numbers

Elaboration ACMNA071

using the four operations with pairs of odd or even numbers or one odd and one even number, then using the relationships established to check the accuracy of calculations

Elaboration ACMMG087

comparing areas using metric units, such as counting the number of square centimetres required to cover two areas by overlaying the areas with a grid of centimetre squares

Elaboration ACMNA131

connecting fractions, decimals and percentages as different representations of the same number, moving fluently between representations and choosing the appropriate one for the problem being solved

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