Elaboration (2) ACLTUU013

describing quantity, using cardinal numbers such as bir-yüz and ordinal numbers such as birinci, ikinci

Elaboration (2) | ACLTUU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLASFC002

participating in activities that involve classifying objects by attributes such as shapes, colours and numbers

Elaboration (1) | ACLASFC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLCHC135

explaining in English features of gestures used in Chinese, for example, hand gestures for numbers

Elaboration (6) | ACLCHC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum

Elaboration (8) ACLINU013

referring to numbers of things using cardinal numbers (nol-sepuluh puluh, belas)

Elaboration (8) | ACLINU013 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (6) ACLCLU038

identifying cardinal numbers unus to viginti and ordinal numbers primus to decimus

Elaboration (6) | ACLCLU038 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum

Elaboration ACMNA004

using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials

Elaboration | ACMNA004 | Content Descriptions | Foundation Year | Mathematics | F-10 curriculum

Elaboration ACMNA051

identifying even numbers using skip counting by twos or by grouping even collections of objects in twos

Elaboration | ACMNA051 | Content Descriptions | Year 3 | Mathematics | F-10 curriculum

Elaboration ACMNA101

using the fact that equivalent division calculations result if both numbers are divided by the same factor

Elaboration | ACMNA101 | Content Descriptions | Year 5 | Mathematics | F-10 curriculum

Elaboration ACMNA122

understanding that some numbers have special properties and that these properties can be used to solve problems

Elaboration | ACMNA122 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum

Elaboration (1) ACMNA122

representing composite numbers as a product of their prime factors and using this form to simplify calculations by cancelling common primes

Elaboration (1) | ACMNA122 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum

Elaboration ACMNA128

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

Elaboration | ACMNA128 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum

Elaboration ACMSP145

conducting repeated trials of chance experiments, identifying the variation between trials and realising that the results tend to the prediction with larger numbers of trials

Elaboration | ACMSP145 | Content Descriptions | Year 6 | Mathematics | F-10 curriculum

Elaboration ACMNA156

using rounding to estimate the results of calculations with whole numbers and decimals, and understanding the conventions for rounding

Elaboration | ACMNA156 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Elaboration ACMNA157

justifying choices of written, mental or calculator strategies for solving specific problems including those involving large numbers

Elaboration | ACMNA157 | Content Descriptions | Year 7 | Mathematics | F-10 curriculum

Elaboration (1) ACMMG222

recognising that right-angled triangle calculations may generate results that can be integers, fractions or irrational numbers

Elaboration (1) | ACMMG222 | Content Descriptions | Year 9 | Mathematics | F-10 curriculum

Elaboration ACTDIK008

recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system

Elaboration | ACTDIK008 | Content Descriptions | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDIK015

explaining that binary represents numbers using 1s and 0s and these represent the on and off electrical states respectively in hardware and robotics

Elaboration (1) | ACTDIK015 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (2) ACTDIK015

recognising that the numbers 0, 1, 2 and 3 could be represented by the patterns of two binary digits of 00, 01, 10 and 11

Elaboration (2) | ACTDIK015 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration (3) ACTDIK015

representing whole numbers in binary, for example counting in binary from zero to 15, or writing a friend’s age in binary

Elaboration (3) | ACTDIK015 | Content Descriptions | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum

Elaboration ACTDIK024

explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets

Elaboration | ACTDIK024 | Content Descriptions | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum