Search

CoU3

Applying proportion interprets proportion as the equality of two ratios or rates uses common fractions and decimals for proportional division demonstrates how increasing one quantity in a ratio will affect the total proportion performs operations …

InF6

Fractions as numbers connects the concepts of fractions and division: a fraction is a quotient, or a division statement (two-sixths is the same as 2 ÷ 6 or 2 partitioned into 6 equal parts) justifies where to place fractions on a number line (to place …

Understanding

In F–2, students make connections between related concepts and progressively apply the familiar to develop new ideas. In Years 3–6, students make connections between related concepts and progressively apply the familiar to develop new ideas. They develop …

Understanding | Portfolios | Mathematics proficiencies | Resources

Reasoning

In F–2, students develop an increasingly sophisticated capacity for logical thought and actions. Students are reasoning mathematically when they explain their thinking. In Years 3–6, students develop an increasingly sophisticated capacity for logical …

Reasoning | Portfolios | Mathematics proficiencies | Resources

HASS - Above satisfactory - Year 2

This portfolio of student work shows that the student can describe in detail a person, site and/or event of significance in the local community (WS1) and explain, using examples, why places are important to people (WS1). The student identifies how and …

HASS - Above satisfactory - Year 2 | Portfolios | Work samples | Resources

HASS - Satisfactory - Year 2

This portfolio of student work shows that the student can describe a person, site and/or event of significance in the local community (WS1) and explain why places are important to people (WS1). The student identifies how and why the lives of people have …

HASS - Satisfactory - Year 2 | Portfolios | Work samples | Resources

Elaboration ACMNA059

recognising the relationship between dollars and cents, and that not all countries use these denominations and divisions (for example Japanese Yen)

Elaboration ACMNA073

recognising and demonstrating that the place-value pattern is built on the operations of multiplication or division of tens

Elaboration ACMNA075

using known multiplication facts to calculate related division facts

Elaboration ACMNA076

using known facts and strategies, such as commutativity, doubling and halving for multiplication, and connecting division to multiplication when there is no remainder

Elaboration ACMNA079

using division by 10 to extend the place-value system

Elaboration ACMNA101

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

Elaboration (1) ACMNA101

interpreting and representing the remainder in division calculations sensibly for the context

Elaboration ACMNA104

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

Elaboration (1) ACMNA149

applying knowledge of factors to strategies for expressing whole numbers as products of powers of prime factors, such as repeated division by prime factors or creating factor trees

Elaboration ACMNA154

investigating multiplication of fractions and decimals, using strategies including patterning and multiplication as repeated addition, with both concrete materials and digital technologies, and identifying the processes for division as the inverse of …

Curriculum Types

Resource Subjects

Resource Year Levels

Level of Achievements

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities

Progression Elements