Search

Elaboration ACMNA083

writing number sentences to represent and answer questions such as: ‘When a number is added to 23 the answer is the same as 57 minus 19. What is the number?’

Elaboration (1) ACMNA083

using partitioning to find unknown quantities in number sentences

Elaboration ACMMG084

reading and interpreting the graduated scales on a range of measuring instruments to the nearest graduation

Elaboration ACMMG290

comparing areas using grid paper

Elaboration (1) ACMMG290

comparing volume using centicubes

recognising that metric units are not the only units used throughout the world, for example measuring the area of floor space using tatami mats (Japan), using squares for room and house area (Australia)

Elaboration ACMMG085

identifying and using the correct operation for converting units of time

Elaboration ACMMG086

calculating the time spent at school during a normal school day

Elaboration (1) ACMMG086

calculating the time required to travel between two locations

Elaboration (2) ACMMG086

determining arrival time given departure time

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 ACMMG088

identifying common two-dimensional shapes that are part of a composite shape by re-creating it from these shapes

Elaboration (1) ACMMG088

creating two-dimensional shapes from verbal or written instructions

Elaboration ACMMG090

identifying the scale used on maps of cities and rural areas in Australia and a city in Indonesia and describing the difference

Elaboration (1) ACMMG090

using directions to find features on a map

Elaboration ACMMG091

using stimulus materials such as the motifs in Central Asian textiles, Tibetan artefacts, Indian lotus designs and symmetry in Yolngu or Central and Western Desert art

Elaboration ACMMG089

creating angles and comparing them to a right angle using digital technologies

Elaboration ACMSP092

using lists of events familiar to students and ordering them from ‘least likely’ to ‘most likely’ to occur

Elaboration ACMSP093

using examples such as weather, which cannot be dry and wet at the same time

Elaboration ACMSP094

explaining why the probability of a new baby being either a boy or a girl does not depend on the sex of the previous baby

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities