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Elaboration (2) ACMNA058

recognising that in English the term ‘one third’ is used (order: numerator, denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’ (order: denominator, numerator) for example Japanese

Elaboration (1) ACMMG200

establishing that two figures are congruent if one shape lies exactly on top of the other after one or more transformations (translation, reflection, rotation), and recognising that the matching sides and the matching angles are equal

Elaboration ACHASSI159

reviewing the results of an analysis to propose an answer to an inquiry question using at least one discipline-specific concept (for example, significance in history or place in geography) or one humanities and social sciences concept (for example, interconnections) …

Elaboration (1) ACAVAR117

Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?

Elaboration (4) ACLFRC045

creating bilingual texts for younger readers based on models such as Oops et Ohlala, involving one English-speaking and one French-speaking character and incorporating instances of possible intercultural miscommunication

Elaboration (2) ACLGEU165

comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word

Elaboration (1) ACELA1819

identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’

Elaboration ACELY1749

considering ethical positions across more than one culture as represented in text and consider the similarities and differences

Elaboration ACMNA034

identifying equivalent values in collections of coins or notes, such as two five-cent coins having the same value as one 10-cent coin

Elaboration ACMSP097

interpreting data representations in the media and other forums in which symbols represent more than one data value

Elaboration (1) ACMMG113

creating a grid reference system for the classroom and using it to locate objects and describe routes from one object to another

Elaboration (1) ACMMG112

recognising that angles have arms and a vertex, and that size is the amount of turn required for one arm to coincide with the other

Elaboration ACMNA240

solving a wide range of linear equations, including those involving one or two simple algebraic fractions, and checking solutions by substitution

Elaboration (1) ACMMG244

performing a sequence of steps to determine an unknown angle giving a justification in moving from one step to the next.

Elaboration ACSIS027

using matching activities, including identifying similar things, odd-one-out and opposites

Elaboration (1) ACHASSI021

describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)

Elaboration (2) ACHASSK045

identifying and designing a local historical tour of a building or site (for example, one related to a particular cultural group)

Elaboration (1) ACHASSK049

discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country)

Elaboration (1) ACHASSK051

suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern

Elaboration ACHASSK119

debating whether one person’s need is another person’s need or want

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