Interactive Maths Links for the Australian Curriculum
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express mixed numerals as improper fractions and vice versa, through the use of diagrams and number lines, leading to a mental strategy, eg
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model and represent strategies, including using diagrams, to add proper fractions with the same denominator, where the result may be a mixed numeral, eg
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model and represent a whole number added to a proper fraction, eg 2 + ¾ = 2 ¾
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subtract a proper fraction from another proper fraction with the same denominator, eg
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model and represent strategies, including using diagrams, to add mixed numerals with the same denominator, eg
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use diagrams, and mental and written strategies, to subtract a unit fraction from any whole number including 1, eg
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solve word problems that involve addition and subtraction of fractions with the same denominator, eg 'I eat of a block of chocolate and you eat of the same block. How much of the block of chocolate has been eaten?'
* use estimation to verify that an answer is reasonable (Problem Solving, Reasoning)
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
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express thousandths as decimals
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interpret decimal notation for thousandths, eg
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state the place value of digits in decimal numbers of up to three decimal places
Compare, order and represent decimals (ACMNA105)
Decimals on the Number Line
Number Line Drop – Tenths
Order Decimals
Sequence Decimals (L2-3)
Guess the Decimal
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compare and order decimal numbers of up to three decimal places, eg 0.5, 0.125, 0.25
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interpret zero digit(s) at the end of a decimal, eg 0.170 has the same value as 0.17
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place decimal numbers of up to three decimal places on a number line between 0 and 1
Find the Fraction on the Number Line
Fraction Wall
Ordering Fractions on the Number Line 0-1 and 0-2
Find Grampy on the Number Line
Equivalence Number Line
Equivalent Fractions on a Number Line
Fractions Game
Fractions Numberline Game
Brainpop Number Line Game
Fraction Monkeys
Order Fractions
Order Fractions with Different Denominators
Equivalent Fractions Pointer
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place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12 on a number line between 0 and 1, eg
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compare and order unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100
* compare the relative value of unit fractions by placing them on a number line between 0 and 1 (Communicating, Reasoning)
* investigate and explain the relationship between the value of a unit fraction and its denominator (Communicating, Reasoning)
Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)
Fraction Addition Game
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dentify and describe 'proper fractions' as fractions in which the numerator is less than the denominator
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identify and describe 'improper fractions' as fractions in which the numerator is greater than the denominator
CONTENT
Students:
Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
OUTCOMES
A student:
› describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM
› selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM
› gives a valid reason for supporting one possible solution over another MA3-3WM
› compares, orders and calculates with fractions, decimals and percentages MA3-7NA
Fractions and Decimals 1
** NOTE - Covering many of the pointers below to achieve outcomes is dependent on the focus of instruction. As such many of the activities below can be used for a variety of purposes, or to cover a range of pointers. I have therefore grouped them rather than repeating them. Instead, where I have been able to find them, I have listed instructional links below pointers where they are specifically applicable.
Worksheets – whilst the site is designed to share interactive site links, I have included a few worksheet sites as their display could be used on Interactive White Boards or individual computers as practise activities without the need for printing - please see the Stage 3 Home Page.
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