• express mixed numerals as improper fractions and vice versa, through the use of diagrams and number lines, leading to a mental strategy, eg

 

 

 

 

• model and represent strategies, including using diagrams, to add proper fractions with the same denominator, where the result may be a mixed numeral, eg

 

 

 

 

• model and represent a whole number added to a proper fraction, eg 2 + ¾ = 2 ¾

 

• subtract a proper fraction from another proper fraction with the same denominator, eg

 

 

 

• model and represent strategies, including using diagrams, to add mixed numerals with the same denominator, eg

 

 

 

 

• use diagrams, and mental and written strategies, to subtract a unit fraction from any whole number including 1, eg

 

 

 

 

 

• 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)

 

• express thousandths as decimals

 

• interpret decimal notation for thousandths, eg

 

• 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

 

• compare and order decimal numbers of up to three decimal places, eg 0.5, 0.125, 0.25

 

• interpret zero digit(s) at the end of a decimal, eg 0.170 has the same value as 0.17

 

• place decimal numbers of up to three decimal places on a number line between 0 and 1