I Cans & vocab Number and Algebra€¦ · Web viewI Cans & vocab Number and Algebra

ABLES Level C Essential Learnings Mathematics – Number and Algebra

STRAND Sub-Strand Descriptor Student ‘I can’ statements Academic Vocabulary

Number and Algebra

Number and Place value

Use number names in sequence to count in everyday situations, initially from one to five (VCMNA035)

I can say the numbers from 1 to 5 in order

I can point to each object as I count it

Verbs: count, point

Nouns: numbers 1-5

Prepositions: up, next

Know and match number name, numerals and quantities to three (VCMNA036)

I can point to the number names up to three

I can point to numbers

I can count and match groups of objects up to 3

Verbs: point, say, count, find, see, put, give, show

Adj: same, different

Q yes/no: are, can, does, is, has

Identify groups as being ‘one’, ‘more’ or ‘less’ (VCMNA037) I can say which group is bigger Verbs: tell, say

Q wh: which

Comparatives: bigger, smaller, less, more

Compare and order two collections according to their quantity (VCMNA038)

I can compare two collections and say which has more or lessI can say if two collections are the same

Verbs: order

Demonstrate in practical situations, ‘adding one more to’ and ‘taking one away from’ in everyday situations (VCMNA039)

I can add one more object to a groupI can take away one object from a group

Verbs: add, take-away

Connectives: and

Sharing materials in practical situations (VCMNA040) I can share materials one thing at a time so everyone has the same

Verbs: share, split, move

Money and Financial maths

Use direct comparison to sort coins or notes into groups (VCMNA041)

I can group coins and notes Verbs: group

Nouns: money, coins, notes

Pattern and Algebra

Pair identical objects from a small collection, and recognise simple repeated patterns (VCMNA042)

I can copy simple patterns

I can sort things by colour

I can sort things by shape

Verbs: copy, sort

Adj: basic colours (blue, green, yellow, red, brown, black, orange, purple) basic 2D shapes (circle, square, triangle, rectangle, oval)

Identify repeated routines and sequences in everyday events (VCMNA043)

I can follow simple steps Verbs: stand, sit, walk, get, draw, write, read, eat, put away, pack up,

throw, listen, want, like, have, stop, start

Negatives: don’t, not

Prepositions: in, on, under, next to, through, between, behind, in front, down, over

Achievement Standard

ABLES C: Students connect number names and numerals with sets of up to five elements. They match individual objects with counting sequences up to and back from five. Students use concrete materials to solve problems that involve comparing, combining and separating sets. Students make ‘groups’, ‘lots’ and groups of ‘one’ and can indicate which collection has ‘more’ than the other. They can distribute objects to each person in a group until there are no objects left. Students order the first three elements of a set. Students can match one attribute of familiar objects.

ABLES Level D Essential Learnings Mathematics – Number and Algebra


Number and Algebra


Use a number names in sequence to count in everyday situations, initially from one to ten (VCMNA052)

I can say the numbers from 1 to 10 in order

I can point to each object as I count it

Verbs: count, point

Nouns: numbers 1-10


Recognise number name, numerals and quantities, initially up to five and beyond (VCMNA053)

I can point to the number names up to five

I can point to the numbers up to 5

I can say how many item are in a group up to 5

Verbs: point, say, find, see, put, give, show

Noun: number name,


Q yes/no: are, can, does, is, has, how many

Subitise regular arrangements of objects and arrays up to five (VCMNA054)

I can subitise the numbers up to 5 Verbs: tell, say

Q wh: which, how many

Compare, order and make comparisons between two collections, according to their quantity, using numbers initially to five (VCMNA055)

I can compare two collectionsI can order a two collections from biggest to smallestI can use numbers to help explain my collections

Verbs: order, compare

Comparatives: bigger, smaller, less,

more

Superlatives: biggest, smallest, most, least

Model practical situations involving ‘adding to’ or ‘taking away’ with collections of up to five objects (VCMNA056)

I can use everyday situations to show addition up to five objectsI can use everyday situations to show subtractions up to five objects


Connectives: and

Sharing material in practical situations so everyone has the same amount (VCMNA057)

I can share materials so everyone has the same amount Verbs: share, split, move


Using money in everyday financial situations and matching coins to two dimensional images (VCMNA058)

I can recognise that money is used to buy things Verbs: group, buy, match


Pattern and Algebra

Sort like objects based on a given classification, and identify and continue a simple repeated pattern with its next element (VCMNA059)

I can sort and classify familiar objects

I can explain how and why I used the classifications.

I can copy, continue and create ABCABC patterns with object and drawings

Verbs: copy, sort, explain, make

Adj: like (looks like)

Adj; literal descriptors – examples: fat, fluffly, smooth, heavy

Q wh: what (goes/comes) next

Nouns: group/s – names of groups: e.g. animals, shapes, food, letters, numbers

Connectives: because

Follow a sequence of steps (VCMNA060) I can follow a short sequence steps to finish an activity

I can show a sequence of steps using pictures

Verbs: stand, sit, walk, get, draw, write, read, eat, put away, pack up, throw, listen, want, like, have, stop, start any other relevant common verbs


Prepositions: in, on, under, next to, through, between, behind, in front, down, over

Time concepts: first, next, last, start, end

Connectives: then, before, after

Achievemen ABLES D: Students connect number names and numerals with sets of up to 10 elements. They match individual objects with counting sequences up to and back from 10. They recognise and

t Standard point to numerals in and around the classroom, for example, numbers on a clock face. Students use concrete materials to solve problems that involve comparing, combining and separating sets. They can indicate when groups of less than 10 objects are the same or different in number and that two collections have the ‘same’ quantity by matching items one to one. They can find the first and last object in a sequence and place objects into sets to make ‘more’ and take objects from a group to make ‘less’. Students order the first five elements of a set. They sort objects and shapes based on a given attribute and create simple repeating patterns of two elements or more by copying a pattern.

Foundation Essential Learnings Mathematics – Number and Algebra


Number and Algebra


Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point VCNMA0069

I can say the numbers from 0 to 20

I can say the numbers 0 to 20

I can point to the numbers as I say them

I can say the numbers before and after up to 20

Verbs: count, point, say

Nouns: numbers 1-20


Positional language: before, after (not time), next

Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond VCNMA0070

I can read the number names from 0 to 20

I can recognise how many item are in a group.

I can link numerals with their names up to 20

Noun: group

Verbs: read, find, see, put, give, show, link, match


Subitise small collections of objects VCMNA071 I can subitise the numbers up to 10. Verbs: tell, say

Q wh: which, how many

Compare, order and make correspondences between collections, initially to 20, and explain reasoning VCMNA072

I can compare a collection of itemsI can order a collection of itemsI can order a set of items from biggest to smallest.I can explain my thinking for ordering items

Verbs: order, compare


Comparatives: bigger, smaller, less, more

Superlatives: biggest, smallest, most, least

Represent practical situations to model addition and subtraction VCMNA073

I can use everyday situations to show addition.I can use everyday situations to show subtractions


Connectives: and

Represent practical situations to model sharing VCMNA074 I can use everyday situations to show sharing. Verbs: share, split, move

Nouns: equal, same

Money and Financial

Represent simple, everyday financial situations involving money VCMNA075

I can recognise that money is used to buy things Verbs: group, buy, match


Q wh: how much

Pattern and Sort and classify familiar objects and explain the basis for these classifications, and copy, continue and create patterns with

I can sort and classify familiar objects Verbs: copy, sort, explain, make

Algebra objects and drawings VCMNA076 I can explain how and why I used the classifications.

I can copy, continue and create ABCABC patterns with object and drawings

Adj: like (looks like)

Adj; literal descriptors – examples: fat, fluffly, smooth, heavy

Q wh: what (goes/comes) next

Nouns: group/s – names of groups: e.g. animals, shapes, food, letters, numbers

Connectives: because

Follow a short sequence of instructions VCMNA077 I can follow a short sequence of instructions Verbs: stand, sit, walk, get, draw, write, read, eat, put away, pack up, throw, listen, want, like, have, stop, start etc.


Prepositions: in, on, under, next to, through, between, behind, in front, down, over, below, beside, to, toward, away from

Time concepts: first, next, last, start, end

Connectives: then, before, after


FOUNDATION: Students connect number names and numerals with sets of up to 20 elements, estimate the size of these sets, and use counting strategies to solve problems that involve comparing, combining and separating these sets. They match individual objects with counting sequences up to and back from 20. Students order the first 10 elements of a set. They represent, continue and create simple patterns.

Level 1 Essential Learnings Mathematics – Number and Algebra


Number and Algebra


Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero VCNMA0086

I can count to 100 by 1s.

I can count backwards from 100 by 1s

I can count to 100 by 1s from any starting point

I can skip count to 100 by 2s, 5s, and 10s

Verbs: count, point

Nouns: numbers 1-100, 2s 5s, 10s



Adv: forwards, backwards

Prep: by (count backwards by 2s), from (count backwards by 2s from 10)

Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line VCNMA0087

I can read the numbers for 0 to 100

I can order numbers up to 100

I can say the numbers before and after up to 100

I can model numbers up to 100

I can find the numbers up to 100 on a number line.

Verbs: read, write, say, find, see, put, give, show, order


before, after (not time), next

Count collections to 100 by partitioning numbers using place value VCNMA0088

I can rewrite numbers showing the place value of each digit to 100.

Noun: hundreds, tens, ones, groups

Verb: group (together)

Q wh: how many

Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts VCNMA0089

I can solve simple addition problems by counting on.

I can solve simple subtraction by counting back.

I can recognise friends of ten and use them in simple addition/subtraction problems.*

Verb: order, count, add, take away, minus, plus, counting back, counting on

Nouns: tens, ones

I can solve simple addition problems by putting numbers into different order.

I can solve simple addition problems by looking at 10s and 1s in numbers.

Represent practical situations that model sharing VCNMA0090

I can show how to share items into equal groups Nouns: groups

Verb: find, give, show, share, divide

Adj: equal, same

Adv: equally


Recognise, describe and order Australian coins according to their value VCNMA0091

I can recognise and describe Australian coins

I can order Australian coins according to their value.

Verbs: group, buy, match, have, give, take, make, cost

Nouns: money, coins, notes, dollars

Comparatives: more, less

Adj: expensive, cheap

Q wh: how much

Fractions and decimals

Recognise and describe one-half as one of two equal parts of a whole VCNMA0092

I can recognise a ½ as being 2 equal parts of a whole. Nouns: Half, halves, whole, fraction, parts

Verb: find, give, show, divide, halve

Adj: equal

Comparatives: smaller, larger, more, less

Pattern and Algebra

Investigate and describe number patterns formed by skip counting and patterns with objects VCNMA0093

I can recognise patterns formed using objects.

I can describe number patterns using skip counting

Nouns: tens, twos, fives etc., patterns

Verb: count, skip, jump


Prep: by (count backwards by 2s), from (count backwards from 10)

Recognise the importance of repetition of a process in solving problems VCNMA0094


LEVEL 1: Students count to and from 100 and locate these numbers on a number line. They partition numbers using place value and carry out simple additions and subtractions, using counting strategies. Students recognise Australian coins according to their value. They identify representations of one half. Students describe number sequences resulting from skip counting by 2s, 5s and 10s. They continue simple patterns involving numbers and objects with and without the use of digital technology.



Number and Algebra


Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCNMA0103

I can explain counting patterns when counting forwards/backwards by 2s. 5s. 10s starting from any given number

I can write counting patterns when counting forwards/backwards by 2s. 5s. 10s starting from any given number

Nouns: tens, twos, fives etc., patterns



Adj: ascending, descending

Prep: by (count backwards by 2s), from (count backwards by 2s from 10)

Recognise, model, represent and order numbers to at least 1000 VCNMA0104

I can read numbers to 1000

I can write numbers to 1000

I can read words to 1000

I can order numbers to 1000

I can make a model of numbers to 1000

Verbs: read, write count, point, order, make,

Nouns: words, model, numbers 1-1000, value



Comparatives: smaller, larger, bigger, more, less, higher, lower


Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting VCNMA0105

I understand that three digit numbers are made of hundreds, tens and ones

I can write the individual value of each digit in a number

I can use place value as a strategy for solving addition and subtraction

Nouns: , tens, ones, hundreds, thousands, addition, subtraction, value, digits

Verbs: group, sort, add, minus, take away, plus

Q wh: how many

Explore the connection between addition and subtraction VCNMA0106

I can the connections between addition and subtraction using part, part, whole and whole, part, part

Nouns: whole, part, addition,

subtraction

Verb: add, minus, take away, plus, gives, makes, equals

Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCNMA0107

I can solve addition problems using doubles

I can solve subtraction problems using doubles

I can solve addition problems using ‘building to 10’

I can solve subtraction problems using ‘building to 10’

I can solve 2 digit additions without renaming

I can solve 2 digit subtractions without renaming

Verb: add, minus, take away, plus, calculate, build, split, gives, makes, equals

Nouns: digit, addition, subtraction, problems


Recognise and represent multiplication as repeated addition, groups and arrays

VCNMA0108

I can solve multiplication problems using arrays

I can solve multiplication problems using repeated addition

I can solve multiplication problems using groups of

Verb: find, give, add, multiply, gives, makes, equals

Noun: addition, multiplication

Prep: times

Recognise and represent division as grouping into equal sets and solve simple problems using these representations VCNMA0109

I can solve division problems using arrays

I can solve division problems using repeated addition

I can solve division problems using groups of

I can share collections into equal groups

Noun: groups, equal, division

Verb: find, give, share, split, divide, gives, makes, equals


Q wh: How many


Count and order small collections of Australian coins and notes according to their value

VCNMA0111

I can count and order small collections of Australian coins and notes

I can use different coins to match a value

Verbs: group, buy, match, cost, plus, minus, take away, add, have, give, take, make

Nouns: money, coins, notes, dollars, value



Q wh: how much

Fractions and Decimal

Recognise and interpret common uses of halves, quarters and eighths of shapes and collections VCNMA0110

I can recognise halves, quarters and eighths in shape, numbers and collections

Nouns: halves, quarters, eighths, fractions shapes: circle, triangle, rectangle, pentagon etc. whole, part

Verbs: split, share, divide, gives, makes, equals

Adj: Same, different

Comparatives: less, more, bigger, smaller, larger

Prep: of (¼ of a whole)

Pattern and Algebra

Describe patterns with numbers and identify missing elements VCNMA0112

I can recognise skip counting patterns and identify missing numbers

Nouns: tens, twos, fives etc., patterns, multiples



Adj: missing

Prep: of, by (count backwards by 2s), from (count backwards by 2s from 10)

Solve problems by using number sentences for addition or subtraction VCNMA0113

I can write number sentence to match problems Noun: addition, subtraction, number sentence, word problem

Verbs: plus, minus, take away, give, add

Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCNMA0114

I can solve multiplication and division using repeated addition/subtraction

Noun: groups, equal, division

Verb: add, multiply, find, give, share, split, divide, give, makes, equals, times


Achievement LEVEL 2: Students count to and from, and order numbers up to 1000. They perform simple addition and subtraction calculations, using a range of strategies. They find the total value of simple

Standard collections of Australian notes and coins. Students represent multiplication and division by grouping into sets and divide collections and shapes into halves, quarters and eighths. They recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s, identify the missing element in a number sequence, and use digital technology to produce sequences by constant addition.



Number and Algebra


Investigate the conditions required for a number to be odd or even and identify odd and even numbers VCNMA0129

I can explain why a number is odd or even

I can identify odd and even numbers

Noun: odd, even

Q wh: which

Recognise, model, represent and order numbers to at least 10 000 VCNMA0130

I can recognise numbers up to 10 000

I can model numbers up to 10 000

I can order numbers up to 10 000

Verbs: count, point, order, make, model

Nouns: value, numbers 1-10000





Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems VCNMA0131

I can use place value to recognise the value of individual numbers in numbers up to 10 000

I can rearrange, regroup and rename numbers to solve problems

Noun: tens, fives, value, digits, hundreds, thousands, tens thousands, problem

Verb: multiply, solve, rearrange, regroup, rename, calculate

Recognise and explain the connection between addition and subtraction VCNMA0132

I can show and explain how addition and subtraction are related Verb: calculate

Noun: addition, subtraction,

problems, solution, equation,

Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly efficient mental strategies for computation VCNMA0133

I can use simple mental strategies such as friends of 10 to solve addition and subtraction problems

Noun: addition, subtraction, problem, strategies,

Adj: mental

Recall multiplication facts of two, three, five and ten and related division facts VCNMA0134

I can say my 2, 5 and 10 times tables

I can use my knowledge of times tables to solve division

Noun: times tables,

Verb: multiply, divide

Prep: by, times

Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies VCNMA0135

I can draw pictures to illustrate a multiplication problem.

I can show steps I have used to solve multiplication problems.

Noun: multiplication, form (e.g. numerical) Adj: numerical, word


Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents

VCNMA0137

I can use different combinations of coins to make a given amount

I can calculate the change required for simple transactions to the nearest 5 cents.

Nouns: money, coins, notes, value, dollars, transaction

Verbs: group, buy, match, cost, plus, minus, take away, add, have, give, take, make



Q wh: how much


Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole VCNMA0136

I can identify ½, ¼, 1/3, and 1/5 of a whole shape, number or collection.

I can identify ½, ¼, 1/3, and 1/5 and their multiplies

Nouns: whole, part, collection

multiples, fractions, half, one third, two thirds, one quarter, one fifths etc.

Prep: of

Pattern and Algebra

Describe, continue, and create number patterns resulting from performing addition or subtraction VCNMA0138

I can explain, continue and make number patterns using adding or subtracting.

Nouns: number patterns

Verbs: add, subtract

Use a function machine and the inverse machine as a model to apply mathematical rules to numbers or shapes VCNMA0139

I can use and explain inverse calculations

I can use a function machine to apply addition, subtraction, division and multiplication to numbers and shapes

I can use an inversion machine to apply addition, subtraction, division and multiplication to numbers and shapes

Nouns: calculation, addition, subtraction, multiplication, division, inverse, reverse, opposite, input, output, function, problem function machine, inverse machine

Verbs: solve, add, subtract, multiply, divide


LEVEL 3- Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts for single-digit numbers. They represent money values in various ways and correctly count out change from financial transactions. Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples.



Number and Algebra


Investigate and use the properties of odd and even numbers VCNMA0151

I can use the properties of odd and even numbers to solve problems involving multiplication and addition.

Nouns: odd, even

Recognise, represent and order numbers to at least tens of thousands VCNMA0152

I can recognise numbers up to 10 000 and above

I can model/model numbers up to 10 000 and above

I can order numbers up to 10 000 and above

Nouns: order, model, numbers 1-10000





Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems

VCNMA0153

I can use place value to recognise the value of individual numbers in numbers up to and above 10 000

I can rearrange, regroup and rename numbers up to and above 10 000 to solve problems

Noun: problem, tens, fives, value, digits hundreds, thousands, tens thousands

Verb: solve, multiply, rearrange, regroup, rename, calculate

Investigate number sequences involving multiples of 3, 4, 6, 7, 8, and 9

VCNMA0154

I can solve and make number sequences using multiples of 3, 4, 6, 7, 8 and 9

Nouns: multiples, patterns, sequence

Verb: solve, make

Prep: of

Recall multiplication facts up to 10 × 10 and related division facts VCNMA0155

I can say my 2, 3, 4, 5, 6, 7, 8, 9 and 10 times tables

I can use my knowledge of times tables to solve division

Noun: times tables

Verb: multiply, divide, calculate, solve

Prep: by, times

Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder VCNMA0156

I can solve multiplication and division problems using place value and skip counting where there is no remainder.

I can use a calculator to solve multiplication and division problems where there is no remainder

Noun: strategy, place value, remainder

Verb: skip counting, calculate, solve, doubling, halving

Money and Financial

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies

I can find the change from a purchase to the nearest 5 cents using Noun: change, purchase, currency,

maths VCNMA0160 mental strategies and a calculator. sale, decimals, cents


Investigate equivalent fractions used in contexts VCNMA0157 I can locate equivalent fractions on a fraction wall. Noun: halves, quarters, eighths, fractions, thirds, sixths, equivalent

Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line VCNMA0158

I can locate fractions on a number line

I can count by halves, thirds and quarters.

I can count using mixed numerals and can find them on a number line

Noun: thirds, halves, quarters, fraction, number line

Verb: count, find, locate

Prep: by, on

Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation VCNMA0159

I can recognise that decimals are parts of a whole.

I can make links between fractions and decimals of a ½, 1/3, ¼, 1/5 and 1/10

I can recognise fractions and decimals that are the same up to 2 decimal places.

Nouns: whole, part, fraction, place value, whole numbers, half, one third, two thirds, one quarter, one fifths etc. decimals, decimal place

Verb: link, match, divide

Prep: of

Pattern and Algebra

Explore and describe number patterns resulting from performing multiplication

VCNMA0161

I can explain, continue and make number patterns using multiplication.

Nouns: patterns, multiplication

Verb: explain, make, describe

Solve word problems by using number sentences involving multiplication or division where there is no remainder VCNMA0162

I can solve word problems using division and multiplication number sentences where there is no remainder.

Noun: division, multiplication, word problem, number sentence, divisor, remainder


Students recall multiplication facts to 10 x 10 and related division facts. They choose appropriate strategies for calculations involving multiplication and division, with and without the use of digital technology, and estimate answers accurately enough for the context. Students solve simple purchasing problems with and without the use of digital technology. They locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places. Students identify unknown quantities in number sentences. They use the properties of odd and even numbers and describe number patterns resulting from multiplication. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line.



Number and Algebra


Identify and describe factors and multiples of whole numbers and use them to solve problems (VCMNA181)

I can identify factors and multiples of whole numbers and use them to solve problems

I can explore factors and multiples using number sequences

Verb: solve, calculate

Noun: whole numbers, problems, multiples, factors, number sequence

Use estimation and rounding to check the reasonableness of answers to calculations (VCMNA182)

I can use estimation and rounding to check answers to calculations Verb: check, estimate, round up, round down

Noun: mental strategy, calculation, decimal place, estimation, rounding,

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (VCMNA183)

I can use rounding and making estimates for computations

I can explore techniques for multiplication such as the area model, the Italian lattice method or the partitioning of numbers

I can apply the distributive law and use arrays to model multiplication and explain calculation strategies

Noun: mental strategy, calculation, decimal place, digit, estimation, rounding, italian lattice method, area model, arrays

Verb: split, model, multiply, partition

Solve problems involving division by a one digit number, including those that result in a remainder (VCMNA184)

I can solve division problems by a one digit number, including answers with remainder

Noun: problems, division, divisor even, distribution, leftover, remainder, factor, rounding, estimation

Adj: equivalent

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (VCMNA185)

I can use efficient mental strategies to solve problemsI can use efficient written strategies to solve problemsI can use technology to solve problems and check for answers

Noun: mental strategy, problems calculator, technology

Verb: solve, check, double check

Recognise, represent and order numbers to at least hundreds of thousands (VCMNA186)

I can read six digit numbers

I can write six digit numbers in words

I can order six digit numbers

Noun: hundred thousands

Verb: read, write, order


Compare and order common unit fractions and locate and represent them on a number line (VCMNA187)

I can compare common unit fractions

I can order common unit fractions

Noun: number line, fraction, value, half, one third, two thirds, one quarter, one fifths etc. denominator, numerator

I can locate common unit fractions on a number line

I can represent common unit fractions on a number line

Verb: compare, order, locate, find, represent Comparatives: larger, smaller, more, less

Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (VCMNA188)

I can model addition of fractions with the same denominator using a number line

I can model addition of fractions with the same denominator using a diagram

I can model subtraction of fractions with the same denominator using a number line

I can model subtraction of fractions with the same denominator using a diagram

Noun: addition, subtraction, whole, part, number line, fraction, value, denominator, numerator

Verb: model, solve, make

Adj: common (denominator)

Recognise that the place value system can be extended beyond hundredths (VCMNA189)

I can recognise that the place value can be extended beyond hundredths

I can recognise the equivalence of one thousandths and 0.001

Noun: decimal, decimal point, place value, hundredths, thousandths

Compare, order and represent decimals (VCMNA190) I can compare decimals to hundredths

I can order decimals to hundredths

I can represent decimals to hundredths

I can locate decimals on a number line

Noun: decimal, decimal point, place value, hundredths, thousandths

Verb: compare, order, locate, represent


Create simple financial plans (VCMNA191) I can create a simple budget

I can create a simple financial plan

Noun: budget, cost, financial plan, finance, spending, savings, GST, invoice, receipt, funds, expense, revenue, profit

Pattern and Algebra

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (VCMNA192)

I can use number lines to create patterns involving fractions

I can use number lines to create patterns involving decimals

I can describe number patterns with fractions, decimals and whole numbers resulting from addition and subtraction

Noun: number line, fraction, whole numbers, decimals, value, patterns, sequence, denominator, numerator, decimal point

Verb: create, describe, show, makeComparatives: bigger, smaller, more, less

Use equivalent number sentences involving multiplication and division to find unknown quantities (VCMNA193)

I can create equivalent number sentences using multiplication and division to find unknown quantities

Noun: equivalent, number sentence, problem, multiplication, division

I can use relevant problems to develop number sentences

Follow a mathematical algorithm involving branching and repetition (iteration) (VCMNA194)

I can use a given rule to manipulate numbers Noun: rule, odd, even, whole, part, decimal, strategy, mental strategy

Verb: multiply, divide, halve, subtract, add


LEVEL 5 - Students solve simple problems involving the four operations using a range of strategies including digital technology. They estimate to check the reasonableness of answers and approximate answers by rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students order decimals and unit fractions and locate them on a number line. Students add and subtract fractions with the same denominator. They find unknown quantities in number sentences and continue patterns by adding or subtracting fractions and decimals.



Number and Algebra


Identify and describe properties of prime, composite, square and triangular numbers (VCMNA208)

I can identify and describe a prime number

I can identify and describe a composite number

I can identify and describe a square number

Noun: prime number, composite number, square number, triangular number, series, properties

Adj: ascending, descending, up,

I can identify and describe a triangular number

I can understand that some numbers have special properties and that these properties can be used to solve problems

down, divisible

Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations (VCMNA209)

I can apply a range of strategies to solve problems

I can comment on the efficiency of different strategies

I can make and check estimates for computations

Noun: strategies, estimates,

Verb: check

Adj: efficient

Investigate everyday situations that use integers. Locate and represent these numbers on a number line (VCMNA210)

I can recognise that integers form an ordered infinite set {…-3, -2, -1, 0, 1, 2, 3…}

I can use a number line to position and order integers

I can recognise integers in everyday situations such as temperature

Noun: number line, negative numbers, positive numbers, integers

Verb: order

Adj: infinite


Compare fractions with related denominators and locate and represent them on a number line (VCMNA211)

I can compare fractions using models and drawings

I can compare fractions using a number line

I can show fractions using a number line

Noun: equivalence, fractions, number line

Verb: compare, show, place

Adj: common (denominator)

Solve problems involving addition and subtraction of fractions with the same or related denominators (VCMNA212)

I can show addition of fractions using a number line or diagram

I can show subtraction of fractions using a number line or diagram

Noun: fractions, number line, denominator, numerator

Verb: add, subtract

Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (VCMNA213)

I can use the connection between dividing and fractions Noun: division, divisor, fraction, similarity, difference, denominator, numerator

Verb: compare, link, match,

Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (VCMNA214)

I can add decimal numbers to thousandths

I can subtract decimal numbers to thousandths

I can estimate my answer by using rounding

Noun: decimals, thousandths, rounding

Verb: add, subtract, estimate

Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies (VCMNA215)

I can multiply whole numbers by decimals

I can divide decimals where the answer results in terminating decimals

Noun: whole numbers, decimals

Verb: multiply, divide

Multiply and divide decimals by powers of 10 (VCMNA216) I can multiply decimals by the power of 10 Noun: decimals, power, place value

I can divide decimals by the power of 10

Verb: multiply

Prep: of

Make connections between equivalent fractions, decimals and percentages (VCMNA217)

I can show connections between equivalent fractions, decimals and percentages

Noun: connection, pattern, similarity, difference, factor, common denominator, numerator, divisor, decimal point, fraction, decimals, percentage, percent

Verb: show, match, link


Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (VCMNA218)

I can calculate percentage discounts of 10%, 25% and 50% Noun: percentage, percent, discount

Pattern and Algebra

Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (VCMNA219)

I can identify and continue a number pattern involving whole numbers

I can identify and continue a number pattern involving fractions

I can identify and continue a number pattern involving decimals

I can describe the rule of the pattern

Noun: odd, even, factor, denominator, numerator number pattern, whole numbers, fractions, decimals, rule

Explore the use of brackets and order of operations to write number sentences (VCMNA220)

I can use BODMAS Noun: brackets, order (power), operations

Design algorithms involving branching and iteration to solve specific classes of mathematical problems (VCMNA221)

I can use flowcharts to represent algorithms

I can implement the Euclidean division algorithm

Noun: flowchart

Verb: link, connect, represent


Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers. They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the addition and subtraction of related fractions. Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology. They make connections between the powers of 10 and the multiplication and division of decimals. Students add, subtract and multiply decimals and divide decimals where the result is rational. Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals. They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane.

Documents

I Cans & vocab Number and Algebra€¦ · Web viewI Cans & vocab Number and Algebra