Fruit
Salad ( Yummy, Yummy! )
I wanted to
make some fruit salad for my friends.
The recipe
is :
Home Made
Fruit Salad: (enough for 4 people)
3 Apples
1½ Bananas
7
Strawberries
2/3 Cup
Blueberries
15 Grapes
¼
Pineapple
250 g.
Jelly
12 Scoops
Ice cream.
185 ml.
Cream
I need to make enough for _______ people.
·
Make my shopping list.
·
How much will each cost?
The cost of the fruit is
Apples 50
Cents each
Bananas $2.50
each
Strawberries $4
for punnet of 10
Blueberries
$5 for punnet of 2 Cups
Grapes $1.35
for bunch of 20
Pineapple $4 for ½ a pineapple
Jelly $3.75
for 125 g.
Ice cream $6
a Tub (24 scoops).
Cream $2.45
for 100 ml.
·
Work out the total cost and how much that
works out to be per person.
Flexible addition
and subtraction: 2.0
Dimension

level

Progression
Point

Number

1.0 Standard

… They use materials to model addition and
subtraction of subtraction by the aggregation (grouping together) and
disaggregation (moving apart) of objects. They add and subtract by counting
forward and backward using the numbers from 0 to 20.

1.25

·
counting forwards and backwards
by 1 from starting points between 1 and 100
·
calculation of the next number
when asked to add 1 or 2 to any natural number from 0 to 10
·
drawing of diagrams to show
subtraction activities

1.5

·
addition and subtraction of
twodigit multiples of ten by counting on and counting back
·
counting on from the larger of
two collections to find their total
·
use of the number properties
(commutative and associative) of addition in mental computation, and
recognition of complements to ten; for example, 3 + 4 + 7 + 6 = 3 + 7 + 4 + 6
= 10 + 10 = 20

2.0 Standard

… They add and subtract one and twodigit
numbers by counting on and counting back. They mentally compute simple
addition and subtraction calculations involving one or twodigit natural
numbers, using number facts such as complement to 10, doubles and near
doubles. They use commutative and associative properties of addition and
multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 +
5 can be done as 7 + 5 or 3 + 9).

2.5

·
addition and subtraction of
amounts of money including calculation of change from $10
·
use of strategies such as ‘near
doubles’, ‘adding 9’ and ‘build to next 10’ to solve addition and subtraction
problems
·
use of written methods for
whole number problems of addition and subtraction involving numbers up to 99

3.0 Standard

… They estimate the results of computations and
recognise whether these are likely to be overestimates or underestimates.
They compute with numbers up to 30 using all four operations. They devise and
use written methods for:
·
whole number problems of
addition and subtraction involving numbers up to 999
They devise and use algorithms for the addition
and subtraction of numbers to two decimal places, including situations
involving money. They add and subtract simple common fractions with the
assistance of physical models.


4.0 Standard

Students explain and use mental and written
algorithms for the addition, subtraction, multiplication and division of
natural numbers (positive whole numbers).

Money
 Progression Points
Dimension

level

Progression
Point

Number

1.5

·
ordering of money amounts in cents
·
counting by 2s, 5s and 10s from 0 to a given target, and recognition
of the associated number patterns; for example,
7, 9, 11 …

1.75

·
counting by 1s, 10s and 100s from 0 to 1000
·
grouping of coins of the same denomination in sets of $1

2.0
Standard

Students
model the place value of the natural numbers from 0 to 1000. They order
numbers and count to 1000 by 1s, 10s and 100s. Students skip count by 2s, 4s
and 5s from 0 to 100 starting from any natural number. They order money
amounts in dollars and cents and carry out simple money calculations.
They
add and subtract one and twodigit numbers by counting on and counting back.

2.25

·
use of place value (as the idea that ‘ten of these is one
of those’) to determine the size and order of whole numbers to hundreds
·
use of money as a model for grouping and unpacking lots of
10s
·
rounding of amounts of money up and down to the nearest
dollar

2.5

·
addition and subtraction of amounts of money including
calculation of change from $10

3.0
Standard

They
devise and use algorithms for the addition and subtraction of numbers to two
decimal places, including situations involving money.

4.0
Standard

They
add, subtract, and multiply fractions and decimals (to two decimal places)
and apply these operations in practical contexts, including the use of money.

Formal
Units for Measuring  Progression Points
Dimension

level

Progression
Point

Measurement

0.5

·
use of descriptive terms such as longer, taller and
heavier to compare length and mass of pairs of familiar objects

1.0
Standard

At
Level 1, students compare length, area, capacity and mass of familiar objects
using descriptive terms such as longer, taller, larger, holds more and
heavier. They make measurements using informal units such as paces for
length, handprints for area, glasses for capacity, and bricks for weight.

1.25

·
informal measurement of length by making, describing and
comparing personal units

1.5

·
use of uniform units for length; for example, cm as a unit
for measuring length
·
informal measurement of area and mass by making,
describing and comparing personal units

1.75

·
informal measurement of capacity by making, describing and
comparing personal units

2.0
Standard

At
Level 2, students make, describe and compare measurements of length, area,
volume, mass and time using informal units. They recognise the differences
between nonuniform measures, such as handspans, to measure length, and
uniform measures, such as icypole sticks. They judge relative capacity of
familiar objects and containers by eye and make informal comparisons of
weight by hefting. They describe temperature using qualitative terms (for
example, cold, warm, hot). Students use formal units such as hour and minute
for time, litre for capacity and the standard units of metres, kilograms and
seconds.

2.25

·
use of formal units of measurement; for example, metres to
measure length, and hour, minute and second for time
·
application of estimations using personal units, such as
pace length and arm span, and comparison with measures using formal units,
such as metres and centimetres
·
use of ruler and tape measure (linear scale) and trundle
wheel (circular scale) to validate estimates of length

2.5

·
estimation and measurement of mass, volume and capacity of
common objects; for example, kilogram of flour, litre of soft drink

2.75

·
calculation of area through multiplication of the length
of a rectangle by its width
·
understanding of the distinction between discrete and
continuous scales

3.0
Standard

At
Level 3, students estimate and measure length, area, volume, capacity, mass
and time using appropriate instruments. They recognise and use different
units of measurement including informal (for example, paces), formal (for
example, centimetres) and standard metric measures (for example, metre) in
appropriate contexts. They read linear scales (for example, tape measures)
and circular scales (for example, bathroom scales) in measurement contexts.


3.25

·
estimation and measurement of perimeter of polygons
·
conversion between metric measurements for length; for
example, 0.27m = 27cm
·
estimation and measurement of angles in degrees to the
nearest 10°


3.5

·
estimation and measurement of surface area; for example,
use of square metres, and area of land; for example, use of hectares
·
awareness of the accuracy of measurement required and the
appropriate tools and units


3.75

·
conversion between metric units; for example, L to mL, and
understanding of the significance of thousands and thousandths in the metric
system


4.0
Standard

At
Level 4, students use metric units to estimate and measure length, perimeter,
area, surface area, mass, volume, capacity time and temperature. They measure
angles in degrees. They measure as accurately as needed for the purpose of
the activity. They convert between metric units of length, capacity and time
(for example, L–mL, sec–min).

Multiplication
and Division  Progression Points
Dimension

Level

Progression Point

Number

1.25

·
Drawing of diagrams to show sharing of up to 20 items

1.5

·
Counting by 2s, 5s and 10s from 0 to a given target …

2.0
Standard

...
Students skip count by 2s, 4s and 5s from 0 to 100 starting from any natural
number.
Students
describe and calculate simple multiplication as repeated addition, such as 3
× 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4.
They
use commutative and associative properties of addition and multiplication in
mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 + 5 can be done as 7
+ 5 or 3 + 9).

2.25

·
Use of money as a model for grouping and unpacking lots of
10s
·
Use of written number sentences such as 20 ÷ 4 = 5 to
summarise sharing (partition) and ‘how many?’ (quotition) processes

2.5

·
Automatic recall of number facts from 2, 5 and 10
multiplication tables

2.75

·
Representation of multiplication as a rectangular array
and as the area of a rectangle
·
Use of fact families to solve division problems, for
example 5 × 7 = 35, 35 ÷ 7 = 5

3.0
Standard

...
Students compute with numbers up to 30 using all four operations.
They
provide automatic recall of multiplication facts up to 10 × 10.
They
devise and use written methods for: whole number problems of addition and
subtraction involving numbers up to 999; multiplication by single digits
(using recall of multiplication tables) and multiples and powers of ten (for
example, 5 × 100, 5 × 70 ); division by a singledigit divisor (based on
inverse relations in multiplication tables).

3.25

·
Appropriate selection and use of mental and written
algorithms to add, subtract, multiply and divide (by single digits) natural
numbers
·
Multiplication of fractions by fractions through use of
the rectangle area model (grid)

3.75

·
Multiplication by increasing and decreasing by a factor of
two; for example, 24 × 16 = 48 × 8 = 96 × 4 = 192 × 2 = 384 × 1 = 384
·
Recognition that multiplication can either enlarge or
reduce the magnitude of a number (multiplication by fractions or decimals)
·
Use of inverse relationship between multiplication and
division to validate calculations

4.0
Standard

...
Students explain and use mental and written algorithms for the addition,
subtraction, multiplication and division of natural numbers (positive whole
numbers).
They
add, subtract and multiply fractions and decimals (to two decimal places) …

4.25

·
Use of index notation to represent repeated multiplication
·
Division of fractions using multiplication by the inverse

4.75

·
Addition, multiplication and division of integers

5.75

·
Division and multiplication of numbers in index form,
including application to scientific notation

Fractions
 Progression Points
Dimension

Level

Progression Point

Number

1.0
Standard

...
Students form collections of sets of equal size.

1.25

·
Drawing of diagrams to show sharing of up to 20 items

1.5

·
Use of half and quarter as a descriptor; for example a
quarter of a cake

1.75

·
Identification of half of a set of objects, including
recognition of the need for ½ when sharing an odd numbers of objects

2.0
Standard

...
Students describe simple fractions such as one half, one third and one
quarter in terms of equal sized parts of a whole object, such as a quarter of
a pizza, and subsets such as half of a set of 20 coloured pencils.

2.25

·
Use of fractions with numerators other than one; for
example ¾ of a block of chocolate

2.5

·
Development and use of fraction notation and recognition
of equivalent fractions such as
^{1} / _{2} = ^{4} / _{8} , including the
ordering of fractions using physical models

3.0
Standard

... Students develop
fraction notation and compare simple common fractions such as^{3}/_{4} > ^{2}/_{3} using physical models.
They
add and subtract simple common fractions with the assistance of physical
models.

3.25

·
Multiplication of fractions by fractions using rectangle
area model (grid)

3.5

·
Addition, subtraction and multiplication of fractions and
decimals (to one decimal place) using approximations such as whole number
estimates and technology to confirm accuracy
·
Representation of simple ratios as percentages, fractions
and decimals
·
Ordering of integers (for example, positive and negative
temperatures), positive fractions and decimals

3.75

·
Recognition of equivalent rates expressed as percentages,
fractions and decimals
·
Recognition that multiplication can either enlarge or
reduce the magnitude of a number (multiplication by fractions or decimals)

4.0
Standard

...
Students model integers (positive and negative whole numbers and zero),
common fractions and decimals.
They
place integers, decimals and common fractions on a number line.
They use decimals,
ratios and percentages to find equivalent representations of common fractions
(for example, ^{3} / _{4} = ^{9} / _{12} = 0.75 = 75% = 3 : 4 =
6 : 8).
They
add, subtract, and multiply fractions and decimals (to two decimal places)
and apply these operations in practical contexts, including the use of money.

4.25

·
Knowledge of decimal and percentage equivalents for ^{1} / _{2} , ^{1} / _{4} , ^{3} / _{4} , ^{1} / _{3} ,^{2} / _{3}
·
Expression of single digit decimals as fractions in
simplest form and conversion between ratio, fraction, decimal and percentage
forms
·
Division of fractions using multiplication by the inverse

5.0
Standard

... Students write
equivalent fractions for a fraction given in simplest form (for example, ^{2} / _{3} = ^{4} / _{6} = ^{6} / _{9} = … ).
They know the decimal
equivalents for the unit fractions ^{1}/_{2} , ^{1}/_{3} , ^{1}/_{4} , ^{1}/_{5} , ^{1}/_{8} , ^{1}/_{9}and find equivalent representations of
fractions as decimals, ratios and percentages (for example, a subset: set
ratio of 4:9 can be expressed equivalently as ^{4}/_{9} = 0. 4 ≈ 44.44%).
They
write the reciprocal of any fraction and calculate the decimal equivalent to
a given degree of accuracy.


