VC2M4N03

Find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation <ul> <li>extending fraction families within collections of materials, for example, by seeing 3/4 as 3 in each 4, showing this within related fractions like 6/8 or seeing that 2/5 means 2 in each 5 so it can be shown within 4/10</li> <li>creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour</li> <li>folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that 4/8 = 2/4 = 1/2; or folding paper strips into fifths and tenths, and recording as both fractions and decimals</li> <li>identifying and using the connection between fractions of metres and decimals; for example, finding 1/4 of a metre and connecting this to 0.25 metres or 25 centimetres, or finding 1/10 of a metre and connecting this with 0.10 metres or 10 centimetres</li> <li>using array diagrams to show the relationship between fractions and division and multiplication of natural numbers, for example, 3 × 4 = 12, 12 ÷ 4 = 3,1/4 of 12 is 3, 1/3 of 12 is 4</li> </ul>

VC2M5N04

Recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents <ul> <li>recognising applications of percentages used in everyday contexts, for example, the bar model used for charging devices indicating the percentage of power remaining, and advertising in retail contexts relating to discounts or sales</li> <li>creating a model by subdividing a whole (for example, using 10 × 10 grids to represent various percentage amounts) and recognising complementary percentages (such as 30% and 70%) combine to make 100%</li> <li>creating a model by subdividing a collection of materials, such as blocks or money, to connect decimals and percentage equivalents of tenths and the commonly used fractions 1/2, 1/4, and 3/4; for example, connecting that one-tenth or 0.1 represents 10% and one-half or 0.5 represents 50%, and recognising that 60% of a whole is 10% more of the whole than 50%</li> <li>using physical and virtual materials to represent the relationship between decimal notation and percentages, for example, 0.3 is 3 out of every 10, which is 30 out of every 100, which is 30%</li> </ul>

VC2M6N05

Solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions <ul> <li>representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes</li> <li>determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems</li> <li>calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions</li> <li>understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators</li> </ul>

VC2M6N08

Approximate numerical solutions to problems involving rational numbers and percentages, using appropriate estimation strategies <ul> <li>using familiar fractions, decimals and percentages to approximate calculations, such as 0.3 of 180 is about 1/3 of 180, or 52% is about 1/2</li> <li>choosing appropriate estimation strategies including rounding to the nearest whole number, knowledge of multiples of 2, 5 or 10 and partitioning numbers, in contexts such as measuring or cost per unit</li> <li>recognising the effect of rounding on calculations involving fractions or decimals and saying what numbers the answer will be between</li> <li>recognising the usefulness of estimation to check calculations for contexts such as dividing wood into a number of lengths, calculating cost per unit, reducing a recipe or dividing the cost of dinner for a group into individual amounts</li> <li>verifying solutions by estimating percentages in suitable contexts, such as discounts, using common percentages of 10%, 25%, 30%, 50% and 1%</li> <li>investigating estimation strategies to make decisions about steam cooking in ground ovens by Aboriginal and/or Torres Strait Islander Peoples, including catering for different numbers of people and resources needed for cooking</li> </ul>

MA2-GM-02

Measures and estimates lengths in metres, centimetres and millimetres

MA3-RN-03

Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values

MA3-RQF-02

Determines 1/2, 1/4, 1/5 and 1/10 of measures and quantities  

MA2-PF-01

AC9M4N03

Find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation

AC9M5N04

Recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents

AC9M6N05

Solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions

AC9M6N08

Approximate numerical solutions to problems involving rational numbers and percentages, including financial contexts, using appropriate estimation strategies

ACMNA077

Investigate equivalent fractions used in contexts

ACMNA131

Make connections between equivalent fractions, decimals and percentages