VC2M2M02

Identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events <ul> <li>demonstrating how food items can be cut in halves, quarters or eighths; for example, cutting pizzas, slices, cakes or sandwiches into equal parts by halving, then halving again to form quarters and eighths, ensuring that the parts are equal</li> <li>investigating cup and spoon measures used in cooking and discussing what half or quarter of a cup or tablespoon measure means, and using sand or water to compare these to the full cup and tablespoon measures</li> <li>demonstrating and using halves and quarters in folding activities; for example, folding paper in half and quarters and ensuring that the pieces are the same size</li> <li>recognising that halves and quarters can be used to describe lengths, positions and distances; for example, describing the halfway point in a race or instructing someone to stand halfway between 2 chairs</li> <li>discussing that halves and quarters are used to describe durations of time, including durations of time in sporting events, and what this means; for example, discussing how the sirens used during an Australian Rules football game represent quarter time, half-time and three-quarter time during the game, or recognising and using half an hour or quarter of an hour to describe a duration of time</li> </ul>

VC2M3N03

Recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5, and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole <ul> <li>recognising that unit fractions represent equal parts of a whole; for example, one-third is one of 3 equal parts of a whole</li> <li>representing unit fractions and their multiples in different ways; for example, using a Think Board to represent three-quarters using a diagram, concrete materials, a situation and fraction notation</li> <li>cutting objects such as oranges, sandwiches or playdough into halves, quarters or fifths and reassembling them to demonstrate (for example, two-halves make a whole, four-quarters make a whole), counting the fractions as they go</li> <li>sharing collections of objects, such as icy pole sticks or counters, between 3, 4 and 5 people and connecting division with fractions; for example, sharing equally between 3 people gives 1/3 of the collection to each and sharing equally between 5 people gives 1/5 of the collection to each</li> </ul>

MA1-GM-02

Measures, records, compares and estimates lengths and distances using uniform informal units, as well as metres and centimetres

MA1-GM-03

Creates and recognises halves, quarters and eighths as part measures of a whole length

MA1-3DS-02

Measures, records, compares and estimates internal volumes (capacities) and volumes using uniform informal units

MA1-NSM-02

Describes, compares and orders durations of events, and reads half- and quarter-hour time

MA2-MR-01

Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems

MA2-PF-01

AC9M2M02

Identify common uses and represent halves, quarters and eighths in relation to shapes, objects and events

AC9M3N02

Recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5 and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole

ACMNA033

ACMNA058

ACMNA033

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

ACMNA058

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