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>

VC2M5N03

Compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line <ul> <li>using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total</li> <li>creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games</li> <li>connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 1/4 on a fraction wall represents the area of one-quarter of the whole, while on the number line 1/4 is identified as a point that is one-quarter of the distance between zero and one</li> <li>using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 2/10 is located at the same position on a parallel number line as 1/5 because 1/5 is equivalent to 2/10</li> <li>converting between mixed numerals and improper fractions to assist with locating them on a number line</li> </ul>

MA2-MR-01

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

MA3-RQF-01

Compares and orders fractions with denominators of 2, 3, 4, 5, 6, 8 and 10

MA2-PF-01

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

AC9M5N03

Compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line

ACMNA058

ACMNA058

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

ACMNA102

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