nsw curriculum and learning innovation centre exploring place value building capacity with the new...
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NSW Curriculum and Learning Innovation Centre
Exploring Place value
Building capacity with the new syllabuses
NSW Curriculum and Learning Innovation Centre
Multi-unit place value
NSW Curriculum and Learning Innovation Centre
Pre-place value understanding
NSW Curriculum and Learning Innovation Centre
Level 0: Ten as a count (pre-place value)
Level description
Video Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student can count-on by ones and can count by tens on the decade 10,20,30…
The student treats ‘ten’ as ten ones but cannot treat ten as a unit of ten at the same time as thinking of it as ten ones. Typically the student reconstructs the units of ten by counting them by ones.
Click on the image to view the video
This video and following work sample show evidence of students counting on by oneswork sample
MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Use a range of mental strategies for addition and subtraction of two-digit numbers
Solve word problems involving addition and subtraction
Use and record a range of mental strategies to solve addition and subtraction problems, including: -counting-on from the larger number to find the total of two numbers-counting-back from a number to find the number remaining-counting-on or counting-back to find the difference between two numbers.
NSW Curriculum and Learning Innovation Centre
Level 1: Ten as a unit
Level description Video Syllabus outcomes
Key ideas in the
syllabus
Sample related content
The student can solve two-digit addition and subtraction problems by counting by tens and ones both on the decade and off the decade. The student uses materials to represent one of the numbers and to support the counting when adding or finding the difference.The student treats ten as a single unit while recognising that it contains ten ones.
Click on the image to view the video
This video shows a student counting on by tens and ones with the support of material.
MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Use a range of mental strategies for addition and subtraction of two-digit numbers
Solve word problems involving addition and subtraction
Use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers.
NSW Curriculum and Learning Innovation Centre
Level 2: Tens and ones
Level description
Video Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student can solve two-digit addition and subtraction problems mentally using a range of strategies. Two important methods are the jump strategy and the split strategy.
Click on the image to view the video
This video shows a student mentally solving a two-digit addition question by using the jump method.
MA1-5NA Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbersMA2-5NAUses mental and informal written strategies for addition and subtraction involving two-, three- and four-digit numbers
Solve word problems involving addition and subtraction
Use and record a range of mental strategies for the addition and subtraction of two-, three- and four-digit numbers
Use and record a range of mental strategies to solve addition and subtraction problems involving two-digit numbers, including: -the jump strategy on an empty number line-the split strategy
NSW Curriculum and Learning Innovation Centre
Level 3: Hundreds, tens and ones
Level description Work sample
Syllabus outcomes
Key ideas in the
syllabus
Sample related content
The student can mentally solve addition and subtraction of two three-digit numbers using two key methods(a)partitioning numbers into hundreds, tens and ones and increment or decrement by hundreds and tens (jump method) (b)flexibly regroup hundreds, tens and ones (split method).The student has a part-whole knowledge of numbers to 1000
The following work sample suggests that the student is able to partition the 15 into 5 and 10 before finding the corresponding multiples of 20.
Work sample
MA2-5NAUses mental and informal written strategies for addition and subtraction involving two-, three- and four-digit numbers
Use and record a range of mental strategies for addition and subtraction of two-, three- and four-digit numbers
Apply single-digit number facts to mental strategies including-The jump strategy on a number line-The split strategy-Bridging the decades-Using place value to partition numbers
Solve problems involving purchases and the calculation of change to the nearest five cents
NSW Curriculum and Learning Innovation Centre
Level 4: Decimal place value
Level description
Videos Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student understands the positional value of decimals and can compare the value of one decimal place to numbers with two or three decimal places
The student can multiply or divide decimals by ten or one hundred.
Click on the image to view the video
This video shows a common misconception about decimals.
MA2-7NARepresents, models and compares commonly used fractions and decimals
Apply the place value system to represent tenths and hundreds as decimals
Model, compare and represent decimals with up to two decimal places.
State the place value of digits in decimal numbers up to two decimal places
Use place value to partition decimals of up to two decimal places
Apply knowledge of decimals to record measurements
Interpret zero digit(s) at the end of a decimal
Use a calculator to create patterns involving decimal numbers eg 1÷10, 2÷10, 3÷10
NSW Curriculum and Learning Innovation Centre
Level 5: System place value
Level description Syllabus outcomes
Key ideas in the syllabus
Sample related content
The student understands that the place value system can be extended indefinitely left or right of the decimal point and can explain what happens when a number is multiplied or divided by a given power of ten.
The student has an understanding of-multiplying and dividing decimals by decimal.-the relationship between the adjacent units in a numeral-repeating decimals.
MA3-4NAOrders, reads and represents integers of any size and describes properties
MA3-7NACompares, orders and calculates with fractions, decimals and percentages
MA4-5NAOperates with fractions, decimals and percentages
State the place value of digits in numbers of any size
Use mental, written and calculator strategies to: - multiply decimals by one- and two-digit whole numbers- divide decimals by one-digit whole numbers, 10, 100 and 1000
Apply the four operations with fractions, including decimals
Record numbers of any size using expanded notation
Recognise that the place value system can be extended beyond hundredths – express thousandths as decimals
Use mental strategies to multiply simple decimals by single-digit numbers
Divide decimals by a one-digit whole number where the result is a terminating decimal
Use the notation for recurring decimals
Multiply and divide decimals using efficient written strategies
NSW Curriculum and Learning Innovation Centre
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