YEAR 4 MATHS FOCUS
NUMBERS AND ALGEBRA
Fractions & Decimals
Learning Experiences
Fractions & Decimals
FRACTIONS & DECIMALS
OUTCOME
A student:
MA2-7NA: represents, models and compares commonly used fractions and decimals
TEACHING POINTS | In Stage 2 Fractions and Decimals 2, fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 100 are studied. Denominators of 2, 3, 4, 5 and 8 were introduced in Stage 2 Fractions and Decimals 1. |
| Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection of objects; to denote numbers (eg 12 is midway between 0 and 1 on the number line); and as operators related to division (eg dividing a number in half). | |
| Money is an application of decimals to two decimal places. |
LANGUAGE | Students should be able to communicate using the following language: whole, part, equal parts, half, quarter, eighth, third, sixth, fifth, tenth, hundredth, one-sixth, one-tenth, one-hundredth, fraction, numerator, denominator, whole number, number line, is equal to, equivalent fractions, decimal, decimal point, digit, place value, round to, decimal places, dollars, cents. |
| The decimal 1.12 is read as ‘one point one two’ and not ‘one point twelve’. |
Expectations of Attainment
investigate equivalent fractions used in contexts (ACMNA077) | model, compare and represent fractions with denominators of 2, 4 and 8; 3 and 6; and 5, 10 and 100 |
model, compare and represent the equivalence of fractions with related denominators by redividing the whole, using concrete materials, diagrams and number lines, eg  | |
| record equivalent fractions using diagrams and numerals, eg 3/5=6/10 |
Recognise that the place value system can be extended to tenths and hundredths, and make connections between fractions and decimal notation (ACMNA079) | recognise and apply decimal notation to express whole numbers, tenths and hundredths as decimals, eg 0.1 is the same as 1/10 |
| – investigate equivalences using various methods, e.g. use a number line or a calculator to show that 1/2 is the same as 0.5 and 5/10 (Communicating, Reasoning) | |
| – identify and interpret the everyday use of fractions and decimals, such as those in advertisements (Communicating, Problem Solving) | |
| state the place value of digits in decimal numbers of up to two decimal places | |
| use place value to partition decimals of up to two decimal places, e.g. 5.37=5+3/10+7/100 | |
| partition decimals of up to two decimal places in non-standard forms, e.g. 5.37=5+37/100 | |
| – apply knowledge of hundredths to represent amounts of money in decimal form, e.g. five dollars and 35 cents is 5 35/100, which is the same as $5.35 (Communicating) | |
| model, compare and represent decimals of up to two decimal places | |
| – apply knowledge of decimals to record measurements, eg 123 cm = 1.23 m (Communicating) | |
| – interpret zero digit(s) at the end of a decimal, eg 0.70 has the same value as 0.7, 3.00 and 3.0 have the same value as 3 (Communicating) | |
| – recognise that amounts of money are written with two decimal places, eg $4.30 is not written as $4.3 (Communicating) | |
| – use one of the symbols for dollars ($) and cents (c) correctly when expressing amounts of money, ie $5.67 and 567c are correct, but $5.67c is not (Communicating) | |
| – use a calculator to create patterns involving decimal numbers, eg 1 ÷ 10, 2 ÷ 10, 3 ÷ 10 (Communicating) | |
| place decimals of up to two decimal places on a number line, eg place 0.5, 0.25 and 0.75 on a number line | |
| round a number with one or two decimal places to the nearest whole number |
Learning Experiences
to be added