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# Mathematics / Year 4 / Number

Version 9
Curriculum content descriptions

recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals (AC9M4N01)

Elaborations
• using a bar to represent the whole, dividing it into \(10\) equal pieces with each piece representing \(0.1\) or a tenth of the whole length and understanding that \(2\) pieces are \(0.2\) or two-tenths of the whole
• using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of \(10\) straws to represent the whole, one straw as the tenth and cutting the tenth into \(10\) parts to show the hundredths; using “Decipipes” to represent tenths
• recognising that one is the same as ten-tenths and one-tenth is the same as \(10\) hundredths and using this relationship to rename decimals; for example, renaming \(0.25\) as two-tenths and five-hundredths or twenty-five hundredths
• making models of measurement attributes to show the relationship between the base unit and parts of the unit; for example, \(1.5\) metres is one metre and five-tenths of the next metre; \(1.75\) units is one unit and seventy-five hundredths of the next unit
• counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
• comparing the way money and measures are read and said, and explaining how they are the same and different; for example, \(\\$2.75\) is said, “two dollars seventy-five” and \(2.75\) metres is said “two point seven five metres”; recognising that the \(7\) means seven-tenths and the \(5\) means five-hundredths in both
General capabilities
• Numeracy Numeracy
ScOT terms

Decimals,  Place value

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