Browse Australian Curriculum (version 8.2) content descriptions, elaborations and find matching resources.

F-10 Curriculum

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Most of us use banks to keep our money safe. We put our money in, can access it at any time and earn interest. So how do the banks make such enormous profits? Where does that money come from? Listen to Nathan Bazley explain how the banks use your money and make a profit. This clip provides a context for percentage, simple ...

Gold is a very precious metal. Listen to reporter Natasha Thiele explain how gold became so valuable and why the price of gold fluctuates. Find out how the ratio of dollar value per unit weight is used to calculate the value of an amount of gold. This clip provides a context to calculate ratios and percentage.

Why do many items cost far more in Australia than they do overseas? Find out how and why Australian businesses mark up their products so they can make a profit. The clip provides the context for calculating percentage mark up and discounts on shopping items.

Do you know how to draw up a budget? Find out how it's done. In our example our host is throwing a circus party and has $100 to spend. See how he plans to spend the money. Throw in a few discounts of 10% and 50% and look what he can afford. Does he mange to stick to his budget?

This is a teacher resource that is part of a wider series; it provides a strategies-based approach to mental computation of problems involving ratios and percentages for primary level. It provides 13 classroom activities that enable students to develop mental-computation skills in sequence by building conceptual understanding ...

Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order, counting by either tenths or hundredths to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look for a counting pattern. Put the decimals ...

Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order, skip-counting by tenths or hundredths to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look for a skip-counting pattern. Put the decimals ...

Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look carefully at whole numbers and the tenths or hundredths. Put the decimals in order ...

Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order, counting by thousandths to form the path. Compare the decimal fraction on each stepping-stone to the others to see if it is larger or smaller. Look for a counting pattern. Put the decimals in order from ...

Help the boy cross the dangerous swamp by making a path of stepping stones. Place the decimals in an ascending order, skip-counting by hundredths and thousandths to form the path. Compare the decimal fraction on each stepping stone to the others to see if it is larger or smaller. Look for a skip-counting pattern. Put the ...

Test your understanding of the use of scales, ranging from tens of thousands or thousands through to ones, tenths or hundredths. Look at two numbers and place a third number on a number line. Rename the third number by assigning place values for each digit or group of digits. For example, look at the numbers 105 384 and ...

Test what you know about using scales ranging from hundreds and tens down to tenths and hundredths. Look at two numbers and place a third number on a number line. Rename the third number by assigning place values for each digit or group of digits. For example, look at the numbers 74.6 and 76 on a number line and select ...

Test your knowledge of percentages and their relationship with proper fractions. Represent given percentages on a 10 by 10 grid. Also show them on a number line marked in tenths. Allocate squares on the grid to match the given percentages for different parts of the school. For example, show 15% of the grid as classrooms. ...

Test your knowledge of percentages and their relationship with proper fractions. Represent given percentages on a 5 by 10 grid. Also show them on a number line marked in tenths. Allocate squares on the grid to match the given percentages for different parts of the farm. For example, show 18% of the grid as grazing land. ...

Test your knowledge of percentages and their relationship with proper fractions. Represent given percentages on a 5 by 5 grid. Also show them on a number line marked in tenths. Allocate squares on the grid to match the given percentages for different parts of the park. For example, show 24% of the grid as bushland. Add ...

This resource provides further information about the tasks in the learning object 'HOTmaths: exploring relative frequency', as well as solutions for the tasks.

This resource provides examples of possible solutions for each task in the learning object 'HOTmaths: using relative frequency'.

This Teacher idea recounts the experiences of using R11475 'Fraction action - unit of work' with four year 7 classes. The focus was on students understanding the interchangeable relationship between common fractions, decimal fractions and percentages.

In this unit of work students move from working with tenths, hundredths and thousandths to relating common and decimal fractions and percentages.