AC9M2N04

Elaborations

• AC9M2N04_E1using the associative property of addition to assist with mental calculation by partitioning, rearranging and regrouping numbers using number knowledge, near doubles and bridging to 10 strategies; for example, calculating 7 + 8 using 7 + (7 + 1) = (7 + 7) + 1 , the associative property and near doubles; calculating 7 + 8 using the associative property and bridging to 10 , 7 + (3 + 5) = (7 + 3) + 5
• AC9M2N04_E2using strategies such as doubles, near doubles, part-part-whole knowledge to 10, bridging tens and partitioning to mentally solve problems involving two-digit numbers; for example, calculating 56 + 37 by thinking 5 tens and 3 tens is 8 tens, 6 + 7 = 6 + 4 + 3 is one 10 and 3, and so the result is 9 tens and 3, 93
• AC9M2N04_E3representing addition and subtraction problems using a bar model and writing a number sentence, explaining how each number in the sentence is connected to the situation
• AC9M2N04_E4using mental strategies and informal written jottings to help keep track of the numbers when solving addition and subtraction problems involving two-digit numbers and recognising that zero added to a number leaves the number unchanged; for example, in calculating 34 + 20 = 54, 3 tens add 2 tens is 5 tens which is 50, and 4 ones add zero ones is 4 ones which is 4, so the result is 50 + 4 = 54
• AC9M2N04_E5using a physical or mental number line or hundreds chart to solve addition or subtraction problems, by moving along or up and down in tens and ones; for example, “I was given a $100 gift card for my birthday and spent $38 on a pair of shoes and $15 on a t-shirt. How much money do I have left on the card?”
• AC9M2N04_E6using First Nations Australians’ stories and dances to understand the balance and connection between addition and subtraction, representing relationships as number sentences