AC9M4N01

Elaborations

• AC9M4N01_E1using 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
• AC9M4N01_E2using 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
• AC9M4N01_E3recognising 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
• AC9M4N01_E4making 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
• AC9M4N01_E5counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar
• AC9M4N01_E6comparing 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