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]4@'dc" ]%{S]TBx k}& H<IAdministrator: Number - Multiplication from equal groups to arrays: 2.75<CHJ~~ <'XPP?]4@'dd" KKK M<NAdministrator: Number - About the operations of addition and subtraction: 3.0<CM ~~ <'XPP?]4@'de" hq6MNe 9<:Administrator: Subtraction algorithm for whole numbers PP<C9~~ <H'XPP? ]4 @H'df" b(JKؖ[ ?<@Administrator: Structure - The meaning of the equals sign: 2.5 <C? ~~ <'XPP? ]4 @'dg" ݻ(NnHF+m ;<<Administrator: Number - Linear Arithmetic Blocks (LAB): 4.0<C;~~ <'XPP?i ]4@'dh" +^B̃ A<BAdministrator: The three step cycle for addition and subtraction <CA0O~~ <t'XPP?]4@t'di" }[NO跊4 (<)Administrator: Number - Number Expanders<Ci(#{~~ <'XPP?i]4 @'dj" xxGG 6<7Administrator: Addition algorithm for whole numbers PP<C6B{~~ << 'XPP?i]4@< 'dk" NPA D<EAdministrator: Structure - More About Properties of Operations: 2.75<CD6~~ < 'XPP? i]4@ 'dl" >۹GF-> 1<2Administrator: Number - Models for fractions: 3.5<C1~~ < 'XPP? i]4@ 'dm" IgQNF,IR D<EAdministrator: Structure - More About Properties of Operations: 2.75<CD~~ <h 'XPP?i]4@h 'dn" Q{pEJ<+< <<=Administrator: Teaching and Learning about decimals Melb Uni<C<~~ < 'XPP?i]4@ 'do" {)Ř$BwU %<&Administrator: Lattice Multiplication<CN%~~ <0'XPP?i]4@0'dp" 'WvkH2s 3<4Administrator: Teaching and Learning about fraction<C3J.~~ <'XPP?h^i]4@'dq" kHKƥ H<IAdministrator: Natural Librry of Virtual Manipulatives -interactive site<CHJ~~ <'XPP?i]4@'dr" ͎_G)_ ' J<KAdministrator: Number - Overgeneralising causes multiplication errors: 4.0<CJ0~~ <\'XPP?h^i]4@\'ds" ^2ђObE 3<4Administrator: Number - Lattice Multiplication: 4.0<C3J~~ <'XPP?i ]4@'dt" Kך8K,5>cVf $<%Administrator: More partial products<CR$~~ < 'XPP?i ]4@ 'dv" mZ.Hw 2<3Administrator: Building numbers from powers of two<C2A~~ < 'XPP?9 =]4@ 'dw" C߅x@' <Administrator: web site<C RX~~ <P'XPP?4 8]4@P'dx" p3@cN楌 7<8Administrator: Measurement - Terminology of Units: 5.25<C7 A~~ <'XPP?, 0]4 @'dy" cBxzIJȿXb 7<8Administrator: Measurement - Terminology of Units: 5.25<C7;@ ~~ ! <'XPP?* .]4!@'dz" TEn" 4<5Administrator: Measurement - The idea of a unit: 2.0<C4D~~ % <|'XPP?i]4%@|'d{" 0wF`OC` :<;Administrator: Number - The meaning of multiplication: 5.0<C:*&~~ & <q XPP?i ]4&@q d|" Z"C@\jt ><?Administrator: Foundations for teaching arithmetic CD weblinks<C>';~~ ( <lq XPP?=A]4(@lq d}" *)UB.γ <Administrator: website<R0D~~ ) <q XPP?=A]4)@q d~" dVDm{HfY <Administrator: website<R0 ~~ * <4q XPP?A F]4*@4q d" /:'>~oDaM <!Administrator: Overview of Space<Rf =~~ + <q XPP?B G]4+@q d" 5|y-AW\ <!Administrator: Overview of Space<Rf "#~~ , <q XPP?F K]4,@q d" /@@7=7}" <!Administrator: Overview of Space<Rf F ~~ - <q XPP?Li Pi]4-@q d" "xKkˈ6 <!Administrator: Overview of Space<CE ~~ . <Hq XPP?LiPi]4.@Hq d" R0wA}Jn ;<<Administrator: Visualisation in 2 and 3 dimensions PP Tower<C;~~ / <q XPP?Mi Q]4/@q d" VGQ@+:gt =<>Administrator: Visualisation in 2 and 3 dimensions PP Vehicle<C=T~~ 0 <'XPP?Ni R]40@'d" x$Bd=^ds 7<8Administrator: Space - About Spatial Visualisation: 3.5<R7 ~~ 1 <l'XPP?Sn W]41@l'd" AKF\P <!Administrator: Overview of Space<Rf ;D~~ 2 <'XPP?ei i]42@'d" NC7|E <Administrator: back tracking<RJ_~~ 3 <4'XPP?G K]43@4'd" ?9,I 9*a] <!Administrator: Overview of Space<Rf LP~~ 4 <'XPP?_ic]44@'d" -}N E<FAdministrator: Structure - About equivalence in number sentences: 4.0<REa~~ 5 <'XPP?[i_]45@'d" yOuV "<#Administrator: Overview of Algebra<Rn"UW~~ 6 <`'XPP?i]46@`'d" GULiܪ] 1<2Administrator: Overview of Working Mathematically<C1cd~~ 7 <'XPP?[?bCi]47@'d" Ԡ[F^to+' I<JAdministrator: Measurement - About Dot Plots and Stem-and-Leaf Plots: 4.5<R1I#ZR C]F!d"l~~ 8 <'XPP?[ib#]48@'" -3FH\7G <proportional reasoning <j,~~ 9 <'XPP?[ ib$]49@'" ߃[@;2 !<"More about proportional reasoning<!~~ ; <X'XPP?!i%]4;@X'" aDl˯ Bs( < Developmet overview of Algebra <~~ < <'XPP?!i|%]4<@'" T[B i` <Development of surd ideas <z "~~ = < 'XPP?!i%]4=@ '" S;DbL/G <Calculating with surds <f~~ ? <'XPP?$i(]4?@'" q'B2OxY <The development of surd ideas <~~ @ <'XPP?$%i&@)]4@@'" f-L̂[( <arendsen: <8 ~~ A <L'XPP?"i&]4A@L'" $g\PF < Golden rectangle investigation <~~ B <'XPP?["ib&]4B@'" C>N_,eWPa <The development of surd ideas <~~ C <'XPP?"i|&]4C@'" *R/FOF.B "<#RITEMATHS project - Surd delights <!"~~ D <x'XPP? ]4D@x'" ǅJJ۞ E <FMatching names to objects Conservation of number Note on Subitising < CDEmnt~~ E <'XPP? {]4E@'" t;OhWlΘ <Activity 1: Counting and body movements Activity 2: Counting sets of objects Activity 3: Matching the written number to the quantity Activity 4: Variations on counting <W~~ F <@'XPP?i ]4F@@'" 7E%&1xNYu K <LIrregular number names Bridging across decades Counting large collections < IJKm~~ G <'XPP? i {]4G@'" Z9@Jj9 <Verbal counting sequence, bridging What's missing?' begin counting from any number. More efficient strategies for counting large numbers of objects. Number rolls < N~~ H <'XPP?i ]4H@'" 5ERRD^# K <LIrregular number names Bridging across decades Counting large collections < IJK~~ I <l'XPP? i {]4I@l'" ݺM>'v <Verbal sequence verbal counting sequence, bridging 'What's missing?' counting from any number. More efficient strategies for counting large numbers of objects. Number rolls <y<~~ J <'XPP?i ]4J@'" gC@OF׳< F <Diagnosing stages- " count all " count on " count on from larger. < 4DEF<~~ K <4'XPP? i { ]4K@4'" rۑck/M~ݯP\< z <{Teddies in the buses counting on memorisation of the starting number. Counters in the bag and in the hand comparisons. < ~xyzk'<~~ L <'XPP? i { ]4L@'" !{1rCQ;< y <zMake Ten Tens Frame exchange make & record the combinations How Many More to Make Ten is number of blank squares when some of the squares contain counters. Hidden Dots requires determine the number of counters hidden under a piece of card. Find Your Partner is a game/activity partner up the required total number of dots. Bead frame patterns patterns in complements to ten. < vxyD[<~~ M <'XPP?i ]4M@'" 0gW {KVk< g<hStages in finding the total of two collections Moving on from counting by ones Complements to five <g<~~ N <`'XPP?i ]4N@`'" pFCCܴ< 3<4Visualising the hundreds chart Multi-step problems <230H<~~ O <'XPP? i {]4O@'" !~XHQ:< <Guess my number position Number neighbours above, below, right and left, Missing numbers and Challenges lead visualising and mental strategies. < <~~ P <('XPP?i ]4P@('" m.X7zO8gN< z <Three different stages 4 + 6 6 + 4. 6 + ? = 10 or ? + 6 = 10. 10 " 6 = 4 and 10 " 4 = 6. Diagnostic Assessment Task < xyz<~~ Q <'XPP? i {]4Q@'" [kaLZm< <Fact families using materials concrete representations fact family. Domino fact families and Dice fact families, fact families to explore <<~~ R <'XPP? i { ]4R@'" 2 =h2MlM~6O,< <Counting Games is a set of group counting gamesWhisper Count hear and learn the skip counting sequence. How Far Can You Go? record skip counting sequences. Using the hundreds grid for counting scaffold for all counting activities. < K<~~ S <T'XPP? i ]4S@T'" GbJti< : <;Crossing the place value barriers Starting at any number < 89: <~~ T <'XPP? i ]4T@'" DN&(:< V<WLimited renaming Flexible renaming Renaming in computation Generalisation to decimals <8UV<hA <~~ U <'XPP? i {]4U@'" GYRON@ӁB< z <{Using pop-sticks to rename bundling pop-sticks to rename Using MAB to rename numbers. Using a Number Expander to rename < wyz <~~ V <'XPP?[ ib]4V@'" :-1E%)D< <Number expander template <`< W B' XPP? x]4W@'" pСͽE8O< <Recognising partition division situations Recognising quotition division situations Illustrating division situations with diagrams < ]<~~ X <H'XPP? i {]4X@H'D" 3ٍNfet< W <XModelling quotition story problem, solved with concrete materials, A first look at remainders capitalises real situations extend division beyond multiplication facts. Number line and repeated subtraction pictorial model for quotition division, which is easier to generalise than discrete concrete materials when moving beyond whole numbers. < UVW/s<~~ Y <'XPP?i ]4Y@'" S{'zFjx< <Incorrect belief that portions must be adjacent Using the discrete model inappropriately Not partitioning the discrete model Confusion with ordinal names < "<~~ Z < 'XPP? i {]4Z@ '$" z(GC96< <OWhat is the same and what is different? relative size What fraction is this? relative size diagrams Folding paper strips: Folding paper strips equivalent fractions. Consolidating links between representations think board words, symbols, materials and drawings. Making the whole or one a reverse wholegiven a certain fraction. Skip counting by fractions renaming fit between other numbers (ie 2 1/4 is between 2 and 3). < #l|<~~ [ <t 'XPP? i ]4[@t '$" 3D3U&!< @ <ACalculating with unseen groups Calculating with unseen objects < 7>?@<~~ \ < 'XPP?U i ]4\@ '$" 6#@LJ< } <~How many chocolates?, model key elements missing. Partially covered arrays, items hidden. rows and columns to be deduced. < {|}<~~ ] <?<~~ v <+'XPP?@i %]4v@+'" M Ds-< <Building numbers from powers of 2 powers of 2 as building blocks. From base ten to base 2 builds on Activity 1, with students writing base ten numerals as base 2 numerals using a place value table. From base 2 to base ten writing base 2 numerals as base ten numerals by writing the value in base ten of each base 2 digit. Writing coded messages moving between base ten and base 2 representations, linking base 2 numbers with computer bytes. <6$<~~ w <d+'XPP?-i]4w@d+'" ɨ#1AQEۏ< .</Administrator: Counter cards - master for game<Cv..<~~ x <+'XPP?i ]4x@+'" YBJ&Z3< P <QErrors in 'cancelling' Quirky quotients What is an equivalent fraction anyway? < NOP$<~~ y <,,'XPP?@i %]4y@,,'" m.N(E$X< <Write the fraction verbal to written expressions & order of operations. Making friends with quirky quotients Cancelling links work on equivalent fractions / cancelling common factors. <<~~ z <,'XPP?i ]4z@,'" aS8CEET < 8 <9 Subtraction as 'take away' and as 'difference between' < 78 <~~ { <,'XPP?@i %]4{@,'" ژ,[Aӗ< H <IPatterns generalising a number pattern. Subtraction as 'difference between' number line. Postie stories and Pairs of Opposites and Walking on a number line present three additional models that can help students give meaning to 'subtracting negatives'. Calculator buttons input negative numbers and subtraction on a calculator. < FGH'<~~ | <X-'XPP?i ]4|@X-'" ߟ|x%NbC< %<&don't rely on rules without reasons <% <~~ } <-'XPP?@i % ]4}@-'" vlOG< < 1 A positive multiplied by a negative concrete or physical models to build preliminary understanding of multiplying a positive by a negative. 2 A negative multiplied by a negative extends the idea to multiplying a negative by a negative number by generalisation from number patterns. <<~~ ~ < .'XPP?i !]4~@ .'" ߱7wCb7< (<)Dividing by a fraction Decimal Fraction <(rc<~~ <.'XPP?@i %!]4@.'" L`sj< <1 Extending the meaning of multiplication and division 2 Multiply Estimo intuitive feel multiplication and division on the size of numbers, choice of operation. 3 Identifying the operation (calculator use puts the focus on choice of operation) and 4 Identifying the operation (multiple choice format puts the focus on choice of operation) choosing operations, using calculators / using multiple choice items. <<~~ <.'XPP?i "]4@.'" y؛IՄ :< 2<3Adding percentages by multiplication by a decimal <12"<~~ <L/'XPP?@i %"]4@L/'" ԅLwmY< M<N1 Check pre-requisite knowledge illustrates that this is a high level concept. 2 A mental model for percentages over 100% equivalences using lengths. 3 Matching operations consolidates the equivalence. 4 Target 100 and 5 Using calculators and spreadsheets 6 An intriguing problem equivalence adding percentages is just multiplying, <M<~~ </'XPP?i #]4@/'" MWL< B<CProblem types 1: missing part 2: missing percent 3: missing whole <B # <~~ <0'XPP?9i 0#]4@0'" _>yEׁ< <1Diagnostic task 2 The dual number line shows how to use the dual number line to teach students to solve all three types of percent problems. < # <~~ <x0'XPP? i $]4@x0'" T>@V{ś;o< )<*Piaget's eel question Identifying Adders <()#<~~ <0'XPP?9 i 0$]4@0'" 53yM4;#< <1Using '"Eels" as a diagnostic task 2 Diagnostic task and class discussion: Lemon Cordial, Mr Tall and Mr Short ratios, 3 The dual number lines estimating, organising data 4 Eliminating adders <.nt<~~ <@1'XPP?!i %]4@@1'" ])9\H_UIGtp< d <eThe shift from approximate thinking to exact thinking Working with surds extends other number work < gbcd<~~ <1'XPP?9!i 0%]4@1'" r)Iu4{ !< <1 Exact thinking surd is an exact number. 2 Relationships between surds calculator / numerical relationships/ simplifying surds. 3 Calculating with surds analyse work 4 Surd spirals uses a geometric pattern and Pythagoras Theorem to generate surds, <s<~~ <2'XPP?"i &]4@2'" X 3Km~7< M<NRationalising surds uses fraction knowledge Rationalising more complex surds <LM<~~ <l2'XPP?9"i 0&]4@l2'" zfJW;n< <1 Rationalise exploration, a rationalising. 2 Rationalising complex surds complex surds, requiring 3 Golden rectangle calculations with surds. < 3<~~ <2'XPP?#i ']4@2'" @G{KΞ$< <Typical error<. <~~ <43'XPP?9#i 0']4@43'" t?@ XY}< <1 Principles underlying the Euclidean Algorithm develops background principles to assist in learning a new algorithm with understanding. 2 When to choose the Euclidean Algorithm 3 Connections! Euclidean algorithm in context <%\<~~ <3'XPP?&i *]4@3'" s""FM{ᴾ< 4<5Beginning use of time language Clocks tell the time <34:io<~~ <3'XPP?&i *]4@3'" Pŕ?E>9i< M<N1Sequencing events 2 Yesterday, today and tomorrow 3 Times during the day <Mt <~~ <`4'XPP?'i +]4@`4'" pZac Fz+< P<Q plan, implement and describe a strategy to order lines in the diagram by length<P<!< B4' XPP?& +]4@4'" _S(sM '< |<}1 Preliminary experiences which focus on the attribute 1 Indirect comparisons 3 Using more than one attribute at a time <|<~~ <(5'XPP?(i ,]4@(5'" >Dt۫< <1 Sharing or choosing with a random element 2 Playing games with a chance element 3 Observing chance events from the world around us 4 Chance and sport 5 Linking chance with proportion 6 Tallying dice rolls < <~~ <5'XPP?(i ,]4@5'd" sY1FD1< s<tLanguage of chance and predictability Informal appreciation of proportions The first understandings of likelihood <s<~~ <5'XPP?)i -]4@5'" BʂBQ 8f< #<$Draw a clock Confusing clock hands <#T!<~~ <T6'XPP?)i -]4@T6'" F42< M<N 1 Draw a clock face 2 One handed clock 3 Shoebox clock 4 Linking clocks <M."#<~~ <6'XPP?*i.]4@6'" )gVdOJRݼ< <moving to 2 includes use of uniform units for length; cm / informal measurement of area and mass / relationship between analogue and digital clocks/outcomes of chance events eg die /pictographs, bar and column graphs <<~~ <7'XPP?+i /]4@7'" f{<Cc}j< Q<RTransition from pictographs to bar graphs Reading before construction of graphs <*Q ,<~~ <7'XPP?+i /]4@7'" ZFF|ꆪ< 6<71 Constructing a class graph using students' pictures <6 <~~ <7'XPP?,i 0]4@7'" RESJR߰xއ< :<;Examples of informal units A task using an informal unit <: <~~ <H8'XPP?,i 0]4@H8'" y9@Eƀ< <1 Preliminary experiences using a unit iterable unit (i.e. using a unit over and over again) 2 Using a unit to measure informal unit to highlight principles of measurement <L<~~ <8'XPP?-i1]4@8'" 5T^A :/\0< <" calculation of area " estimation of angle quarter and half turns " fairness of events such " comparison of the likelihood of everyday events and how likely they are to occur " distinction between discrete and continuous scales < 4<~~ <9'XPP?i Z]4@9'" hfJ%Tp5< d <eRecognising a special case of a property Following an argument using algebra Extending an argument < jbcd<~~ <t9'XPP?i Z]4@t9'" $v{rF9[eu< <1 Completing an argument uses a series of structured steps, to lead students through a proof of Pythagoras theorem. 2 and 3 both present number properties that can be conjectured by students and proved with algebra. <x<~~ <9'XPP?i ]4@9'" 6t&;CCs3#< <Importance of the viewing window Limitations of graphical displays Lists and tables are different Numerical displays and rounding < 47<~~ <<:'XPP?i ]4@<:'" OB jJ,3_3< <1 Setting viewing windows consideration of the viewing window to produce a graphical display showing important features of a graph. 2 Limitations of graphical displays effect of pixilation on a graphical display. 3 Tables and lists look similar but work differently differences between tables and lists. 4 Numerical displays and rounding errors a graphics calculator displays and works with numbers. 5 Match this picture puzzle task effect of the viewing window on the visual appearance of a graph. <}<~~ <:'XPP?i!]4@:'" N*Jqi^< 2<3About the operations of addition and subtraction. <12"<~~ <;'XPP?-i 1]4@;'" "09+Ba]p< < <"<~~ <h;'XPP?.i 2]4@h;'" z I(,&< <Read an analogue clock to the nearest quarter of an hour / know the equivalent digital time / use a clearly marked clock or timer to measure the duration of an event in whole numbers of minutes, or seconds, or hours. < <~~ <;'XPP?.i 2]4@;'" cV݂)E/`< <1 Make a clockface emphasises equal spacing of numbers on a clockface and the division of the clockface into quarters 2 Minute hand only emphasises the quarter turns made by the minute hand. 3: Predict, check and visualise co-ordinates 4 Shoebox clock links quarter hours from analogue to digital clocks. 5 Timetables 6 Set up a clock corner involves children displaying various ways of measuring time. <<~~ <0<'XPP?pi t]4@0<'" (Ż}MI*v< <describe and extend patterns by varying a single attribute, the next stage is to vary more than one attribute 1: Making and extending patterns Describing patterns<{m<~~ <<'XPP?pi t]4@<'" tf'M3< % <&Activity 1: Sorting provides opportunities for students to sort objects, groups according to a chosen attribute. Activity 2: Forming and extending patterns provides opportunities for students to form a simple pattern with blocks or other objects, according to one or more chosen attributes. Students can then extend a simple pattern with blocks or other objects, according to one or more chosen attributes. Activity 3: Recording patterns move from using three dimensional materials to two-dimensional representations to record or extend patterns. < #$%ddarendsenDarendsenEarendsen Administrator%FarendsenrGarendsenrHarendsenrIarendsenrJarendsenrKarendsenrMarendsenrLarendsenrNarendsenrOarendsenr Parendsenr Qarendsenr Sarendsenr RarendsenrTarendsenrUarendsenr VarendsenrWarendsenrXarendsenr Yarendsenr Zarendsenr[arendsenr\arendsenr Administrator%]arendsenr^arendsenr Administrator% Administrator% Administrator%_arendsenr`arendsenr Administrator% Administrator%aarendsenrbarendsenr Administrator% Administrator%arendsenrcarendsenrfarendsenrgarendsenrharendsenriarendsenrjarendsenr Administrator%karendsenrlarendsenr Administrator% Administrator%marendsenrnarendsenr Administrator% Administrator% Administrator% Administrator%oarendsenrparendsenr Administrator% Administrator%qarendsenrrarendsenr Administrator% Administrator%sarendsenrtarendsenruarendsenrvarendsenr Administrator%w Administrator%xarendsenryarendsenrzarendsenr{arendsenr% Administrator%|arendsenr}arendsenr & Administrator%~arendsenrarendsenrarendsenrarendsenr arendsenr arendsenr 8arendsenr!arendsenr!arendsenr! 9arendsenr"arendsenr"arendsenr";arendsenr"<arendsenr"=arendsenr"earendsenr#arendsenr#arendsenr# Barendsenr#Aarendsenr#Carendsenr$arendsenr$arendsenr%?arendsenr&$@arendsenr'arendsenr'arendsenr(arendsenr(arendsenr)arendsenr)arendsenr*arendsenr*arendsenr+arendsenr,arendsenr,arendsenr-arendsenr-arendsenr- ! 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digilearn - digital learning resources yKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4263z[external site] digilearn - digital learning resources yKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4270x [external site] digilearn - digital learning resources yKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4272x [external site] digilearn - digital learning resources yKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4603x [external site] digilearn - digital learning resources yKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4779x [external site] digilearn - digital learning resources6yKMore about multipln.yKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N27502G.htmyKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4908x[external site] digilearn - digital learning resourcesyKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4496x[external site] digilearn - digital learning resourcesyKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4499x[external site] digilearn - digital learning resources&yKSubtn Algorithm PPT yKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/subtractionw.pptyKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/additiond.pptyKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/subtractiond.ppt yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdobaseten.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdonumbers.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdocalculation.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdopropreason.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdomeasure.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdochance.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdodata.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdospace.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf yKyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdostructure.pdf(yKDO N: Base Ten & P ValyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdobaseten.pdfyKDO Num & Ops yKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdonumbers.pdf&yKDO Methods of CalyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdocalculation.pdf6yKDO Propl Reas & Mult ThinkyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdopropreason.pdf yKDO MeasyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdomeasure.pdfyKDO Chance yKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdochance.pdfyKDO DatayKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdodata.pdf yK DO SpaceyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdospace.pdf& yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdfyK DO StructyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdostructure.pdf(yKDO N: Base Ten & P ValyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdobaseten.pdf&yKDO Methods of 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MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf6 yKDO Propl Reas & Mult ThinkyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdopropreason.pdf( yKDO N: Base Ten & P ValyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdobaseten.pdf6 yKDO Propl Reas & Mult ThinkyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdopropreason.pdf( yKDO N: Base Ten & P ValyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdobaseten.pdf""yKSurd Spirals WksheetyKLhttp://server-au.imrworldwide.com/cgi-bin/b?cg=links&ci=dse&tu=http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/surdspiralswsheet.pdfyKyKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N32507A.htmamyyKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=4559x[external site] digilearn - digital learning resourcesyKyKhttps://www.eduweb.vic.gov.au/dlr/_layouts/dlr/Details.aspx?ID=5200x[external site] digilearn - digital learning resourcesByKMore models for fractions.yKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N35007G.htm$yKCompar Frac DiagTest yKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/DiagFrTest.doc&yKCompar Frac Classifn yKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/DiagFrClass.doc:yKNum Btwn dec 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TheoremyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/provingpythagoras.pdf&yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdfyK DO StructyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdostructure.pdfyK DO SpaceyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdospace.pdfyKwhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/wmathly/W57506P.htm#growthpointyKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/wmathly/W57506P.htmgrowthpoint4yK~http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/wmathly/W57506P.htm#teachingstrategiesyKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/wmathly/W57506P.htmteachingstrategies& yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf& yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf& yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf&~~ yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf&|| yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf&yy yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf&uu yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf&rr yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdf& yKDOWg MmaticallyyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdoworkingmathly.pdfyK DO StructyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/mcdostructure.pdf"yKDecimal Addition PPT yKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/additiond.ppt yKDecimal Subtr PPTyKhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/subtractiond.pptJyKAbout operations addn subtrn.yKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/N30001ma.htm22yKlhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/mcd/default.htm#3.25yKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/mcd/default.htm3.2533yKkhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/mcd/default.htm#3.5yKhttp://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/mcd/default.htm3.5 - dMbP?_*+%"F??kU}$ F B>@ 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