Have students explore patterns by using a constant function Numbers grow ten times larger and when moving to the right the The table shows that when moving to the left the Understand what happens to numbers when we divide or multiply by In this activity from NZmaths students use place value tables to They use ordered pairs of integers to represent coordinates of points and locate a point in any one of the four quadrants on the Cartesian plane Students write number sentences using brackets and order of operations, and specify rules used to generate sequences involving whole numbers, fractions and decimals. Students add, subtract and multiply decimals and divide decimals where the result is rational. They make connections between the powers of 10 and the multiplication and division of decimals. Students calculate a simple fraction of a quantity and calculate common percentage discounts on sale items, with and without the use of digital technology. They solve problems involving the addition and subtraction of related fractions. Students locate fractions and integers on a number line and connect fractions, decimals and percentages as different representations of the same number. They solve problems that involve all four operations with whole numbers and describe the use of integers in everyday contexts. Students recognise the properties of prime, composite, square and triangular numbers and determine sets of these numbers. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Victorian Curriculum Mathematics. Multiply and divide decimals by powers of 10 (VCMNA216) (units) by ten makes tens, tenths by ten makes ones and so forth. The pattern continues and is the opposite for multiplication. This can be represented symbolically 4.61 ÷ 10 = 0.461 and a generalisation Six hundredths and when dividing the hundredth by ten the number becomes one Number becomes four tenths, when dividing six tenths by ten the number becomes Represented using grids (as demonstrated). Use materials or diagrams to make sense of the situation. To help students, have them link this to place value, make logical conjectures and This often leads them toīecome reliant on procedures and unable to think flexibly in unfamiliar situations.įor example, students frequently forget which way the digits move. Students develop misconceptions when they are introduced to rules too quickly orīecause they have limited understanding of the concepts. (as shown), have students discover why this is so. Ten namely, shifting the digits to the left when multiplying and to the right when dividing Prior to showing students the strategy for multiplying and dividing decimals by powers of

Power of ten show