This Crash is a companion to, and overlaps with, the previous Crash, on multiplication. It is from Year 5 and Year 6 Number. and is, as near as we can tell, the sum of the instruction on techniques of division for F-6.
ACHIEVEMENT STANDARD (YEAR 5)
They apply knowledge of multiplication facts and efficient strategies to … divide by single-digit numbers, interpreting any remainder in the context of the problem.
CONTENT (YEAR 5)
choose efficient strategies to represent and solve division problems, using basic facts, place value, the inverse relationship between multiplication and division and digital tools where appropriate. Interpret any remainder according to the context and express results as a mixed fraction or decimal
developing and choosing efficient strategies and using appropriate digital technologies to solve multiplicative problems involving multiplication of large numbers by one- and two-digit numbers
solving multiplication problems such as 253 x 4 using a doubling strategy, for example, 253 + 253 = 506, 506 + 506 = 1012
solving multiplication problems like 15 x 16 by thinking of factors of both numbers, 15 = 3 x 5, 16 = 2 x 8; rearranging the factors to make the calculation easier, 5 x 2 = 10, 3 x 8 = 24, 10 x 24 = 240
using an array model to show place value partitioning to solve multiplication, such as 324 x 8, thinking 300 x 8 = 2400, 20 x 8 = 160, 4 x 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; connecting the parts of the array to a standard written algorithm
investigating the use of digital tools to solve multiplicative situations managed by First Nations Ranger Groups and other groups to care for Country/Place including population growth of native and feral animals such as comparing rabbits or cane toads with platypus or koalas, or the monitoring of water volume usage in communities
LEVEL DESCRIPTION (YEAR 6)
use all four arithmetic operations with natural numbers of any size
ACHIEVEMENT STANDARD (YEAR 6)
Students apply knowledge of place value, multiplication and addition facts to operate with decimals.
CONTENT (YEAR 6)
apply knowledge of place value and multiplication facts to multiply and divide decimals by natural numbers using efficient strategies and appropriate digital tools. Use estimation and rounding to check the reasonableness of answers
applying place value knowledge such as the value of numbers is 10 times smaller each time a place is moved to the right, and known multiplication facts, to multiply and divide a natural number by a decimal of at least tenths
applying and explaining estimation strategies to multiplicative (multiplication and division) situations involving a natural number that is multiplied or divided by a decimal to at least tenths before calculating answers or when the situation requires just an estimation
deciding to use a calculator in situations that explore multiplication and division of natural numbers being multiplied or divided by a decimal including beyond hundredths
explaining the effect of multiplying or dividing a decimal by 10, 100, 1000… in terms of place value and not the decimal point shifting