The Meaning of the Equals Sign - Progression Points

Dimension

Level

Progression Point

Structure

2.25

• Use of ‘=’ to indicate equivalence or the result of a computation

2.5

• Variation of order and grouping of addition (commutative and associative property) to facilitate computations; for example, 3 + 5 + 7 + 5 = 3 + 7 + 5 + 5 = 10 +10 = 20
• Construction of number sentences
• Calculations using notation such as ‘3 + 5 − 2 =’

2.75

• Use of distributive property in calculations; for example, 6 × 37 = 6 × 30 + 6 × 7

3.0 Standard

… Students understand the meaning of the ‘=’ in mathematical statements and technology displays (for example, to indicate either the result of a computation or equivalence).

They use number properties in combination to facilitate computations (for example, 7 + 10 + 13 = 10 + 7 + 13 = 10 + 20).

They multiply using the distributive property of multiplication over addition (for example, 13 × 5 = (10 + 3) × 5 = 10 × 5 + 3 × 5).

Number

1.5

• Use of the number properties (commutative and associative) of addition in mental computation, and recognition of complements to ten; for example, 3 + 4 + 7 + 6 = 3 + 7 + 4 + 6 = 10 + 10 = 20

2.0 Standard

… Students use commutative and associative properties of addition and multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 + 5 can be done as 7 + 5 or 3 + 9).