Construction of Number Sentences - Progression Points

Dimension

Level

Progression Point

Structure

2.25

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

2.5

• construction of number sentences
• calculations using notation such as ‘3 + 5 − 2 =’

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).

3.25

• use of trial and error to find a missing number in a number sentence; for example, 4 × ? + 6 = 22

3.5

• consistent and correct use of conventions for order of operations

Number

1.25

• use of written number sentences to summarise addition

1.75

• development and use of a 'fact family' linking 25 + 5 = 30 to 5 + 25 = 30, 30 − 5 = 25 and 30 − 25 = 5

2.0 Standard

… Students describe and calculate simple multiplication as repeated addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4.

2.25

• use of written number sentences such as 20 ÷ 4 = 5 to summarise sharing (partition) and ‘how many?’ (quotition) processes

2.75

• representation of multiplication as a rectangular array and as the area of a rectangle
• use of fact families (5 × 7 = 35, 35 ÷ 7 = 5) to solve division problems

3.25

• use of brackets to determine order of operations