Produce a story that describes how you would work out an unknown number using addition, and a story that does the same for subtraction. An example is below.
● students recognise that the sharing of a collection into equal-sized parts (division) frequently leaves a remainder.
● They investigate sequences of decimal numbers generated using multiplication or division by 10.
● They 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 recognise samples as subsets of the population under consideration (for example, pets owned by class members as a subset of pets owned by all children).