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3.8 On one side of the car park at the rest camp there is a straight fence consisting of wooden poles. The upright poles for this fence are 3 m apart. There are 18 upright poles. How long is the fence? (To understand the story, draw a fence with 6 poles – technique: substituting smaller numbers in order to understand the story.)
| Learning outcomes(LOs) |
| LO 1 |
| Numbers, Operations and RelationshipsThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 counts forwards and backwards in a variety of intervals; |
| 1.3 recognises and represents the following numbers in order to describe and compare them: common fractions with different denominators, common fractions in diagrammatic form, decimal fractions and multiples of single-digit numbers; |
| 1.3.2 common fractions with different denominators, including halves, thirds, quarters, fifths, sixths, sevenths and eighths; |
| 1.3.3 common fractions in diagrammatic form; |
| 1.3.4 decimal fractions of the form 0,5; 1,5 and 2,5; etc., in the context of measurement; |
| 1.3.6 multiples of single-digit numbers to at least 100; |
| 1.5 recognises and uses equivalent forms of the numbers including common fractions and decimal fractions; |
| 1.5.1 common fractions with denominators that are multiples of each other; |
| 1.5.2 decimal fractions of the form 0,5; 1,5 and 2,5, etc., in the context of measurement; |
| 1.7 solves problems that involve comparing two quantities of different kinds (rate); |
| 1.7.1 comparing two or more quantities of the same kind (ratio); |
| 1.8 estimates and calculates by selecting and using operations appropriate to solving problems that involve addition of common fractions, multiplication of at least whole 2-digit by 2-digit numbers, division of at least whole 3-digit by 1-digit numbers and equal sharing with remainders; |
| 1.8.3 addition of common fractions in context; |
| 1.8.6 equal sharing with remainders; |
| 1.9 performs mental calculations involving: |
| 1.9.2 multiplication of whole numbers to at least 10 x 10; |
| 1.12 recognises, describes and uses:, and |
| 1.12.1 the reciprocal relationship between multiplication and division (e.g. if 5 x 3 = 15 then 15 ÷ 3 = 5 and 15 ÷ 5 = 3; |
| 1.12.2 the equivalence of division and fractions (e.g. 1 ÷ 8 = ⅛); |
| 1.12.3 the commutative, associative and distributive properties with whole numbers. |
| Learning outcomes(LOs) |
| LO 2 |
| Patterns, Functions and AlgebraThe learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 2.1 investigates and extends numeric and geometric patterns looking for a relationship or rules; |
| 2.1.1 represented in physical or diagrammatic form; |
| 2.1.2 not limited to sequences involving constant difference or ratio; |
| 2.1.3 found in natural and cultural contexts; |
| 2.1.4 of the learner’s own creation; |
| 2.2 describes observed relationships or rules in own words; |
| 2.3 determines output values for given input values using verbal descriptions and flow diagrams; |
| 2.3.1 verbal descriptions; |
| 2.3.2 flow diagrams. |
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