# Mathematics – Multi-age – Year A – Unit 15

This two-week unit develops student knowledge, understanding and skills of rational numbers and fractions.

Mathematics K-2 Syllabus © 2022 NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales.

Students are provided opportunities to:

• explore that a fraction, such as one half, can mean half of a collection, half of an object or half of a measure
• understand that a fraction is a number
• investigate that when a whole is cut or partitioned into equal parts, the number of parts increases but the size of each part is smaller (decreases)
• develop an understanding that a fraction which describes two equal partitions of a whole, and four equal partitions of a whole, have a name, half and quarter
• demonstrate that there is more than one way to create a half of a collection, an object, or a measure
• recognise that not all partitions of a whole will result in equal shares, but instead have leftovers or a remainder which sometimes can be partitioned further
• apply knowledge of equal partitioning to solve problems with remainders.

### Early Stage 1

##### Representing whole numbers – MAO-WM-01, MAE-RWN-01, MA1-RWN-01, MAE-RWN-02, MA1-RWN-02
• Use the counting sequence of ones flexibly
• Recognise number patterns
• Connect counting and numerals to quantities
##### Combining and separating quantities – MAO-WM-01, MAE-CSQ-01, MAE-CSQ-02, MA1-CSQ-01
• Model additive relations and compare quantities
• Identify part–whole relationships in numbers up to 10
##### Combining and separating quantities – MAO-WM-01, MAE-CSQ-01, MA1-CSQ-01, MAE-CSQ-02
• Identify part–whole relationships in numbers up to 10
##### Forming groups – MAO-WM-01, MAE-FG-01, MA1-FG-01, MAE-FG-02
• Copy, continue and create patterns
• Investigate and form equal groups by sharing
• Record grouping and sharing
##### Geometric measure – MAO-WM-01, MAE-GM-02, MA1-GM-02, MAE-GM-03, MA1-GM-03
• Create half a length

### Stage 1

##### Representing whole numbers A:
• Use counting sequences of ones with two-digit numbers and beyond
• Continue and create number patterns
• Represent numbers on a line
• Represent the structure of groups of ten in whole numbers
##### Representing whole numbers B:
• Use counting sequences of ones and tens flexibly
##### Combining and separating quantities A:
• Recognise and recall number bonds up to ten
##### Forming groups A:
• Count in multiples using rhythmic and skip counting
• Recognise and represent division
##### Forming groups B:
• Model doubling and halving with fractions
##### Geometric measure A:
• Length: Compare lengths using uniform informal units
• Length: Subdivide lengths to find halves and quarters
##### Geometric measure B:
• Length: Repeatedly halve lengths to form eighths
• Length: Recognise and use formal units to measure the lengths of objects
##### Two-dimensional spatial structure A:
• 2D shapes: Recognise and classify shapes using obvious features
• Area: Measure areas using uniform informal units