Choosing representations strategically
Select and use tools and representations strategically: choose between mental methods, formal written methods, protractors, fraction strips, and diagrams based on the demands of the problem
How to tell they’ve got it
Tick these off as you see them — no test required.
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Try this together
When your child faces a geometry or proportion problem, do they choose the right tool — like a protractor for angles or a fraction strip for comparing fractions — rather than always defaulting to one method?
Where this sits on the map
Stuck here? Check the skills it builds on first. Confident? Here’s what it unlocks.
solid = must come firstdashed = helps
Curriculum alignment
Candidate matches to official curriculum codes — machine-suggested, unreviewed (v0.1).
Show candidate curriculum codes · 3 ACARA · 2 NSW · 3 VIC
Australian Curriculum v9 candidate
recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator
extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator
multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
NSW syllabus codes & stages only
Victorian Curriculum 2.0 codes & levels only
These are candidate alignments generated by semantic matching — machine-suggested and unreviewed (v0.1), not official or verified mappings. For official curriculum content see australiancurriculum.edu.au, curriculum.nsw.edu.au and f10.vcaa.vic.edu.au. Don’t rely on them for registration or compliance purposes.