All Lessons

(B) Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference.

(F) Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006)

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

RI.1.2 Identify the main topic and retell key details of a text.

1(9)(D)(i) Recognize characteristics and structures of informational text, including the central idea and supporting evidence with adult assistance.

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2(6)(B) Generate questions about text before, during, and after reading to deepen understanding and gain information.

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.K.2.C Blend and segment onsets and rimes of single-syllable spoken words.

K(2)(A)(vi) Demonstrate phonological awareness by segmenting multisyllabic words into syllables.

(A) Use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones

(Y2) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

(Y3) Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3(6)(G) Evaluate details read to determine key ideas.

(D) Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area

3.MD.7 Relate area to the operations of multiplication and addition.

3.MD.7.D Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

(Y4) Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1692)

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4(6)(F) Make inferences and use evidence to support understanding.

(C) Determine if two given fractions are equivalent using a variety of methods

(Y4) Investigate equivalent fractions used in contexts (ACMNA077)

4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

5(8)(A) Infer multiple themes within a text using text evidence.

(B) Multiply with fluency a three-digit number by a two-digit number using the standard algorithm

(Y5) Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

(A) Model and solve one-variable, two-step equations and inequalities

(Y8) Solve linear equations using algebraic and graphical techniques. Verify solutions by substitution (ACMNA194)

7.EE.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

7.EE.4.A Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?