VC2M4N01

recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals

• using a bar to represent the whole, dividing it into 10 equal pieces with each piece representing 0.1 or one-tenth of the whole length and understanding that 2 pieces are 0.2 or two-tenths of the whole
• using materials to show the multiplicative relationship between the whole, tenths and hundredths; for example, using a bundle of 10 straws to represent the whole, one straw as the tenth, and cutting the tenth into 10 parts to show the hundredths; or using deci-pipes to represent tenths
• recognising that one is the same as ten-tenths and one-tenth is the same as ten-hundredths and using this relationship to rename decimals; for example, renaming 0.25 as two-tenths and five-hundredths or twenty-five-hundredths
• making models of measurement attributes to show the relationship between the base unit and parts of the unit, for example, 1.5 metres is one metre and five-tenths of the next metre; 1.75 units is one unit and seventy-five-hundredths of the next unit
• counting large quantities of mixed notes and coins, writing the total using dollars and cents, and recognising the cents as parts of the next dollar • comparing the way money and measures are read and said, and explaining how they are the same and different; for example, explaining that $2.75 is said ‘two dollars seventy-five’ and 2.75 metres is said ‘two point seven five metres’, and recognising that the 7 means seven-tenths and the 5 means five-hundredths in both