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• ###### Count
Counting forwards and backwards in place value parts (e.g., 45, 55, 65 is counting using the unit ten). Bridging forwards and backwards over place value segments such as decuples and centuples (e.g., 995 and one more ten requires bridging forwards over hundreds to thousands).
• ###### Make/Represent
Using the idea of grouping and re-grouping by tens to make, represent or identify the value of a number using a range of materials or manipulatives. These may be proportional (e.g., base-ten blocks), non-proportional (e.g. coloured counters) and be presented as canonical (e.g., 3 tens and 9 ones is 39) or non-canonical (e.g., 2 tens and 19 ones is 39) representations.
• ###### Rename
Drawing on the ideas of grouping, regrouping and partitioning, rename numbers in multiple ways in terms of place value parts without the use of manipulatives ( e.g., 1 260 is equivalent to 126 tens or 12 hundreds and 6 tens or 1 thousand and 260 ones).
• ###### Compare/Order
Compare numbers to determine which is larger or smaller using an understanding of the relationships between numbers. Compare numbers in a multiplicative manner, for example ten times larger than 54 is 540. Place numbers in descending or ascending order and locate numbers on empty, partially marked or complete number lines.
• ###### Name/Record
Read and write or record a number in words and symbols (e.g., 75 is written as 'seventy-five'). Name the place value columns and round number to the nearest place value part.
• ###### Calculate
Apply knowledge and understanding of the place value system when completing calculations using the four operations (e.g., 45 multiplied by ten is 45 tens, 45 plus 100 is 145, 120 divided by ten is 12, which is ten times smaller than 120)