Year 5 Maths Program t1

MATHS PROGRAM : STAGE THREE
YEAR FIVE
WEEKLY ROUTINE
Monday Tuesday Wednesday Thursday Friday

Whole Number 1
Terms 1-4

Number & Algebra
Terms 1-4: Addition and Subtraction 1
Terms 1-4 : Multiplication & Division 1
Terms 1 & 3: Patterns and Algebra 1
Terms 2 & 4: Fractions and Decimals 1

Statistics & Probability
Terms 1 & 3: Data 1
Terms 2 & 4: Chance 1

Measurement & Geometry
Term 1: Length 1 / Time 1 / 2D 1 / Position 1
Term 2: Mass 1 / 3D 1 / Angles 1
Term 3: Volume and Capacity 1 / Time 1 / 2D 1 / Position 1
Term 4: Area 1 / 3D1 / Angles 1

K-6 MATHEMATICS SCOPE AND SEQUENCE
NUMBER AND ALGEBRA MEASUREMENT AND GEOMETRY STATISTICS &
PROBABILITY

TERM
Whole
Number
Addition &
Subtraction
Multiplication
& Division
Fractions &
Decimals
Patterns
& Algebra
Length Area Volume &
Capacity
Mass Time 3D 2D Angles Position Data Chance
K 1
2
3
4
Yr 1 1
2
3
4
Yr 2 1
2
3
4
Yr 3 1
2
3
4
Yr 4 1
2
3
4
Yr 5 1
2
3
4
Yr 6 1
2
3
4
NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

MATHEMATICS PROGRAM PROFORMA
STAGE: Year 5
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Whole Number 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies,
including the use of digital technologies, in undertaking
investigations MA3-2WM
orders, reads and represents integers of any size and
describes properties of whole numbers MA3-4NA
Background Information
Students need to develop an understanding of place value
relationships, such as 10 thousand = 100 hundreds = 1000
tens = 10 000 ones.

Language
Students should be able to communicate using the following
language: ascending order, descending order, zero, ones,
tens, hundreds, thousands, tens of thousands, hundreds of
thousands, millions, digit, place value, expanded notation,
round to, whole number, factor, highest common factor
(HCF), multiple, lowest common multiple (LCM).
In some Asian languages, such as Chinese, Japanese and
Korean, the natural language structures used when
expressing numbers larger than 10 000 are 'tens of
thousands' rather than 'thousands', and 'tens of millions'
rather than 'millions'. For example, in Chinese (Mandarin),
612 000 is expressed as '61 wn, 2 qin', which translates as
'61 tens of thousands and 2 thousands'.
The abbreviation 'K' is derived from the Greek word khilios,
meaning 'thousand'. It is used in many job advertisements to
represent salaries (eg a salary of $70 K or $70 000). It is also
used as an abbreviation for the size of computer files (eg a
size of 20 K, meaning twenty thousand bytes).
Recognise, represent and order numbers to at least tens of
millions
apply an understanding of place value & the role of zero to
read & write numbers of any size
state the place value of digits in numbers of any size
arrange numbers of any size in ascending & descending order
record numbers of any size using expanded notation, eg 163
480 = 100 000 + 60 000 + 3000 + 400 + 80
partition numbers of any size in non-standard forms to aid
mental calculation, eg when adding 163 480 & 150 000, 163 480
could be partitioned as 150 000 + 13 480, so that
150 000 could then be doubled & added to 13 480
use numbers of any size in real-life situations, including in
money problems
-interpret information from the internet, the media, the
environment & other sources that use large numbers
recognise different abbreviations of numbers used in everyday
contexts, eg $350 K represents $350 000
round numbers to a specified place value, eg round 5 461 883
to the nearest million
Identify and describe factors and multiples of whole numbers
and use them to solve problems
determine all 'factors' of a given whole number, eg 36 has
factors 1, 2, 3, 4, 6, 9, 12, 18 & 36
determine the 'highest common factor' (HCF) of two whole
numbers, eg the HCF of 16 & 24 is 8
determine 'multiples' of a given whole number, eg multiples of
7 are 7, 14, 21, 28,
determine the 'lowest common multiple' (LCM) of two whole
numbers, eg the LCM of 21 &63 is 63
determine whether a particular number is a factor of a given
number using digital technologies
- recognise that when a given number is divided by one of its
factors, the result must be a whole number
solve problems using knowledge of factors & multiples, eg
'There are 48 people at a party. In how many ways can you set
up the tables & chairs, so that each table seats the
same number of people & there are no empty chairs?'
Learning Across The Curriculum
Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures
Asia & Australias engagement with Asia
Sustainability

General capabilities

Critical & creative thinking
Ethical understanding
Information & communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal & social capability

Other learning across the curriculum areas

Civics & citizenship
Difference & diversity
Work & enterprise

CONTENT WEEK TEACHING, LEARNING and ASSESSMENT

ADJUSTMENTS RESOURCES
Recognise,
represent and
order numbers to
at least tens of
millions

Identify and
describe factors
and multiples of
whole numbers
and use them to
solve problems

1-2
Place Value
Write 15 642 on the board and ask a student to read it. Discuss the value of each digit, establishing
particularly that the one represents ten thousand, but the number is read as fifteen thousand.
Change the 15 to 3 and repeat. Point out that a space is left between the thousands and hundreds
to make the number easier to read. Repeat with numbers such as 156 342, then 1 243 675, to
establish the value of hundred thousands and millions and the way in which the numbers are read.
Show a place value chart on the board with the ones (units) column labelled, e.g.

Alternatively draw an abacus diagram:

Discuss the value of the other columns, starting from the right, and label them. Draw small
circles in each column, to represent a number. Write the number in figures on the board, point out
the spacing, then ask a student to read the number. Change the circles to make a different five, six
or seven-digit number and ask students to write it in figures, then read it aloud together. Repeat
with other numbers. Read out some five, six and seven-digit numbers and ask students to write
them in figures. Focus on a seven-digit number and ask:
- How could I increase this number by ten thousand?
- What would the new number be?
Repeat with other changes to the number, e.g. 300 thousand smaller, 2 million bigger etc, asking
students to record the new number each time. Ask students to write any seven-digit number. Ask
them to raise their hands if their number contains: fifty thousand; nine thousand; eight hundred
thousand, forty; six; three million etc.
Reduce, enlarge the numbers
according to ability.

Provide a concrete example
of an abacus for those
students who require this
level of support
whiteboard and
markers, abacus,
paper and pencils

3-4
Whole Numbers
Ask children to make the largest possible six-digit number on their calculators without pressing any
key more than once. Possible questions:
- Which number should everyone have made? (987 654) Why?
Repeat with different criteria such as:
- the smallest possible number,
- the largest/smallest odd number etc.
Check that children are using the calculator correctly as they do these. If necessary clarify how to
key in numbers.
Write on the board: 25 24 < < 630 800. Revise the meaning of the symbols, then ask students to
make a number on their calculators which could go in the box. Ask a few children to read their
numbers and discuss whether they are correct. Repeat with a few more outer numbers and
include < symbols.
Write 52 < 063 . Explain that the new symbol means greater than or equal to and ask children to
Provide assistance as
required
calculators,
whiteboard and
markers, paper and
pencils
suggest numbers that could be placed in the box. (If 52 063 is not suggested, then point out that it
is one of the possible numbers and explain why.) Repeat using the < symbol.
Write 73 73 > > 832 833 and ask students to show numbers on their calculators which could go
in the box.
- How many possible numbers are there?
Discuss responses. Repeat with a few more outer numbers and include > symbols.
In pairs, students make up and complete statements similar to those done with the class, recording
them in their books. Allow about 10 minutes.
Ask children to make a number with between four and seven digits on their calculators. Ask about
five students to write their numbers on the board. Ask the class to write the numbers in ascending
order in their books, then discuss strategies used. Repeat with five different numbers for the class
to record in descending order.

5
Repeated Operations
Using an online calculator, press 10 x 7 = and ask students to look at the display. Now press the =
key repeatedly as children watch the display. Ask:
- What was happening to the digits?
- What has the calculator been doing?
- How do you know?
Establish that it multiplied by 10 repeatedly because the digits moved one place to the left each
time, the empty column being filled with zero. Repeat with 100 x 7 and discuss to revise the effect
as before.
Enter 7 000 000 10 on the online calculator then repeatedly press =, asking students to watch the
display as before. Stop when the display shows 7 and repeat the questions. Establish that the
calculator divided by 10 repeatedly because the digits moved one place to the right each time.
Continue to press = as students watch the display. Discuss that the digits continue to move to the
left of the decimal point. Repeat with 7 000 000 100 = =.
- What will happen if we enter 10 x 2 = =? And 100 x 2 = = =?
Ask the students to test their predictions on their calculators.
- What will happen if we enter 2 x 10 = = ? and 2 x 100 = = =?
Ask the students to test their predictions. Discuss their reasoning. Explain that the calculator was
performing a constant function, i.e. a quick way to repeat the same operation, (N.B. on most
simple calculators the multiplication constant operates on the first number entered, so 10 x 7 = =
results in 70, 700 etc. 7 x 10 = = results in 70, 490 etc. The division constant acts on the second
number entered).
In pairs, challenge the students to predict the answers to 10 x 5 = = = and 5 x 10 = = = and then to
test their predictions. Collect their responses and discuss their strategies.
Ask students to explore multiplying and dividing different numbers by 10 and 100 on their
calculators, including two and three-digit starting numbers. Ask them to record their results to
show patterns and write the numbers alongside.
- What could you do to 6 000 to get an answer of 60?
- What could you do to 6 to get an answer of 0.06?
Repeat for other pairs.
required
computers,
calculators, paper and
pencils

6
Factors
Explore and discuss (encouraging student predictions as you go):
- The factors of 2 are 1 and 2 because 2 divides by 1 and 2
- The factors of 4 are 1, 2 and 4 because 4 divides by 1, 2 and 4
- The factors of 6 are 1, 2, 3 and 6 because 6 divides by 1, 2, 3 and 6
- The factors of 12 are 1, 2, 3, 4, 6 and 12 because 12 divides by 1, 2, 3, 4, 6 and 12
Factors Pairs
1 and 6 are a factor pair of 6 since 1 x 6 = 6
- The factors of 9 are 1, 3, and 9 because 9 divides by 1, 3 and 9
- The factors of 24 are 1, 2, 3, 4, 6, 8, 12 and 24 because 24 divides by 1, 2, 3, 4, 6, 8, 12 and 24
required
whiteboard and
markers, paper and
pencils

7
Common Factors
- The factors of 4 are 1, 2, and 4 because 4 divides by 1, 2, and 4
The common factors of 4 and 6 are 1 and 2 since 1 and 2 are factors of both 4 and 6
- The factors of 8 are 1, 2, 4, and 8 because 8 divides by 1, 2, 4, and 8
The common factors of 8 and 24 are 1, 2, 4 and 8 since 1, 2, 4 and 8 are factors of both 8 and 24
required
whiteboard and
markers, paper and
pencils

8
Highest Common Factor [HCF]
- The factors of 4 are 1, 2, and 4 because 4 divides by 1, 2, and 4
The common factors of 4 and 6 are 1 and 2 The highest common factor of 4 and 6 is 2
- The factors of 8 are 1, 2, 4, and 8 because 8 divides by 1, 2, 4, and 8
The common factors of 8 and 24 are 1, 2, 4 and 8 The highest common factor of 8 and 24 is 8
required
whiteboard and
markers, paper and
pencils

9
Revisit a Selection of Above Activities

10
Revision
Assessment

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Addition and Subtraction 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
gives a valid reason for supporting one possible solution
over another MA3-3WM
selects and applies appropriate strategies for addition and
subtraction with counting numbers of any size MA3-5NA
In Stage 3, mental strategies need to be continually reinforced.
Students may find recording (writing out) informal mental
strategies to be more efficient than using formal written algorithms,
particularly in the case of subtraction. Eg, 8000 673 is easier to
calculate mentally than by using a formal algorithm. Written
strategies using informal mental strategies (empty number line):
The jump strategy can be used on an empty number line to count
up rather than back.

The answer will therefore be 7000 + 300 + 20 + 7 = 7327. Students
could share possible approaches and compare them to determine
the most efficient. The difference can be shifted one unit to the left
on an empty number line, so that 8000 673 becomes 7999 672,
which is an easier subtraction to calculate.

Written strategies using a formal algorithm (decomposition
method):

An inverse operation is an operation that reverses the effect of the
original operation. Addition and subtraction are inverse operations;
multiplication and division are inverse operations.
Language
language: plus, sum, add, addition, increase, minus, the difference
between, subtract, subtraction, decrease, equals, is equal to, empty
number line, strategy, digit, estimate, round to, budget. Teachers
should model & use a variety of expressions for the operations of
addition & subtraction, & should draw students' attention to the
fact that the words used for subtraction may require the operation
to be performed with the numbers in the reverse order to that in
which they are stated in the question. Eg, '9 take away 3' & 'reduce
9 by 3' require the operation to be performed with the numbers in
the same order as they are presented in the question (ie 9 3).
However, 'take 9 from 3', 'subtract 9 from 3' and '9 less than 3'
require the operation to be performed with the numbers in the
reverse order to that in which they are stated in the question (ie 3
9).
Use efficient mental and written strategies and apply
appropriate digital technologies to solve problems
use the term 'sum' to describe the result of adding two or
more numbers, eg 'The sum of 7 and 5 is 12'
add three or more numbers with different numbers of
digits, with and without the use of digital technologies, eg 42
000 + 5123 + 246
select and apply efficient mental, written and calculator
strategies to solve addition and subtraction word problems,
including problems involving money
- interpret the words 'increase' and 'decrease' in addition
and subtraction word problems, eg 'If a computer costs
$1599 and its price is then decreased by $250, how much do
I pay?'
record the strategy used to solve addition and subtraction
word problems
- use empty number lines to record mental strategies
-use selected words to describe each step of the solution
process
check solutions to problems, including by using the inverse
operation
Use estimation and rounding to check the reasonableness
of answers to calculations
round numbers appropriately when obtaining estimates to
numerical calculations
use estimation to check the reasonableness of answers to
addition and subtraction calculations, eg 1438 + 129 is about
1440 + 130
Create simple financial plans
use knowledge of addition and subtraction facts to create a
financial plan, such as a budget, eg organise a class
celebration on a budget of $60 for all expenses
-record numerical data in a simple spreadsheet
-give reasons for selecting, prioritising and deleting items
when creating a budget

Sustainability


Literacy
Numeracy


Work & enterprise


Use efficient
mental and
written strategies
and apply
appropriate
digital
technologies to
solve problems

Use estimation
and rounding to
check the
reasonableness of
answers to
calculations

Create simple
financial plans

1
Rounding
Revise the rules for rounding numbers such as 68, 23, 214, 675, 2998 etc. and ask children to show
the nearest multiple of 10, 100 or 1000 using their whiteboards. Confirm some answers using
number lines, e.g.

- How much did we adjust our number by to reach the nearest multiple of (10, 100 or 1000)?
Explain that rounding to the nearest 10, 100 or 1000 can be used as a strategy for addition and
subtraction. Write 93 69 on the board. Ask students:
- What multiple of 10 is nearest to 69?
- What is 93 subtract 70?
- Have we subtracted more or less than 69?
- How should we adjust the answer to make it correct?
Emphasise that the extra 1 we subtracted must be added to 23 for the answer to
93 69. Record the process as:
93 69 = (93 70) + 1
= 23 + 1
= 24
and demonstrate on a number line, e.g.

Repeat with calculations such as: 368 + 51, 286 97, 5250 1998, 458 + 199 etc. Each time
emphasise the adjustment to be made and have students record the process on the board. Provide
examples for students to practise the strategy. Go over some of the practice examples, asking
students to explain how they rounded and adjusted the numbers involved.
Write a variety of addition and subtraction calculations on the board, e.g. 73 + 26, 182 95,
6003 5994, 56 29, 73 + 200, 583 71 etc.
- For which of these would you use the rounding and adjusting strategy?
For each suggestion ask how the calculation would be performed, focussing on the rounding and
adjusting. Ask children to suggest how they would tackle the other calculations.
Provide assistance and
extension as required
whiteboard and
markers, paper and
pencils

2
Strategies
Write 40 + 90 + 60 + 50 on the board.
- How would you find the total?
Discuss different methods such as looking for pairs with a sum of 100, and starting with largest
number first. Repeat with other sets of two-digit numbers. Include numbers that involve doubling
and near doubling, e.g. 60 + 70 + 80 + 20 + 30 + 80 + 70; 20 + 80 + 10; 50 + 60. Record the
strategies in a list on the board.
Introduce three two-digit numbers, e.g. write 28 + 35 + 12 on the board and ask students to
whiteboard and
markers, paper and
pencils
suggest strategies for finding the total, such as looking for unit pairs that make 10, and starting
with the largest number.
Write on the board the digits: 1 + 2 + 3 + 4 + 5 + 5 + 6 + 7 + 8 + 9. Ask children to add them up.
Recap the strategy of finding pairs to 10. Identify that there are 5 pairs that sum to 10.
Establish that: 1 + 2 + 3 + 4 + 5 + 5 + 6 + 7 + 8 + 9 is equivalent to 10 x 5.
Write on the board: 4 + 4 + 3 + 5.
- What is multiplication is this equivalent to?
Agree it is 4 x 4. Discuss the method the children used to arrive at this.
Write on the board: 18 + 20 + 22.
- How can we represent this as a multiplication?
Establish that the calculation is equivalent to 20 x 3. Discuss the idea of balancing the numbers.
Repeat for sets such as 48 + 49 + 50 + 51 + 52 and 26 + 28 + 30 + 32 + 34, and discuss the strategy.
Provide addition questions for children to discuss and answer in pairs. Ask them to decide on an
appropriate strategy for each, using the list on the board for reference, then find the total. Ask
them to record their method so that they will remember how they worked out the answer.

3
Magic Tools
Show the table below. Ask the students to find the total of given rows and then given columns.
13 18 11
12 14 16
17 10 15
- What do you notice about the totals?
Establish the totals are the same.
- Can you find any other patterns in the square?
Allow time for students to discuss in pairs, then take feedback, drawing out and listing points such
as the following on the board:
- All rows, columns and diagonals have the same total (42).
- The sum of each pair of numbers on opposite sides of the centre is twice the middle number.
- The odd numbers are at the corners.
- The sum of the corner numbers is equal to the sum of the numbers in the middle of each side.
Remind students that this is a 3 by 3 magic square.
- Suppose we subtract 7 from each number, will it still be a magic square?
Discuss childrens views and get them to confirm it is still a magic square.
- What is the magic total for this square? How could you have predicted this?
Collect answers and work through other cases where a number is added to or subtracted from the
numbers in the square. List some of the magic totals for the different squares.
- What do you notice about these totals?
Establish they are multiples of 3. Refer back to the table and remind students that the total is the
middle number multiplied by 3.
Show the table below. Ask students to find the sum of the first row, then the first column. Confirm
these each total 46.
- Is 46 a multiple of 4?
Agree it is not. Ask students to sum the other rows and columns to confirm they all total 46.
whiteboard and
markers, paper and
pencils
17 10 15 4
14 5 16 11
8 19 6 13
7 12 9 18
- Can you find any other sets of four numbers that total 46?
Ask students to work in pairs to find sets of four numbers.

4
Inverse Operations
Write 468 + 573 on the board and ask students to suggest how they might work out the total.
Discuss suggestions and demonstrate the informal method of adding the most or the least
significant digits first, i.e.
468 468
+ 573 + 573
900 11
130 130
11 900
1041 1041
Repeat with 4676 + 768. Emphasise the importance of lining up the digits correctly according to
their place value. Set similar questions for students to practise the method on. Check answers and
go over any the students found difficult, asking students to prompt each stage of the calculations.
- How can we check that the answers are correct?
Discuss suggestions and remind students addition and subtraction are inverse operations.
Demonstrate an informal counting-up method for 1041 573. Record as:

Set subtractions questions for students to practise the method. Check answers and correct any
misunderstandings. Give students two three-digit numbers. Ask students to find the difference and
check the answer using addition. Set students questions that include three-digit and four-digit
numbers.
whiteboard and
markers, paper and
pencils
9 Revisit a Selection of Above Activities

10
Revision
Assessment

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Multiplication and Division 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
selects and applies appropriate strategies for multiplication
and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA
Students could extend their recall of number facts beyond
the multiplication facts to 10 10 by memorising multiples
of numbers such as 11, 12, 15, 20 and 25. They could also
utilise mental strategies, eg '14 6 is 10 sixes plus 4 sixes'.
In Stage 3, mental strategies need to be continually
reinforced.
Students may find recording (writing out) informal mental
strategies to be more efficient than using formal written
algorithms, particularly in the case of multiplication.
An inverse operation is an operation that reverses the effect
of the original operation. Addition and subtraction are
inverse operations; multiplication and division are inverse
operations.
The area model for two-digit by two-digit multiplication in
Stage 3 is a precursor to the use of the area model for the
expansion of binomial products in Stage 5.

Language
language: multiply, multiplied by, product, multiplication,
multiplication facts, area, thousands, hundreds, tens, ones,
double, multiple, factor, divide, divided by, quotient,
division, halve, remainder, fraction, decimal, equals,
strategy, digit, estimate, round to
Solve problems involving multiplication of large numbers by 1 or 2
digit numbers using efficient mental & written strategies &
appropriate digital technologies
use mental & written strategies to multiply 3 & 4 digit numbers by
1 digit numbers, including:
multiplying the 1000s, then the 100s, then the 10s and then the
1s, eg

using an area model, eg 684 5

using the formal algorithm, eg 432 5

use mental & written strategies to multiply 2 & 3 digit numbers by
2 digit numbers, including:
using an area model for 2 digit by 2 digit multiplication, eg 25 26

factorising the numbers, eg 12 25 = 3 4 25 = 3 100 = 300
using extended form (long multiplication) of the formal algorithm,

use digital technologies to multiply numbers of up to 4 digits
- check answers to mental calculations using digital technologies
apply appropriate mental 7 written strategies, 7 digital
technologies, to solve multiplication word problems
- use the appropriate operation when solving problems in real-life
situations
- use inverse operations to justify solutions
record the strategy used to solve multiplication word problems
- use selected words to describe each step of the solution process
Solve problems involving division by a 1 digit number, including
those that result in a remainder
use the term 'quotient' to describe the result of a division

Sustainability


Literacy
Numeracy


Work & enterprise
calculation, eg 'The quotient when 30 is divided by 6 is 5'
recognise 7 use different notations to indicate division, eg 25 4,
,
record remainders as fractions 7 decimals, eg or 6.25
use mental 7 written strategies to divide a number with 3 or
more digits by a 1 digit divisor where there is no remainder,
including:
dividing the 100s, then the 10s, and then the 1s, eg 3248 4


use mental & written strategies to divide a number with 3 or
more digits by a 1 digit divisor where there is a remainder,
including:
dividing the 10s and then the 1s, eg 243 4


- explain why the remainder in a division calculation is always less
than the number divided by (the divisor)
show the connection between division & multiplication, including
where there is a remainder, eg 25 4 = 6 remainder 1, so 25 = 4 6 + 1
use digital technologies to divide whole numbers by 1 & 2 digit
divisors
- check answers to mental calculations using digital technologies
apply appropriate mental & written strategies, & digital
technologies, to solve division word problems
- recognise when division is required to solve word problems
- use inverse operations to justify solutions to problems
use & interpret remainders in solutions to division problems, eg
recognise when it is appropriate to round up an answer, such as
'How many 5-seater cars are required to take 47 people to the
beach?'
record the strategy used to solve division word problems
- use selected words to describe each step of the solution process
Use estimation & rounding to check the reasonableness of
answers to calculations
round numbers appropriately when obtaining estimates to
numerical calculations
use estimation to check the reasonableness of answers to
multiplication & division calculations, eg '32 253 will be about, but
more than, 30 250'


Solve problems
involving
multiplication of
large numbers by
1 or 2 digit
numbers using
efficient mental &
written strategies
& appropriate
digital
technologies

Solve problems
involving division
by a 1 digit
number, including
those that result
in a remainder

Use estimation &
rounding to check
the
reasonableness of
answers to
calculations

5
Comparing Mental and Written Strategies
Students estimate, then multiply three- and four-digit numbers by one-digit numbers, to compare
mental and written strategies when solving problems eg There are 334 students in a school. If
each student watches 3 hours of television per day, how many hours of television is this?
Students share their strategies and determine which is the most efficient.
Possible questions include:
- how did your estimation help?
- which operation did you use?
- can you describe your strategy?
- is your strategy efficient? Why?
- did your answer make sense in the original situation?
- how can you check whether your answer is correct?
Students write their own problems using large numbers. They check answers on a calculator.
calculators,
whiteboards and
marker, paper and
pencils

6
Factor Game
Part A
In pairs, students are provided with a pack of playing cards with tens and picture cards removed.
The Aces remain and count as 1 and the Jokers remain and count as 0. The students flip a card
each and place them together to make a one- or two-digit number. Students use a calculator to
find all of the factors of the number created. They record the number and the factors in two
groups: composite numbers and prime numbers.
Part B
In pairs, students select 5 composite numbers and 5 prime numbers. They use counters to make
arrays for their numbers.
- why does a prime number, when modelled as an array, have only one row?
Extension: Students record
and discuss square and
triangular numbers and look
for patterns eg numbers with
3 factors are squares of
prime numbers.
packs of playing cards,
paper and pencils

7
Multiples of 10
Part A
Students are asked to multiply some two-digit numbers by ten and discuss their findings. They are
asked to determine mental strategies for doing this. Students then try multiplying the same two-
digit numbers by 20, 30,100. They are asked to determine mental strategies for doing this.
Part B
Students are asked to divide some two-digit numbers by ten and discuss their findings. They are
asked to form a rule for doing this. Students then try dividing the same two-digit numbers by 20,
30, .100. They are asked to determine mental strategies for doing this.
- does your strategy apply to all two-digit numbers?
- does your strategy apply to multiplying/dividing by 20, 30,.100?
paper and pencils
Dividing by Ten
The teacher poses the scenario: On the way to school 4 children found a $50 note. They handed it
paper and pencils

8 in to the principal. They will get a share of the $50 if no one claims it after a week.
- how much would each child get?
- how much would each child get if $5 was found?
- how much would each child get if 50c was found?
- which operation would you use to check if your answer is correct?
Students discuss the solutions and make generalisations about placement of the decimal point
when dividing by ten. They investigate similar problems to test their ideas.

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
NUMBER AND ALGEBRA
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Patterns and Algebra 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
analyses and creates geometric and number patterns,
constructs and completes number sentences, and locates
points on the Cartesian plane MA3-8NA
Students should be given opportunities to discover and
create patterns and to describe, in their own words,
relationships contained in those patterns.
This sub strand involves algebra without using letters to
represent unknown values. When calculating unknown
values, students need to be encouraged to work backwards
and to describe the processes using inverse operations,
rather than using trial-and-error methods. The inclusion of
number sentences that do not have whole-number solutions
will aid this process.
To represent equality of mathematical expressions, the
terms 'is the same as' and 'is equal to' should be used. Use of
the word 'equals' may suggest that the right-hand side of an
equation contains 'the answer', rather than a value
equivalent to that on the left.

Language
language: pattern, increase, decrease, missing number,
number sentence, number line.
In Stage 3, students should be encouraged to use their own
words to describe number patterns. Patterns can usually be
described in more than one way and it is important for
students to hear how other students describe the same
pattern. Students' descriptions of number patterns can
then become more sophisticated as they experience a
variety of ways of describing the same pattern. The teacher
could begin to model the use of more appropriate
mathematical language to encourage this development.
Describe, continue and create patterns with fractions,
decimals and whole numbers resulting from addition and
subtraction
identify, continue and create simple number patterns
involving addition and subtraction
describe patterns using the terms 'increase' and 'decrease',
eg for the pattern 48, 41, 34, 27, , 'The terms decrease by
seven'
create, with materials or digital technologies, a variety of
patterns using whole numbers, fractions or decimals, eg
or 2.2, 2.0, 1.8, 1.6,
use a number line or other diagram to create patterns
involving fractions or decimals
Use equivalent number sentences involving multiplication
and division to find unknown quantities
complete number sentences that involve more than one
operation by calculating missing numbers, eg , 5 x = 4 x 10,
5 x = 30 - 10
- describe strategies for completing simple number
sentences and justify solutions
identify and use inverse operations to assist with the
solution of number sentences, eg 125 5 = becomes
x 5 = 125
- describe how inverse operations can be used to solve a
number sentence
complete number sentences involving multiplication and
division, including those involving simple fractions or
decimals, eg 7 x = 7.7
- check solutions to number sentences by substituting the
solution into the original question
write number sentences to match word problems that
require finding a missing number, eg 'I am thinking of a
number that when I double it and add 5, the answer is 13.
What is the number?'

Sustainability


Literacy
Numeracy


Work & enterprise


Describe, continue
and create
patterns with
fractions, decimals
and whole
numbers resulting
from addition and
subtraction

Use equivalent
number sentences
involving
multiplication and
division to find
unknown
quantities

4
Identifying and completing number patterns
With practice, a variety of common number patterns can be identified. This requires careful
observation. Identifying patterns involves being able to look at features such as differences (the
amounts between numbers) and rates of change (how quickly the numbers are seen to increase or
decrease).
Often, a pattern will start and you will be required to continue the series. You can do this by first
identifying the pattern and then making use of the last number to extend the sequence.
Examples:
2, 5, 8, 11, 14, 17, ..., ... addition (+ 3)
100, 96, 92, 88, 84, ..., ... subtraction (- 4)
2, 4, 8, 16, 32, 64, ..., ... multiplication (doubling)
160, 80, 40, 20, 10, ..., ... division (halving)
81, 64, 49, 36, 25, ..., ... decreasing square numbers
Sometimes the missing numbers may be located within the number sequence. You can use the
surrounding numbers as a guide.
Examples:
14, 26, ..., 50, ..., 74, 86 addition (+ 12)
93, 82, 71, ..., ..., 38, 27 subtraction (- 11)
1, ..., ..., 125, 625, 3 125 multiplication (x 5)
1 000, ..., 10, 1, ..., 0.01 division ( 10)
paper and pencils

5
Number patterns within tables
Sometimes you may be provided with a table or grid which has a series of numbers and a rule to
follow. Provided the series of numbers given is already an uninterrupted sequence, the answers
which complete the grid should form a pattern.
Example:

The answers to this grid (90, 140, 190, 240, 290 and 340) maintain the pattern which has already
been established.
paper and pencils,
rulers

6
Identifying the rule and completing the pattern
You might be given a sequence of paired numbers and asked to identify a rule for the pattern. You
may also then be asked to complete the sequence.
Example:
paper and pencils,
rulers

You must work out what number operation has been used to create the pattern and then use the
rule to calculate the missing values in the pattern.

7
Patterns and problem solving
We can also make use of patterns for solving problems. Being able to identify patterns can save a
great deal of time in working out a solution to a problem.
1. Where will the postman call next?
Have a large number line at the front of the class for reference. Introduce the idea of a postman
calling at houses to drop off letters. Have your postman call at regular intervals e.g. doors
numbered 3, 6, 9, 12. Ask the students if they can predict where the postman will call next.
Questions to ask.
- Can you explain to your partner how you knew it was that house?
- Can you explain the pattern using a number line?
- Can you tell me a house number over 20 that you know he would not call at? How did you know
that?
- What house number will he deliver his seventh / seventieth letter to? How could you check this?
2. Make it bigger
Present students with a multilink model of roughly 6 blocks. E.g. an h or s shape. Ask the
children if they can work out how to make the model exactly twice as big.
Questions to ask
- Can you estimate how many cubes you will need
- Can you explain to your partner how you decided on your estimate?
- Which part of the model was the hardest part to estimate? Why?
- Which part was the easiest? Why
- How are you going to check your answer?
- How many cubes would you need if you were going to make it 2, 3, 100 times bigger? How do
you know? How could you check?
Students may want to record their predictions or findings on squared paper.
Etc
extension: include prime
numbers or sequences such
as +1 +2 +3 +4

Students may find it helpful
to draw a picture to help
paper and pencils
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
MEASUREMENT AND GEOMETRY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Length 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
selects and uses the appropriate unit and device to
measure lengths and distances, calculates perimeters, and
converts between units of length MA3-9MG
When students are able to measure efficiently and
effectively using formal units, they should be encouraged to
apply their knowledge and skills in a variety of contexts.
Following this, they should be encouraged to generalise their
method for calculating the perimeters of squares, rectangles
and triangles.
When recording measurements, a space should be left
between the number and the abbreviated unit, eg 3 cm, not
3cm.

Language
language: length, distance, kilometre, metre, centimetre,
millimetre, measure, measuring device, ruler, tape measure,
trundle wheel, estimate, perimeter, dimensions, width.
'Perimeter' is derived from the Greek words that mean to
measure around the outside: peri, meaning 'around', and
metron, meaning 'measure'.
Choose appropriate units of measurement for length
recognise the need for a formal unit longer than the metre
for measuring distance
recognise that there are 1000 metres in one kilometre, ie
1000 metres = 1 kilometre
- describe one metre as one thousandth of a kilometre
measure a kilometre & a half-kilometre
record distances using the abbreviation for kilometres (km)
select & use the appropriate unit & measuring device to
measure lengths & distances
- describe how length or distance was estimated & measured
- question & explain why two students may obtain different
measures for the same length, distance or perimeter
estimate lengths & distances using an appropriate unit &
check by measuring
record lengths & distances using combinations of
millimetres, centimetres, metres & kilometres, eg 1 km 200 m
Calculate the perimeters of rectangles using familiar metric
units
use the term dimensions to describe the lengths & widths
of rectangles
measure & calculate the perimeter of a large rectangular
section of the school, eg a playground, netball courts
calculate perimeters of common 2D shapes, including
squares, rectangles, triangles & regular polygons with more
than 4 sides (ie regular polygons other than equilateral
triangles & squares)
- recognise that rectangles with the same perimeter may
have different dimensions
- explain that the perimeters of 2D shapes can be found by
finding the sum of the side lengths
- explain the relationship between the lengths of the sides
and the perimeters for regular polygons (including
equilateral triangles & squares)
record calculations used to find the perimeters of 2D
shapes

Sustainability


Literacy
Numeracy


Work & enterprise


Choose
appropriate units
of measurement
for length

Calculate the
perimeters of
rectangles using
familiar metric
units

1
How Many Centimetres in a Metre?
Students make a metre strip using 1 cm grid paper. In groups, students randomly cut their metre
into 3 pieces and place all the groups strips into a bag. Students take turns to select and measure
one strip. Students estimate and calculate what length strip they would need to add to their
selected length to make exactly 1 metre. They are asked to explain how they know it will be 1
metre. Calculations for each strip are recorded in a table.
Variation: Students take two strips that together are less than 1 metre, measure them and add the
lengths together. They estimate and calculate how long a third strip would need to be to make
exactly 1 metre. Students also record the measurements using decimal notation.
Adjust the length required to
measure if students are
having difficulty with task
grid paper, scissors,
30cm and 1m rulers,
paper and pencils

2
Investigating Perimeters
Students use geo-boards to investigate perimeters of shapes. They use shapes that have square
corners. Students construct shapes that have perimeters of 4 units, 6 units, 8 units, etc. They
record the shapes on dot or square paper. Students try to make different shapes that have the
same perimeters. Students are asked if it is possible to make shapes which have a perimeter of 3
units, 5 units, 7 units, etc. They use the geo-board to make a shape which has:
- the smallest perimeter
- the largest perimeter
Use online geo-boards for
students who are unable to
manipulate concrete
materials
geo-boards, dot or
square paper

3
Perimeter Match
In pairs, students are given a length (eg 16 cm) and are required to construct a two-dimensional
shape on a card with this perimeter. The teacher collects, shuffles and re-allocates cards to each
pair. Students estimate and then measure the perimeter of their allocated shape. They then find
their partner and compare and contrast their shapes.
Peer tutoring strategies for
pairing
lengths of string,
shape cards, 30 cm
rulers, paper and
pencils

4
Millimetres
Students make a table of things that have a dimension of 10 mm, 5 mm and 1 mm eg the width of
a toothpick, the thickness of ten sheets of paper.
Support and extension as
required
paper, pencils, 30cm
rulers, assorted
objects

5
Perimeters
Students estimate and then measure, to the nearest centimetre, the perimeters of small items
such as book covers, art paper, leaves. Students record the results and discuss.
required
variety of items, 30cm
rulers, paper and
pencils

6
How Far is a Kilometre?
Students discuss how kilometres are used as a unit to measure distance, and the relationship
between metres and kilometres. Students discuss the distance represented by 1 kilometre, in
terms of distance to local landmarks or walking routes in the school grounds, and the possible time
taken to walk 1 kilometre.
Students discuss how to measure 1 kilometre in the school grounds, possibly by measuring 100
metres and multiplying by 10. Students estimate, then measure to see how long it takes them to
walk 1 kilometre, for example by walking 100 metres 10 times.
Variations: students estimate, then measure, how many steps they would take when walking 1
kilometre, or time taken by different age groups of students, or time taken to ride a bicycle or
skateboard for 1 kilometre.
required
trundle wheels, tape
measures, watches or
stop watches, pencils
and paper

7
Desks Over the Horizon
Students estimate, then calculate how many desks aligned end to end would fit into a line 1
kilometre long. Students record measurements and calculations.
Variation: students calculate how many times their body length would need to be repeated to
measure 1 kilometre or how many times the length of a pair of students would need to be
repeated.
required
desks, measuring
tapes, 30cm and 1m
rulers, calculators,
pencils and paper

8
How Long?
Students work in small groups to answer: How long is the wool in a ball of wool? Students may
need to discuss a range of strategies before commencing to measure. Students express the
measurement in kilometres, and in metres.
Peer tutoring strategy for
group formations
balls of wool,
measuring devices,
paper and pencils

9
Introduce Scale
Students investigate how the representation of an object is reduced, when the object is drawn to
scale.
Small groups of students photocopy an object such as a pencil. The pencil is copied again, reduced
to 50% of the original size (1:2). The pencil is copied a third time, reduced to 25% of its original size
(1:4). Students discuss the lengths of the pencil in the second and third copies, compared with the
original length.
Students measure the length of an object (watch, pencil case, strip of paper) and predict the length
when the object is drawn to a scale of 1:4. Check by cutting a strip of paper the predicted length,
folding and using this to measure the object.
Whole class discusses why and how maps are drawn to scale, and the units of measure which are
commonly cited on a scale.
required
different objects,
30cm and 1m rulers,
photocopier, strips of
paper, pencils

10
Finding the Detail
Whole class discuss how to use a scale to represent kilometres or metres on a street map.
Students are given a map of the local area, showing the location of the school. Students use scale
and a drawing compass to mark the area within 500 metres of the school in all directions. Students
list the street names or landmarks within this area.
Questioning techniques local maps, grid paper,
30cm rulers, pencils,
paper

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Time 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
uses 24-hour time and am and pm notation in real-life
situations, and constructs timelines MA3-13MG
Australia is divided into three time zones. In non-daylight
saving periods, time in Queensland, New South Wales,
Victoria and Tasmania is Eastern Standard Time (EST), time in
South Australia and the Northern Territory is half an hour
behind EST, and time in Western Australia is
two hours behind EST.
Typically, 24-hour time is recorded without the use of the
colon (:), eg 3:45 pm is written as 1545 or 1545 h and read as
'fifteen forty-five hours'.

Language
language: 12-hour time, 24-hour time, time zone, daylight
saving, local time, hour, minute, second, am (notation), pm
(notation).
Compare 12- and 24-hour time systems and convert
between them
tell the time accurately using 24-hour time, eg '2330 is the
same as 11:30 pm'
- describe circumstances in which 24-hour time is used, eg
transport, armed forces, digital technologies
convert between 24-hour time and time given using am or
pm notation
compare the local times in various time zones in Australia,
including during daylight saving
Determine and compare the duration of events
select an appropriate unit to measure a particular period of
time
use a stopwatch to measure and compare the duration of
events
order a series of events according to the time taken to
complete each one
use start and finish times to calculate the elapsed time of
events, eg the time taken to travel
from home to school

Sustainability


Literacy
Numeracy


Work & enterprise


Compare 12- and
24-hour time
systems and
convert between
them

Determine and
compare the
duration of events

1
Timetables
Students access timetables on the Internet or the teacher provides students with a variety of
timetables eg bus, plane, train, ferry, theme parks, movies. Students describe any visible patterns
eg Buses leave every 15 minutes on weekday mornings. Students calculate the duration of
different journeys or events using start and finish times. They develop an itinerary for a given time-
frame eg 4 hours. Students plan their ultimate 24-hour itinerary. Students record their itinerary in
12-hour time using am and pm notation, and 24-hour time. Students discuss which timetables
use 24-hour time and why it is important.
required
timetables,
computers, paper and
pencils

2
Stopwatches
Students read digital stopwatch displays showing time from left to right in minutes, seconds and
hundredths of a second.

2:34:26

Students use stopwatches to time various events and order them according to the time taken.
Students discuss cases where accurate timing is important eg athletics, swimming, television
advertisements.
Extension: Students research
the world records of different
sports. They then record and
order them.
stop watches, paper
and pencils

3
Reading a Timeline
The teacher displays a timeline related to real life or a literary text. Students write what they can
interpret from the timeline.
Olympic Timeline
1896 The first modern Olympic Games held in Athens, Greece.
1900 Women first compete in the Games, in tennis and golf.
1904
1908
1912
1916 Games cancelled due to the First World War.
1920
1924
1928
1932
1936
1940 Games cancelled because of the Second World War
1944 Games cancelled because of the Second World War.
1948
1956 Olympic Games held in Melbourne
1960
1964
1968
required
timeline, paper and
pencil
1972 Munich Olympics marred by terrorist attack
1976 Montreal hosts the games.
1980 The United States, Canada and 50 other countries boycott the Moscow
Games following the invasion of Afghanistan by the Soviet Union.
1984 The Soviet Union boycotts the Olympics in Los Angeles.
1988
1992 South Africa permitted to the games for the first time after a 30-year ban.
12 separate teams represent the countries formerly part of the USSR.
1996
2000 Olympic Games held in Sydney.

4
Timing Experiments
Students estimate the amount of time selected events will take and then check by timing the
events with a stopwatch eg
- the time for a ball dropped from the top floor of a building to reach the ground
- the time for a car seen in the distance to reach a chosen point.
Students record the times in a table and order the events.
required
stop watches, paper
and pencils
9 Revision

10
Assessment

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: 2D 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
manipulates, classifies and draws two-dimensional shapes,
including equilateral, isosceles and scalene triangles, and
describes their properties MA3-15MG
A shape has rotational symmetry if a tracing of the shape,
rotated part of a full turn around its centre, matches the
original shape exactly.
The order of rotational symmetry refers to the number of
times a figure coincides with its original position in turning
through one full rotation, eg

'Scalene' is derived from the Greek word skalenos, meaning
'uneven'; our English word 'scale' is derived from the same
word. 'Isosceles' is derived from the Greek words isos,
meaning 'equals', and skelos, meaning 'leg'. 'Equilateral' is
derived from the Latin words aequus, meaning 'equal', and
latus, meaning 'side'. 'Equiangular' is derived from aequus
and another Latin word, angulus, meaning 'corner'.

Language
language: shape, two-dimensional shape (2D shape),
triangle, equilateral triangle, isosceles triangle, scalene
triangle, right angled triangle, quadrilateral, parallelogram,
rectangle, rhombus, square, trapezium, kite, pentagon,
hexagon, octagon, regular shape, irregular shape, features,
properties, side, parallel, pair of parallel sides, opposite,
length, vertex (vertices), angle, right angle, line (axis) of
symmetry, rotational symmetry, order of rotational
symmetry, translate, reflect, rotate, enlarge.
A 'feature' of a shape or object is a generally observable
attribute of a shape or object.
A 'property' of a shape or object is an attribute that requires
mathematical knowledge to be identified.
Classify two-dimensional shapes and describe their features
manipulate, identify & name right-angled, equilateral, isosceles & scalene
triangles
- recognise that a triangle can be both right-angled & isosceles or right-
angled & scalene
compare & describe features of the sides of equilateral, isosceles &
scalene triangles
explore by measurement side & angle properties of equilateral, isosceles
& scalene triangles
explore by measurement angle properties of squares, rectangles,
parallelograms & rhombuses
select and classify a 2D shape from a description of its features
- recognise that 2Dshapes can be classified in more than 1 way
identify & draw regular & irregular 2D shapes from descriptions of their
side & angle properties
- use tools such as templates, rulers, set squares & protractors to draw
regular & irregular 2D shapes
- explain the difference between regular & irregular shapes
- use computer drawing tools to construct a shape from a description of its
side & angle properties
Describe translations, reflections and rotations of 2D shapes
use the terms translate, reflect & rotate to describe movement of 2D
shapes
- rotate a graphic or object through a specified angle about a particular
point, including by using the rotate function in a computer drawing program
describe the effect when a 2D shape is translated, reflected or rotated
- recognise that the properties of shapes do not change when shapes are
translated, reflected or rotated
Identify line and rotational symmetries
identify & quantify the total number of lines (axes) of symmetry (if any
exist) of 2D shapes, including the special quads & triangles
identify shapes that have rotational symmetry & determine the order of
rotational symmetry
- construct designs with rotational symmetry, with/out the use of digital
technologies
Apply the enlargement transformation to familiar 2D shapes & explore the
properties of the resulting image compared with the original
make enlargements of 2D shapes, pictures & maps, with/ out the use of
digital technologies
- overlay an image with a grid composed of small squares
- investigate and use functions of digital technologies that allow shapes and
images to be enlarged without losing the relative proportions of the image
compare representations of shapes, pictures & maps in different sizes
- measure an interval on an original representation and its enlargement to
determine how many times larger than the original the enlargement is

Sustainability


Literacy
Numeracy


Work & enterprise


Classify two-
dimensional
shapes and
describe their
features

Describe
translations,
reflections and
rotations of 2D
shapes

Identify line and
rotational
symmetries

Apply the
enlargement
transformation to
familiar 2D shapes
& explore the
properties of the
resulting image
compared with
the original

2
What am I?
Students select a shape and write a description of its side and angle properties. Students share
their descriptions with the class who attempt to identify the shape eg My shape has four sides and
four equal angles. The opposite sides are the same length. What am I?
Variation: Students create flipbooks recording clues and share with a friend. Students reproduce
shapes and clues using a computer software package
required
paper, pencils, rulers

3
Barrier Game
In pairs, students are positioned back to back. One student is the sketcher, the other student is
the describer. The describer describes a given two-dimensional shape focusing on side and angle
properties. The sketcher listens to the description and sketches the two-dimensional shape
described. The sketcher names the two-dimensional shape sketched and then compares their
sketch with the describers shape. The students swap roles and repeat the activity.
Peer tutoring strategy for
pairings.

2D shape pictures to prompt
drawings
paper and pencil

4
Properties of Two-Dimensional Shapes
Students examine regular and irregular two-dimensional shapes and name their parts. Angle
testers, set squares or protractors could be used to compare the size of angles and to identify
equal angles. Rulers could be used to compare lengths of sides and to identify sides of equal
length. Students are asked to identify shapes that have rotational symmetry. Students could
present the information as descriptions of each shapes side and angle properties.
required
angle testers, set
squares, protractors,
rulers, 2D shape
pictures, paper and
pencils

5
Circles
In small groups, students draw a large circle in the playground using a range of materials eg ropes,
stakes, chalk, tape measures. Students assess their circle and the strategy they used. They label
parts of their circle: centre, radius, diameter, circumference, sector, semi-circle and quadrant.
Students then investigate materials in the classroom they can use to draw circles eg a pair of
compasses, a protractor, round containers, templates. They then draw and label circles.
Extension: to students
drawing squares, equilateral
triangles, regular hexagons,
and regular octagons with in
circles.
chalk, rope, tape
measures, pencils,
paper
6 Diagonals
Students explore diagonals by joining two geo-strips of equal length at their centres. They then join
the ends of these to other geo-strips to form a two-dimensional shape.
eg

Students join three or more geo-strips of different lengths at their centres and use other geo-strips
to join the ends of these to make various two-dimensional shapes.
- what is the relationship between the number of sides and the number of diagonals?
- which shapes are the strongest?
- what happens when the diagonals are removed?
In groups, students draw their two-dimensional shapes complete with diagonals, and record their
findings. The students posters could be displayed.
Assistance to use geo-boards
or online geo-boards
geo-boards, paper,
pencils, dot or grid
paper, chart paper

7
Enlarging and Reducing
Students are given drawings of a variety of two-dimensional shapes on grid paper. Students
enlarge or reduce the shapes onto another piece of grid paper. Possible questions include:
- what features change when a two-dimensional shape is enlarged or reduced?
- what features remain the same?
- do properties change or remain the same? Why?
Students explain the process they used to enlarge and reduce two-dimensional shapes.

Assistance to draw shapes,
online drawing programs
grid paper, pencils,
paper, rulers

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Position KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
locates and describes position on maps using a grid
reference system MA3-17MG
In Stage 2, students were introduced to the compass
directions north, east, south and west, and north-east,
south-east, south-west and north-west. In Stage 3, students
are expected to use these compass directions when
describing routes between locations on maps.
By convention when using grid-reference systems, the
horizontal component of direction is named first, followed by
the vertical component. This connects with plotting points
on the Cartesian plane in Stage 3 Patterns and Algebra,
where the horizontal coordinate is recorded first, followed
by the vertical coordinate.

Language
language: position, location, map, plan, street directory,
route, grid, grid reference, legend, key, scale, directions,
compass, north, east, south, west, north-east, south-east,
south-west, north-west.
Use a grid-reference system to describe locations
find locations on maps, including maps with legends, given
their grid references
describe particular locations on grid-referenced maps,
including maps with a legend, eg 'The post office is at E4'
Describe routes using landmarks and directional language
find a location on a map that is in a given direction from a
town or landmark, eg locate a town that is north-east of
Broken Hill
describe the direction of one location relative to another,
eg 'Darwin is north-west of Sydney'
follow a sequence of two or more directions, including
compass directions, to find and identify a particular location
on a map
use a given map to plan and show a route from one
location to another, eg draw a possible route to the local
park or use an Aboriginal land map to plan a route
- use a street directory or online map to find the route to a
given location
describe a route taken on a map using landmarks and
directional language, including compass directions, eg 'Start
at the post office, go west to the supermarket and then go
south-west to the park'

Sustainability


Literacy
Numeracy


Work & enterprise


Use a grid-
reference system
to describe
locations

Describe routes
using landmarks
and directional
language

5
Coordinates
Students are given a map with grid references. The teacher models questions such as:
- what town is at G3?
- what feature is located at D4?
- what are the coordinates of Smith Street?
Students then write a variety of questions related to the map using coordinates.
required
map with grid
references, paper and
pencils

6
The Best Route
Students are given a scaled map of their suburb or a section of a city and are asked to locate two
points of interest. On the map, students show the shortest or best route between the two points.
Students write a description of the route using grid references, compass directions and the
approximate distance travelled.
Variation: On a large map of the local area, all students plot their home and the route they use to
get to school. They then write a description of their route.
required
scaled maps, rulers,
paper and pencils

7
Enlarge Me/Reduce Me
Students are given a simple map, with a scale, covered by a two-centimetre grid. On a separate
piece of paper they draw a four-centimetre grid and copy the map. They then draw a one-
centimetre grid and copy the map.
- did doubling/halving the size of the grid double/halve the scale? Why?
- did doubling/halving the size of the grid double/halve the size of the map? Why?
- how could you use this method to enlarge/reduce a smaller section of the map?
required
map with a scale, 2cm
grid overlays, paper,
pencils, rulers

8
Paper Rounds
In pairs, students are given a street directory of the local area. The teacher gives them the
addresses of the places where they will start and finish their paper delivery and students use
coordinates to find these places. They design a route for effective delivery of the papers and
calculate the distance travelled using the scale. Possible questions include:
- how long is your route?
- can you devise a shorter route?
required
street directories,
paper, pencils, rulers
9 Revision

10 Assessment

ASSESSMENT OVERVIEW

STAGE: Year 5
ES1 S1 S2 S3

STRAND:
STATISTICS AND PROBABILITY
TERM:
1 2 3 3
WEEK:
1 2 3 4 5 6 7 8 9 10

SUBSTRAND: Data 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
uses appropriate methods to collect data and constructs,
interprets and evaluates data displays, including dot plots,
line graphs and two-way tables MA3-18SP
Column graphs are useful in recording categorical data,
including results obtained from simple probability
experiments.
A scale of many-to-one correspondence in a column graph or
line graph means that one unit is used to represent more
than one of what is being counted or measured, eg 1 cm on
the vertical axis used to represent 20 cm of body height.
Line graphs should only be used where meaning can be
attached to the points on the line between plotted points, eg
temperature readings over time.
Dot plots are an alternative to a column graph when there
are only a small number of data values. Each value is
recorded as a dot so that the frequencies for each of the
values can be counted easily.
Students need to be provided with opportunities to discuss
what information can be drawn from various data displays.
Advantages and disadvantages of different representations
of the same data should be explicitly taught.
Categorical data can be separated into distinct groups, eg
colour, gender, blood type. Numerical data is expressed as
numbers and obtained by counting, or by measurement of a
physical attribute, eg the number of students in a class
(count) or the heights of students in a class (measurement).

Language
language: data, survey, category, display, tabulate, table,
column graph, vertical columns, horizontal bars, equal
spacing, title, scale, vertical axis, horizontal axis, axes, line
graph, dot plots, spreadsheet.
Pose questions & collect categorical or numerical data by
observation or survey
pose & refine questions to construct a survey to obtain
categorical & numerical data about a matter of interest
collect categorical & numerical data through observation or by
conducting surveys
Construct displays, including column graphs, dot plots & tables,
appropriate for data type, with/out the use of digital
technologies
tabulate collected data, including numerical data, with/out the
use of digital tech such as spreadsheets
construct column & line graphs of numerical data using a scale
of many-to-1 correspondence, with/out the use of digital tech
- name & label horizontal & vertical axes when constructing
graphs
- choose an appropriate title to describe data represented in a
data display
- determine an approp scale of many-to-1 correspondence to
represent the data in a data display
- mark equal spaces on the axes when constructing graphs, &
use the scale to label the markers
construct dot plots for numerical data
consider data type to determine & draw most approp
display/s
- discuss & justify the choice of data display used
- recognise that line graphs are used to represent data that
demonstrates continuous change
- recognise which types of data display are most approp to
represent categorical data
Describe and interpret different data sets in context
interpret line graphs using the scales on the axes
describe & interpret data presented in tables, dot plots,
column graphs & line graphs
- determine total number of data values represented in dot
plots & column graphs
- identify & describe relationships that can be observed in data
displays
- use info presented in data displays to aid decision making

Sustainability


Literacy
Numeracy


Work & enterprise


Pose questions &
collect categorical
or numerical data
by observation or
survey

Construct displays,
including column
graphs, dot plots &
tables, appropriate
for data type,
with/out the use of
digital technologies

Describe and
interpret different
data sets in context

2
Picture Graph
Students collect data for organisation into a picture graph eg daily canteen sales of pies, drinks, ice
blocks. Students decide on an appropriate scale, symbol, and key eg = 10 drinks. Possible
questions include:
- what key did you use?
- have you given your graph a title and a key?
- what is the mean for the set of data?
- how did you determine the scale?
- how do the scale and key enable interpretation of your graph?
- can you pose three questions that can be answered using the information from your picture
graph?
The students could represent data in a picture graph using a computer.
Use online graphs for
students with fine motor
difficulties
pencils

3
Temperature
The teacher divides the students into two groups. Students in the first group record the
temperature in the playground every hour, while the students in the second group record the
temperature every half hour, for a day. In groups, students draw a line graph to display their data.
The first group estimates the half-hourly temperatures from their line graph and compares with
the actual recordings taken by the second group. Possible questions include:
- how have you labelled the axes?
- how did you determine a suitable scale for the data you collected?
- how did the hourly line graph help you to predict half hourly temperature changes?
- is a line graph the most suitable way to represent this data? Why?
- who could use a graph like this? Why?
- can you record the data another way?
Extension: determining the
average temperature for the
day
thermometers, paper
and pencils

4
Populations of Countries
Students use the Internet to find the population of ten countries. They graph their findings using
an appropriate scale to represent large numbers. Students are encouraged to represent the data
using different types of graphs and discuss the advantages and disadvantages of each
representation.
difficulties
pencils

5
Sector Graphs
Students collect sector graphs from sources such as newspapers and the Internet, or the teacher
provides a graph. Students discuss the relative sizes of sectors, stating absolute quantities only
where half and quarter circles are involved. Students answer questions using the data in the sector
graph
eg Favourite Sports

difficulties
computers,
newspapers, paper
and pencils
- what sport do half the people surveyed prefer?
- what sport do a quarter of the people surveyed prefer?
- which two sports combined are preferred by a quarter of the people surveyed?

9
Revision

10
Assessment

ASSESSMENT OVERVIEW

Year 5 Maths Program t1

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MATHS PROGRAM : STAGE THREE

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