Year 5 plan — Australian Curriculum: Mathematics

School name: MAJURA PRIMARY SCHOOL Year le"el 'escription eacher: Cameron R!an Class: 5 Scri"ener #$%&

At this year level: Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry Fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles Problem Solving includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans

I'enti(! curriculum

Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets

Achie"ement stan'ar'

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. hey check the reasonableness of answers using estimation and rounding. !tudents identify and describe factors and multiples. hey explain plans for simple budgets. !tudents connect three"dimensional ob#ects with their two"dimensional representations. hey describe transformations of two"dimensional shapes and identify line and rotational symmetry. !tudents compare and interpret different data sets. !tudents order decimals and unit fractions and locate them on number lines. hey add and subtract fractions with the same denominator. !tudents continue patterns by adding and subtracting fractions and decimals. hey find unknown quantities in number sentences. hey use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. hey convert between $% and %& hour time. !tudents use a grid reference system to locate landmarks. hey measure and construct different angles. !tudents list outcomes of chance experiments with equally likely outcomes and assign probabilities between ' and $. !tudents pose questions to gather data, and construct data displays appropriate for the data.
!ource: (ustralian )urriculum, (ssessment and *eporting (uthority +()(*(,, Australian Curriculum v4.0 Mathematics for Foundation !0, -www.australiancurriculum.edu.au./athematics.)urriculum.0"$'1.

erm o"er"ie* eachin) an' learnin)

erm + ,urin) this term stu'ents *ill: • • • • • • *evise and consolidate maths concepts explored throughout the year )onsolidate student concepts of the four operations and whole number strategies +including algorithms, )onvert metric units of measurement and mass +including 2itchen, *ecognise and (pply formulas to problems involving area and perimeter abulate and 3raph data as part of student devised class survey 4nvestigate financial maths problems +/oney smart activities,

Year 5 Term 4 2013

A-ori)inal an' orres Strait Islan'er perspecti"es

/athematics provides opportunities for students to strengthen their appreciation and understanding of (boriginal peoples and orres !trait 4slander peoples and their living cultures. !pecific content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with: • (boriginal and orres !trait 4slander frameworks of knowing and ways of learning • !ocial, historical and cultural contexts associated with different uses of mathematical concepts in (ustralian 4ndigenous societies • (boriginal peoples5 and orres !trait 4slander peoples5 contributions to (ustralian society and cultures. /athematics provides opportunities to explore aspects of (ustralian 4ndigenous knowing in connection to, and with guidance from, the communities who own them. 6sing a respectful inquiry approach, students have the opportunity to explore mathematical concepts in (boriginal and orres !trait 4slander lifestyles including knowledge of number, space, measurement and time. hrough these experiences, students have opportunities to learn that (boriginal peoples and orres !trait 4slander peoples have sophisticated applications of mathematical concepts which may be applied in other peoples5 ways of knowing.

eachin) an' learnin)

.eneral capa-ilities an' cross/curriculum priorities

7pportunities to engage with:

0e! to general capabilities and cross"curriculum priorities

8iteracy  

9umeracy  

4) capability  

)ritical and creative thinking  

:thical behaviour  

;ersonal and social capability   !ustainability

4ntercultural understanding

 (boriginal and orres !trait 4slander histories and cultures  

(sia and (ustralia5s engagement with (sia  

Assessment

( folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techniques. ( folio is used to make an overall on"balance #udgment about student achievement and progress at appropriate points and informs the reporting process. erm %

,e"elop assessment

Assessment instrument • • • • • !emester % < ests < (ssessing 2ey 8earning (reas of maths (rea and perimeter < *ich ask (ssessment <=ream home designs /easurement and mass < 2itchen exercises investigating weighing and measuring 9umber and 7perations "0inancial maths < ;arty Budget !hopping 8ists 0ractions < 0ollowing use of concrete materials, exam to assess learning

Ma1e 2u')ments an' use (ee'-ac1

Mo'eration

Year 5 < /ultiplicative hinking < Blood esting ;atrol cars " co"marked tasks to ensure consistency of #udgments +6se of *ubric,

#

>

Year 5 plan (ustralian )urriculum: Mathematics

Year 5 Mathematics: review for balance and coverage of content descriptions
3um-er an' Al)e-ra 3um-er an' place "alue 4dentify and describe factors and multiples of whole numbers and use them to solve problems +()/9('?@, 6se estimation and rounding to check the reasonableness of answers to calculations % # & + Measurement an' .eometr! Usin) units o( measurement )hoose appropriate units of measurement for length, area, volume, capacity and mass % # & + Statistics an' Pro-a-ilit! Chance 8ist outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions % # & +

  

  

 

  

  

+()//3$'@,
)alculate the perimeter and area of rectangles using familiar metric units +()//3$'?,

+()/!;$$B,
*ecognise that probabilities range from ' to $

+()/9('??,
!olve problems involving multiplication of large numbers by one" or two"digit numbers using efficient mental, written strategies and appropriate digital technologies +()/9($'', !olve problems involving division by a one digit number, including those that result in a remainder +()/9($'$, 6se efficient mental and written strategies and apply appropriate digital technologies to solve problems +()/9(%?$, 4ractions an' 'ecimals )ompare and order common unit fractions and locate and represent them on a number line +()/9($'%, 4nvestigate strategies to solve problems involving addition and subtraction of fractions with the same denominator +()/9($'A, *ecognise that the place value system can be extended beyond hundredths +()/9($'&, )ompare, order and represent decimals

)ompare $%" and %&"hour time systems and convert between them +()//3$$', Shape )onnect three"dimensional ob#ects with their nets and other two"dimensional representations

+()/!;$$C,
,ata representation an' interpretation ;ose questions and collect categorical or numerical data by observation or survey

 

+()/!;$$@,
)onstruct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies

  

  

+()//3$$$,
Location an' trans(ormation 6se a grid reference system to describe locations. =escribe routes using landmarks and directional language +()//3$$A, =escribe translations, reflections and rotations of two"dimensional shapes. 4dentify line and rotational symmetries +()//3$$&, (pply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original +()//3$$5, .eometric reasonin) :stimate, measure and compare angles using degrees. )onstruct angles using a protractor

  

+()/!;$$?,
=escribe and interpret different data sets in context +()/!;$%',

      

+()/9($'5,
Mone! an' (inancial mathematics )reate simple financial plans +()/9($'B, Patterns an' al)e-ra =escribe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction

+()//3$$%,

 

+()/9($'C,
6se equivalent number sentences involving multiplication and division to find unknown quantities +()/9($%$,

!ource: (ustralian )urriculum, (ssessment and *eporting (uthority +()(*(,, Australian Curriculum v4.0" Mathematics for Foundation !0, -www.australiancurriculum.edu.au./athematics.)urriculum.0"$'1.

Year 5 Term 4 2013