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OneSchoolUnit Plan

Name:Unit 3 - Mathematics Year 5 (V8)Duration:8 Weeks

Year Level:Year 5

Applicable Learning Areas/Subjects:Mathematics

Unit Plan

In this unit In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.

Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:

Number and place value - round and estimate to check an answer is reasonable, use written strategies to add and subtract, use an array to multiply one-digit and two-digit numbers, use divisibility rules to divide, solve problems involving computation and apply computation to money problems, add and subtract using mental and written strategies including the right-to-left strategy, multiply whole numbers and divide by a one-digit whole number with and without remainders.

Fractions and decimals - make connections between fractions and decimals, compare and order decimals.

Money and financial mathematics - investigate income and expenditure, calculate costs, investigate savings and spending plans, develop and explain simple financial plans.

Patterns and algebra - create, continue and identify the rule for patterns involving the addition and subtraction of fractions; use number sentences to find unknown quantities involving multiplication and division.

Using units of measurement - choose appropriate units for length, area, capacity and mass; measure length, area, capacity and mass; problem-solve and reason when applying measurement to answer a question.

Location and transformation - explore mapping conventions, interpret simple maps, use alphanumeric grids to locate landmarks and plot points, describe symmetry, create symmetrical designs and enlarge shapes.

For further information to support teaching of the unit, view the:

Year level plan

Teacher lesson overview

Supporting learning resource - Misunderstandings and misconceptions

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.

Assessment

Assessment Task Summary

Type

Learning Areas

Status

Date

Calculating measurements (Yr 05)

Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.

Short answer questions

Mathematics

Unscheduled

Continuing patterns, calculating with money and numbers (Yr 05)

Students continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. Students apply a range of computation strategies to solve problems and to plan and calculate simple budgets.


Mathematics

Unscheduled

Explaining simple budgets (Yr 05)

Students explain plans for simple budgets.

Monitoring

Mathematics

Unscheduled

Investigating and calculating measurement (Yr 05)

Students use simple strategies to reason and solve a measurement inquiry question.

Assignment/Project

Mathematics

Unscheduled

Locating and calculating fractions (Yr 05)

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals.

Monitoring

Mathematics

Unscheduled

Locating landmarks (Yr 05)

Students use a grid reference system to locate landmarks.

Monitoring

Mathematics

Unscheduled

Document Table of Contents

Curriculum

Australian Curriculum

Considerations

Teaching Sequence

Teaching Sequence Summary

Money and financial mathematics/Location and transformation

Number and place value

Fractions and decimals/Patterns and algebra

Location and transformation/Using units of measurement


Using units of measurement

Resources

Attachments

Plan Resource Bank

Assessment

Assignment/Project - Investigating and calculating measurement (Yr 05)

Monitoring - Explaining simple budgets (Yr 05)

Monitoring - Locating and calculating fractions (Yr 05)

Monitoring - Locating landmarks (Yr 05)

Short answer questions - Calculating measurements (Yr 05)

Short answer questions - Continuing patterns, calculating with money and numbers (Yr 05)

Unit PlanPlan Name: Unit 3 - Mathematics Year 5 (V8)

Year: 5

Learning Areas/Subjects: Mathematics

Duration: 8 Weeks

Content descriptions, achievement standards and general capabilities © ACARA 2014Page 1 of 43

Content descriptions, achievement standards and general capabilities © ACARA 2014Page 32 of 43

Australian Curriculum

Mathematics - Year 5

Year 5 Achievement Standard

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

Content Descriptions

Measurement and Geometry

Number and Algebra

Statistics and Probability


Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)

Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)

Location and transformation

Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115)

Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)

Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)


Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)

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

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)

Fractions and decimals

Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)

Compare, order and represent decimals (ACMNA105)

Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

Recognise that the place value system can be extended beyond hundredths (ACMNA104)

Patterns and algebra

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)

Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)

Money and financial mathematics

Create simple financial plans (ACMNA106)

Data representation and interpretation

Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)

Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculum

Relevant prior curriculum

Students require prior experience with the following:

choose appropriate strategies for calculations involving multiplication and division

solve simple purchasing problems

recognise common equivalent fractions in familiar contexts

make connections between fraction and decimal notations up to two decimal places

identify unknown quantities in number sentences

describe number patterns resulting from multiplication

describe different methods for data collection and representation and evaluate their effectiveness

recall multiplication facts to 10 x 10 and related division facts

locate familiar fractions on a number line

continue number sequences involving multiples of single-digit numbers

use scaled instruments to measure lengths, shapes and objects

construct data displays for collected data

interpret information contained in maps.

Curriculum working towards

The teaching and learning in this unit work towards the following:

solve simple problems involving the four operations using a range of strategies

check the reasonableness of answers using estimation and rounding

explain plans for simple budgets

order decimals and unit fractions and locate them on number lines

add and subtract fractions with the same denominator

continue patterns by adding and subtracting fractions and decimals

find unknown quantities in number sentences

use appropriate units of measurement for length, area, volume, capacity and mass

calculate perimeter and area of rectangles

pose questions to gather data and construct data displays appropriate for the data

describe transformations of two-dimensional shapes and identify lines of symmetry

use a grid system to locate landmarks.

General capabilities

This unit provides opportunities for students to engage in the following general capabilities.

Literacy

Comprehending texts through listening, reading and viewing

Composing texts through speaking, writing and creating

Numeracy

Estimating and calculating with whole numbers

Recognising and using patterns and relationships

Using fractions, decimals, percentages, ratios and rates

Using spatial reasoning

Interpreting statistical information

Using measurement

Information and communication technology (ICT) capability

Applying social and ethical protocols and practices when using ICT

Investigating with ICT

Creating with ICT

Communicating with ICT

Managing and operating ICT

Critical and creative thinking

Inquiring - identifying, exploring and organising information and ideas

Generating ideas, possibilities and actions

Reflecting on thinking and processes

Analysing, synthesising and evaluating reasoning and procedures

Personal and social capability

Self-awareness

Self-management

Social awareness

Social management

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.

The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp

Username: CCPYDM

Password: Curriculum#1

Asia and Australia's engagement with Asia

Students will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.

For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.

Sustainability

Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.

For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.

Assessing student learning

Assessment name: Continuing patterns, calculating with money and numbers

Assessment description: Students continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. To apply a range of computation strategies to solve problems and to plan and calculate simple budgets.

Assessment name: Calculating measurements

Assessment description: Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.

Assessment name: Investigating and calculating measurement

Assessment description: Students use simple strategies to reason and solve a measurement inquiry question.

In this unit, assessment of student learning aligns to the following aspects of the achievement standard.

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

Monitoring student learning

Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.

Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:

convert scaled distances accurately

use the correct cardinal points to give directions on a map

understand that an alphanumeric grid is the whole square not an intersection

interpret maps to determine whether the coordinates refer to a space of specific points on a gridline

use a range of computation strategies with understanding and fluency

locate lines of symmetry

enlarge every side of a two-dimensional shape by the same scale factor

compare transformations.

pose, identify or evaluate questions

use terms and concepts correctly

select units to measure length

choose appropriate units as they use calibrated containers to measure capacity

use scales to measure mass

represent fractions as decimals

find unknown quantities in number sentences.

Monitoring task

Monitoring name: Locating landmarks

Monitoring description: Students use a grid reference system to locate landmarks.

Monitoring name: Locating and calculating fractions

Monitoring description: Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals.

Monitoring name: Explaining simple budgets

Monitoring description: Students explain plans for simple budgets.

Feedback

Feedback in this unit this may include:

application of computation strategies and informal recording methods used to solve number problems

representations of decimal numbers

identification of equivalence between decimal numbers and fractions

strategies used to compare and order decimals

identification of factors and multiples

creation or identification of line and rotational symmetry

application of properties of three-dimensional objects to create two-dimensional representations.

Teaching Sequence

Curriculum Plan Topics

Duration

Topic

5 Lessons


Lesson 1: Investigating income and expenditure

Lesson 2: Developing a simple financial plan

Lesson 3: Investigating simple financial plans

Lesson 4: Interpreting mapping conventions and simple maps

Lesson 5: Investigating location using ordered pairs and alphanumeric grids

8 Lessons


Lesson 6: Using written strategies for addition

Lesson 7: Using right-to-left regrouping to solve addition

Lesson 8: Using written strategies for subtraction

Lesson 9: Using right-to-left regrouping for subtraction

Lesson 10: Applying multiplication strategies

Lesson 11: Applying division strategies

Lesson 12: Solving computation problems

Lesson 13: Applying computation strategies to money problems

6 Lessons


Lesson 14: Representing fractions as decimals and comparing decimals

Lesson 15: Representing fractions

Lesson 16: Patterning involving addition and subtraction

Lesson 17: Investigating the inverse relationship between multiplication and division

Lesson 18: Applying multiplication and division patterns to solve number sentences

Lesson 19: Assessing student learning

7 Lessons


Lesson 20: Describing and creating symmetry

Lesson 21: Enlarging shapes using grids and digital technology

Lesson 22: Measuring length

Lesson 23: Measuring area

Lesson 24: Measuring capacity and volume

Lesson 25: Measuring mass

Lesson 26: Assessing student learning

3 Lessons


Lesson 27: Applying right-to-left regrouping for addition and subtraction

Lesson 28: Multiplying whole numbers using arrays and grids

Lesson 29: Dividing by a one-digit number

3 Lessons


Lessons 30-32: Investigating the size of an object

32 Lessons

Total Unit

Teaching Sequence

Topic


Topic Duration

5 Lessons

Overview

Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.

End each lesson with a review of student learning in that lesson.

Lessons

Teaching and Learning Sequence

Resources

Lesson 1

Investigating income and expenditure

Lesson objectives

Students will:

Investigate income and expenditure.

Calculate amounts of costs or income.

Compare and identify best deals.

Evidence of learning

Can the student:

Calculate amounts of money?

Identify best deals in purchasing contexts?

Example learning sequence

Establish learning context

Investigate goods and services

Calculate best deals

Calculate income and expenditure

Resources

Supporting learning resource - Mathematics tool kit Years 3-6

Supporting learning resource - Investigating income and expenditure

Sheet - Australian note cut-outs

examples or images of Australian and other currencies

examples of goods and services on flashcards

shopping catalogues and flyers or retail websites

images or examples of shop shelf price labels (identifying price per unit)

Supporting learning resource - Monitoring audit - by the end of Year 5

Sheet - Year 5 mathsercise

Helpful information

Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html

Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html

Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

5 Lessons

Overview




Lessons


Resources

Lesson 2

Developing a simple financial plan

Lesson objectives

Students will:

Investigate savings and spending plans.

Write a savings plan.

Investigate and write a spending plan for an event.

Explain simple budgets.


Can the student:

Calculate total amounts of savings over a period of time?

Write an accurate, balanced savings and spending plan?



Investigate savings and spending plans

Investigate a spending plan within a budget

Explain simple budgets

Resources

Monitoring task - Explaining simple budgets


Supporting learning resource - Developing a simple financial plan

Sheet - Create a class currency and savings plan: My savings plan

Sheet - Break the budget game board

Sheet - Game card: Break the budget


Attachments

Lesson plan

Lesson 3

Investigating simple financial plans

Lesson objectives

Students will:

Investigate profit and loss across different contexts.

Calculate amounts of profit or loss.

Develop and explain simple financial plans.


Can the student:

Identify profit or loss situations?

Calculate amounts of money in simple or multi-step problems?



Investigate profit and loss

Develop simple financial plans

Resources

Supporting learning resource - Investigating simple financial plans

flashcards of financial maths terms and definitions



Attachments

Lesson plan

Lesson 4

Interpreting mapping conventions and simple maps

Lesson objectives

Students will:

Use intermediate compass points, distance and directional language.

Describe how to travel from one point on a map to another.


Can the student:

Use symbols to identify places on a map?

Interpret instructions for a map?

Write instructions for navigating a map?



Investigate cardinal points (N, S, E, W)

Investigate legends and scales

Interpret/navigate maps using scale and directional language

Resources

Supporting learning resource - Interpreting mapping conventions and simple maps


Sheet - Oceanworld

Sheet - Map of Australia

Sheet - Which way home?

set of compasses

collection of maps and plans (e.g. online maps, street directories, map/directory of a shopping centre, globes, tourist maps, hand-drawn mud maps, treasure maps, house/building plans, plan of classroom, map/plan of the school, GPS devices and atlases)

Sheet - Simple compass (colour)

Sheet - Plan of a fun house

Sheet - Grid paper: 1 cm

Sheet - Map of bike park

Sheet - Map of Dream Island

Helpful information

Learning object - Rainforest: use compass points (TLF L351) http://learningplace.eq.edu.au/cx/resources/items/df16d5a1-eade-68ee-994a-17e1e912f2a7/0/ViewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/

Learning object - Landscapes - Map skills: Scale (BBC) http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/mapskills/scale/index.shtml#focus

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

5 Lessons

Overview




Lessons


Resources

Lesson 5

Investigating location using ordered pairs and alphanumeric grids

Lesson objectives

Students will:

Locate objects and places on an alphanumeric grid.

Compare ordered pair grids with alphanumeric grids.

Identify location on simple maps using ordered pairs.


Can the student:

Locate landmarks on a map using alphanumeric directions?

Read and correctly locate positions on a map using grid references?



Investigate alphanumeric grids and ordered pairs

Read and interpret simple maps using ordered pairs

Locate landmarks

Resources

Monitoring task - Locating landmarks

Supporting learning resource - Investigating location using ordered pairs and alphanumeric grids

Sheet - Using an alphanumeric grid

Sheet - Unlabelled grid

Sheet - Alphanumeric grid

Sheet - Alphanumeric grid: 1 cm

Sheet - Make your own game

Sheet - Game card: Sink the ships

Sheet - Game card: Hide the treasure

street directories

atlases

collection of maps (e.g. atlases, tourist park websites, road maps and online maps)


Learning object — Coordinates (2)

Sheet — Map of bike park

Sheet - Downtown

Sheet - Cattle station compass



Helpful information

Learning object - Rainforest: use a grid map (TLF L350) https://learningplace.eq.edu.au/cx/resources/items/50677b2d-8a24-e2d9-ca32-680d220a4800/0/ViewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

8 Lessons

Overview



Lessons


Resources

Lesson 6

Using written strategies for addition

Lesson objectives

Students will:

Apply mental and written strategies to calculate the addition of whole numbers.


Can the student:

Use mental computation strategies to solve addition problems?

Use written strategies to calculate addition?

Use estimation to verify their answers?



Use mental computation strategies for addition

Apply written strategies for addition

Resources


Supporting learning resource - Using written strategies for addition

paper slips / number cards

bag or container

mini-whiteboards or scrap paper and markers

Attachments

Lesson plan

Lesson 7

Using right-to-left regrouping to solve addition

Lesson objectives

Students will:

Apply mental and written strategies to calculate addition of whole numbers.


Can the student:

Use written strategies using place value and left-to-right regrouping to solve addition problems?

Solve addition problems using right-to-left regrouping?

Apply a range of strategies to solve addition problems?



Use right-to-left regrouping to solve addition

Resources

Supporting learning resource - Using right-to-left regrouping for addition


addition number problems

addition word problems

Video - Scan think do


Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

8 Lessons

Overview



Lessons


Resources

Lesson 8

Using written strategies for subtraction

Lesson objectives

Students will:

Apply mental and written strategies to subtract whole numbers.


Can the student:

Use a range of mental computation strategies to solve subtraction problems?

Use written strategies to calculate subtraction problems?



Use mental computation strategies for subtraction

Apply written strategies for subtraction

Resources

Supporting learning resource - Using written strategies for subtraction

paper slips/number cards

bag or container



Attachments

Lesson plan

Lesson 9

Using right-to-left regrouping for subtraction

Lesson objectives

Students will:

Apply mental and written strategies to subtract whole numbers.


Can the student:

Use written strategies using place value and left-to-right regrouping to solve subtraction problems?

Solve subtraction using right-to-left regrouping?

Apply a range of strategies to solve subtraction and addition problems?



Use right-to-left regrouping to solve subtraction

Resources

Supporting learning resource - Using right-to-left regrouping for subtraction


subtraction number problems

subtraction word problems


Helpful information

Video - Scan think do https://learningplace.eq.edu.au/cx/resources/items/5211cd44-6e96-be6d-a143-e44e8063b513/0/Scan%20Think%20Do.mp4

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

8 Lessons

Overview



Lessons


Resources

Lesson 10

Applying multiplication strategies

Lesson objectives

Students will:

Apply extended and related multiplication facts to solve multiplication by one-digit and two-digit numbers.

Develop and apply an array diagram to solve multiplication by one-digit and two- digit numbers.


Can the student:

Apply a range of strategies to solve multiplication by one-digit and two-digit numbers?

Use diagrammatic representations of arrays when calculating multiplication by one-digit or two-digit numbers?

Use diagrammatic representations of arrays when calculating multiplication by one-digit or two-digit numbers?



Multiply by multiples of 10, 100 and 1 000

Use arrays to solve multiplication problems

Use strategies to calculate multiplication

Resources

Supporting learning resource - Applying multiplication strategies

Supporting learning resource - Written methods: Multiplication and division

Learning object - Number facts (3)


Supporting learning resource - Scan think do model

Sheet - Grid paper: 0.5 cm


Attachments

Lesson plan

Lesson 11

Applying division strategies

Lesson objectives

Students will:

Apply divisibility rules to calculate division.

Calculate division by one-digit numbers including those that result in remainders.


Can the student:

Calculate division by one-digit numbers?

Calculate division that results in remainders?



Apply divisibility rules

Use strategies to calculate division

Resources

Supporting learning resource - Applying division strategies


Sheet - Divisibility rules

sticky notes


Attachments

Lesson plan

Lesson 12

Solving computation problems

Lesson objectives

Students will:

Apply a range of mental and written computation strategies to solve problems.

Solve multi-step computation problems.


Can the student:

Choose and use appropriate computation strategies suited to specific problems?

Solve multi-step problems?



Apply strategies to solve problems

Solve multi-step problems

Resources

Supporting learning resource - Solving computation problems

Sheet - Two stars and a wish

Sheet - Solve word problems


Attachments

Lesson plan

Lesson 13

Applying computation strategies to money problems

Lesson objectives

Students will:

Apply a range of computation strategies to solve contextualised problems.

Calculate amounts of profit or loss, income or expenditure.


Can the student:

Calculate amounts of money in simple or multi-step problems?



Apply computation strategies to calculate amounts of money

Resources

Supporting learning resource - Applying computation strategies to money problems

sticky notes

price list



Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

6 Lessons

Overview




Lessons


Resources

Lesson 14

Representing fractions as decimals and comparing decimals

Lesson objectives

Students will:

Make connections between fractions and decimals.

Compare and order decimals on a number line.


Can the student:

Represent fractions in a variety of ways?

Sequence fractions on a number line?

Represent fractions as decimals?

Convert between fractions and decimals?

Compare and order decimals?



Compare and order fractions

Solve fraction problems

Represent fractions as decimals (Monitoring opportunity)

Convert between fractions and decimals

Compare and order decimals

Resources


Sheet - Monitoring audit - by the end of Year 5

Supporting learning resource - Representing and comparing decimals

Sheet - Fraction wall

materials for a rope number line (e.g. rope, pegs, cards)

materials for modelling and partitioning fractions

Sheet - Place value chart

paper squares


number line materials including cards for recording and displaying fractions or decimals

calculators

Attachments

Lesson plan

Lesson 15

Representing fractions

Lesson objectives

Students will:

Make connections between fractions and decimals.

Compare and order decimals on a number line.


Can the student:

Represent fractions in a variety of ways?

Sequence fractions on a number line?

Add and subtract fractions with the same denominator?

Convert between fractions and decimals?

Compare and order decimals?



Locate and calculate fractions

Resources

Monitoring task - Locating and calculating fractions

Monitoring task - Locating and calculating fractions: Model response


Sheet - Monitoring audit - by the end of Year 5

Attachments

Lesson plan

Lesson 16

Patterning involving addition and subtraction

Lesson objectives

Students will:

Create number patterns involving adding and subtracting whole numbers and fractions.


Can the student:

Identify a rule to match patterns?

Continue a given pattern involving addition and subtraction?

Create patterns involving addition and subtraction?



Describe and continue patterns

Create number patterns

Resources

Supporting learning resource - Patterning involving addition and subtraction

counters

Learning object - Patterns: More patterns

Sheet - Follow the pattern


Attachments

Lesson plan

Lesson 17

Investigating the inverse relationship between multiplication and division

Lesson objectives

Students will:

Use the inverse relationship between multiplication and division to find unknown quantities.


Can the student:

Apply the inverse relationship to solve equations with unknowns?



Investigate the link between multiplication and division

Explore the inverse property

Resources


Supporting learning resource - Investigating the inverse relationship between multiplication and division

Sheet - Generalisations about the four operations

materials (counters, blocks, marbles, ice-cream sticks)

Sheet - Inverse riddle

Sheet - 'Inverse facts' game cards (per pair in a group)

Sheet - Game card: Inverse facts (per pair in a group)

symbol cards (=, t, <, >)

paper strips

calculators

Sheet - Using the inverse operation to check answers

Attachments

Lesson plan

Lesson 18

Applying multiplication and division patterns to solve number sentences

Lesson objectives

Students will:

Solve number sentences with unknown quantities involving multiplication and division.


Can the student:

Apply number sentence rules to solve problems?



Investigate the commutative, associative and distributive properties

Solve word problems using number sentences

Resources


Supporting learning resource - Applying multiplication and division patterns to solve number sentences

Sheet - Turnarounds

Sheet - Balance objects

Attachments

Lesson plan

Lesson 19


Assessment purpose

To continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. To apply a range of computation strategies to solve problems and to plan and calculate simple budgets.

Example assessment sequence

Introduce and review the assessment

Review the Guide to making judgments and understand the standards A-E

Conduct the assessment

Resources

Assessment task - Continuing patterns, calculating with money and numbers

Assessment task - Continuing patterns, calculating with money and numbers: Model response

Assessment task - Continuing patterns, calculating with money and numbers: Teaching notes

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

7 Lessons

Overview




Lessons


Resources

Lesson 20

Describing and creating symmetry

Lesson objectives

Students will:

Describe symmetry and its purpose.

Create symmetrical designs.


Can the student:

Articulate the purpose of symmetry in a variety of contexts?

Describe symmetry in shapes?

Create symmetrical patterns?



Investigate symmetry in authentic contexts

Investigate tessellations

Resources

Supporting learning resource - Describing and creating symmetry

photographs and pictures of patterns

Sheet - Continue the tessellating patterns

Learning object - Tessellations (2)

Sheet - Tessellating templates

set of compasses


Helpful information

Website - Year 4 Maths: Indonesian ikat patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indonesian-ikat-patterns

Website - Year 4 Maths: Thai patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-thai-pattern

Website - Year 4 Maths: Indian patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indian-patterns

Attachments

Lesson plan

Lesson 21

Enlarging shapes using grids and digital technology

Lesson objectives

Students will:

Transform and enlarge shapes using a grid.

Enlarge images digitally.

Make comparisons between transformed images.


Can the student:

Transform a simple two-dimensional shape on a grid so that it is similar?

Compare images using mathematical language?



Enlarge and describe simple two-dimensional shapes

Extend transformation

Transform images using digital technology

Resources

Supporting learning resource - Enlarging shapes


a variety of objects that could be used to demonstrate transformations (e.g. an original photograph and its enlargement, a pantograph, magnifying glasses, an image of a set of Russian dolls, an image of building blocks)

computers

digital cameras



Attachments

Lesson plan

Lesson 22

Measuring length

Lesson objectives

Students will:

Choose appropriate units to measure length.

Measure lengths to find perimeters of shapes.

Convert between units of length.


Can the student:

Choose the appropriate unit of measurement?

Measure length using scaled instruments?

Identify the perimeter as the total length of a shape's boundary?

Calculate equivalent units of length?



Investigate metres and centimetres

Investigate kilometres and millimetres

Calculate perimeters of rectangles

Convert to equivalent lengths

Resources

Supporting learning resource - Measuring length

Sheet - The art of perimeter problems

Sheet - Centimetre and metre strip

tape measures, metre rulers, trundle wheels, 30 cm rulers

Sheet - Kilometres

Sheet - Millimetre strip

Learning object - Number slider


Helpful information




Sheet - Monitoring audit - by the end of Year 5 https://learningplace.eq.edu.au/cx/resources/items/7c18007d-3a00-4638-9ff3-fa8aa83ff475/0/Mth_Y05_SLR_MonitoringAudit.docx

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

7 Lessons

Overview




Lessons


Resources

Lesson 23

Measuring area

Lesson objectives

Students will:

Measure the area of rectangles.


Can the student:

Choose an appropriate unit of measurement?

Write and read units of measurement correctly?

Calculate the area of a rectangle by counting units?



Revisit area and formal and informal units

Measure areas of rectangles

Compare areas and perimeters

Resources


Supporting learning resource - Measuring area


Sheet - Grid control

Learning object - Measuring area

informal units of measurement (e.g. tiles, envelopes, books, erasers)

tape measures, rulers

Attachments

Lesson plan

Lesson 24

Measuring capacity and volume

Lesson objectives

Students will:

Choose appropriate units to measure capacity.

Choose appropriate units to measure volume.


Can the student:

Choose an appropriate unit to measure capacity and volume?

Read calibrated containers to measure capacity?



Investigate capacity

Investigate volume of objects

Resources


Supporting learning resource - Measuring capacity and volume

Sheet - Capacity

a variety of containers that have capacity (e.g. bottles, cartons, jugs, cups, bowls, ice-cream containers, spoons, lunch boxes, detergent containers)

containers with graduations (e.g. calibrated jugs, eye-droppers, medicine containers)

cubic centimetre blocks

playdough (recipe can be found by doing an internet search)

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

7 Lessons

Overview




Lessons


Resources

Lesson 25

Measuring mass

Lesson objectives

Students will:

Choose an appropriate unit to measure mass of common objects using scaled instruments.


Can the student:

Choose an appropriate unit to measure the mass of an object?

Read scales to measure mass?



Differentiate between mass and weight

Investigate standard units of measurement

Convert units for equivalence

Resources

Supporting learning resource - Measuring mass

Sheet - Which is less?

Sheet - Game cards: Which is less?

Sheet - Marvellous mass

balance scales, kitchen scales, bathroom scales

a variety of objects that can be weighed or used as a reference (e.g. bags of sugar, rice, flour, weights)

MAB base 10 materials


Attachments

Lesson plan

Lesson 26


Assessment purpose

To choose appropriate units of measurement for length, area, volume, capacity and mass. To calculate perimeter and area of rectangles.

Example assessment sequence

Introduce and review the assessment

Review the Guide to making judgments and understand the standards A-E

Conduct the assessment

Resources

Assessment task - Calculating measurements

Assessment task - Calculating measurements: Model response

Assessment task - Calculating measurements: Teaching notes

Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration

3 Lessons

Overview




Lessons


Resources

Lesson 27

Applying right- to-left regrouping for addition and subtraction

Lesson objectives

Students will:

Solve addition and subtraction problems using right-to-left regrouping.


Can the student:

Solve problems using right-to-left regrouping?



Use right-to-left regrouping

Apply right-to-left regrouping to word problems

Resources

Supporting learning resource - Applying right-to-left regrouping for addition and subtraction

playing cards

calculators

word problems

Sheet - What's the message?


Attachments

Lesson plan

Lesson 28

Multiplying whole numbers using arrays and grids

Lesson objectives

Students will:

Multiply whole numbers using array diagrams.

Multiply one-digit and two-digit numbers using grids.


Can the student:

Create an array diagram?

Use the array diagram to multiply pairs of one-digit and two-digit numbers?

Check the reasonableness of their answer by estimating?

Apply mental computation strategies to calculate multiplication?

Use grids to calculate multiplication?

Solve multiplication problems using an efficient strategy?



Apply mental computation strategies to solve multiplication

Use arrays to solve multiplication problems

Use arrays or mental computation to calculate multiplication

Use grids to calculate multiplication

Resources

Supporting learning resource - Multiplying whole numbers using arrays and grids


multiplication problem flashcards



MAB ones

multiplication word problems


Attachments

Lesson plan

Lesson 29

Dividing by a one-digit number

Lesson objectives

Students will:

Divide by a one-digit number with and without remainders.


Can the student:

Calculate division answers that include remainders?



Calculate division and solve word problems

Resources

Supporting learning resource - Dividing by a one-digit number


multiplication and division word problems


Attachments

Lesson plan

Teaching Sequence

Topic


Topic Duration:

3 Lessons

Overview




Lessons


Resources

Lessons 30-32

Investigating the size of an object

Lesson objectives

Students will:

Problem-solve and reason in relation to the question 'Are our backpacks too big?'


Can the student:

Make a plan for the inquiry?

Measure backpacks?

Collect, describe, interpret and make inferences about data?

Justify choices?



Identify the information required (Discover)

Plan how to explore the MGI question (Devise)

Follow plans, collect and record evidence (Develop)

Explain, justify and reflect on conclusions (Defend)

Explore further questions (Diverge)

Resources

Assessment task - Investigating and calculating measurement

Supporting learning resource - Investigating and calculating measurement

Supporting learning resource - Guided inquiry poster

Supporting learning resource - Evidence cycle


Sheet - Reflection stem prompt cards

Helpful information

Sheet - Monitoring audit - by the end of Year 5 https://learningplace.eq.edu.au/cx/resources/items/7c18007d-3a00-4638-9ff3-fa8aa83ff475/0/Mth_Y05_SLR_MonitoringAudit.docx

Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx

Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx

Attachments

Lesson plan

Resources

* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section

Resource

Attachments*

Sequence - Money and financial mathematics/Location and transformation

Lesson plan - Mth_Y05_U3_LP01.docx





Sequence - Number and place value









Sequence - Fractions and decimals/Patterns and algebra







Sequence - Location and transformation/Using units of measurement








Sequence - Number and place value




Sequence - Using units of measurement

Lesson plan - Mth_Y05_U3_LP30_32.docx

Sequence

a variety of objects that can be weighed or used as a reference (e.g. bags of sugar, rice, flour, weights)

a variety of objects that could be used to demonstrate transformations (e.g. an original photograph and its enlargement, a pantograph, magnifying glasses, an image of a set of Russian dolls, an image of building blocks)

addition number problems

addition word problems

bag or container

balance scales, kitchen scales, bathroom scales

calculators

collection of maps and plans (e.g. online maps, street directories, map/directory of a shopping centre, globes, tourist maps, hand-drawn mud maps, treasure maps, house/building plans, plan of classroom, map/plan of the school, GPS devices and atlases)

computers

counters

digital cameras

examples of goods and services on flashcards

examples or images of Australian and other currencies

flashcards of financial maths terms and definitions

images or examples of shop shelf price labels (identifying price per unit)

informal units of measurement (e.g. tiles, envelopes, books, erasers)

Learning object - Coordinates (2)

Learning object - Landscapes - Map skills: Scale (BBC) http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/mapskills/scale/index.shtml#focus

Learning object - Measuring area



Learning object - Number slider

Learning object - Patterns: More patterns

Learning object - Rainforest: use compass points (TLF L351) http://learningplace.eq.edu.au/cx/resources/items/df16d5a1-eade-68ee-994a-17e1e912f2a7/0/ViewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/

Learning object - Tessellations (2)

MAB base 10 materials

materials (counters, blocks, marbles, ice-cream sticks)

materials for a rope number line (e.g. rope, pegs, cards)

materials for modelling and partitioning fractions


Monitoring task - Explaining simple budgets

Monitoring task - Locating and calculating fractions

Monitoring task - Locating and calculating fractions: Model response

Monitoring task - Locating landmarks

multiplication and division word problems

multiplication problem flashcards

number line materials including cards for recording and displaying fractions or decimals

paper slips / number cards

paper squares

paper strips

photographs and pictures of patterns

playing cards

price list

set of compasses


Sheet - Balance objects

Sheet - Break the budget game board

Sheet - Centimetre and metre strip

Sheet - Continue the tessellating patterns

Sheet - Create a class currency and savings plan: My savings plan

Sheet - Divisibility rules

Sheet - Follow the pattern

Sheet - Fraction wall

Sheet - Game card: Break the budget

Sheet - Game card: Inverse facts (per pair in a group)

Sheet - Game cards: Which is less?

Sheet - Generalisations about the four operations

Sheet - Grid control



Sheet - 'Inverse facts' game cards (per pair in a group)

Sheet - Inverse riddle

Sheet - Kilometres


Sheet - Map of bike park

Sheet - Map of Dream Island

Sheet - Marvellous mass

Sheet - Millimetre strip

Sheet - Oceanworld

Sheet - Place value chart

Sheet - Plan of a fun house

Sheet - Reflection stem prompt cards

Sheet - Simple compass (colour)

Sheet - Solve word problems

Sheet - Tessellating templates

Sheet - The art of perimeter problems

Sheet - Turnarounds

Sheet - Two stars and a wish

Sheet - Using the inverse operation to check answers

Sheet - What's the message?

Sheet - Which is less?

Sheet - Which way home?

Sheet - Year 5 mathsercise

shopping catalogues and flyers or retail websites

sticky notes

subtraction number problems

subtraction word problems

Supporting learning resource - Applying computation strategies to money problems

Supporting learning resource - Applying division strategies

Supporting learning resource - Applying multiplication and division patterns to solve number sentences

Supporting learning resource - Applying multiplication strategies

Supporting learning resource - Applying right-to-left regrouping for addition and subtraction

Supporting learning resource - Describing and creating symmetry

Supporting learning resource - Developing a simple financial plan

Supporting learning resource - Dividing by a one-digit number

Supporting learning resource - Enlarging shapes

Supporting learning resource - Evidence cycle

Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx

Supporting learning resource - Guided inquiry poster

Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx

Supporting learning resource - Interpreting mapping conventions and simple maps

Supporting learning resource - Investigating and calculating measurement

Supporting learning resource - Investigating income and expenditure

Supporting learning resource - Investigating simple financial plans

Supporting learning resource - Investigating the inverse relationship between multiplication and division


Supporting learning resource - Measuring area

Supporting learning resource - Measuring length

Supporting learning resource - Measuring mass


Supporting learning resource - Multiplying whole numbers using arrays and grids

Supporting learning resource - Patterning involving addition and subtraction

Supporting learning resource - Representing and comparing decimals

Supporting learning resource - Scan think do model

Supporting learning resource - Solving computation problems

Supporting learning resource - Using right-to-left regrouping for addition

Supporting learning resource - Using right-to-left regrouping for subtraction

Supporting learning resource - Using written strategies for addition

Supporting learning resource - Using written strategies for subtraction


symbol cards (=, t, <, >)

tape measures, metre rulers, trundle wheels, 30 cm rulers

Video - Scan think do




Website - Year 4 Maths: Indian patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indian-patterns

Website - Year 4 Maths: Indonesian ikat patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indonesian-ikat-patterns

Website - Year 4 Maths: Thai patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-thai-pattern

word problems

Assessment Planner - Calculating measurement

Assessment task - Mth_Y05_U3_AT_MR_Year5GreatGarden.docx

Assessment task - Mth_Y05_U3_AT_TN_Year5GreatGarden.docx

Assessment task - Mth_Y05_U3_AT_Year5GreatGarden.docx

Assessment Planner - Continuing patterns, calculating with money and numbers

Assessment task - Mth_Y05_U3_AT_EggscellentIdea.docx

Assessment task - Mth_Y05_U3_AT_MR_EggscellentIdea.docx

Assessment task - Mth_Y05_U3_AT_TN_PerfectingPatterns.docx

Assessment Planner - Explaining simple budgets

Assessment task - Mth_Y05_U3_MT_StuartsSimSavPlan.docx

Assessment Planner - Investigating and calculating measurement

Assessment task - Mth_Y05_U3_AT_MathGuidedInquiries.docx

Assessment Planner - Locating and calculating fractions

Assessment task - Mth_Y05_U3_MT_ReactionFractions.docx

Assessment task - Mth_Y05_U3_MT_MR_ReactionFractions.docx

Assessment Planner - Locating landmarks

Assessment task - Mth_Y05_U3_MT_LookAtLocation.docx

Assessment

Assessment task - Calculating measurements

Assessment task - Calculating measurements: Model response

Assessment task - Calculating measurements: Teaching notes

Assessment task - Continuing patterns, calculating with money and numbers

Assessment task - Continuing patterns, calculating with money and numbers: Model response

Assessment task - Continuing patterns, calculating with money and numbers: Teaching notes

Assessment task - Investigating and calculating measurement

Assessment

Assessment Task – Marking guide

Assessment

Task Name

Calculating measurements (Yr 05)

Type:


Date:

Description

Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.

Learning Area

Mathematics

Understanding and fluency

Problem solving and reasoning

Select and use appropriate units of measurement for length, area, volume, capacity and mass. Calculate perimeter and area of rectangles.

Explain thinking used to solve authentic measurement problems.

A

◄

Calculates missing lengths.

Consistently expresses amounts with correct units.

◄

Solves a multi-step problem and explains thinking used to calculate how many more grams of flour are needed.

B

◄

Calculates perimeter and area of half a sheet of paper.

◄

Determines a valid length for a medium-sized paperclip.

Explains thinking and writes a number sentence.

C

◄

Calculates perimeter and area of a rectangular garden.

Expresses answers with correct units of measure.

Selects appropriate units of measurement for the volume of load of concrete and length of bean plants.

◄

Shows appropriate thinking to solve an authentic measurement problem by showing a mass of beans.

D

◄

Calculates an appropriate measurement of area and mass.

◄

Reads a graduated scale of mass or volume.

E

◄

Chooses an instrument used to measure length.

◄

Writes a length, area, volume or mass.

Assessment


Assessment

Task Name

Continuing patterns, calculating with money and numbers (Yr 05)

Type:


Date:

Description

Students continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. Students apply a range of computation strategies to solve problems and to plan and calculate simple budgets.

Learning Area

Mathematics



Continue addition and subtraction patterns with fractions and decimals. Identify elements of simple financial plans and perform calculations in context. Use estimation to check the reasonableness of answers to calculations. Find unknown quantities in number sentences.

Solve simple authentic problems involving the four operations using a range of strategies.

Explain plans for simple budgets. Explain why an estimate is reasonable.

Describe and create addition and subtraction patterns with fractions and decimals.

A

◄

Infers a rule and uses it to create a new mixed-number pattern.

Performs multi-step calculations accurately.

◄

Justifies a strategy to increase profit using the language of financial mathematics.

B

◄

Applies a rule to create a decimal number pattern.

Uses a range of efficient computation strategies to calculate profit and expenditure. Explains why an amount in a budget is income or expenditure.

◄

Proposes a strategy to increase profit.

C

◄

Continues addition and subtraction patterns with fractions and decimals.

Performs accurate calculations involving the four operations.

Identifies income and expenditure in a simple financial plan.

Uses estimation to check the reasonableness of answers.

Finds unknown quantities in number sentences.

◄

Describes and creates addition and subtraction patterns with fractions and decimals.

Solves simple problems involving the four operations using a range of efficient strategies.

Creates a financial plan.

Explains why an estimate is reasonable.

D

◄

Positions decimals on a number line.

Selects the rule used to create a pattern based on heights.

◄

Shows working using some aspects of mathematical conventions and symbols.

E

◄

Continues a pattern.

◄

Writes a number sentence.

Assessment


Assessment

Task Name

Investigating and calculating measurement (Yr 05)

Type:

Assignment/Project

Date:

Description

Students use simple strategies to reason and solve a measurement inquiry question.

Learning Area

Mathematics



Perform calculations involving capacity and mass.

Connect and apply measurement understanding to the inquiry question.

Use mathematical language and symbols.

Interpret, model and investigate capacity and mass.

Explain and justify conclusions using mathematical evidence.

A

◄

Accurately transfers knowledge of measurement to the inquiry question.

Consistently and clearly uses appropriate mathematical language, materials and diagrams.

◄

Develops and applies methods to gather relevant evidence for a conclusion.

Represents and presents evidence logically.

Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.

B

◄

Recalls and uses appropriate measurement understanding connected to the inquiry question.

Consistently uses appropriate mathematical language, materials and diagrams.

◄

Develops a method to gather evidence to support conclusion.

Explains mathematical thinking including choices made, strategies used and conclusions reached.

C

◄

Uses and applies measurement understanding to calculate capacity and mass.

Uses appropriate mathematical language, materials and diagrams.

◄

Chooses a known method to gather evidence to support a conclusion.

Represents and presents evidence.

Describes mathematical thinking including strategies used and conclusions reached.

D

◄

Finds capacity and mass of backpacks.

Uses aspects of mathematical language, materials or diagrams.

◄

Follows a given method to gather evidence.

Makes statements about choices or strategies used when prompted.

E

◄

Recognises mass of a backpack.

Uses everyday language.

◄

Makes isolated statements.

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject;

All the content descriptions for that year and subject have been used; and

The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies Branch

Department of Education and Training

PO Box 15033, City East, Q 4002

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