Maths Program Proforma Yr 5 t2

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 REG
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
Highest Common Factor
Revise students understanding of HCF from previous term to gauge retention and
understanding of key concepts.
Provide exercises on HCF for students to complete, such as:
Find the highest common factor of the following numbers:
(1) HCF of 12 and 15 ________ (2) HCF of 10 and 8 ________
(3) HCF of 20 and 15 ________ (4) HCF of 25 and 10 _______
(9) HCF of 18 and 30 ________ (10) HCF of 12 and 24 ______
(11) HCF of 15 and 75 _______ (12) HCF of 25 and 50 ______
In pairs have students compare their answers and discuss any differences, resolving which is
the correct answer and why.
Report back to class and discuss any difficulties that arose.
Support: peer tutor
grouping strategies
Whiteboard and
markers, paper and
pencils

2
Lowest Common Multiple
The smallest number that is a multiple of two or more numbers.
Example: the Least Common Multiple of 3 and 5 is 15, because 15 is a multiple of 3 and also
a multiple of 5. Other common multiples include 30 and 45, etc, but they are not the
smallest (least).

Provide exercises on LCM for students to complete, such as:
Find the lowest common multiple of the following numbers:
(1) LCM of 3 and 4 _________ (2) LCM of 2 and 5 _________
(5) LCM of 10 and 4 ________ (6) LCM of 3 and 9 _________
(9) LCM of 8 and 6 _________ (10) LCM of 3 and 7 ________
(11) LCM of 6 and 7 ________ (12) LCM of 4 and 9 ________
(13) LCM of 8 and 10 _______ (14) LCM of 3 and 2 ________
Support: peer tutor
grouping strategies
Whiteboard and
markers, paper and
pencils

(15) LCM of 4 and 5 ________ (16) LCM of 8 and 10 _______
(21) LCM of 10 and 5 _______ (22) LCM of 5 and 9 ________
(23) LCM of 8 and 12 _______ (24) LCM of 10 and 2 _______
Report back to class and discuss any difficulties that arose.

3
Prime Numbers
A Prime Number can be divided evenly only by 1, or itself and it must be a whole number
greater than 1.
Example: 5 can only be divided evenly by 1 or 5, so it is a prime number.
But 6 can be divided evenly by 1, 2, 3 and 6 so it is NOT a prime number (it is a composite
number).

Provide students with a hundreds chart and have them colour all of the prime numbers.
Before starting ask students to predict how many prime numbers they think there is
between 1-100.
As a class check predictions and discuss.
Support: peer tutor
grouping strategies
Whiteboard and
markers, paper and
pencils, 100s charts

4
Ascending Order and Descending Order
In pairs provide students with six dice. Each student takes turns at rolling all of the dice at
once and then the two students use the numbers rolled to create the smallest number
possible and record this. After three turns each, the students must then place their six
numbers in ascending order.
Repeat the above activity, but this time students must make the largest number possible
with the numbers on the dice. When they once again have size numbers, the students
should place these in descending order.
Still in pairs, have students each roll the six dice and make their own largest number. Each
time that the pair have created a number, they must make a statement about the numbers
that they have created in relation to their partners, ie:
My number of 643221 is greater than __________ number of 554321, etc
Support: peer tutor
grouping strategies,
decrease number of dice
used.

Extension: use multi-sided
dice and/or increase
number of dice
Dice, paper and
pencils

5
Millionaire Place Value
Students draw 4 joined boxes in a horizontal line. Squared paper will help. The teacher has
a standard pack of playing cards with the picture cards removed. The teacher shuffles them,
turns the top card and calls out the number. The students must choose a box to write this
number in. The teacher also does this in secret. The cards are turned and called until all four
boxes are filled.
Support: provide prepared
box sheets
Playing cards,
squared paper and
pencils

Students and teacher then display their number. Students who get a higher number than
the teacher get 5 points. Equal to the teacher gets 3 points. Lower than the teacher 1 point.
The teacher gets 10 points if he / she beats all the students!
Note - a ten playing card is called as a zero.
This game can be adapted to higher numbers by increasing the number of boxes or a
decimal point can be added to change the numbers into pounds and pence.
A further twist with 5/6 figure numbers is to offer pupils the option of switching round two
of the numbers to increase their total.

6
Partitioning and Place Value
Discuss place value with the students and have them explain the place value of a given
number from an example written on the board. Eg in the number 2367, what is the place
value of 3?
Explain to the students how the next step on from this is to partition numbers, for example:
27 = 2 tens and 7units = 20 + 7
156 = 1 hundred, 5 tens and 6 units = 100 + 50 + 6
7310 = 7 thousands, 3 hundreds, 1 ten and zero units = 7 + 3 + 1 + 0
Provide students with a series of numbers to partition independently.
As a class check results and discuss difficulties.
Ask the students what happens to the place value of a number when a decimal point is
added?
For example: In the number 563.92, what is the place value of the 9 and the 2.
Discuss tenths, hundredths and thousandths.
Provide students with a series of decimal numbers to partition.
As a class check results and discuss difficulties.
Support: provide students
with number expanders
Whiteboard and
markers, paper and
pencils

7
Big Day Out
Select a well known Theme Park or local attraction. Obtain cost of admission figures and
any additional costs that may be incurred participating in activities at the location. Put
together a menu of possible snacks available to purchase for lunch.
In groups provide students with a budget for their day out. Each group will have to plan a
budget for the day which provides opportunities for a given family to experience as much as
possible, whilst still having money to purchase lunch.
Groups must record all purchases made and keep a track of this against the total budget.
Each group reports back to the class on what their imaginary family spent their money for
the day, the total money spent and change if any left over. They should also be encouraged
to report on the fairness of the decisions they made for each family member, ie did some of
them miss out on activities whilst others participated etc.
Support: peer tutor
grouping strategies,
calculators to assist
budgeting
Theme park/local
attractions price lists,
paper and pencils

8
Problem Solving : Joins
Provide students with a series of 4 x 4 grids, for example:

Support: concrete material
to add totals

Extension: increase number
values and/or size of grid
used
4x4 grids, colour
pencils and lead
pencils, paper

Have students join any four numbers. Find their total. Joins can go up, down or sideways,
but not diagonally. The score shown in the above example is 8 + 15 + 6 + 18 = 47. Continue
with activities for the same grid, such as:
- Find the highest possible score.
- Find the lowest possible score.
- Try joining five numbers (use a different colour)
- Now try joining five numbers using only diagonal joins (use a different colour)

9
Problem Solving : Three Digits
Pose the following problem for the students to solve either individually or in pairs:
Imagine you have 25 beads.
You have to make a three-digit number on an abacus.
You must use all 25 beads for each number you make.
How many different three-digit numbers can you make?
Write them in order.
Support: provide concrete
materials to complete task,
encourage students to use a
variety of problem solving
strategies
Paper and pencils

10
Revision and 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
Mental Strategies
Remind the students of the methods of addition and subtraction that they used during
Term 1. Ask students for examples related to each of the methods.
Provide students with the following 12 additions, in pairs select those they can do in their
heads.
1. 314 + 53 2. 39 + 38 3. 146 + 19
4. 444 + 333 5. 533 + 388 6. 85 + 205
7. 374 + 456 8. 678 + 99 9. 56 + 13 + 7
10. 532 + 118 + 336 11. 60 + 20 + 30 12. 11 + 16 + 19 + 14
Collect answers and discuss the methods the children used.
Repeat for the following, 12 examples, reminding students that they are only identifying
the sums they can do mentally:
1. 277 23 2. 141 9 3. 340 130
4. 527 311 5. 450 149 6. 510 250
7. 87 38 8. 173 66 9. 277 178
10. 600 180 11. 900 749 12. 871 165
Ask students to look at the above two sets of questions again and this time complete the
additions sums on paper that they were unable to complete mentally. As a class collect
methods and solutions. Discuss the different ideas and clues the students used.
Provide students with the following questions:
1. 140 + 60 20 2. 210 8 + 40 3. 64 19 + 2 4. 100 39 39
5. 50 + 19 + 29 6. 43 + 17 30 7. 200 100 + 100 8. 750 + 50 50
9. 200 87 + 86 10. 500 74 + 75 11. 124 + 58 56
12. 315 + 47 44 13. 40 + 9 + 8 + 7 14. 136 14 12 10
15. 110 + 9 + 19 + 29 + 39 16. 130 9 19 29 39
Have students complete the first six questions and then discuss the methods used,
discussing what they were able to mentally and what strategies they employed for the
questions they had to do on paper.
Repeat with the next six questions. Encourage students to think about what they are
adding and subtracting to the first number. Use a number line to help them to see the
pattern.

Use the above for question 9 to show that 200 87 + 86 = 200 1 = 199. Emphasise the
importance of this strategy is to avoid mistakes.
Students complete the remaining questioning and discuss strategies used.
Support: peer tutor
grouping strategies
Whiteboard and
markers, paper and
pencils, number lines

2
Addition With Regrouping
Students need to be reminded that when they are adding numbers that have a sum of
Support: peer tutor
grouping strategies
Addition Hunt BLM,
clipboards, pencils,

more than 9 they must carry the tens amount over into the tens column when completing
addition sums. For example:
1
756+
162
918
In pairs provide students with a clipboard and a copy of the answer grid; Addition Hunt
(see attached).
Place a serious of addition problems around the playground. Students set off in pairs and
record their answer in the correct spot on the grid, demonstrating their working out. When
they complete each sum, they record whether they needed to apply regrouping to the
question or not and then hunt for another sum.
After a given time period is up, all students return to the classroom and revise questions
together.
whiteboard and
markers, large open
space

3
Subtraction With Regrouping (Decomposition Method)
Students revise subtraction using the decomposition method for regrouping. Students may
find the following rhyme useful for remembering what to do:
More on TOP
No need to STOP!

More on the FLOOR
Go next DOOR
And get 10 MORE!

Numbers the SAME
Zero is your GAME!

In pairs provide students with a clipboard and a copy of the answer grid; Subtraction
Hunt (see attached).
Have the students complete the Subtraction Hunt, as per the same format as the Addition
Hunt game from previous lesson.
After a given time period is up, all students return to the classroom and revise questions
together.
Support: peer tutor
grouping strategies
Subtraction Hunt
BLM, clipboards,
pencils, whiteboard
and markers, large
open space

4
Rounding
Explain the students that; Rounding is a mental math strategy for adding and subtracting
numbers. When you round, you will likely need to adjust your answer to get the exact
answer.
For example:
- 23 + 58 can be rounded to 20 + 60 = 80.
23 is 3 more than 20 and 58 is 2 less than 60.
So adjust answer by adding 1.
Answer is 81.
- 76 - 40 can be rounded to 80 - 40 = 40.
76 is 4 less than 80.
So adjust answer by subtracting 4.
Answer is 36
Provide students with a variety of subtraction and addition algorithms to revise rounding
to solve problems.
Support: concrete materials
to manipulate as required
Whiteboard and
markers, paper and
pencils

5
Money Problems
Provide students with a range of word problems, involving money for them to solve,
examples may include:
1. Lawrence gives $8.88 to Jessica. If Lawrence started with $94.28, how much money does he have
left?
2. Bruce has $81.65 and Rachel has $60.21. How much more does Bruce have than Rachel?
3. After buying some tickets for $93.72, George has $8.33 left. How much money did
George have to begin with?
4. Rachel has $38.13 and Lillian has $9.40. How much more does Rachel have than Lillian?
5. Deborah gives $3.60 to Charles. If Deborah started with $62.05, how much money does
she have left?
6. After buying some blocks for $76.35, Irene has $33.87 left. How much money did Irene
have to begin with?
7. Samuel gives $26.94 to Catherine. If Samuel started with $31.03, how much money does
he have left?
8. Andrea has $11.00 and Pamela has $6.19. How much more does Andrea have than
Pamela?
9. Jacob had $109.85. He bought a shirt for $25.50, a pair of thongs for $7.98 and a hat for
$11.36. How much money did Jacob spend altogether and how much money does he have
left?
10. Maddi washed the and earned $10.70, she mowed the lawn for $15.55 and babysat a
neighbours child for $27.63. How much pocket money has Maddi earned? If she is saving
for concert tickets that cost $75.50, how much more money does she need to earn?
Students need to write a statement with each of their solutions, identifying the strategy
they used.
Support: provide concrete
money to manipulate when
solving problems
Whiteboard and
markers, paper and
pencils

10

ASSESSMENT OVERVIEW

A.

Regrouping: Y N
B.

Regrouping: Y N
C.

Regrouping: Y N
D.

Regrouping: Y N
E.

Regrouping: Y N
F.

Regrouping: Y N
G.

Regrouping: Y N
H.

Regrouping: Y N
I.

Regrouping: Y N
J.

Regrouping: Y N
K.

Regrouping: Y N
L.

Regrouping: Y N
M.

Regrouping: Y N
N.

Regrouping: Y N
O.

Regrouping: Y N
P.

Regrouping: Y N
Q.

Regrouping: Y N
R.

Regrouping: Y N
S.

Regrouping: Y N
T.

Regrouping: Y N
U.

Regrouping: Y N
V.

Regrouping: Y N
W.

Regrouping: Y N
X.

Regrouping: Y N
Y.

Regrouping: Y N

A.

Regrouping: Y N
B.

Regrouping: Y N
C.

Regrouping: Y N
D.

Regrouping: Y N
E.

Regrouping: Y N
F.

Regrouping: Y N
G.

Regrouping: Y N
H.

Regrouping: Y N
I.

Regrouping: Y N
J.

Regrouping: Y N
K.

Regrouping: Y N
L.

Regrouping: Y N
M.

Regrouping: Y N
N.

Regrouping: Y N
O.

Regrouping: Y N
P.

Regrouping: Y N
Q.

Regrouping: Y N
R.

Regrouping: Y N
S.

Regrouping: Y N
T.

Regrouping: Y N
U.

Regrouping: Y N
V.

Regrouping: Y N
W.

Regrouping: Y N
X.

Regrouping: Y N
Y.

Regrouping: Y N
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
Written Division
Students solve problems that involve dividing a three-digit number by a one-digit number
using written strategies, showing remainders as a fraction:

Students solve division problems interpreting when remainders need to be rounded up eg
finding the number of cars with four seats to take 341 people to an event, the solution
would be 86 not 85 .
Variation: Students use calculators to check answers and discuss.
Support: concrete materials
to manipulate as required
Whiteboard and
markers, paper and
pencils, calculators

6
Mixed Operations
Students express each of the numbers from 1 to 100 using mixed operations.
eg
1 = 2 1 1
2 = 2 2 + 1
3 = 4 3 + 2
4 = 9 3 + 1
Extension: Students express
a number using all 4
operations.

Support: check with a
calculator
Whiteboard and
markers, paper and

7
Mixed Operations Game
In pairs, students are given a set of different-coloured counters each, three dice and a
game board. Students create the game board by using any 25 numbers from 1 to 50. In
turns, students roll the three dice, use these numbers with any operations to create a
number from the board, and cover the number with a counter .The game continues until
one player has three counters in a row in any direction.

20 11 38 47 16
19 17 8 15 12
1 20 3 7 35
26 42 34 43 49
21 17 16 28 50

Extension: Students use four
dice and make game boards
with higher/lower numbers.
The game could also be
played with cards.
Whiteboard and
markers, paper and
pencils, counters, 5x5
grids

8
Rounding up division
The teacher poses the scenario: A farmer has 49 eggs. He needs to put them into cartons,
that each hold a dozen eggs, to send to market. How many cartons does he need?
Possible questions include:
- how many eggs will fit into each carton?
- what strategy did you use to find the solution?
- can you think of another way that the farmer could pack the eggs?
Students record the strategies used. Students write their own problems involving division
with remainders. They publish their work using a computer software package eg
Powerpoint, Kidspix, Slideshow, etc
Extension: The teacher
poses the scenario involving
larger numbers of eggs and
different-sized cartons.
Whiteboard and
markers, paper and
pencils, computers

9
Number Patterns
Students are given a table such as:
2 x 8 =16 16 2 =8
2 x 80 =160 160 2 =80
2 x 800 =1600 1600 2 =800
They are asked to continue the pattern and describe the number pattern created. Students
are encouraged to create further number patterns and are given access to a calculator.
Further number patterns could include:
10 x 40 = 400 10 = 10 x 500 = 5000 10 =
20 x 40 = 800 20 = 20 x 500 = 10000 20 =
70 x 40 = 2800 70 = 70 x 500 = 35 000 70 =
- what happens if you multiply a number by a multiple of ten?
- what happens if you divide a number by a multiple of ten?
- can you devise a strategy for multiplying by a multiple of ten?
- can you devise a strategy for dividing by a multiple of ten?
Support: individual support
as required
Tables of number
patterns, paper and

10

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: Fractions and Decimals 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
compares, orders and calculates with fractions, decimals
and percentages MA3-7NA
In Stage 3 Fractions and Decimals, students study fractions with
denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100. A unit fraction is
any proper fraction in which the numerator is 1,
eg , , , ,...............
Fractions may be interpreted in different ways depending on the
context, eg two-quarters ( ) may be thought of as two equal parts
of one whole that has been divided into four equal parts.

Alternatively, two-quarters ( ) may be thought of as two equal
parts of two wholes that have each been divided into quarters.

Students need to interpret a variety of word problems and translate
them into mathematical diagrams and/or fraction notation.
Fractions have different meanings depending on the context,
eg show on a diagram three-quarters ( ) of a pizza, draw a diagram
to show how much each child receives when four children share
three pizzas.

Language
language: whole, equal parts, half, quarter, eighth, third, sixth,
twelfth, fifth, tenth, hundredth, thousandth, one-thousandth,
fraction, numerator, denominator, mixed numeral, whole number,
number line, proper fraction,
improper fraction, decimal, decimal point, digit, place value,
decimal places.
The decimal 1.12 is read as 'one point one two' and not 'one point
twelve'.
When expressing fractions in English, the numerator is said first,
followed by the denominator.
However, in many Asian languages (eg Chinese, Japanese), the
opposite is the case: the denominator is said before the numerator.
Compare & order common unit fractions & locate & represent them on
a number line (ACMNA102)
place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 & 12 on a
number line between 0 & 1
compare & order unit fractions with denominators of 2, 3, 4, 5, 6, 8,
10, 12 & 100
compare the relative value of unit fractions by placing them on a
number line between 0 & 1
investigate & explain the relationship between the value of a unit
fraction & its denominator
Investigate strategies to solve problems involving addition &
subtraction of fractions with the same denominator (ACMNA103)
identify & describe proper fractions as fractions in which the
numerator is less than the denominator
identify & describe improper fractions as fractions in which the
numerator is greater than the denominator
express mixed numerals as improper fractions & vice versa, through
the use of diagrams & number lines, leading to a mental strategy
model & represent strategies, including using diagrams, to add proper
fractions with the same denominator, where the result may be a mixed
numeral
model & represent a whole number added to a proper fraction
subtract a proper fraction from another proper fraction with the same
denominator
model & represent strategies, including using diagrams, to add mixed
numerals with the same denominator
use diagrams, & mental and written strategies, to subtract a unit
fraction from any whole number including 1
solve word problems that involve addition & subtraction of fractions
with the same denominator use estimation to verify that an answer is
reasonable
Recognise that the place value system can be extended beyond
hundredths (ACMNA104)
express thousandths as decimals
interpret decimal notation for thousandths
state the place value of digits in decimal numbers of up to three
decimal places
Compare, order & represent decimals (ACMNA105)
compare & order decimal numbers of up to three decimal places
interpret zero digit(s) at the end of a decimal
place decimal numbers of up to three decimal places on a number line
between 0 & 1


Sustainability


Literacy
Numeracy


Work & enterprise


Compare & order
common unit
fractions &
locate &
represent them
on a number line

Investigate
strategies to
solve problems
involving
addition &
subtraction of
fractions with
the same
denominator

Recognise that
the place value
system can be
extended
beyond
hundredths

Compare, order
& represent
decimals

4
A Piece Of Cake (Forming an Image of Thirds)
Have students trace a large circle to represent the top view of a cake. Tell the students that
you want them to establish where to cut the cake to share it equally between three people.
Have them use popsticks or pencils to represent cut lines, to allow for multiple adjustments.
Have students record how they went about dividing the circle (cake) equally, making links
between division as sharing and fractions.
Ensure students understand that the fractions they have created are known as thirds and
are represented numerically as .
Support: provide circle cut
outs for students
experiencing difficulty
tracing.

Paper and pencils,
popsticks, circle cut-
outs

5
How Many Pikelets? (Part-whole Models Beyond One)
In this activity the teacher wants the students to focus on forming wholes from fractional
parts. Count the quarter circles, then put them away and ask the students to work out how
many circles they could make with 24 quarter circles. Have the students record how they
arrived at the answer.
Hold up one-third of a circle and ask, If this is a piece of a pikelet what would we call it?
Likely answers include big quarters. How could we check to see if our name is correct?
When students have determined that the pikelet pieces are thirds, repeat the process using
the 18 thirds of circles, all the same size.
Support: provide circle
thirds/ quarters for students
who are unable to do task
independently.
Extension: examine whether
the size of circle quarters/
thirds impacts results
24 quarter circles (all
the same size), 18
thirds of circles (all
the same size), paper
and pencils

6
A Pikelet Recipe
Students explore dividing wholes into equal parts and use sharing diagrams to divide by
fractions. The activity aims to promote partwhole conceptual understanding and to assist
students perform fraction computations based on using a sound understanding of the
fraction concept.
1. Place 4 identical empty cylindrical clear plastic tumblers near each other on a table.
- I want to pour half a glass of drink. Who can show me where about on the glass I would
need to fill it to?
Provide the student with a thin piece of masking tape to record his or her answer. A
marking pen can be used to identify the exact level.
- Who thinks that this is the place we should fill the tumbler to get half a glass?
Allow an opportunity for class discussion and if the student wishes, he or she can move
the tape.
- How can we know if we are right?
2. Put out another transparent tumbler with vertical sides.
- Can you show me where I would have to fill this glass to get one-quarter of a glass?
Attach a small piece of thin black tape at the indicated location.
- Does this look correct? (Adjust as directed.)
Draw a sketch of the tumbler on the board. Ask one student to add a line to your diagram
on the board to show one-quarter of a glass.
3. Put out three empty transparent tumblers with vertical sides and one tumbler full of
Support: representations of
fractions as a reference
A pouring jug full of
water (food colouring
or cordial, optional),
4 cylindrical clear
plastic tumblers, thin
strips of masking
tape or similar.

water.
- By pouring, and using any of these other glasses, show me exactly a third of a glass of
water? What fraction remains in the glass?
Draw a sketch of the three tumblers on the board. Ask one student to add a line to your
diagram on the board to show one-third of a glass.
- Who can show me two-thirds of a glass by drawing a line on the glass I have drawn on the
board?
4. I have 6 cups of milk. A recipe needs of a cup of milk. How many times can I make the
recipe before I run out of milk? Can you draw your answer?
5. I have 6 cups of milk. A recipe needs one-quarter ( ) of a cup of milk. How many times
can I make the recipe before I run out of milk? Can you draw your answer?
6. Draw what would happen if I have 6 cups of milk and a recipe needs three-quarters
( ) of a cup of milk. How many times can I make the recipe before I run out of milk?
7. Who can draw what would happen if I have 6 cups of milk and a recipe needs one-third
( ) of a cup of milk? How many times can I make the recipe before I run out of milk?
8. I have 6 cups of milk. A recipe needs two-thirds ( ) of a cup of milk. How many times can I
make the recipe before I run out of milk? Can you draw your answer?

7
Related Fractions 2 (One-Third, One-Sixth, One-Ninth and One-Twelfth)
In this activity, students explore the relationships between the unit fractions and
through dividing a continuous unit. They then express the equivalence between various
units, as well as the relationship between the unit fraction and the whole.
Write the fractions and on the board. Hold up a piece of wool approximately 90 cm
long.
- Using this piece of wool, how could you make one of these fractions?
- Which of these fractions will be the easiest to make? Why?
Select two students to demonstrate how to make one-third. Give the piece of wool to the
two students and send them to a quiet corner to work on their demonstration.
Distribute streamers or strips of paper or light card to each student. Explain that as well as
creating each of the fractions written on the board, the task is to write a procedure using
appropriate diagrams to allow other students to follow the methods developed.
Have the two students demonstrate how they made one-third of the length of wool and
justify why the answer is one-third.
- Now that you have made one-third, which of the fractions on the board would be the
easiest to make next? Why?
Provide sufficient opportunities in the class discussion to clarify the result of repeated
partitioning, say, halving one-third or finding one-third of one-third. Allocate the task of
writing the procedures for finding and of a strip of paper.
Have students share their procedures and ask students to explain what is the same and
what is different about the procedures.
Support: concrete examples
of fractions, individual
support as required
Wool, streamers or
strips of paper, paper
and pencils

10

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: Mass 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
selects and uses the appropriate unit and device to
measure the masses of objects, and converts between units
of mass MA3-12MG
Gross mass is the mass of the contents of a container and the
container. Net mass is the mass of the contents only.
Local industries and businesses could provide sources for the
study of measurement in tonnes, eg weighbridges, cranes,
hoists.

Language
language: mass, gross mass, net mass, measure, device,
scales, tonne, kilogram, gram.
As the terms 'weigh' and 'weight' are common in everyday
usage, they can be accepted in student language should they
arise. Weight is a force that changes with gravity, while mass
remains constant.
Choose appropriate units of measurement for mass
(ACMMG108)
recognise the need for a formal unit larger than the
kilogram
use the tonne to record large masses, eg sand, soil, vehicles
record masses using the abbreviation for tonnes (t)
distinguish between the gross mass and the net mass of
containers holding substances, eg cans of soup
interpret information about mass on commercial
packaging (Communicating)
solve problems involving gross mass and net mass, eg
find the mass of a container given the gross mass and
the net mass (Problem Solving)
select and use the appropriate unit and device to measure
mass, eg electronic scales, kitchen scales
determine the net mass of the contents of a container
after measuring the gross mass and the mass of the
container (Problem Solving)
find the approximate mass of a small object by establishing
the mass of a number of that object, eg 'The stated weight of
a box of chocolates is 250 g. If there are 20 identical
chocolates in the box, what does each chocolate weigh?'

Sustainability


Literacy
Numeracy


Work & enterprise


Choose
appropriate units
of measurement
for mass

1
Lunchtime
Students weigh and record each item in their lunch box. Express each item in grams. Total
the number of grams of their lunch. Compare with other students.
Note: ensure the students have access to scales that can accurately measure small masses
in grams. Have alternate arrangements for students with lunch orders.
Extension: ask students to
use kitchen scales at home
to find the mass of their
breakfast and dinner, then
calculate the total mass of
food for the day.
Lunches, scales,
pencils and paper

2
Litterbugs
Students collect and sort litter found in the playground and place it into garbage bags that
have been labelled with categories of litter suggested during class discussion. Groups weigh
individual garbage bags and determine the total mass for each category of litter, and the
total mass of litter.
Note: it may take more than one day to collect a significant quantity of litter.
Variation: weigh empty garbage bins, and then the full garbage bins. Subtract the mass of
the bin from the total mass to find the mass of litter.
Support: peer tutor
grouping strategies
School litter, garbage
bags, devices for
weighing, pencil and
paper

3
The Average Lunch
Students find the average mass of lunch eaten by the students in their small group,
including fruit and drinks. Students use the measurement of each groups lunch mass, to
calculate the total mass of all lunches for the class for one day. Express the total in
kilograms and grams. Students then find how many 5kg crates would be needed for
carrying the lunches for the whole class.
Extension: discuss which
group member is the closest
to the average height and
weight for students in the
class. Using this students
mass, calculate how many
lunches would have to be
eaten to equal the mass.
Kitchen scales,
pencils and paper,
students lunches

4
Accurate?
Students work in pairs or small groups to check the accuracy of kitchen and bathroom
scales by using mass pieces. Students draw a table to record the measure of each mass,
and comment on the accuracy of each instrument.
Note: ensure the kitchen scales used are able to measure a mass of more than two
kilograms.
Extension: if the scales are
inaccurate, predict and
measure what happens
when the mass is increased.
500gm, 1kg, 2kg
mass, kitchen and
bathroom scales,
paper and pencils

5
Investigation
Students place each leg of a table on bathroom scales. Record the mass shown on each
scale. Explain why/why not the combined mass shown will be a true measure of the tables
mass. Find a way of checking the mass of the table. Predict what will happen if 10kg was
placed on the table top. Trial and record the results.
Note: ensure that all four bathroom scales are the same height.
as required, questioning
techniques
Small table, four
bathroom scales,
10kg mass for each
group, pencils and
paper

6
Which Unit Would You Use?
Students think of ten different animals, from very large, to small, and record this list.
Beside each animal name, students write the unit of mass which may be used to measure
each one.
Students research the mass of several of the listed animals and record the results.
Extension: students find the
difference between the
lightest animal and the
heaviest animal; students
find the number of small
Access to research
material on animals,
paper and pencils

Note: students may need to be reminded that resource material can refer to both imperial
and metric measurements such as ton or tonne.
animals required to balance
the mass of the largest
animal

7
School Bags Full
Students in groups of four or five find the average mass of their full school bags. This
measurement is used to calculate the mass of all bags in the class. Students predict the
mass of all bags in the school.
Extension: how many
teachers bags or baskets
make a tonne?
School bags, scales,
calculators, pencils
and paper

8
How Many Kids to the Elephant?
Students find the mass of the average student in the class. Students estimate and then
calculate, how many students would have the same mass as an elephant (average 4 tonne).
Note: students should not be required to publically reveal their weight. Provision should be
made for them to weigh themselves and record on a piece of paper and hand this to the
teacher to use for final calculation.
as required, questioning
techniques
Bathroom scales,
calculators, pencils
and paper

9
Largest?
Students work in pairs or small groups to investigate:
Were dinosaurs the largest living creatures ever? Students research the question and order
the animals that they have studied, from heaviest to lightest. Calculate the difference in
mass between the heaviest and lightest animals in the list.
Support: peer tutor
grouping strategies
Access to research
material, pencils and
paper

10

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: Angles 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
measures and constructs angles, and applies angle
relationships to find unknown angles MA3-16MG
A circular protractor calibrated from 0 to 360 may be easier
for students to use to measure reflex angles than a
semicircular protractor calibrated from 0 to 180.

Language
language: angle, arm, vertex, protractor, degree.
Estimate, measure and compare angles using degrees
(ACMMG112)
identify the arms and vertex of an angle where both arms
are invisible, such as for rotations and rebounds
recognise the need for a formal unit for the measurement
of angles
record angle measurements using the symbol for degrees
()
measure angles of up to 360 using a protractor
explain how a protractor is used to measure an angle
(Communicating)
explore and explain how to use a semicircular protractor
to measure a reflex angle (Communicating, Reasoning)
extend the arms of an angle where necessary to
facilitate measurement of the angle using a protractor
(Problem Solving)
Construct angles using a protractor (ACMMG112)
construct angles of up to 360 using a protractor
identify that a right angle is 90, a straight angle is 180 and
an angle of revolution is 360
identify and describe angle size in degrees for each of the
classifications acute, obtuse and reflex
use the words 'between', 'greater than' and 'less than' to
describe angle size in degrees (Communicating)
compare the sizes of two or more angles in degrees, eg
compare angles in different two dimensional shapes
estimate angles in degrees and check by measuring

Sustainability


Literacy
Numeracy


Work & enterprise


Estimate,
measure and
compare angles
using degrees

Estimate,
measure and
compare angles
using degrees

1
Lets Talk About Angles
An ANGLE is an amount of TURN.
- What unit do we measure angles in?
We use the symbol to show degrees; like this 36 or 178 or 317.
What is the size of this angle? What is it called?
- What is the name of an angle smaller than 90?
An angle less than 90 is called an acute angle. (Angles < 90 are called acute angles)
- What is the name of angle larger than 90?
An angle greater than 90 is called an obtuse angle. (Angles > 90 are called obtuse angles)
- What about a line? Is it an angle?
A line is known as a straight angle. (A straight angle has a measurement of 180)
- What is the name of an angle larger than 180?
An angle greater than 180 is called a reflex angle. (A reflex angle is > 180, but < 360)

Estimate the size of these angles. What type of angle is it?

Support: provide angle
charts at desks for students
who require direct
comparison
Whiteboard and
markers, paper and
pencils, rulers

2
Protractors
Recap last lesson. Ask students to name the angles discussed and to find an example of each
if possible in the room. Discuss the measurement used to measure angles ( degrees) and
how we find this measurement
Give children a protractor each. Discuss what the students know about how to use a
protractor.
Explain how to use a protractor to measure angles using -
http://www.amblesideprimary.com/ambleweb/mentalmaths/angleshapes.html
Explain the importance of accuracy. The centre of the protractor must be exactly on the
corner of the angle and the zero line of the protractor exactly on the arm of the angle.
- Do we use the inner or the outer scale? Choose a student to explain why.
Measure some angles together using the interactive whiteboard.
Get each student to look at the protractor. Get them to look at where the centre, the zero
line and the inner and outer scales are.
Allow students in their pairs to experiment using the protractors measuring angles around
the classroom. Ask them to find right-angles, straight lines, acute, obtuse etc.
Now give them an angle each to measure.
as required, particularly
with manipulating
protractor accurately
Whiteboard and
markers, paper and
pencils, rulers,
protractors,
computer, IWB

- What is the angle? Write down all their answers on whiteboards.
- Who was closest?
- Who wasnt?
- What do they need to do to improve? Repeat.

3
Obtuse Or Acute
A game to be played in pairs. Decide who will be acute and who will be obtuse.
One student draws a straight line.
____________________

The other student draws another line from the centre of the first line to create one acute
angle and one obtuse.
____________________

The acute person estimates their angle and the obtuse estimates theirs.
They then work out the angle using a protractor to find out who was the closest. The one
who was closest gets a point.
Students swap who draws which line and repeat the above activity 10 times.
Support: peer tutor
grouping strategies
Whiteboard and
markers, paper and
pencils, rulers,
protractors

4
Investigating Angles
Pose the following problem for students to investigate:
1. Draw two lines that cross over each other:

____________________

2. Measure the 4 angles created using a protractor.
3. Repeat the process above 3-4 times.
4. What do you notice?
Discuss what the students discovered and create a list of generalisations that can be made
about angles.
Support: work in pairs Whiteboard and
markers, paper and
pencils, rulers,
protractors

10

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: 3D 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
identifies three-dimensional objects, including prisms and
pyramids, on the basis of their properties, and visualises,
sketches and constructs them given drawings of different
views MA3-14MG
In Stage 3, the formal names for particular prisms and
pyramids are introduced while students are engaged in their
construction and representation. (Only 'family' names, such
as prism, were introduced in Stage 2.) This syllabus names
pyramids in the following format: square pyramid,
pentagonal pyramid, etc. However, it is also acceptable to
name pyramids using the word 'based', eg square-based
pyramid, pentagonal-based pyramid.
Prisms have two bases that are the same shape and size. The
bases of a prism may be squares, rectangles, triangles or
other polygons. The other faces are rectangular if the faces
are perpendicular to the bases. The base of a prism is the
shape of the uniform cross-section, not necessarily the face
on which it is resting.
Pyramids differ from prisms as they have only one base and
all the other faces are triangular. The triangular faces meet
at a common vertex (the apex). Pyramids do not have a
uniform cross-section.
Spheres, cones and cylinders do not fit into the classification
of prisms or pyramids as they have curved surfaces, not
faces, eg a cylinder has two flat surfaces and one curved
surface.
A section is a representation of an object as it would appear
if cut by a plane, eg if the corner were cut off a cube, the
resulting cut face would be a triangle. An important
understanding in Stage 3 is that the cross-sections parallel to
the base of a prism are uniform and the cross sections
parallel to the base of a pyramid are not.
Students could explore these ideas by stacking uniform
objects to model prisms, and by stacking sets of seriated
shapes to model pyramids, eg

Note: such stacks are not strictly pyramids, but they do assist
understanding.
Compare, describe and name prisms and pyramids
identify and determine the number of pairs of parallel
faces of three-dimensional objects, eg 'A rectangular prism
has three pairs of parallel faces'
identify the 'base' of prisms and pyramids
recognise that the base of a prism is not always the face
where the prism touches the ground
name prisms and pyramids according to the shape of their
base, eg rectangular prism, square pyramid
visualise and draw the resulting cut face (plane section)
when a three-dimensional object receives a straight cut
recognise that prisms have a 'uniform cross-section' when
the section is parallel to the base
recognise that the base of a prism is identical to the
uniform cross-section of the prism
recognise a cube as a special type of prism
recognise that pyramids do not have a uniform cross-
section when the section is parallel to the base
identify, describe and compare the properties of prisms
and pyramids, including:
number of faces
shape of faces
number and type of identical faces
number of vertices
number of edges
describe similarities and differences between prisms and
pyramids, eg between a triangular prism and a
hexagonal prism, between a rectangular prism and a
rectangular(-based) pyramid
determine that the faces of prisms are always rectangles
except the base faces, which may not be rectangles
determine that the faces of pyramids are always
triangles except the base face, which may not be a
triangle
use the term 'apex' to describe the highest point above the
base of a pyramid or cone

Sustainability


Literacy
Numeracy


Work & enterprise
In geometry, a three-dimensional object is called a solid. The
three-dimensional object may in fact be hollow, but it is still
defined as a geometrical solid.

Language
language: object, shape, three dimensional object (3D
object), prism, cube, pyramid, base, uniform cross-section,
face, edge, vertex (vertices), apex, top view, front view, side
view, depth, net.
In Stage 1, students were introduced to the terms 'flat
surface' and 'curved surface' for use in describing cones,
cylinders and spheres, and the terms 'faces', 'edges' and
'vertices' for use in describing prisms and pyramids.
Connect three-dimensional objects with their nets and other
two-dimensional representations (ACMMG111)
visualise and sketch three-dimensional objects from
different views, including top, front and side views
reflect on their own drawing of a three-dimensional
object and consider how it can be improved
examine a diagram to determine whether it is or is not the
net of a closed three-dimensional object
explain why a given net will not form a closed three-
dimensional object
visualise and sketch nets for given three-dimensional
objects
recognise whether a diagram is a net of a particular
three-dimensional object
visualise and name prisms and pyramids, given diagrams of
their nets
select the correct diagram of a net for a given prism or
pyramid from a group of similar diagrams where the
others are not valid nets of the object
show simple perspective in drawings by showing depth


Compare,
describe and
name prisms
and pyramids

Connect three-
dimensional
objects with
their nets and
other two-
dimensional
representations

2
Prisms
Students are given a selection of prisms and pyramids to investigate the number of faces,
edges, and vertices. They look for similarities and differences between the objects. Students
construct a table to record findings.
Name Faces Edges Vertices
Triangular prism 5 9 6
Rectangular prism 6 12 8
Pentagonal prism 7 15 10
Square pyramid 5 8 5
Support: questioning
techniques
Prisms and pyramids,
pencils, paper and
rulers

3
Sorting and Classifying Three-dimensional Objects
Students are provided with a variety of objects including multiple examples of prisms and
pyramids. Students investigate the faces, edges, vertices and cross-sections. They record the
following information in a table or list: the name of each object according to the shape of its
base, a list of properties of each object, a sketch of a net of each object, a simple
perspective drawing and a list of similarities and differences.
- how could you improve your drawing?
- how could you classify the objects?
Students write an explanation of the properties of each object.
techniques, peer tutor
grouping techniques
3D concrete
materials, pencils,
paper and rulers

4
Different Views
Students sketch different everyday objects eg buildings, power pole. They are asked to
sketch a front, side and top view on separate cards. Students swap their sketches with a
partner who names the object.
Variation: The teacher collects the cards and photocopies them so that there are enough
sets for the class to play a concentration game with the cards. In small groups, students
place all the cards face down in the centre of the group. Each player takes a turn at turning
over three cards. If the three cards turned over match the front, side and top view of one
object then that player keeps the cards, but if they do not match then they are turned back
over and the next student has a turn. The winner is the player who has the most cards when
all the cards have been collected.
grouping techniques
Blank cards, pencils,
rulers

5
Barrier Game
In pairs, students sit opposite each other with a barrier between them. Student A selects a
three-dimensional object and describes how to draw it. Student B follows the instructions to
draw the object. Both students reflect on the drawing. Students then reverse roles.
grouping techniques
Paper and pencils,
rulers

6
Rectangular Prisms
Students are given 24 interlocking cubes. They are asked to make a rectangular prism with a
volume of 24 cubic units. They describe their rectangular prism in terms of its length,
breadth and height and record this information. The teacher poses the question.
- Can you make other rectangular prisms with a volume of 24 cubic units?
Students attempt to do this, record the results and describe what they notice. Students
draw a simple perspective drawing of each prism showing depth.
techniques
Interlocking cubes,
paper and pencils

Variation: Students make prisms with a variety of volumes and discuss.

7
Three-Dimensional Viewpoints
The teacher prepares cards that show the front, top and side view of various prisms.
Students label each card, naming the view. They then use the cards to construct a three-
dimensional model, naming it according to the shape of its base.
Students display their labelled cards and models. The other students in the class match the
model to the cards.
Extension: Students make
their own cards and repeat
the activity.
Front, top and side
view cards of prims,
paper and pencils

10

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: Chance 1 KEY CONSIDERATIONS OVERVIEW
OUTCOMES
A student:
conventions MA3-1WM
conducts chance experiments and assigns probabilities as
values between 0 and 1 to describe their outcomes MA3-
19SP
Students will need some prior experience in ordering
fractions and decimals on a number line from 0 to 1.
The probability of chance events occurring can be ordered
on a scale from 0 to 1. A probability of 0 describes the
probability of an event that is impossible. A probability of 1
describes the probability of an event that is certain. Events
with an equal likelihood of occurring or not occurring can be
described as having a probability of (or 0.5 or 50%). Other
expressions of probability fall between 0 and 1, eg events
described as unlikely will have a numerical value
somewhere between 0 and (or 0.5 or 50%).
The sum of the probabilities of the outcomes of any chance
experiment is equal to 1. This can be demonstrated by
adding the probabilities of all of the outcomes of a chance
experiment, such as rolling a die.

Language
language: chance, event, likelihood, certain, possible, likely,
unlikely, impossible, experiment, outcome, probability.
The probability of an outcome is the value (between 0 and 1)
used to describe the chance that the outcome will occur.
A list of all of the outcomes for a chance experiment is
known as the sample space; however, this term is not
introduced until Stage 4.
List outcomes of chance experiments involving equally likely
outcomes and represent probabilities of those outcomes
using fractions (ACMSP116)
use the term probability to describe the numerical value
that represents the likelihood of an outcome of a chance
experiment
recognise that outcomes are described as equally likely
when any one outcome has the same chance of occurring as
any other outcome
list all outcomes in chance experiments where each
outcome is equally likely to occur
represent probabilities of outcomes of chance experiments
using fractions, eg for one throw of a standard six-sided die
or for one spin of an eight-sector spinner
determine the likelihood of winning simple games by
considering the number of possible outcomes, eg in a
rock-paper-scissors game (Problem Solving, Reasoning)
Recognise that probabilities range from 0 to 1 (ACMSP117)
establish that the sum of the probabilities of the outcomes
of any chance experiment is equal to 1
order commonly used chance words on an interval from
zero (impossible) to one (certain), eg equally likely would
be placed at (or 0.5)
describe events that are impossible and events that are
certain (Communicating)
describe the likelihood of a variety of events as being
more or less than a half (or 0.5) and order the events on
an interval (Communicating)

Sustainability


Literacy
Numeracy


Work & enterprise


List outcomes of
chance
experiments
involving equally
likely outcomes
and represent
probabilities of
those outcomes
using fractions

Recognise that
probabilities
range from 0 to 1

1
Fifty-Fifty
Students are asked to suggest events that have a fifty-fifty chance of occurring. Students
are asked where an equal chance event would occur on a number line marked from 0 to
1. Students list events that have no chance, an equal chance, or are certain, of occurring.
Students use knowledge of equivalent fractions and percentages to assign a numerical
value to the likelihood of a simple event occurring eg fifty-fifty is the same as 50%, a five
in- ten chance, , a one-in-two chance, 0.5 chance.
Support: equivalent fraction
charts for direct comparison
and number lines
Whiteboard and
markers, number
lines, paper and
pencils

2
Running Race
The teacher uses a game board representing a 1000 m track, with six counters (runners) at
the starting line.
200m 400m 600m 800m 1000m
Runner 1
Runner 2
Runner 3
Runner 4
Runner 5
Runner 6
Students take turns to roll a dice and state the number shown on the die. They move the
runner with the corresponding number 200 m (one square) eg if 4 is rolled Runner 4 is
moved 200 m (one square).
The teacher allows the students to play for a few moves. Students are then asked to predict
which runner will win.
- what chance of winning has Runner 6? 4? 3? 1? 2? 5? Why?
- is any runner more likely to win than another? Why?
Students then prepare to play their own games by predicting which runner they think will
win. In pairs, they play the game. The teacher gathers all results. Students compare the
results with their prediction and discuss.
Support: individual game
board to physically engage
in activity. Questioning
techniques

Extension: Students design a
spinner to ensure that a
particular runner is more
likely to win than another.
Game boards,
counters, dice

3
Sampling
The teacher places one hundred counters into a paper bag, 70 red, 20 white and 10 green.
A student takes out 10 counters without looking. Students predict the proportion of
counters of each colour in the bag using this sample.
- how many of each colour do you think are in the bag? Why?
- do you think your prediction is very accurate?
Students return the counters to the bag and select another sample of 10. They make
another prediction and compare this with that of other student.
Students discuss the predictions and compare with the actual sample. They are encouraged
to make up their own sample experiments using this as a model. Students discuss where
techniques. Peer tutor
grouping strategies
Counters, paper bag,
paper and pencils

sampling could be a useful tool.

4
Sampling the School Population
Students select a sample of a group of students and ask them to name their favourite food,
TV program, etc. From this sample students predict school population results.
- would we get different results if all students in the sample were from Year 2?
- were girls?
- were tall?
- had blue eyes?
- what strategies could be used to ensure the sample reflected the whole population?
- what examples of sampling are used in real-life situations?
techniques. Peer tutor
grouping strategies
Sample student
group, paper and
pencils

5
Heads and Tails Game
Students stand up and choose to be heads (place their hands on their head) or tails
(place their hands behind their back).
The teacher flips a coin and calls out heads or tails. If it is heads, the students who
chose heads remain standing and the students who chose tails sit down; and the reverse
for tails. Students standing then choose again either heads or tails. The game continues
until only one student remains standing and is declared the winner.
- did your choice of heads or tails affect your chances of getting out? Why?
- if the previous toss was heads, did this affect the chance that the next toss would be
heads? Why? Why not?
Students ideas are recorded and then checked by playing several more games, where the
result of each flip of the coin is recorded, tallied and graphed. Students could try to record
the information in a table, list or diagram.
techniques.
Coin, whiteboard and
markers, paper and
pencils

10

ASSESSMENT OVERVIEW

Maths Program Proforma Yr 5 t2

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