Year: 5

Term: 1

Mathematics
Unit: 6

Strand: Number & Algebra

Substrand: Fractions & Decimals

Outcomes:
A student:
compares, orders and calculates with fractions, decimals and percentages MA3-7NA
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
gives a valid reason for supporting one possible solution over another MA3-3WM
Content:
Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)

place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12 on a number line between 0 and 1, eg

compare and order unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100
compare the relative value of unit fractions by placing them on a number line between 0 and 1 (Communicating,
Reasoning)

investigate and explain the relationship between the value of a unit fraction and its denominator (Communicating,
Reasoning)
Key Ideas
Teaching and Learning
Resources
Assessment
Regn

Compare and
order unit
fractions with
denominators 2,
3, 4, 5, 6, 8, 10,
12 and 100

Language
Language:
Students should be
able to
communicate using
the following
language: whole,
equal parts, half,
quarter, eighth,
third, sixth,
twelfth, fifth,
tenth, hundredth,
thousandth, onethousandth,
fraction, numerator,
denominator, mixed
numeral, whole
number, number
line, proper
fraction,
improper
fraction, decimal,

Ignition Activities
Using a fraction washing line (piece of string) have the students
estimate where to place cards with fractions written on them one at a
time. Students could also then place multiple cards in order on the
line.
Number Between: Classroom Game
Number Between is a good game for individuals and pairs.
The teacher writes a pair of numbers far apart on the board (smallest
on the left) and calls on a student to write a number in between the
pair. If a correct answer is given (it does not have to be the midpoint),
another student is called on to write a number between the new
number and one of the earlier endpoints. A dice could be thrown to
decide whether it is to be larger or smaller than the new value, or you
could have a simple rule e.g. alternate between the larger and
smaller sides, always go for the smaller etc.
Continue as the number line is divided into smaller and smaller
segments. Stop when interest wains.
Dividing the students into teams, to take turns writing a number and
to challenge the correctness of the answers of the other teams,
creates a competition if desired
Explicit Teaching
Fractions may be interpreted in different ways depending on the
context eg two quarters (2/4 ) may be thought of as two equal parts
of one whole that has been divided into four equal parts

Alternatively two quarters (2/4) 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

iMaths 5
p 54-57
Nelson Maths
5
p- 68-70
Targeting
Maths 5
p- 18-20

Differentiatio
n

Pre-Assess
1.Which is larger?

Which is larger
1
/3, or 1/4?
Explain your
answer with
examples.
2.Pikelet
sharing
problem (refer
to attached
sheet)
How would we
share 3
pikelets among
4 people? 5
pikelets among
3 people. Can
you draw your
answer?
Assessment
strategy
The teacher:
observes
students
completing the
task
listens to
students
explanations
analyses
student work
sheet and
written
explanations

decimal point, digit,

place value,
decimal places.

have different meanings depending on the context eg show on a

diagram of a pizza; four children share three pizzas, draw a diagram
to show how much each receives.
At this Stage, simple fractions refers to those with denominators 2,
3, 4, 5, 6, 8, 10, 12 and 100.
A Piece of Cake: forming an image of thirds.
Students focus on dividing an image into three equal parts.

A Pikelet Recipe Part 1

Students use sharing diagrams to solve fraction problems.
Who can draw what will happen if I have 6 cups of milk and a recipe
needs one-third (1/3) of a cup of milk? How many times can I make
the recipe before I run out of milk?

Assessment
criteria
The student:
demonstrates
understanding
of halves,
quarters and
thirds
records
halves,
quarters and
thirds as equal
shares
explains how
the items were
shared equally
Post Assess
Nelson Maths 5
p - 71

Which is larger?

Fraction Bridge
Students build a fraction bridge using paper streamers. Have
students work in pairs and give each pair three paper streamers or
strips of light card, each 60cm long and of equal widths. Write the
following fractions on the board: , , , , , , , , , , . Which three
fractions could you make from one streamer and how could you do it?
Which other three fractions from the list could be done in a similar
way? If this is one-third of a steamer, how could I make one-ninth of
a streamer? (for the development of the activity, refer to Building the
fraction bridge, p. 48 51 in Fractions: pikelets and lamingtons)

Which is larger
1
/3, or 1/4?
Explain your
answer with
examples.

How Many Pikelets? (Part-whole Models Beyond One)

In this activity the teacher wants the students to focus on forming
wholes from fractional parts. The teacher pre-makes 24 quarter
circles (all the same size). 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 18 thirds
of circles, all the same size.
Technology
Placing Fractions on a Number Line
http://www.sophia.org/tutorials/placing-fractions-on-the-number-line10

You can place fractions on a number line in a similar way you place
whole numbers. In this tutorial, you will see how you can break
down a number line into pieces to represent fractions such as
halves, quarters, and eighths. See if you can find three-eighths on
a number line, and you might never look at a ruler the same way
again.

Drag and Drop Fractions

http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/fractions/level4.ht
m Drag and drop the fractions onto their correct position on the number line.
Fractions on a Number Line StudyLadder
http://www.studyladder.com.au/learn/mathematics/activity/ 20560?retUrl=
%2Flearn%2Fmathematics%2Ftopic%2Ffractions-and-decimals-444

Computer Learning Objects

Fraction Track
Students, in pairs, use the learning object A fraction track to develop
equivalence. The object of the activity is to move all the red sliders
across the track in the smallest number of moves. The students click
on the playing card to identify the fraction and move one slider by the
amount on the card, or move more than one slider as long as it
equals and doesnt exceed the value of the fraction.

RIBBON
FRACTIONS
STAGES 1-3 The RIBBON FRACTIONS is an interactive tool that can be

used in strengthening students' sense of the size of fractions.

Section
Section
Section
Section

Year: 5
Term: 1

1:
2:
3:
4:

Unit fractions
Repeated division
Make a ribbon
Measuring with ribbon

Mathematics
Unit: 6

Strand: Measurement and Geometry

Substrand: Angles

Outcomes:
A student:
measures and constructs angles, and applies angle relationships to find unknown angles MA3-16MG
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM

Content:
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)
Key Ideas
Recognise the
need for formal
units to measure
angles

Teaching and Learning

Resources

Ignition Activity
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.

Targeting
Maths 5
p 144-146

The other student draws another line from the centre of the first
line to create one acute angle and one obtuse.
Measure, compare
and estimate in
degrees up to 360

Language
Language: Students
should be able to
communicate using
the following
language: angle, arm,
vertex, protractor,

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.
Explicit Teaching
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?

Nelson Maths
5
p- 88-90

Assessment
Pre-Assess
Children draw, label and
describe as many
different angles and their
properties as they can.

iMaths 5
p- 102, 103

Differentiation
Post Assess
Nelson Maths
5
p 91

Regn

degree.

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?

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/angle
shapes.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 rightangles, straight lines, acute, obtuse etc.
Now give them an angle each to measure.
Angling

In pairs, students take turns to nominate the size of an angle eg

50. Both students estimate and draw an angle of the nominated
size. Students use a protractor to measure their partners angle.
The student whose angle is closer to the nominated
measurement is the winner.
Variation: Students create two sets of cards, one with a range of
angles drawn on them and the other with the measured size of
the angles. They play a concentration game with the cards.
Constructing Angles
In pairs, students draw ten different angles for each other.
Students then measure, label and order their partners drawings.
Computer Learning
Links To NEALS Computer Activities
http://lrr.dlr.det.nsw.edu.au/Web/skoool/math/step/angle_t
ypes/index
.html

http://lrr.dlr.det.nsw.edu.au/Web/skoool/math/sim/Angle
%20Measur e%201%20Acute%20and
%20Obtuse/index.htm
http://lrr.dlr.det.nsw.edu.au/Web/skoool/math/sim/Angle

%20measur e%202%20Reflex/index.htm
Right Angles http://nrich.maths.org/2847

Can you make a right-angled triangle on this peg-board

by joining up three points round the edge?
Can you work systematically to prove this?