1. Achievement Targets (AC):
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 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 compare and 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 find unknown quantities in number sentences. 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. Studentspose questions to gather data, and construct data displays appropriate for the data.
English Program:
Number and Algebra Measurement and Geometry Statistics and Probability General
capabilities
and
cross-‐curriculum
priorities
Content description
Create simple financial plans
Elaborations
• creating a simple budget for a class fundraising event
• identifying the GST component of invoices and receipts
Code
ACMNA106
Content description
Use estimation and rounding to check the reasonableness of
answers to calculations
Elaborations
• recognising the usefulness of estimation to check
calculations
• applying mental strategies to estimate the result of
calculations, such as estimating the cost of a supermarket
trolley load
Code
ACMNA099
Content description
Identify and describe factors and multiples of whole numbers and
use them to solve problems
Elaborations
• exploring factors and multiples using number sequences
• using simple divisibility tests
Code
ACMNA098
Content description
Use efficient mental and written strategies and apply appropriate
digital technologies to solve problems
Elaborations
• using calculators to check the reasonableness of answers
Code
ACMNA291
Content description
Describe translations, reflections and rotations of two-dimensional
shapes. Identify line and rotational symmetries
Elaborations
• identifying and describing the line and rotational
symmetry of a range of two-dimensional shapes, by
manually cutting, folding and turning shapes and by using
digital technologies
• identifying the effects of transformations by manually
flipping, sliding and turning two-dimensional shapes and by
using digital technologies
Code
ACMMG114
Content description
Apply the enlargement transformation to familiar two dimensional
shapes and explore the properties of the resulting image
compared with the original
Elaborations
• using digital technologies to enlarge shapes
• using a grid system to enlarge a favourite image or
cartoon
Code
ACMMG115
Content description
Use a grid reference system to describe locations. Describe
routes using landmarks and directional language
Elaborations
• comparing aerial views of Country, desert paintings and
maps with grid references
• creating a grid reference system for the classroom and
using it to locate objects and describe routes from one object
to another
Code
ACMMG113
Content description
Connect three-dimensional objects with their nets and other two-dimensional
representations
Elaborations
• identifying the shape and relative position of each face
of a solid to determine the net of the solid, including that of
Content description
Construct displays, including column graphs, dot plots and
tables, appropriate for data type, with and without the use of
digital technologies
Elaborations
• identifying the best methods of presenting data to
illustrate the results of investigations and justifying the choice
of representations
Code
ACMSP119
Identify
and
describe
the
general
capabilities
and
cross-‐curriculum
priorities
that
will
be
targeted
in
the
unit.
Delete
those
that
do
not
apply.
• Literacy
Word
Walls
and
Glossaries
will
be
built
for
all
main
concept
areas.
• Numeracy
Being
a
Maths
program
it
predominantly
focuses
on
Numeracy
acquisition.
• Critical
and
creative
thinking
A
problem
solving
approach
and
ongoing
questioning
and
encouragement
of
• Personal
and
social
capability
Working
in
groups
for
puppet
theatre
will
encourage
communication
and
the
ability
to
work
as
a
team.
• Intercultural
understanding
Incorporating
Indigenous
and
Asian
perspectives
in
the
program
will
broaden
children’s
understanding
of
numeracy
to
include
intercultural
perspectives
• Aboriginal
and
Torres
Strait
Islander
histories
and
cultures
Aboriginal
Mapping
paintings
shown
to
link
to
maths
mapping
and
coordinates.
• Asia
and
Australia’s
engagement
with
Asia
Shadow
Puppetry
developed
in
Asia-‐
Use
videos
from
this
region
MATHS
This Unit Plan describes the school requirements and integrates these with history, art and science where possible.
Maths skills are useful in a wide variety of human endeavours; including science, art and history.
Year Level:
5
2. prisms and pyramids
• representing two-dimensional shapes such as
photographs, sketches and images created by digital
technologies
Code
ACMMG111
Content description
Calculate the perimeter and area of rectangles using familiar
metric units
Elaborations
• exploring efficient ways of calculating the perimeters of
rectangles such as adding the length and width together and
doubling the result
• exploring efficient ways of finding the areas of
rectangles
Code
ACMMG109
Content description
Choose appropriate units of measurement for length, area,
volume, capacity and mass
Elaborations
• recognising that some units of measurement are better
suited for some tasks than others, for example kilometres
rather than metres to measure the distance between two
towns
• investigating alternative measures of scale to
demonstrate that these vary between countries and change
over time, for example temperature measurement in
Australia, Indonesia, Japan and USA
Code
ACMMG108
Content description
Estimate, measure and compare angles using degrees.
Construct angles using a protractor
Elaborations
• measuring and constructing angles using both 180° and
360° protractors
• recognising that angles have arms and a vertex, and
that size is the amount of turn required for one arm to
coincide with the other
Code
ACMMG112
Prior
Knowledge
Resources,
Programs
and
Texts
Students
have
been
engaged
in
whole
school
programs
so
theoretically
are
ready
for
the
material
in
the
identified
whole
school
programs.
There
are
a
number
of
students
who
do
“maths
Olympiad”
and
a
number
of
students
who
struggle
with
learning.
My
aim
is
to
provide
diverse
learning
experiences
which
will
engage
all
students
and
ensure
there
is
more
scaffolding
for
some
and
extension
activities
for
others.
Most
lessons
begin
with
the
basic
and
become
progressively
more
challenging.
Specific
challenges
can
be
set
for
the
more
capable
students
as
they
complete
the
easier
tasks.
These
tasks
can
be
set
discreetly
for
particular
students
instead
of
confusing
the
rest
of
the
class
with
too
many
instructions.
Whole
School
Programs
Signpost
Mental
Maths
Books
Signpost
Maths
Books
and
teacher
books
Elementary
Maths
Mastery
:
Mental
Maths
program
Angle
Dance
Video
http://thekidshouldseethis.com/post/49936880302
Maths
Greek
Geometry
video
http://thekidshouldseethis.com/post/79866139523
3D
objects
3. Protractors
Painting
Country
–
Forms
of
Mapping
–
Cross
Curriculum
Priorities
http://aso.gov.au/titles/documentaries/painting-‐country/clip3/
Online
Kids
Maths
Dictionary
and
ipad
app
http://www.amathsdictionaryforkids.com/dictionary.html
Symmetry
Video
https://www.youtube.com/watch?v=6qNB2LsgC8Y
(See
more
resources
below
in
resource
sections)
Links
to
other
learning
areas
Geometry
exercises
will
link
with
art
making
curriculum.
Coordinates
will
be
explored
through
maths,
mapping
and
choreography
of
puppet
theatre.
Measurement
and
translations
will
be
explored
through
shadow
puppet
project.
Unit Overview
Context/Intent
Deep
Knowledge
and
Understandings
Skills
Processes/Values/Attitudes
This Unit Plan describes the school requirements and integrates these with
history, art and science where possible.
Using coordinates to map local places of historical significance can aid both
numeracy, history and geography learning. Understanding and creating maps
are important skills for general numeracy and literacy.
The specialist science teacher is working on light this term. Maths activities will
include translating and enlarging figures to appropriate sizes using grid paper
and using coordinates to measure and choreograph puppet performance.
Translations, reflections and rotations will be explored through the students own
art and design work as well as the art of Escher.
Literacy learning will be integrated with all of these activities through journal
writing, word walls, mind maps, word sleuths and cross words.
Maths skills are useful in a wide variety of human endeavours; including science,
art and history.
Different people solve problems in different ways. Working together can achieve
the most positive results.
Maths can be used to enhance learning and understanding in all the other key
learning areas.
People may have different ways of solving the same problem.
Working as a team can solve problems faster.
Maths can be creative and fun and help us solve problems in science.
Asking questions and coming up with ways to test and try out our ideas is a
good way of approaching maths problems as well as science and history
problems.
Program
Activities
There
are
three
whole
school
Maths
programs
that
must
be
completed
on
a
daily
basis.
These
include
Signpost
Maths,
Signpost
Mental
Maths
and
Elementary
Maths
Mastery:
Mental
Maths.
Students
at
the
more
competent
level
of
maths
also
attend
extension
maths
:
“Maths
Olympiad”
once
a
week.
The
mental
maths
sessions
are
conducted
from
Elementary
Maths
Mastery
:
Mental
Maths
and
Signpost
Maths
:Mental
Maths
as
well
as
using
individual
laminated
white
boards
to
practice
with
chanting
tables
and
basic
facts.
Overall
Assessment
Systems
Formative
and
Summative
There
is
a
maths
test
every
Friday
which
covers
material
from
mental
maths
as
well
as
assessing
material
covered
in
the
signpost
maths.
Work
sheets,
maths
books,
art
works
and
literacy
work
associated
with
the
language
of
each
maths
topic
will
also
be
assessed
and
noted.
Feedback
given
as
soon
as
possible
after
work
to
the
student.
And
outcomes
used
to
plan
next
phase
of
learning.
The
first
activity
in
any
concept
will
be
reviewed
promptly
as
diagnostic
assessment
in
order
to
choose
the
next
activity
and
prepare
the
following
lessons
with
the
appropriate
differentiated
activities.
Differentiation
All
lessons
will
include
a
number
of
different
activities.
Whole
class
activities
will
begin
the
lesson
and
then
different
activities
beginning
with
the
easiest
and
building
to
the
more
complex.
Once
students
have
finished
an
activity
and
it
has
been
checked
for
4. accuracy
another
activity
which
is
slightly
more
challenging
will
be
given.
In
this
way
everyone
covers
the
same
material
and
some
are
offered
further
extension
than
others.
Some
students
second
activity
may
be
easier
rather
than
harder
depending
on
how
easily
they
completed
the
first
task.
Students
will
where
practicable
be
given
choices
as
to
the
order
in
which
they
complete
thins
and
the
difficulty
level
in
order
to
increase
engagement.
Concepts
Space
and
Geometry
reflection,
rotation,
translations
• Learning
Activities
• Signpost
Maths
Activities
expanded
• Watch
Escher
Videos
• Use
physical
actions
to
demonstrate:
Translation
–
Slide
Reflection
–
two
people
face
each
other
–
two
hands
held
up.
Rotation
–
a
turn
around
with
one
arm
in
the
air.
• Show
Arrow
example
on
the
board.
• Hand
out
photocopies
• Students
cut
out
images
• Trace
around
and
create
diagrams
of
reflection,
rotation
and
translations.
• Complete
worksheet
• Questions
• What
do
you
see
when
you
look
in
the
mirror?
• Is
it
the
same
as
what
you
actually
look
like/
what
you
see
in
a
photograph?
• How
else
do
we
use
the
word
rotation?
• What
else
rotates?
Group
Structure
Whole
Class
Individual
Resources
Escher
Videos
Photocopies
of
Escher
designs
Maths
books
Pencils,
scissors,
glue
Assessment
Note
:
There
will
be
a
maths
test
every
Friday
in
which
work
from
both
the
EMMS
mental
maths
and
Signposts
maths
work
and
all
work
included
in
this
program
will
be
assessed.
Assessment
will
also
take
place
constantly
during
lessons
to
check
for
understanding
before
moving
to
the
next
phase.
……………………………………………………………………..
Worksheet
marked
and
clued
into
maths
book.
Diagram
drawn
in
Maths
book
marked.
Feed
back
given
as
close
as
possible
to
completion.
Ongoing
questioning
in
the
classroom
using
named
paddle
pop
sticks
so
that
all
children
remain
accountable
for
their
learning.
Space
and
Geometry
3D
shapes
and
Nets
• Show
students
weetbix
box.
• Ask
students
if
they
know
what
a
net
is.
• Ask
them
what
the
shape
of
the
box
would
be
if
you
pulled
it
apart.
• Instruct
them
to
individually
draw
their
answers
on
the
white
boards
–
allow
them
to
chat
and
share
with
a
partner.
• Get
them
to
share
their
diagram
answers.
• ……………..
• Questions
• “Is
there
only
one
answer?”
• “Which
answers
do
you
think
would
make
a
box.
• ………………
• Pull
apart
the
weetbix
box
and
show
them
the
net
shape.
• Hand
out
an
assortment
of
templates
of
3D
nets
on
coloured
cardboard
• Differentiation
If
students
finish
offer
a
challenge
to
those
who
finish.
How
could
they
use
a
3D
shape
(from
the
maths
kits)
to
create
a
net?
IE
trace
around
the
item
–
moving
the
shape
around
to
create
a
net.
Weetbix
box
Scissors
Assorted
photocopied
nets
on
coloured
cardboard
Scissors
3D
shapes
plane
coloured
cardboard
glue
sticky
tape
Made
shapes
–
checklist
of
completed
objects.
Anecdotal
notes
on
how
children
complete
tasks.
5. Space
and
Geometry
Angles
and
Protractors
The
language
of
Geometry
–
Angle
Glossary
• Show
Video
Angle
Dance:
https://www.youtube.com/watch?v=tqIki33mTgs&feature=kp
• Ask
Students
to
note
down
all
the
words
they
hear
that
are
related
to
Geometry.
• Ask
students
individually
to
come
up
to
board
and
write
words
up
on
board
• Once
all
the
words
are
up-‐
if
there
are
any
left
out
fill
them
in.
• Ask
children
to
rule
up
a
page
in
their
maths
book
and
write
down
words
to
create
a
glossary.
• Use
a
literacy
lesson
to
fill
in
the
definitions
of
the
words.
• Introduce
protractors.
• Name
the
important
elements
of
a
protractor.
• Base
line,
centre
point,
• Define
steps
to
measuring
an
angle
using
interactive
white
board.
Use
Prezi
(Like
powerpoint)
to
do
this
as
a
warm
up
• Students
write
steps
in
their
maths
book.
• Practice
measuring
angles
with
prepared
angle
sheets.
• Practice
measuring
angles
by
creating
angles
for
each
other
in
pairs
using
a
protractor.
• Use
a
clock
to
describe
angles.
• Use
compasses
to
explore
degrees
and
directions.
• Set
a
compass
quest
with
degrees
and
directions.
• Origami
folding
paper
and
identifying
angles.
Whole
Class
Individual
Pairs
Video
Angle
Dance:
https://www.youtube.com/watch?v=tqIki33mT
gs&feature=kp
Maths
books
White
Boards.
Pencils
Protractor
Sets
Compasses
Clock
Sheet
with
angles
to
measure.
Steps
:
Measure
angles
steps
Step
one
–
Line
up
centre
point
AMSI
site
information
http://www.amsi.org.au/ESA_middle_years/Ye
ar5/Year5_md/Year5_1a.html#stucon-‐2
Origami
angles
http://www.arvindguptatoys.com/arvindgupta/
sastrymath.pdf
Folding
angles
and
making
an
equilateral
triangle
http://nrich.maths.org/5372
Angle
Game
Online
http://nrich.maths.org/1235
Good
way
of
explaining
online
http://www.amblesideprimary.com/ambleweb
/mentalmaths/angleshapes.html
Glossary
created
in
maths
book.
Angle
Worksheets.
Angle
section
in
Friday
maths
test.
Coordinates
• Introduce
coordinate
grid
using
3D
object
chart.
Signpost
maths.
Work
as
a
whole
class
with
exercise
on
the
electronic
board
• Use
coordinate
grid
for
shadow
puppet
choreography
–
students
work
in
teams
to
create
a
short
shadow
puppet
play
• A
version
of
Battleship
on
the
Electronic
white
board
with
coordinates
• Practice
with
the
signpost
maths
worksheet
• Use
coordinates
for
mapping
exercise
in
History
and
with
white
board
/
laminated
map
• Use
tarp
coordinates
to
explicitly
teach
how
to
map
shadow
puppet
choreography
• Incorporate
into
the
Friday
test
Whole
Class
Individual
Groups
Signpost
activities
for
white
board
White
board
/laminated
map
of
Australia
Tarp
with
coordinates
marked
on
with
masking
tape
(see
Science
Program
Resources)
Indigenous
Art
/Mapping
country/Cross
cultural
perspectives
on
knowledge
of
space
http://aso.gov.au/titles/documentaries/paintin
g-‐country/clip3/
Coordinates
added
to
weekly
Friday
Maths
test
Signpost
Maths
activity
sheets
glued
in
to
books
Addition
and
Subtraction
of
money/decimals
Simple
Budgets
Understandings
(
Taken
from
https://www.moneysmart.gov.
• Elicit
current
knowledge
by
asking
students
questions
about
budgets
and
money.
• What
words
do
we
need
to
understand
in
order
to
communicate
about
money
and
learn
about
how
to
manage
budgets?
Begin
to
create
a
word
wall
and
budget
glossary:
budget,
addition,
subtraction,
multiply,
divided
by
• Talk
about
something
they
might
want
but
don’t
have
the
money
for.
Ask
them
to
think
of
something
and
to
give
an
estimate
of
how
much
it
might
cost.
• Ask
students
to
consider
whether
they
get
pocket
money
or
not
–
or
birthday/
Christmas
money.
Whole
Class
Pairs
Individual
Electronic
White
Board
active
inspire.
Pictures
of
desirable
objects-‐
Loom
band
kits
Bicycles
Skateboards
Problem
sheets
glued
into
Maths
books
and
marked.
6. au/media/391824/5_3_mst_pr
imary_maths5_unit.pdf)
Budgets
are
a
way
to
plan
and
manage
spending
Expenditure
can
be
classified
as
essential
or
optional,
and
choices
made
have
a
financial
impact
Estimation
and
rounding
can
be
used
to
check
the
reasonableness
of
answers
Accurate
calculations
are
important
when
planning
and
amending
a
budget
• Do
an
example
on
the
electronic
white
board
of
a
new
skateboard
• Frame
it
as
a
word
problem
(see
literacy
program)
How
long
will
it
take
to
save
up
for
a
particular
item
• Do
one
together.
Then
get
them
to
do
one
themselves
–
check
with
partner
-‐
and
then
write
one
for
each
other.
Perimeter
and
Area
Being
able
to
calculate
perimeter
and
area
have
many
practical
applications
for
students
and
their
families.
• Use
the
front
student
desk
to
demonstrate
the
idea
of
perimeter.
Get
a
volunteer
to
come
up
and
measure
the
sides.
• Remind
them
of
angles
as
the
diagram
and
number
sentence
is
written
on
the
board.
• Talk
about
different
measurements.
Why
do
we
need
different
measurements-‐
could
we
measure
an
oval
in
centremetres?
When
is
it
useful
to
be
able
to
work
out
perimeter
and
area?
Explicitly
teach
language
necessary
for
actvities
• Use
a
selection
of
worksheets
and
problems.
Start
with
the
easy
ones
get
students
to
put
up
their
hand
when
they
have
finished.
Allow
them
to
choose
the
next
tasks
level
of
difficulty
as
long
as
the
first
task
shows
understanding.
Whole
Class,
Individual
Formative
assessment
of
each
activity
before
moving
on
to
the
next
one.
Add
maths
terms
to
the
weekly
spelling
words.
Activities
posted
in
to
Maths
books.
Perimeter
and
area
activities
included
in
weekly
test.
