MATHS OVERVIEW-YEAR 5 SEMESTER 2YEAR LEVEL CONTENT DESCRIPTORS

Year 5 Number & AlgebraDURATION ACMNA291 Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

ACMNA099 Use estimation and rounding to check the reasonableness of answers to calculationsACMNA106 Create simple financial plansACMNA107 Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtractionACMNA102 Compare and order common unit fractions and locate and represent them on a number lin

Semester 2

LINKS TO OTHER LA’s

ARTs

Measurement & GeometryACMMG112 Estimate, measure and compare angles using degrees. Construct angles using a protractorACMMG111 Connect three-dimensional objects with their nets and other two-dimensional representationsACMMG108 Choose appropriate units of measurement for length, area, volume, capacity and mass

Statistics & ProbabilityACMSP116 List outcomes of chance experiments involvingequally likely outcomes and represent probabilities of those outcomes using fractionsACMSP117 Recognise that probabilities range from 0 to 1

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. Students pose questions to gather data, and construct data displays appropriate for the data.

MAG Planning Semester 1 Year 5TOPIC CONTENT

DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES

5.2.21-1Learning journal

Applicable to all content descriptors

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands:

Various examples Frayer ModelBeach Ball Activities

Maths learning journal

TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.21-2 Applicable to all The proficiency strands Various examples with Frayer Model iPad or digital device

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content descriptors Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands:

Inspiration Beach Ball Activities Maths learning journal

TOPIC CONTENT DESCRIPTOR KEY IDEA ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.22

ACMNA291 - Use efficient mental and written strategies and apply appropriate digital technologies to solve problems.

It is important to explicitly teach thinking skills as a means of equipping all students with important strategies that will assist students to be life-long learners.

Indicators on progression chart

Various FISHFISH pockets (optional)Learning JournalQR code reader

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.23

ACMMG112 Estimate, measure and compare angles using degrees.Construct angles using a protractor

How do you measure and draw angles with accuracy and precision?

What’s a Line. Re-engage with concepts of line

Focus students’ attention on the use of shapes in the environment.Ask students to recall the different geometric shapes (Quadrilaterial family) and list the properties they have studied in previous lessons. Ask them to also describe the different types of lines (parallel, perpendicular, intersecting).

Do all shapes have angles which add up to 3600?

FISH Problem Solvinghttp :// www.mrbartonmaths.com/resources/Treasure%20Hunts%20pdf/Measuring%20Angles%20Treasure% 20Hunt.pdf Links to Kandinsky images http://www.artchive.com/artchive/K/kandinsky.htmlBody language vocabhttp://www.youtube.com/watch?v=THhMqLWdcV8IWB protractorThinking ladder -http ://www.tes.co.uk/ ResourceDetail.aspx?storyCode= 6351709 TLF MO17691 This is a free iPad app for measuring with a 180 degree protractor

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.24 ACMMG111 connect three-dimensional objects

Identify quadrilaterals by attributes.

The purpose of this activity is to relate the

Building Bridges: Quadrilaterals.

Ask learners to identify the subject of this picture and the 3D objects used by

FISH Problem Solvinggrid paperRuler

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with their nets and other two-dimensional representations

Distinguish quadrilaterals from non-quadrilaterals.Analyze quadrilaterals to identify specific members (square, rectangle, trapezoid, parallelogram and rhombus) of the group.relate common 3D shapes and their nets to quadrilaterals

term quadrilaterals to ‘4’ - 4 sides, 4 corners.Introduce the term quadrilateral using http ://goo.gl/ qzjv OQon the Interactive Whiteboard.

http://www.scootle.edu.au/ec/viewing/L1924/index.htmlInvestigates properties of simple quadrilaterals used to make a bridge. Links with graphing, number patterns and multiples.

Picasso. individual whiteboards (with grid) and pensiPad Apps - Dictionary.com, Kahoot.it2D shape cut outs (pictures of various 2d shapes to sort)chart paper and pensgeoboards and dot paperrubber bands3d shapes3D nets

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.25 Connect three-dimensional objects with their nets and other two-dimensional representationsACMMG111

triangles are part of the polygon family of shapestriangles can be classified by their interior angles, as right, acute obtuse and all interior angles add to 1800

triangles can be classified by the length of their sides as equilateral, isosceles, and scaleneidentifying the relationship between plane triangles and

To assess learners' prior knowledge, read aloud The Greedy Triangle by Marilyn Burns.

Option 1Choose any 2 net solid from the 9 possible, and assemble. (two pieces are needed to complete one 3D shape) Display with it name.Option 2Choose a triangular net solid from the 9 possible, assemble and name. (two pieces are needed to complete one 3D shape) Display with its attributes listed

The different side lengths in triangles.Using the website (National Library of Virtual Manipulatives – 3-5 Grade Geometry – Geoboards) the teacher will model making different types of triangles.http://nlvm.usu.edu/en/nav/frames_asid_172_g_2_t_3.html?open=activities&from=topic_t_3.html

SH problem solvingrgrid paperprotractorsstringgeoboardsdot paperrubber bandsFrayer Model Templatepaddlepop or match stickspage of triangles (different sizes and types)Scootle-Shape Sorter activityThe Greedy Triangle by Marilyn Burns.

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solid 3D shapes

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

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

Recognising the usefulness of estimation to check calculationsapplying mental strategies to estimate the result of calculations, such as estimating the cost of a supermarket trolley loadengaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions are core parts of the Mathematics curriculum.Purposefully creating the a classroom culture where mathematical thinking is part of the daily routine

Estimation as a skill for life

Option 1-Estitmating the CostThe learner selects a supermarket catalogue page.Three items are chosen to be purchased and the price is rounded to the nearest dollar and then given an estimated cost of their shopping trip.Option 2The learner selects a supermarket catalogueFour items are chosen to be purchased for school lunch on two days of the week and the price is rounded to the nearest dollar. The amount of changeOption 3The learner selects a budget for school lunches for a week including one day of tuckshop. The amount is written down and given to the teacher. This amount cannot be changed.The leaner will: estimate the amount your groceries are going to costpurchase and calculate the cost of items rounded to the nearest dollarproduce a menu for 4 school lunches and 1 tuckshop daycalculate total cost exactly and whether the original

Rounding numbers for newspaper headlines. The government reports spending $33,883,641.31 on law inforcement in the past financial year. Draw a number line to illustrate.

• FISH• Scootle• Number lines• Number expanders• Supermarket brochures• Maths Charts app

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estimation was under or over estimatedgive an example of when under and over estimating might be inappropriate

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.27

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

choose appropriately from a range of strategies including estimation, and knowledge of standards measures to approach various measuring tasks with confidence and accuracy.

Volume or Capacity?The purpose of this activity is to clarify the difference between capacity and volume.

Option 1What is the volume of a rectangular prism that has the following dimension.Option 2Provide students with the following task:Figure out which number goes in which spot. Complete the puzzle.What is the volume of the cereal box?Option 3Build a tower of snap cubes. Make the first five shapes into a pattern. Use between 10 to 20 cubes. What will your pattern look like?What is the volume of your tower?

Option 3Build a tower of snap cubes. Make the first five shapes into a pattern. Use between 10 to 20 cubes. What will your pattern look like?What is the volume of your tower?

• FISH• Scootle• Variety of containers• Measuring cups and jugs• MABS• Maths glossary

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.28

Create simple financial plans (ACMNA106

simple calculations of percentageselect and use connections between key percentages and fractions to assist in solving problems

Out of a hundredWe meet and use percentage in many aspects of our lives. The word percent comes from the Latin per centum meaning ‘for each hundred’.

here are 100 squares in a grid. Colour the grid

• 6% red• 10% blue• 25% green• 1% black• 9% yellow• 3% navy• 17.5 pink• 2.5% orange• 9% dark green

What percentage of the grid remains white?

Learners are introduced to the abstract art of Dutch painter Piet Mondrian. They use his characteristic style. To create their own artwork.

FISH* 100 grids (large and small grids on a sheet)* maths pads* activity worksheets* collection of catalogues* online resources• Essential Facts and tables (text)

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TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.29 ACMSP116 List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractionsACMSP117 Recognise that probabilities range from 0 to 1

The likelihood of winning simple games of chance by considering the number of possible outcomes and the consequent chance of winning.Investigate the probabilities of all outcomes for a simple chance experiment and verifying that their sum equals 1.

Talking about ProbabilityLearners need to be able to describe the probability of different events using words. Words like probable, improbable, likely and unlikely are needed to do this clearly. Make up a probability scale with the students, clearly showing where the words might fit.

Option 1Looking at examples. Learners play a number of games which have been devised by someone else, discover faults and short-comings and suggest improvements. (This involves the strategic skills of 'understanding a situation' and 'identifying relevant factors in it'.)Option 2Developing your own ideas. Learners share their ideas within groups, then decide on a rough plan for their own game. (This involves 'listing alternatives', 'estimating resources required', 'making decisions' and ’planning'.)Making your game. Each group of learners produces a design, then makes it up and checks the finished version. (This involves 'implementing a plan', 'selecting and using appropriate mathematical techniques' and 'checking and testing'.)Option 3Testing and Evaluating. The groups exchange games and test them. When they are returned, each group re-assesses its own game in the light of another group's comments. (This involves 'evaluating the outcome of a

Learners then are told there are 12 counters in the sock and have to estimate how many of each colour there are. Points can be awarded for every colour correct.The difficulty can be altered by changing the number of colours or the number of counters.

• FISH• A Very Improbable Story

by Edward Einhorn• socks (either paper cut

outs or real ones)

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plan in action'.)

TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT

JOURNAL RESOURCES

5.2.30

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction ACMNA107Compare and order common unit fractions and locate and represent them on a number line ACMNA102

how to identify simple, common and mixed number fractions.- comparing, ordering and simplifying different combinations of parts of a whole- identifying links between different parts of a whole and how this can be represented.

It would be a good idea for teachers to revise/look over the previous MAG 5.1.7 and discuss what has been covered and could be used for introducing mixed number.

Option 1Learners to sort fraction cards on a number lineOption 2Learners are asked to shade in the correct amount on these shapes and sort the fractions in descending order.Option 3 ‘The National History Museum has collected 125 dinosaurs. George has collected 3/5 of this amount. How many dinosaurs has George collected? Prove your answer using a numberline

Option 1“Kate’s Kitchen sells pizza pieces. Each pizza is cut into 4 equal pieces. At the end of the day, the computer shows Kate has sold 13 pieces of pizza. How much pizza has she sold?”Option 2“Imagine 19 pieces of pizza where each piece is a fifth of a pizza. How many pizzas is this?” What other fraction pieces could the pizza be cut into and how would this change the answer. Give one example.Option 3Complete the diagra

FISHcalculatorsgrid papercoloured brenex squaresfraction strips/cards/pieces (school box)counterstoothpickshttp://eisforexplore.blogspot.com.au/search/label/ fractions Shaped accordian book idea

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