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OneSchoolUnit Plan
Name:Unit 3 - Mathematics Year 5 (V8)Duration:8 Weeks
Year Level:Year 5
Applicable Learning Areas/Subjects:Mathematics
Unit Plan
In this unit In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical situations.
Through the proficiency strands - understanding, fluency, problem-solving and reasoning - students have opportunities to develop understandings of:
Number and place value - round and estimate to check an answer is reasonable, use written strategies to add and subtract, use an array to multiply one-digit and two-digit numbers, use divisibility rules to divide, solve problems involving computation and apply computation to money problems, add and subtract using mental and written strategies including the right-to-left strategy, multiply whole numbers and divide by a one-digit whole number with and without remainders.
Fractions and decimals - make connections between fractions and decimals, compare and order decimals.
Money and financial mathematics - investigate income and expenditure, calculate costs, investigate savings and spending plans, develop and explain simple financial plans.
Patterns and algebra - create, continue and identify the rule for patterns involving the addition and subtraction of fractions; use number sentences to find unknown quantities involving multiplication and division.
Using units of measurement - choose appropriate units for length, area, capacity and mass; measure length, area, capacity and mass; problem-solve and reason when applying measurement to answer a question.
Location and transformation - explore mapping conventions, interpret simple maps, use alphanumeric grids to locate landmarks and plot points, describe symmetry, create symmetrical designs and enlarge shapes.
For further information to support teaching of the unit, view the:
Year level plan
Teacher lesson overview
Supporting learning resource - Misunderstandings and misconceptions
Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:
Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.
Assessment
Assessment Task Summary
Type
Learning Areas
Status
Date
Calculating measurements (Yr 05)
Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.
Short answer questions
Mathematics
Unscheduled
Continuing patterns, calculating with money and numbers (Yr 05)
Students continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. Students apply a range of computation strategies to solve problems and to plan and calculate simple budgets.
Short answer questions
Mathematics
Unscheduled
Explaining simple budgets (Yr 05)
Students explain plans for simple budgets.
Monitoring
Mathematics
Unscheduled
Investigating and calculating measurement (Yr 05)
Students use simple strategies to reason and solve a measurement inquiry question.
Assignment/Project
Mathematics
Unscheduled
Locating and calculating fractions (Yr 05)
Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals.
Monitoring
Mathematics
Unscheduled
Locating landmarks (Yr 05)
Students use a grid reference system to locate landmarks.
Monitoring
Mathematics
Unscheduled
Document Table of Contents
Curriculum
Australian Curriculum
Considerations
Teaching Sequence
Teaching Sequence Summary
Money and financial mathematics/Location and transformation
Number and place value
Fractions and decimals/Patterns and algebra
Location and transformation/Using units of measurement
Number and place value
Using units of measurement
Resources
Attachments
Plan Resource Bank
Assessment
Assignment/Project - Investigating and calculating measurement (Yr 05)
Monitoring - Explaining simple budgets (Yr 05)
Monitoring - Locating and calculating fractions (Yr 05)
Monitoring - Locating landmarks (Yr 05)
Short answer questions - Calculating measurements (Yr 05)
Short answer questions - Continuing patterns, calculating with money and numbers (Yr 05)
Unit PlanPlan Name: Unit 3 - Mathematics Year 5 (V8)
Year: 5
Learning Areas/Subjects: Mathematics
Duration: 8 Weeks
Content descriptions, achievement standards and general capabilities © ACARA 2014Page 1 of 43
Content descriptions, achievement standards and general capabilities © ACARA 2014Page 32 of 43
Australian Curriculum
Mathematics - Year 5
Year 5 Achievement Standard
By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.
Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.
Content Descriptions
Measurement and Geometry
Number and Algebra
Statistics and Probability
Using units of measurement
Calculate perimeter and area of rectangles using familiar metric units (ACMMG109)
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Location and transformation
Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original (ACMMG115)
Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries (ACMMG114)
Use a grid reference system to describe locations. Describe routes using landmarks and directional language (ACMMG113)
Number and place value
Solve problems involving division by a one digit number, including those that result in a remainder (ACMNA101)
Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies (ACMNA100)
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)
Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
Fractions and decimals
Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
Compare, order and represent decimals (ACMNA105)
Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Patterns and algebra
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)
Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division (ACMNA121)
Money and financial mathematics
Create simple financial plans (ACMNA106)
Data representation and interpretation
Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies (ACMSP119)
Pose questions and collect categorical or numerical data by observation or survey (ACMSP118)
Curriculum Priorities - Pedagogy
Considerations
Prior and future curriculum
Relevant prior curriculum
Students require prior experience with the following:
choose appropriate strategies for calculations involving multiplication and division
solve simple purchasing problems
recognise common equivalent fractions in familiar contexts
make connections between fraction and decimal notations up to two decimal places
identify unknown quantities in number sentences
describe number patterns resulting from multiplication
describe different methods for data collection and representation and evaluate their effectiveness
recall multiplication facts to 10 x 10 and related division facts
locate familiar fractions on a number line
continue number sequences involving multiples of single-digit numbers
use scaled instruments to measure lengths, shapes and objects
construct data displays for collected data
interpret information contained in maps.
Curriculum working towards
The teaching and learning in this unit work towards the following:
solve simple problems involving the four operations using a range of strategies
check the reasonableness of answers using estimation and rounding
explain plans for simple budgets
order decimals and unit fractions and locate them on number lines
add and subtract fractions with the same denominator
continue patterns by adding and subtracting fractions and decimals
find unknown quantities in number sentences
use appropriate units of measurement for length, area, volume, capacity and mass
calculate perimeter and area of rectangles
pose questions to gather data and construct data displays appropriate for the data
describe transformations of two-dimensional shapes and identify lines of symmetry
use a grid system to locate landmarks.
General capabilities
This unit provides opportunities for students to engage in the following general capabilities.
Literacy
Comprehending texts through listening, reading and viewing
Composing texts through speaking, writing and creating
Numeracy
Estimating and calculating with whole numbers
Recognising and using patterns and relationships
Using fractions, decimals, percentages, ratios and rates
Using spatial reasoning
Interpreting statistical information
Using measurement
Information and communication technology (ICT) capability
Applying social and ethical protocols and practices when using ICT
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT
Critical and creative thinking
Inquiring - identifying, exploring and organising information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability
Self-awareness
Self-management
Social awareness
Social management
For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Students will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.
The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information, including pedagogical approaches, refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.
For access to model lessons to address Aboriginal and Torres Strait Islander histories and cultures visit the website YDM-CCP teacher resources (QUT) http://ydc.qut.edu.au/resources/YDM-CCP-teacher-resources.jsp
Username: CCPYDM
Password: Curriculum#1
Asia and Australia's engagement with Asia
Students will learn about and recognise the diversity within and between the countries of the Asia region. They will develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world. Students will develop skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.
For further information, refer to Asia and Australia's engagement with Asia in the Australian Curriculum and the Learning area statements.
Sustainability
Students will develop the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.
For further information, refer to Sustainability in the Australian Curriculum and the Learning area statements.
Assessing student learning
Assessment name: Continuing patterns, calculating with money and numbers
Assessment description: Students continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. To apply a range of computation strategies to solve problems and to plan and calculate simple budgets.
Assessment name: Calculating measurements
Assessment description: Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.
Assessment name: Investigating and calculating measurement
Assessment description: Students use simple strategies to reason and solve a measurement inquiry question.
In this unit, assessment of student learning aligns to the following aspects of the achievement standard.
By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.
Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.
Monitoring student learning
Student learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.
Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.
Specific monitoring opportunities in this unit may include observations, consultations and samples of student work. For example:
convert scaled distances accurately
use the correct cardinal points to give directions on a map
understand that an alphanumeric grid is the whole square not an intersection
interpret maps to determine whether the coordinates refer to a space of specific points on a gridline
use a range of computation strategies with understanding and fluency
locate lines of symmetry
enlarge every side of a two-dimensional shape by the same scale factor
compare transformations.
pose, identify or evaluate questions
use terms and concepts correctly
select units to measure length
choose appropriate units as they use calibrated containers to measure capacity
use scales to measure mass
represent fractions as decimals
find unknown quantities in number sentences.
Monitoring task
Monitoring name: Locating landmarks
Monitoring description: Students use a grid reference system to locate landmarks.
Monitoring name: Locating and calculating fractions
Monitoring description: Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals.
Monitoring name: Explaining simple budgets
Monitoring description: Students explain plans for simple budgets.
Feedback
Feedback in this unit this may include:
application of computation strategies and informal recording methods used to solve number problems
representations of decimal numbers
identification of equivalence between decimal numbers and fractions
strategies used to compare and order decimals
identification of factors and multiples
creation or identification of line and rotational symmetry
application of properties of three-dimensional objects to create two-dimensional representations.
Teaching Sequence
Curriculum Plan Topics
Duration
Topic
5 Lessons
Money and financial mathematics/Location and transformation
Lesson 1: Investigating income and expenditure
Lesson 2: Developing a simple financial plan
Lesson 3: Investigating simple financial plans
Lesson 4: Interpreting mapping conventions and simple maps
Lesson 5: Investigating location using ordered pairs and alphanumeric grids
8 Lessons
Number and place value
Lesson 6: Using written strategies for addition
Lesson 7: Using right-to-left regrouping to solve addition
Lesson 8: Using written strategies for subtraction
Lesson 9: Using right-to-left regrouping for subtraction
Lesson 10: Applying multiplication strategies
Lesson 11: Applying division strategies
Lesson 12: Solving computation problems
Lesson 13: Applying computation strategies to money problems
6 Lessons
Fractions and decimals/Patterns and algebra
Lesson 14: Representing fractions as decimals and comparing decimals
Lesson 15: Representing fractions
Lesson 16: Patterning involving addition and subtraction
Lesson 17: Investigating the inverse relationship between multiplication and division
Lesson 18: Applying multiplication and division patterns to solve number sentences
Lesson 19: Assessing student learning
7 Lessons
Location and transformation/Using units of measurement
Lesson 20: Describing and creating symmetry
Lesson 21: Enlarging shapes using grids and digital technology
Lesson 22: Measuring length
Lesson 23: Measuring area
Lesson 24: Measuring capacity and volume
Lesson 25: Measuring mass
Lesson 26: Assessing student learning
3 Lessons
Number and place value
Lesson 27: Applying right-to-left regrouping for addition and subtraction
Lesson 28: Multiplying whole numbers using arrays and grids
Lesson 29: Dividing by a one-digit number
3 Lessons
Using units of measurement
Lessons 30-32: Investigating the size of an object
32 Lessons
Total Unit
Teaching Sequence
Topic
Money and financial mathematics/Location and transformation
Topic Duration
5 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 1
Investigating income and expenditure
Lesson objectives
Students will:
Investigate income and expenditure.
Calculate amounts of costs or income.
Compare and identify best deals.
Evidence of learning
Can the student:
Calculate amounts of money?
Identify best deals in purchasing contexts?
Example learning sequence
Establish learning context
Investigate goods and services
Calculate best deals
Calculate income and expenditure
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Investigating income and expenditure
Sheet - Australian note cut-outs
examples or images of Australian and other currencies
examples of goods and services on flashcards
shopping catalogues and flyers or retail websites
images or examples of shop shelf price labels (identifying price per unit)
Supporting learning resource - Monitoring audit - by the end of Year 5
Sheet - Year 5 mathsercise
Helpful information
Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Attachments
Lesson plan
Teaching Sequence
Topic
Money and financial mathematics/Location and transformation
Topic Duration
5 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 2
Developing a simple financial plan
Lesson objectives
Students will:
Investigate savings and spending plans.
Write a savings plan.
Investigate and write a spending plan for an event.
Explain simple budgets.
Evidence of learning
Can the student:
Calculate total amounts of savings over a period of time?
Write an accurate, balanced savings and spending plan?
Example learning sequence
Establish learning context
Investigate savings and spending plans
Investigate a spending plan within a budget
Explain simple budgets
Resources
Monitoring task - Explaining simple budgets
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Developing a simple financial plan
Sheet - Create a class currency and savings plan: My savings plan
Sheet - Break the budget game board
Sheet - Game card: Break the budget
Supporting learning resource - Monitoring audit - by the end of Year 5
Attachments
Lesson plan
Lesson 3
Investigating simple financial plans
Lesson objectives
Students will:
Investigate profit and loss across different contexts.
Calculate amounts of profit or loss.
Develop and explain simple financial plans.
Evidence of learning
Can the student:
Identify profit or loss situations?
Calculate amounts of money in simple or multi-step problems?
Example learning sequence
Establish learning context
Investigate profit and loss
Develop simple financial plans
Resources
Supporting learning resource - Investigating simple financial plans
flashcards of financial maths terms and definitions
Sheet - Australian note cut-outs
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 4
Interpreting mapping conventions and simple maps
Lesson objectives
Students will:
Use intermediate compass points, distance and directional language.
Describe how to travel from one point on a map to another.
Evidence of learning
Can the student:
Use symbols to identify places on a map?
Interpret instructions for a map?
Write instructions for navigating a map?
Example learning sequence
Establish learning context
Investigate cardinal points (N, S, E, W)
Investigate legends and scales
Interpret/navigate maps using scale and directional language
Resources
Supporting learning resource - Interpreting mapping conventions and simple maps
Supporting learning resource - Mathematics tool kit Years 3-6
Sheet - Oceanworld
Sheet - Map of Australia
Sheet - Which way home?
set of compasses
collection of maps and plans (e.g. online maps, street directories, map/directory of a shopping centre, globes, tourist maps, hand-drawn mud maps, treasure maps, house/building plans, plan of classroom, map/plan of the school, GPS devices and atlases)
Sheet - Simple compass (colour)
Sheet - Plan of a fun house
Sheet - Grid paper: 1 cm
Sheet - Map of bike park
Sheet - Map of Dream Island
Helpful information
Learning object - Rainforest: use compass points (TLF L351) http://learningplace.eq.edu.au/cx/resources/items/df16d5a1-eade-68ee-994a-17e1e912f2a7/0/ViewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/
Learning object - Landscapes - Map skills: Scale (BBC) http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/mapskills/scale/index.shtml#focus
Attachments
Lesson plan
Teaching Sequence
Topic
Money and financial mathematics/Location and transformation
Topic Duration
5 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 5
Investigating location using ordered pairs and alphanumeric grids
Lesson objectives
Students will:
Locate objects and places on an alphanumeric grid.
Compare ordered pair grids with alphanumeric grids.
Identify location on simple maps using ordered pairs.
Evidence of learning
Can the student:
Locate landmarks on a map using alphanumeric directions?
Read and correctly locate positions on a map using grid references?
Example learning sequence
Establish learning context
Investigate alphanumeric grids and ordered pairs
Read and interpret simple maps using ordered pairs
Locate landmarks
Resources
Monitoring task - Locating landmarks
Supporting learning resource - Investigating location using ordered pairs and alphanumeric grids
Sheet - Using an alphanumeric grid
Sheet - Unlabelled grid
Sheet - Alphanumeric grid
Sheet - Alphanumeric grid: 1 cm
Sheet - Make your own game
Sheet - Game card: Sink the ships
Sheet - Game card: Hide the treasure
street directories
atlases
collection of maps (e.g. atlases, tourist park websites, road maps and online maps)
Sheet - Map of Australia
Learning object — Coordinates (2)
Sheet — Map of bike park
Sheet - Downtown
Sheet - Cattle station compass
Supporting learning resource - Monitoring audit - by the end of Year 5
Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information
Learning object - Rainforest: use a grid map (TLF L350) https://learningplace.eq.edu.au/cx/resources/items/50677b2d-8a24-e2d9-ca32-680d220a4800/0/ViewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/
Attachments
Lesson plan
Teaching Sequence
Topic
Number and place value
Topic Duration
8 Lessons
Overview
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 6
Using written strategies for addition
Lesson objectives
Students will:
Apply mental and written strategies to calculate the addition of whole numbers.
Evidence of learning
Can the student:
Use mental computation strategies to solve addition problems?
Use written strategies to calculate addition?
Use estimation to verify their answers?
Example learning sequence
Establish learning context
Use mental computation strategies for addition
Apply written strategies for addition
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Using written strategies for addition
paper slips / number cards
bag or container
mini-whiteboards or scrap paper and markers
Attachments
Lesson plan
Lesson 7
Using right-to-left regrouping to solve addition
Lesson objectives
Students will:
Apply mental and written strategies to calculate addition of whole numbers.
Evidence of learning
Can the student:
Use written strategies using place value and left-to-right regrouping to solve addition problems?
Solve addition problems using right-to-left regrouping?
Apply a range of strategies to solve addition problems?
Example learning sequence
Establish learning context
Use right-to-left regrouping to solve addition
Resources
Supporting learning resource - Using right-to-left regrouping for addition
mini-whiteboards or scrap paper and markers
addition number problems
addition word problems
Video - Scan think do
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Teaching Sequence
Topic
Number and place value
Topic Duration
8 Lessons
Overview
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 8
Using written strategies for subtraction
Lesson objectives
Students will:
Apply mental and written strategies to subtract whole numbers.
Evidence of learning
Can the student:
Use a range of mental computation strategies to solve subtraction problems?
Use written strategies to calculate subtraction problems?
Example learning sequence
Establish learning context
Use mental computation strategies for subtraction
Apply written strategies for subtraction
Resources
Supporting learning resource - Using written strategies for subtraction
paper slips/number cards
bag or container
mini-whiteboards or scrap paper and markers
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 9
Using right-to-left regrouping for subtraction
Lesson objectives
Students will:
Apply mental and written strategies to subtract whole numbers.
Evidence of learning
Can the student:
Use written strategies using place value and left-to-right regrouping to solve subtraction problems?
Solve subtraction using right-to-left regrouping?
Apply a range of strategies to solve subtraction and addition problems?
Example learning sequence
Establish learning context
Use right-to-left regrouping to solve subtraction
Resources
Supporting learning resource - Using right-to-left regrouping for subtraction
mini-whiteboards or scrap paper and markers
subtraction number problems
subtraction word problems
Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information
Video - Scan think do https://learningplace.eq.edu.au/cx/resources/items/5211cd44-6e96-be6d-a143-e44e8063b513/0/Scan%20Think%20Do.mp4
Attachments
Lesson plan
Teaching Sequence
Topic
Number and place value
Topic Duration
8 Lessons
Overview
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 10
Applying multiplication strategies
Lesson objectives
Students will:
Apply extended and related multiplication facts to solve multiplication by one-digit and two-digit numbers.
Develop and apply an array diagram to solve multiplication by one-digit and two- digit numbers.
Evidence of learning
Can the student:
Apply a range of strategies to solve multiplication by one-digit and two-digit numbers?
Use diagrammatic representations of arrays when calculating multiplication by one-digit or two-digit numbers?
Use diagrammatic representations of arrays when calculating multiplication by one-digit or two-digit numbers?
Example learning sequence
Establish learning context
Multiply by multiples of 10, 100 and 1 000
Use arrays to solve multiplication problems
Use strategies to calculate multiplication
Resources
Supporting learning resource - Applying multiplication strategies
Supporting learning resource - Written methods: Multiplication and division
Learning object - Number facts (3)
Learning object - Number facts (4)
Supporting learning resource - Scan think do model
Sheet - Grid paper: 0.5 cm
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 11
Applying division strategies
Lesson objectives
Students will:
Apply divisibility rules to calculate division.
Calculate division by one-digit numbers including those that result in remainders.
Evidence of learning
Can the student:
Calculate division by one-digit numbers?
Calculate division that results in remainders?
Example learning sequence
Establish learning context
Apply divisibility rules
Use strategies to calculate division
Resources
Supporting learning resource - Applying division strategies
Supporting learning resource - Written methods: Multiplication and division
Sheet - Divisibility rules
sticky notes
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 12
Solving computation problems
Lesson objectives
Students will:
Apply a range of mental and written computation strategies to solve problems.
Solve multi-step computation problems.
Evidence of learning
Can the student:
Choose and use appropriate computation strategies suited to specific problems?
Solve multi-step problems?
Example learning sequence
Establish learning context
Apply strategies to solve problems
Solve multi-step problems
Resources
Supporting learning resource - Solving computation problems
Sheet - Two stars and a wish
Sheet - Solve word problems
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 13
Applying computation strategies to money problems
Lesson objectives
Students will:
Apply a range of computation strategies to solve contextualised problems.
Calculate amounts of profit or loss, income or expenditure.
Evidence of learning
Can the student:
Calculate amounts of money in simple or multi-step problems?
Example learning sequence
Establish learning context
Apply computation strategies to calculate amounts of money
Resources
Supporting learning resource - Applying computation strategies to money problems
sticky notes
price list
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Monitoring audit - by the end of Year 5
Attachments
Lesson plan
Teaching Sequence
Topic
Fractions and decimals/Patterns and algebra
Topic Duration
6 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 14
Representing fractions as decimals and comparing decimals
Lesson objectives
Students will:
Make connections between fractions and decimals.
Compare and order decimals on a number line.
Evidence of learning
Can the student:
Represent fractions in a variety of ways?
Sequence fractions on a number line?
Represent fractions as decimals?
Convert between fractions and decimals?
Compare and order decimals?
Example learning sequence
Establish learning context
Compare and order fractions
Solve fraction problems
Represent fractions as decimals (Monitoring opportunity)
Convert between fractions and decimals
Compare and order decimals
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Sheet - Monitoring audit - by the end of Year 5
Supporting learning resource - Representing and comparing decimals
Sheet - Fraction wall
materials for a rope number line (e.g. rope, pegs, cards)
materials for modelling and partitioning fractions
Sheet - Place value chart
paper squares
mini-whiteboards or scrap paper and markers
number line materials including cards for recording and displaying fractions or decimals
calculators
Attachments
Lesson plan
Lesson 15
Representing fractions
Lesson objectives
Students will:
Make connections between fractions and decimals.
Compare and order decimals on a number line.
Evidence of learning
Can the student:
Represent fractions in a variety of ways?
Sequence fractions on a number line?
Add and subtract fractions with the same denominator?
Convert between fractions and decimals?
Compare and order decimals?
Example learning sequence
Establish learning context
Locate and calculate fractions
Resources
Monitoring task - Locating and calculating fractions
Monitoring task - Locating and calculating fractions: Model response
Supporting learning resource - Mathematics tool kit Years 3-6
Sheet - Monitoring audit - by the end of Year 5
Attachments
Lesson plan
Lesson 16
Patterning involving addition and subtraction
Lesson objectives
Students will:
Create number patterns involving adding and subtracting whole numbers and fractions.
Evidence of learning
Can the student:
Identify a rule to match patterns?
Continue a given pattern involving addition and subtraction?
Create patterns involving addition and subtraction?
Example learning sequence
Establish learning context
Describe and continue patterns
Create number patterns
Resources
Supporting learning resource - Patterning involving addition and subtraction
counters
Learning object - Patterns: More patterns
Sheet - Follow the pattern
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 17
Investigating the inverse relationship between multiplication and division
Lesson objectives
Students will:
Use the inverse relationship between multiplication and division to find unknown quantities.
Evidence of learning
Can the student:
Apply the inverse relationship to solve equations with unknowns?
Example learning sequence
Establish learning context
Investigate the link between multiplication and division
Explore the inverse property
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Investigating the inverse relationship between multiplication and division
Sheet - Generalisations about the four operations
materials (counters, blocks, marbles, ice-cream sticks)
Sheet - Inverse riddle
Sheet - 'Inverse facts' game cards (per pair in a group)
Sheet - Game card: Inverse facts (per pair in a group)
symbol cards (=, t, <, >)
paper strips
calculators
Sheet - Using the inverse operation to check answers
Attachments
Lesson plan
Lesson 18
Applying multiplication and division patterns to solve number sentences
Lesson objectives
Students will:
Solve number sentences with unknown quantities involving multiplication and division.
Evidence of learning
Can the student:
Apply number sentence rules to solve problems?
Example learning sequence
Establish learning context
Investigate the commutative, associative and distributive properties
Solve word problems using number sentences
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Applying multiplication and division patterns to solve number sentences
Sheet - Turnarounds
Sheet - Balance objects
Attachments
Lesson plan
Lesson 19
Assessing student learning
Assessment purpose
To continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. To apply a range of computation strategies to solve problems and to plan and calculate simple budgets.
Example assessment sequence
Introduce and review the assessment
Review the Guide to making judgments and understand the standards A-E
Conduct the assessment
Resources
Assessment task - Continuing patterns, calculating with money and numbers
Assessment task - Continuing patterns, calculating with money and numbers: Model response
Assessment task - Continuing patterns, calculating with money and numbers: Teaching notes
Attachments
Lesson plan
Teaching Sequence
Topic
Location and transformation/Using units of measurement
Topic Duration
7 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 20
Describing and creating symmetry
Lesson objectives
Students will:
Describe symmetry and its purpose.
Create symmetrical designs.
Evidence of learning
Can the student:
Articulate the purpose of symmetry in a variety of contexts?
Describe symmetry in shapes?
Create symmetrical patterns?
Example learning sequence
Establish learning context
Investigate symmetry in authentic contexts
Investigate tessellations
Resources
Supporting learning resource - Describing and creating symmetry
photographs and pictures of patterns
Sheet - Continue the tessellating patterns
Learning object - Tessellations (2)
Sheet - Tessellating templates
set of compasses
Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information
Website - Year 4 Maths: Indonesian ikat patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indonesian-ikat-patterns
Website - Year 4 Maths: Thai patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-thai-pattern
Website - Year 4 Maths: Indian patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indian-patterns
Attachments
Lesson plan
Lesson 21
Enlarging shapes using grids and digital technology
Lesson objectives
Students will:
Transform and enlarge shapes using a grid.
Enlarge images digitally.
Make comparisons between transformed images.
Evidence of learning
Can the student:
Transform a simple two-dimensional shape on a grid so that it is similar?
Compare images using mathematical language?
Example learning sequence
Establish learning context
Enlarge and describe simple two-dimensional shapes
Extend transformation
Transform images using digital technology
Resources
Supporting learning resource - Enlarging shapes
Sheet - Grid paper: 1 cm
a variety of objects that could be used to demonstrate transformations (e.g. an original photograph and its enlargement, a pantograph, magnifying glasses, an image of a set of Russian dolls, an image of building blocks)
computers
digital cameras
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Monitoring audit - by the end of Year 5
Attachments
Lesson plan
Lesson 22
Measuring length
Lesson objectives
Students will:
Choose appropriate units to measure length.
Measure lengths to find perimeters of shapes.
Convert between units of length.
Evidence of learning
Can the student:
Choose the appropriate unit of measurement?
Measure length using scaled instruments?
Identify the perimeter as the total length of a shape's boundary?
Calculate equivalent units of length?
Example learning sequence
Establish learning context
Investigate metres and centimetres
Investigate kilometres and millimetres
Calculate perimeters of rectangles
Convert to equivalent lengths
Resources
Supporting learning resource - Measuring length
Sheet - The art of perimeter problems
Sheet - Centimetre and metre strip
tape measures, metre rulers, trundle wheels, 30 cm rulers
Sheet - Kilometres
Sheet - Millimetre strip
Learning object - Number slider
Supporting learning resource - Mathematics tool kit Years 3-6
Helpful information
Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Sheet - Monitoring audit - by the end of Year 5 https://learningplace.eq.edu.au/cx/resources/items/7c18007d-3a00-4638-9ff3-fa8aa83ff475/0/Mth_Y05_SLR_MonitoringAudit.docx
Attachments
Lesson plan
Teaching Sequence
Topic
Location and transformation/Using units of measurement
Topic Duration
7 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 23
Measuring area
Lesson objectives
Students will:
Measure the area of rectangles.
Evidence of learning
Can the student:
Choose an appropriate unit of measurement?
Write and read units of measurement correctly?
Calculate the area of a rectangle by counting units?
Example learning sequence
Establish learning context
Revisit area and formal and informal units
Measure areas of rectangles
Compare areas and perimeters
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Measuring area
Sheet - Grid paper: 1 cm
Sheet - Grid control
Learning object - Measuring area
informal units of measurement (e.g. tiles, envelopes, books, erasers)
tape measures, rulers
Attachments
Lesson plan
Lesson 24
Measuring capacity and volume
Lesson objectives
Students will:
Choose appropriate units to measure capacity.
Choose appropriate units to measure volume.
Evidence of learning
Can the student:
Choose an appropriate unit to measure capacity and volume?
Read calibrated containers to measure capacity?
Example learning sequence
Establish learning context
Investigate capacity
Investigate volume of objects
Resources
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Measuring capacity and volume
Sheet - Capacity
a variety of containers that have capacity (e.g. bottles, cartons, jugs, cups, bowls, ice-cream containers, spoons, lunch boxes, detergent containers)
containers with graduations (e.g. calibrated jugs, eye-droppers, medicine containers)
cubic centimetre blocks
playdough (recipe can be found by doing an internet search)
Attachments
Lesson plan
Teaching Sequence
Topic
Location and transformation/Using units of measurement
Topic Duration
7 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 25
Measuring mass
Lesson objectives
Students will:
Choose an appropriate unit to measure mass of common objects using scaled instruments.
Evidence of learning
Can the student:
Choose an appropriate unit to measure the mass of an object?
Read scales to measure mass?
Example learning sequence
Establish learning context
Differentiate between mass and weight
Investigate standard units of measurement
Convert units for equivalence
Resources
Supporting learning resource - Measuring mass
Sheet - Which is less?
Sheet - Game cards: Which is less?
Sheet - Marvellous mass
balance scales, kitchen scales, bathroom scales
a variety of objects that can be weighed or used as a reference (e.g. bags of sugar, rice, flour, weights)
MAB base 10 materials
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 26
Assessing student learning
Assessment purpose
To choose appropriate units of measurement for length, area, volume, capacity and mass. To calculate perimeter and area of rectangles.
Example assessment sequence
Introduce and review the assessment
Review the Guide to making judgments and understand the standards A-E
Conduct the assessment
Resources
Assessment task - Calculating measurements
Assessment task - Calculating measurements: Model response
Assessment task - Calculating measurements: Teaching notes
Attachments
Lesson plan
Teaching Sequence
Topic
Number and place value
Topic Duration
3 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lesson 27
Applying right- to-left regrouping for addition and subtraction
Lesson objectives
Students will:
Solve addition and subtraction problems using right-to-left regrouping.
Evidence of learning
Can the student:
Solve problems using right-to-left regrouping?
Example learning sequence
Establish learning context
Use right-to-left regrouping
Apply right-to-left regrouping to word problems
Resources
Supporting learning resource - Applying right-to-left regrouping for addition and subtraction
playing cards
calculators
word problems
Sheet - What's the message?
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 28
Multiplying whole numbers using arrays and grids
Lesson objectives
Students will:
Multiply whole numbers using array diagrams.
Multiply one-digit and two-digit numbers using grids.
Evidence of learning
Can the student:
Create an array diagram?
Use the array diagram to multiply pairs of one-digit and two-digit numbers?
Check the reasonableness of their answer by estimating?
Apply mental computation strategies to calculate multiplication?
Use grids to calculate multiplication?
Solve multiplication problems using an efficient strategy?
Example learning sequence
Establish learning context
Apply mental computation strategies to solve multiplication
Use arrays to solve multiplication problems
Use arrays or mental computation to calculate multiplication
Use grids to calculate multiplication
Resources
Supporting learning resource - Multiplying whole numbers using arrays and grids
mini-whiteboards or scrap paper and markers
multiplication problem flashcards
Sheet - Grid paper: 1 cm
Sheet - Grid paper: 0.5 cm
MAB ones
multiplication word problems
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Lesson 29
Dividing by a one-digit number
Lesson objectives
Students will:
Divide by a one-digit number with and without remainders.
Evidence of learning
Can the student:
Calculate division answers that include remainders?
Example learning sequence
Establish learning context
Calculate division and solve word problems
Resources
Supporting learning resource - Dividing by a one-digit number
mini-whiteboards or scrap paper and markers
multiplication and division word problems
Supporting learning resource - Mathematics tool kit Years 3-6
Attachments
Lesson plan
Teaching Sequence
Topic
Using units of measurement
Topic Duration:
3 Lessons
Overview
Throughout this lesson series, students will require ready access to ICT at a whole-class, small-group and individual level.
Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.
End each lesson with a review of student learning in that lesson.
Lessons
Teaching and Learning Sequence
Resources
Lessons 30-32
Investigating the size of an object
Lesson objectives
Students will:
Problem-solve and reason in relation to the question 'Are our backpacks too big?'
Evidence of learning
Can the student:
Make a plan for the inquiry?
Measure backpacks?
Collect, describe, interpret and make inferences about data?
Justify choices?
Example learning sequence
Establish learning context
Identify the information required (Discover)
Plan how to explore the MGI question (Devise)
Follow plans, collect and record evidence (Develop)
Explain, justify and reflect on conclusions (Defend)
Explore further questions (Diverge)
Resources
Assessment task - Investigating and calculating measurement
Supporting learning resource - Investigating and calculating measurement
Supporting learning resource - Guided inquiry poster
Supporting learning resource - Evidence cycle
Supporting learning resource - Mathematics tool kit Years 3-6
Sheet - Reflection stem prompt cards
Helpful information
Sheet - Monitoring audit - by the end of Year 5 https://learningplace.eq.edu.au/cx/resources/items/7c18007d-3a00-4638-9ff3-fa8aa83ff475/0/Mth_Y05_SLR_MonitoringAudit.docx
Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Attachments
Lesson plan
Resources
* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.
Unit Plan Section
Resource
Attachments*
Sequence - Money and financial mathematics/Location and transformation
Lesson plan - Mth_Y05_U3_LP01.docx
Lesson plan - Mth_Y05_U3_LP02.docx
Lesson plan - Mth_Y05_U3_LP03.docx
Lesson plan - Mth_Y05_U3_LP04.docx
Lesson plan - Mth_Y05_U3_LP05.docx
Sequence - Number and place value
Lesson plan - Mth_Y05_U3_LP06.docx
Lesson plan - Mth_Y05_U3_LP07.docx
Lesson plan - Mth_Y05_U3_LP08.docx
Lesson plan - Mth_Y05_U3_LP09.docx
Lesson plan - Mth_Y05_U3_LP10.docx
Lesson plan - Mth_Y05_U3_LP11.docx
Lesson plan - Mth_Y05_U3_LP12.docx
Lesson plan - Mth_Y05_U3_LP13.docx
Sequence - Fractions and decimals/Patterns and algebra
Lesson plan - Mth_Y05_U3_LP14.docx
Lesson plan - Mth_Y05_U3_LP15.docx
Lesson plan - Mth_Y05_U3_LP16.docx
Lesson plan - Mth_Y05_U3_LP17.docx
Lesson plan - Mth_Y05_U3_LP18.docx
Lesson plan - Mth_Y05_U3_LP19.docx
Sequence - Location and transformation/Using units of measurement
Lesson plan - Mth_Y05_U3_LP20.docx
Lesson plan - Mth_Y05_U3_LP21.docx
Lesson plan - Mth_Y05_U3_LP22.docx
Lesson plan - Mth_Y05_U3_LP23.docx
Lesson plan - Mth_Y05_U3_LP24.docx
Lesson plan - Mth_Y05_U3_LP25.docx
Lesson plan - Mth_Y05_U3_LP26.docx
Sequence - Number and place value
Lesson plan - Mth_Y05_U3_LP27.docx
Lesson plan - Mth_Y05_U3_LP28.docx
Lesson plan - Mth_Y05_U3_LP29.docx
Sequence - Using units of measurement
Lesson plan - Mth_Y05_U3_LP30_32.docx
Sequence
a variety of objects that can be weighed or used as a reference (e.g. bags of sugar, rice, flour, weights)
a variety of objects that could be used to demonstrate transformations (e.g. an original photograph and its enlargement, a pantograph, magnifying glasses, an image of a set of Russian dolls, an image of building blocks)
addition number problems
addition word problems
bag or container
balance scales, kitchen scales, bathroom scales
calculators
collection of maps and plans (e.g. online maps, street directories, map/directory of a shopping centre, globes, tourist maps, hand-drawn mud maps, treasure maps, house/building plans, plan of classroom, map/plan of the school, GPS devices and atlases)
computers
counters
digital cameras
examples of goods and services on flashcards
examples or images of Australian and other currencies
flashcards of financial maths terms and definitions
images or examples of shop shelf price labels (identifying price per unit)
informal units of measurement (e.g. tiles, envelopes, books, erasers)
Learning object - Coordinates (2)
Learning object - Landscapes - Map skills: Scale (BBC) http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/mapskills/scale/index.shtml#focus
Learning object - Measuring area
Learning object - Number facts (3)
Learning object - Number facts (4)
Learning object - Number slider
Learning object - Patterns: More patterns
Learning object - Rainforest: use compass points (TLF L351) http://learningplace.eq.edu.au/cx/resources/items/df16d5a1-eade-68ee-994a-17e1e912f2a7/0/ViewIMS.jsp © Education Services Australia Ltd, 2013 CC BY-SA 3.0 http://creativecommons.org/licenses/by-sa/3.0/
Learning object - Tessellations (2)
MAB base 10 materials
materials (counters, blocks, marbles, ice-cream sticks)
materials for a rope number line (e.g. rope, pegs, cards)
materials for modelling and partitioning fractions
mini-whiteboards or scrap paper and markers
Monitoring task - Explaining simple budgets
Monitoring task - Locating and calculating fractions
Monitoring task - Locating and calculating fractions: Model response
Monitoring task - Locating landmarks
multiplication and division word problems
multiplication problem flashcards
number line materials including cards for recording and displaying fractions or decimals
paper slips / number cards
paper squares
paper strips
photographs and pictures of patterns
playing cards
price list
set of compasses
Sheet - Australian note cut-outs
Sheet - Balance objects
Sheet - Break the budget game board
Sheet - Centimetre and metre strip
Sheet - Continue the tessellating patterns
Sheet - Create a class currency and savings plan: My savings plan
Sheet - Divisibility rules
Sheet - Follow the pattern
Sheet - Fraction wall
Sheet - Game card: Break the budget
Sheet - Game card: Inverse facts (per pair in a group)
Sheet - Game cards: Which is less?
Sheet - Generalisations about the four operations
Sheet - Grid control
Sheet - Grid paper: 0.5 cm
Sheet - Grid paper: 1 cm
Sheet - 'Inverse facts' game cards (per pair in a group)
Sheet - Inverse riddle
Sheet - Kilometres
Sheet - Map of Australia
Sheet - Map of bike park
Sheet - Map of Dream Island
Sheet - Marvellous mass
Sheet - Millimetre strip
Sheet - Oceanworld
Sheet - Place value chart
Sheet - Plan of a fun house
Sheet - Reflection stem prompt cards
Sheet - Simple compass (colour)
Sheet - Solve word problems
Sheet - Tessellating templates
Sheet - The art of perimeter problems
Sheet - Turnarounds
Sheet - Two stars and a wish
Sheet - Using the inverse operation to check answers
Sheet - What's the message?
Sheet - Which is less?
Sheet - Which way home?
Sheet - Year 5 mathsercise
shopping catalogues and flyers or retail websites
sticky notes
subtraction number problems
subtraction word problems
Supporting learning resource - Applying computation strategies to money problems
Supporting learning resource - Applying division strategies
Supporting learning resource - Applying multiplication and division patterns to solve number sentences
Supporting learning resource - Applying multiplication strategies
Supporting learning resource - Applying right-to-left regrouping for addition and subtraction
Supporting learning resource - Describing and creating symmetry
Supporting learning resource - Developing a simple financial plan
Supporting learning resource - Dividing by a one-digit number
Supporting learning resource - Enlarging shapes
Supporting learning resource - Evidence cycle
Supporting learning resource - Guided inquiry FAQ https://learningplace.eq.edu.au/cx/resources/items/f4ced56b-8641-477a-a3fb-f22d0ebc1f81/0/Mth_HI_InquiryFAQs.docx
Supporting learning resource - Guided inquiry poster
Supporting learning resource - Guided inquiry: 5Ds https://learningplace.eq.edu.au/cx/resources/items/e485f3ba-f8d8-4d99-9556-cecf2846a464/0/Mth_HI_InquiryApproach.docx
Supporting learning resource - Interpreting mapping conventions and simple maps
Supporting learning resource - Investigating and calculating measurement
Supporting learning resource - Investigating income and expenditure
Supporting learning resource - Investigating simple financial plans
Supporting learning resource - Investigating the inverse relationship between multiplication and division
Supporting learning resource - Mathematics tool kit Years 3-6
Supporting learning resource - Measuring area
Supporting learning resource - Measuring length
Supporting learning resource - Measuring mass
Supporting learning resource - Monitoring audit - by the end of Year 5
Supporting learning resource - Multiplying whole numbers using arrays and grids
Supporting learning resource - Patterning involving addition and subtraction
Supporting learning resource - Representing and comparing decimals
Supporting learning resource - Scan think do model
Supporting learning resource - Solving computation problems
Supporting learning resource - Using right-to-left regrouping for addition
Supporting learning resource - Using right-to-left regrouping for subtraction
Supporting learning resource - Using written strategies for addition
Supporting learning resource - Using written strategies for subtraction
Supporting learning resource - Written methods: Multiplication and division
symbol cards (=, t, <, >)
tape measures, metre rulers, trundle wheels, 30 cm rulers
Video - Scan think do
Website - C2C: Mathematics glossary https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/glossary/glossary.html
Website - Contemporary practice resource: Mathematics https://learningplace.eq.edu.au/cx/resources/items/c56b5d52-466d-f88b-b5c9-a68f157deff8/0/index.html
Website - Mathematics library https://learningplace.eq.edu.au/cx/resources/items/3ea6ae58-5cb2-4db6-8fd2-43d3563ffe8a/0/Mathematics_Library/index.html
Website - Year 4 Maths: Indian patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indian-patterns
Website - Year 4 Maths: Indonesian ikat patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-indonesian-ikat-patterns
Website - Year 4 Maths: Thai patterns (Asia Education Foundation) http://www.scoop.it/t/year-4-maths-thai-pattern
word problems
Assessment Planner - Calculating measurement
Assessment task - Mth_Y05_U3_AT_MR_Year5GreatGarden.docx
Assessment task - Mth_Y05_U3_AT_TN_Year5GreatGarden.docx
Assessment task - Mth_Y05_U3_AT_Year5GreatGarden.docx
Assessment Planner - Continuing patterns, calculating with money and numbers
Assessment task - Mth_Y05_U3_AT_EggscellentIdea.docx
Assessment task - Mth_Y05_U3_AT_MR_EggscellentIdea.docx
Assessment task - Mth_Y05_U3_AT_TN_PerfectingPatterns.docx
Assessment Planner - Explaining simple budgets
Assessment task - Mth_Y05_U3_MT_StuartsSimSavPlan.docx
Assessment Planner - Investigating and calculating measurement
Assessment task - Mth_Y05_U3_AT_MathGuidedInquiries.docx
Assessment Planner - Locating and calculating fractions
Assessment task - Mth_Y05_U3_MT_ReactionFractions.docx
Assessment task - Mth_Y05_U3_MT_MR_ReactionFractions.docx
Assessment Planner - Locating landmarks
Assessment task - Mth_Y05_U3_MT_LookAtLocation.docx
Assessment
Assessment task - Calculating measurements
Assessment task - Calculating measurements: Model response
Assessment task - Calculating measurements: Teaching notes
Assessment task - Continuing patterns, calculating with money and numbers
Assessment task - Continuing patterns, calculating with money and numbers: Model response
Assessment task - Continuing patterns, calculating with money and numbers: Teaching notes
Assessment task - Investigating and calculating measurement
Assessment
Assessment Task – Marking guide
Assessment
Task Name
Calculating measurements (Yr 05)
Type:
Short answer questions
Date:
Description
Students choose appropriate units of measurement for length, area, volume, capacity and mass. Students calculate perimeter and area of rectangles.
Learning Area
Mathematics
Understanding and fluency
Problem solving and reasoning
Select and use appropriate units of measurement for length, area, volume, capacity and mass. Calculate perimeter and area of rectangles.
Explain thinking used to solve authentic measurement problems.
A
◄
Calculates missing lengths.
Consistently expresses amounts with correct units.
◄
Solves a multi-step problem and explains thinking used to calculate how many more grams of flour are needed.
B
◄
Calculates perimeter and area of half a sheet of paper.
◄
Determines a valid length for a medium-sized paperclip.
Explains thinking and writes a number sentence.
C
◄
Calculates perimeter and area of a rectangular garden.
Expresses answers with correct units of measure.
Selects appropriate units of measurement for the volume of load of concrete and length of bean plants.
◄
Shows appropriate thinking to solve an authentic measurement problem by showing a mass of beans.
D
◄
Calculates an appropriate measurement of area and mass.
◄
Reads a graduated scale of mass or volume.
E
◄
Chooses an instrument used to measure length.
◄
Writes a length, area, volume or mass.
Assessment
Assessment Task – Marking guide
Assessment
Task Name
Continuing patterns, calculating with money and numbers (Yr 05)
Type:
Short answer questions
Date:
Description
Students continue patterns by adding and subtracting fractions and decimals, and identify and explain strategies for finding unknown quantities in number sentences involving the four operations. Students apply a range of computation strategies to solve problems and to plan and calculate simple budgets.
Learning Area
Mathematics
Understanding and fluency
Problem solving and reasoning
Continue addition and subtraction patterns with fractions and decimals. Identify elements of simple financial plans and perform calculations in context. Use estimation to check the reasonableness of answers to calculations. Find unknown quantities in number sentences.
Solve simple authentic problems involving the four operations using a range of strategies.
Explain plans for simple budgets. Explain why an estimate is reasonable.
Describe and create addition and subtraction patterns with fractions and decimals.
A
◄
Infers a rule and uses it to create a new mixed-number pattern.
Performs multi-step calculations accurately.
◄
Justifies a strategy to increase profit using the language of financial mathematics.
B
◄
Applies a rule to create a decimal number pattern.
Uses a range of efficient computation strategies to calculate profit and expenditure. Explains why an amount in a budget is income or expenditure.
◄
Proposes a strategy to increase profit.
C
◄
Continues addition and subtraction patterns with fractions and decimals.
Performs accurate calculations involving the four operations.
Identifies income and expenditure in a simple financial plan.
Uses estimation to check the reasonableness of answers.
Finds unknown quantities in number sentences.
◄
Describes and creates addition and subtraction patterns with fractions and decimals.
Solves simple problems involving the four operations using a range of efficient strategies.
Creates a financial plan.
Explains why an estimate is reasonable.
D
◄
Positions decimals on a number line.
Selects the rule used to create a pattern based on heights.
◄
Shows working using some aspects of mathematical conventions and symbols.
E
◄
Continues a pattern.
◄
Writes a number sentence.
Assessment
Assessment Task – Marking guide
Assessment
Task Name
Investigating and calculating measurement (Yr 05)
Type:
Assignment/Project
Date:
Description
Students use simple strategies to reason and solve a measurement inquiry question.
Learning Area
Mathematics
Understanding and fluency
Problem solving and reasoning
Perform calculations involving capacity and mass.
Connect and apply measurement understanding to the inquiry question.
Use mathematical language and symbols.
Interpret, model and investigate capacity and mass.
Explain and justify conclusions using mathematical evidence.
A
◄
Accurately transfers knowledge of measurement to the inquiry question.
Consistently and clearly uses appropriate mathematical language, materials and diagrams.
◄
Develops and applies methods to gather relevant evidence for a conclusion.
Represents and presents evidence logically.
Clearly explains mathematical thinking including choices made, strategies used and conclusions reached.
B
◄
Recalls and uses appropriate measurement understanding connected to the inquiry question.
Consistently uses appropriate mathematical language, materials and diagrams.
◄
Develops a method to gather evidence to support conclusion.
Explains mathematical thinking including choices made, strategies used and conclusions reached.
C
◄
Uses and applies measurement understanding to calculate capacity and mass.
Uses appropriate mathematical language, materials and diagrams.
◄
Chooses a known method to gather evidence to support a conclusion.
Represents and presents evidence.
Describes mathematical thinking including strategies used and conclusions reached.
D
◄
Finds capacity and mass of backpacks.
Uses aspects of mathematical language, materials or diagrams.
◄
Follows a given method to gather evidence.
Makes statements about choices or strategies used when prompted.
E
◄
Recognises mass of a backpack.
Uses everyday language.
◄
Makes isolated statements.
Acknowledgement, Disclaimer and Copyright
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