Download Year Level Plan

DEPARTMENT OF EDUCATION
C2C
Year Level Plan
Mathematics
Year 5
Year level description
Curriculum intent
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral
part of mathematics content across the three content strands: Number and Algebra, Measurement
and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of
working mathematically within the content and describe how the content is explored or developed.
They provide the language to build in the developmental aspects of the learning of mathematics.
At this level:
Understanding includes making connections between representations of numbers, using fractions to
represent probabilities, comparing and ordering fractions and decimals and representing them in
various ways, describing transformations and identifying line and rotational symmetry
Fluency includes choosing appropriate units of measurement for calculation of perimeter and area,
using estimation to check the reasonableness of answers to calculations and using instruments to
measure angles
Problem Solving includes formulating and solving authentic problems using whole numbers and
measurements and creating financial plans
Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns
involving fractions and decimals, interpreting results of chance experiments, posing appropriate
questions for data investigations and interpreting data sets
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 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.
C2C adapted with permission by NT DoE © The State of Queensland
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Unit outline Semester 1
Sequencing the teaching and learning
Term 1
Unit 1
Students have opportunities to develop
understandings of:
 Factors and multiples: exploring
number sequences and divisibility
rules
 Addition and subtraction:
developing a range of mental and
written strategies to solve
problems and check the
reasonableness of solutions
 Fractions and decimals: comparing
and ordering using diagrams and
number lines
 Data: posing the question,
planning the data collection,
collecting, displaying and
interpreting data.
Term 2
Unit 2
Students have opportunities to develop
understandings of:
 Perimeter and area: exploring
efficient ways to calculate
perimeter and area of rectangles
 Number patterns: describing,
continuing and creating patterns
involving whole numbers, fractions
and decimals
 Time: representing, reading,
comparing and converting between
12hour time and 24hour time
 Grid reference systems: describing
locations and giving directions
using conventions of maps and
plans.
Unit 3
Students have opportunities to develop
understandings of:
 Transformation of two-dimensional
shapes and symmetry: describing
translations, reflections and
rotations, identifying line and
rotational symmetry and applying
the enlargement transformation
 Multiplication: extending
multiplication facts to include
multiples of 10 and 100 and
exploring strategies for multiplying
two digit numbers by a one digit
number
 Financial mathematics: creating a
simple budget to achieve a
financial goal.
Unit 4
Students have opportunities to develop
understandings of:
 Fractions beyond hundredths:
making connections between
representations of numbers and
extending knowledge of fractions
beyond hundredths
 Multiplication and division:
investigating effective strategies for
multiplication of large numbers by a
two digit number and for solving
division problems that include
remainders
 Chance: listing outcomes of chance
experiments and representing
probabilities of outcomes using
decimals and common fractions.
General capabilities and Cross-curriculum priorities
Opportunities to engage with:
C2C adapted with permission by NT DoE © The State of Queensland
Opportunities to engage with:
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www.det.nt.gov.au
Unit outline Semester 2
Sequencing the teaching and learning
Term 3
Term 4
Unit 5
Students have opportunities to develop
understandings of:
 Angles: estimating, measuring and
comparing angles using degrees
 Shape: connecting 3D objects with
their nets and other 2D
representations
 Equivalence: finding unknown
quantities in problems involving
multiplication and division
 Fractions: comparing and ordering
unit fractions and investigating
strategies to solve problems
involving addition and subtraction
of fractions with the same
denominator
 Units of measurement: choosing
appropriate units of measurement
for length, area, volume, capacity
and mass.
Unit 6
Students have opportunities to develop
understandings of:
 Data: collecting and displaying
data, posing questions about data,
identifying and justifying best
choice for representing data,
comparing data representations
 Equivalence: using equivalent
number sentences involving
multiplication and division to find
the value of unknowns.
 Fractions and decimals: linking
fractions to our place value
system, working with decimals to
thousandths and beyond, locating
decimals on number lines,
comparing, ordering and
representing decimals.
Unit 7
Students have opportunities to develop
understandings of:
 Fractions: describing, continuing
and creating patterns with
fractions, adding and subtracting
fractions with the same
denominator
 Chance: numerically representing
the likelihood of chance events
 Division: describing, continuing
and creating patterns with whole
numbers, solving division problems
using partition and quotation
strategies
 Angles and maps: measuring,
comparing and constructing
angles.
Unit 8
Students have opportunities to develop
understandings of:
 Measurement: choosing and applying
appropriate units of measurement,
identifying am and pm times, reading
and converting 24hour time
 Location: investigating maps of the
local area, interpreting and
constructing maps, exploring different
routes and calculating time and
distance
 3 dimensional objects: connecting 3D
objects with 2D representations,
constructing 3D objects using nets,
drawing 3D objects from different
viewpoints and identifying properties
 Perimeter and area: estimating and
calculating the perimeter and area of
rectangles using metric units and
applying strategies to solve
problems.
General capabilities and Cross-curriculum priorities
Opportunities to engage with:
Opportunities to engage with:
Key to General capabilities and Cross-curriculum priorities
Literacy
Numeracy
Personal and social
Intercultural understanding
competence
C2C adapted with permission by NT DoE © The State of Queensland
ICT competence
Aboriginal and Torres Strait
Islander histories and cultures
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Critical and creative thinking
Ethical behaviour
Asia and Australia’s
Sustainability
engagement with Asia
www.det.nt.gov.au
Assessment Semester 1
Teachers and children organise evidence of learning in individual folios. The individual folio is constructed jointly by a teacher, a child, parents/carers and other
partners. It becomes a dynamic record of examples of a child’s learning and development.
Term 1
Unit 1: Data representation and
interpretation
Assignment/Project
Students demonstrate their ability to
design and trial a data collection to
investigate an issue of interest. They
pose a survey question, carry out a
survey to collect data, display the data,
then use that data to support their
conclusion about the issue of interest.
Term 2
Unit 2: Number patterns task
Exam/Test
Unit 3: Changing Shapes
Short answer questions
Students demonstrate their
understanding of number patterns
resulting from addition and subtraction,
and their ability to identify rules for
change and apply the rules to continue
and create number patterns involving
whole numbers, fractions and decimals.
Students complete a written task to
Students solve problems involving large
demonstrate their understanding of
numbers multiplied by 2-digit multipliers.
translations, reflections and rotations,
their ability to identify line and rotational
symmetry and to describe the effects of
enlarging two-dimensional shapes.
Unit 3: Can you afford a pet?
Assignment/Project
Unit 4: Thinking multiplication
Short answer questions
NAPLAN
In this open-ended task, students create
a simple budget to help them decide if
they can afford to buy a pet and care for
it for one year
Making consistent judgements / Feedback
Teachers will plan units and develop tasks.
Teachers will co-mark the written assignment to achieve consensus and
consistency of judgments.
C2C adapted with permission by NT DoE © The State of Queensland
Teachers will plan units and develop tasks. Teachers will co-mark the portfolio
tasks to achieve consensus and consistency of judgments.
Curriculum leaders will randomly sample student work to check for consistency of
teacher judgments.
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www.det.nt.gov.au
Assessment Semester 2
Term 3
Unit 5: Anatomy of angles and 3D
objects
Short answer questions
Students make connections between
three-dimensional objects and their twodimensional representations and
measure and construct angles.
Term 4
Unit 6: Everyday fractions and decimals Unit 7: What is the chance of that?
Assignment/Project
Exam/Test
Students gather real-life examples of
fractions and decimals. They compare,
order and represent them to draw
conclusions about their use in everyday
life.
Students identify and mathematically
describe the likelihood of outcomes of
chance experiments as fractions or on a
continuum ranging from 0 to 1.
Making consistent judgments / Feedback
Teachers will moderate to identify A-E samples before marking the written
assignment task. They will participate in on-going moderation conversations to
achieve consensus and consistency of judgments.
C2C adapted with permission by NT DoE © The State of Queensland
Teachers will plan units and develop tasks. Teachers will co-mark the project
tasks to achieve consensus and consistency of judgments.
Curriculum leaders will randomly sample student work to check for teacher
consistency of judgments.
5 of 8
www.det.nt.gov.au
Balance and coverage of content descriptions
Year 5
Number and Algebra
Term
Number and place value
1
2
Identify and describe factors and
multiples of whole numbers and
use them to solve problems.
1
4
Choose appropriate units of
measurement for length, area,
volume, capacity and mass.
Use estimation and rounding to
check the reasonableness of
answers to calculations.
1
4
Calculate the perimeter and area
of rectangles using familiar metric
units.
Solve problems involving
multiplication of large numbers by
one- or two-digit numbers using
efficient mental, written strategies
and appropriate digital
technologies
3
Compare 12- and 24-hour time
systems and convert between
them.
Solve problems involving division
by a one digit number, including
those that result in a remainder.
3
Use efficient mental and written
strategies and apply appropriate
digital technologies to solve
problems.
3
4
4
Using units of measurement
1
2
Statistics and Probability
Term
3
4
Chance
1
2
3
4
5
8
List outcomes of chance
experiments involving equally
likely outcomes and represent
probabilities of those outcomes
using fractions.
4
7
2
8
Recognise that probabilities
range from 0 to 1.
4
7
2
8
7
4
1
4
Fractions and decimals
Compare and order common unit
fractions and locate and represent
them on a number line.
Term
Measurement and Geometry
Shape
1
5
C2C adapted with permission by NT DoE © The State of Queensland
Data representation and
interpretation
Connect three-dimensional
objects with their nets and other
two-dimensional representations.
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5
8
Pose questions and collect
categorical or numerical data by
observation or survey.
1
6
www.det.nt.gov.au
Balance and coverage of content descriptions
Year 5
Number and Algebra
Fractions and decimals cont.
Term
1
2
Investigate strategies to solve
problems involving addition and
subtraction of fractions with the
same denominator.
Recognise that the number
system can be extended beyond
hundredths.
Compare, order and represent
decimals.
4
1
Statistics and Probability
Term
3
4
Data representation and
interpretation cont.
1
5
7
Construct displays, including
column graphs, dot plots and
tables, appropriate for data type,
with and without the use of digital
technologies.
1
6
Describe and interpret different
data sets in context.
2
3
4
6
6
6
Money and financial
mathematics
Create simple financial plans.
Term
Measurement and Geometry
3
C2C adapted with permission by NT DoE © The State of Queensland
8
Location and transformation
1
Use a grid reference system to
describe locations. Describe
routes using landmarks and
directional language.
2
2
4
7
8
Describe translations, reflections
and rotations of two-dimensional
shapes. Identify line and
rotational symmetries.
3
Apply the enlargement
transformation to familiar two
dimensional shapes and explore
the properties of the resulting
image compared with the original.
3
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3
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Balance and coverage of content descriptions
Year 5
Number and Algebra
Term
Patterns and algebra
1
Describe, continue and create
patterns with fractions, decimals
and whole numbers resulting from
addition and subtraction.
2
Use equivalent number sentences
involving multiplication and
division to find unknown
quantities.
2
3
Term
Measurement and Geometry
4
Geometric reasoning
7
Estimate, measure and compare
angles using degrees. Construct
angles using a protractor.
1
2
Statistics and Probability
3
4
5
7
Term
5
6
References
http://www.australiancurriculum.edu.au/ Australian Curriculum Version 3.0 dated 23 January 2012
Copyright © The State of Queensland (represented by the Department of Education and Training)
Copyright in this work is owned by or licensed to the State of Queensland (acting through the Department of Education and Training), PO Box 15033 City East QLD
4002 Australia and is reproduced with its permission. No part may be further reproduced in hardcopy form by anyone outside the Northern Territory Department of
Education without the express permission of the Queensland Department of Education and Training.
C2C adapted with permission by NT DoE © The State of Queensland
8 of 8
www.det.nt.gov.au