5C Semester 1 Maths Program

Strand/
Substrand
Content
Outcome/s
Key Ideas Maths Resources/ Smart Notebook Interactive
Resources
Reg
Number
Whole
Numbers

Week 2-7
MA3-4NA Orders,
reads and represents
integers of any size
and describes
properties of whole
numbers
Recognise, represent and order numbers to at
least tens of millions
apply an understanding of place value and the role
of zero to read and write numbers of any size
state the place value of digits in numbers of any
size
arrange numbers of any size in ascending and
descending order
record numbers of any size using expanded
notation,
eg 163 480 = 100 000 + 60 000 + 3000 + 400 + 80
partition numbers of any size in non-standard
forms to aid mental calculation, eg when adding
163 480 and 150 000, 163 480 could be
partitioned as 150 000 + 13 480, so that 150 000
could then be doubled and added to 13 480
use numbers of any size in real-life situations,
including in money problems
interpret information from the internet, the
media, the environment and other sources that
use large numbers (Communicating, Reasoning)

recognise different abbreviations of numbers used
in everyday contexts, eg $350 K represents
$350 000
round numbers to a specified place value,
eg round 5 461 883 to the nearest million
Place Value
Write 15 642 on the board and ask a student to
read it. Discuss the value of each digit,
establishing particularly that the one represents
ten thousand, but the number is read as fifteen
thousand. Change the 15 to 3 and repeat. Point
out that a space is left between the thousands
and hundreds to make the number easier to
read. Repeat with numbers such as 156 342,
then 1 243 675, to establish the value of
hundred thousands and millions and the way in
which the numbers are read. Show a place value
chart on the board with the ones (units) column
labelled, e.g.


Alternatively draw an abacus
diagram:

Discuss the value of the other columns, starting
from the right, and label them. Draw small
circles in each column, to represent a number.
Write the number in figures on the board, point
out the spacing, then ask a student to read the
number. Change the circles to make a different
five, six or seven-digit number and ask students
to write it in figures, then read it aloud together.
Repeat with other numbers. Read out some five,
six and seven-digit numbers and ask students to
write them in figures. Focus on a seven-digit
number and ask:
- How could I increase this number by ten
thousand?
- What would the new number be?
Repeat with other changes to the number, e.g. 300
thousand smaller, 2 million bigger etc, asking
students to record the new number each time. Ask
students to write any seven-digit number. Ask
Ideal Resources Site
Place Value Cards
Eggs to Order
Target Square
Figure Fun
Venn Diagrams

Interactive games
100 square
Number Line
Reading number
Lines
Ordering numbers
Mystery Number
Ordering Negatives


them to raise their hands if their number contains:
fifty thousand; nine thousand; eight hundred
thousand, forty; six; three million etc.
Smart Notebook lessons





Identify and describe properties of prime,
composite, square and triangular numbers
(ACMNA122)
determine whether a number is prime,
composite or neither
model square and triangular numbers and
record each number group in numerical and
diagrammatic form






Number
Addition and
Subtraction




MA3 5NA Selects
and applies
appropriate
strategies for
addition and
subtraction with
counting numbers of
any size

Use efficient mental and written strategies
and apply appropriate digital technologies to
solve problems (ACMNA291)
use the term 'sum' to describe the result of adding
two or more numbers, eg 'The sum of 7 and 5 is
12'
add three or more numbers with different
numbers of digits, with and without the use of
digital technologies, eg 42 000 + 5123 + 246
select and apply efficient mental, written and
calculator strategies to solve addition and
subtraction word problems, including problems
involving money
interpret the words 'increase' and 'decrease' in
addition and subtraction word problems, eg 'If a
computer costs $1599 and its price is then
decreased by $250, how much do I pay?'
(Communicating, Problem Solving)
record the strategy used to solve addition and
subtraction word problems
use empty number lines to record mental
strategies
use selected words to describe each step of the
solution process
check solutions to problems, including by using
the inverse operation
Use estimation and rounding to check the
reasonableness of answers to calculations
(ACMNA099)



NA15 Decimal addition and subtraction p60
NA22 Operations with money p74
NA21 Discount p72

Smart Notebook Lessons
Ideal Resources Site
Wipeout wall
Addition mission
Sum Shuffle
Difference Pyramid
Power lines

Interactive games
Mental calculations
Column subtraction
demo
Missing Digit
Add & Subtraction
resources

iPad apps
Top It Addition
Top It Subtraction
Mathboard Addition


round numbers appropriately when obtaining
estimates to numerical calculations
use estimation to check the reasonableness of
answers to addition and subtraction calculations,
eg 1438 + 129 is about 1440 + 130
Number







Multiplication
& Division
MA3-4NA
Orders, reads and
represents integers
of any size and
describes properties
of whole numbers


MA3-6NA
Selects and applies
appropriate
strategies for
multiplication and
division, and applies
the order of
operations to
calculations involving
more than one
operation

Identify and describe factors and multiples
of whole numbers and use them to solve
problems (ACMNA098)
determine all 'factors' of a given whole
number, eg 36 has factors 1, 2, 3, 4, 6, 9, 12,
18 and 36
determine the 'highest common factor' (HCF)
of two whole numbers, eg the HCF of 16 and
24 is 8
determine 'multiples' of a given whole
number, eg multiples of 7 are 7, 14, 21, 28,
determine the 'lowest common multiple'
(LCM) of two whole numbers, eg the LCM of
21 and 63 is 63
determine whether a particular number is a
factor of a given number using digital
technologies
recognise that when a given number is divided
by one of its factors, the result must be a
whole number (Problem Solving)
solve problems using knowledge of factors and
multiples, eg 'There are 48 people at a party.
In how many ways can you set up the tables
and chairs, so that each table seats the same
number of people and there are no empty
chairs?'
Explore the use of brackets and the order of
operations to write number sentences
(ACMNA134)
investigate and establish the order of
operations using real-life contexts, eg 'I buy six
goldfish costing $10 each and two water
plants costing $4 each. What is the total
cost?'; this can be represented by the number
sentence 6 10 + 2 4 but, to obtain the total
cost, multiplication must be performed before
addition

recognise that the grouping symbols ( ) and [
] are used in number sentences to indicate
operations that must be performed first
recognise that if more than one pair of
grouping symbols are used, the operation
within the innermost grouping symbols is
performed first
Measurement
- Time





Week 7
MA3-13MG
Uses 24 hour time
and am and pm
notation in real life
situations and
constructs timelines.



Compare 12- and 24-hour time systems and
convert between them (ACMMG110)
tell the time accurately using 24-hour time, eg
'2330 is the same as 11:30 pm'
describe circumstances in which 24-hour time is
used, eg transport, armed forces, digital
technologies (Communicating)
convert between 24-hour time and time given
using am or pm notation
compare the local times in various time zones in
Australia, including during daylight saving
Determine and compare the duration of
events
select an appropriate unit to measure a particular
period of time
use a stopwatch to measure and compare the
duration of events
order a series of events according to the time
taken to complete each one
use start and finish times to calculate the elapsed
time of events, eg the time taken to travel from
home to school



MG6 read and interpret timetables p90
MG7 Add and subtract time p92
MG8 Timelines
MG9 International Timelines


Ideal Resources Site
Time Difference
Stop the Clock
Bang on Time

Interactive games
Interactive Clock
Timetables
24 Hour time

iPad apps
Wake the rooster
What Time is it Mr
Wolf


Space 2D




Week 11
MS3-15MG
Manipulates,
classifies and draws
two-dimensional
shapes, including
equilateral, isosceles
and scalene triangles,
and describes their
properties
Classify two-dimensional shapes and describe
their features
manipulate, identify and name right-angled,
equilateral, isosceles and scalene triangles

recognise that a triangle can be both right-
angled and isosceles or right-angled and
scalene (Reasoning)
explore by measurement side and angle
properties of equilateral, isosceles and
scalene triangles, squares, rectangles,
parallelograms and rhombuses





MG12 Properties of angles p102
MG13 Measure angles p104

Smart Notebook lessons

Ideal Resources Site
Polygon paint

Interactive games
Guess the Shape
2D Shapes
Quadrilateral Quest
Angle Concentration
Explore Angles
Deep Space Angles
Kung fu Angles
Measuring with a
Protractor
Banana Hunt

recognise that two-dimensional shapes can
be classified in more than one way, eg a
rhombus can be more simply classified as a
parallelogram (Communicating, Reasoning)

identify and draw regular and irregular two-
dimensional shapes from descriptions of their
side and angle properties
use tools such as templates, rulers, set
squares and protractors to draw regular and
irregular two-dimensional shapes
explain the difference between regular and
irregular shapes
use computer drawing tools to construct a
shape from a description of its side and angle
properties (Communicating, Problem Solving)
Identify and name parts of circles
create a circle by finding points that are all the
same distance from a fixed point (the centre)
identify and name parts of a circle, including the
centre, radius, diameter, circumference, sector,
semicircle and quadrant
Polygons
Flexigons
Shape match
Spy Shape
Angles in a triangle
Estimating Angles
Types of Angles
Rotating rockets
Angle drag

Using a protractor


iPad apps
Geoboard
Educreations
Number
Multiplication
& division

(Multiplicatio
n only in Sem
1)
MA3-6NA Selects and
applies appropriate
strategies for
multiplication and
division, and applies
the order of
operations to
calculations involving
more than one
operation
Solve problems involving multiplication of
large numbers by one- or two-digit numbers
using efficient mental and written strategies
and appropriate digital technologies
(ACMNA100)
use mental and written strategies to multiply
three- and four-digit numbers by one-digit
numbers, including:
use mental and written strategies to multiply
two- and three-digit numbers by two-digit
numbers.
use digital technologies to multiply numbers of
up to four digits
apply appropriate mental and written
strategies, and digital technologies, to solve
multiplication word problems
record the strategy used to solve
multiplication word problems



NA3 Divisibility tests p36
NA4 Multiplication by two digits p38
NA5 Division with remainders p40
NA22 Operations with money p74
NA24 Order of Operations p78

Smart Notebook Lessons

Ideal Resources Site
Multiplication
Wipeout
Division Wipeout
Connect It
Table Mountain
Eggs on Legs
Multiple Wipeout
Venn Diagrams
Balloon Bingo

Interactive games
Math magician (mult)
Tonys Tyres (mult)
Minkos Milkshake
(mult)
Mad 4 Maths times
Tables (mult)

Solve problems involving division by a one-
digit number, including those that result in a
remainder(ACMNA101)
use the term 'quotient' to describe the result
of a division calculation
record remainders as fractions and decimals
use mental and written strategies to divide a
number with three or more digits by a one-
digit divisor where there is no remainder.
use mental and written strategies to divide a
number with three or more digits by a one-
digit divisor where there is a remainder
explain why the remainder in a division
calculation is always less than the number
divided by (the divisor)
show the connection between division and
multiplication, including where there is a
remainder, eg 25 4 = 6 remainder 1, so 25 =
4 6 + 1
use digital technologies to divide whole
numbers by one- and two-digit divisors
check answers to mental calculations using
digital technologies
apply appropriate mental and written
strategies, and digital technologies, to solve
division word problems
record the strategy used to solve division word
problems

Granny Prix (mult)
Fruit Shoot (division)
Demolition Division
Airline groups
(division)
Number invaders
(both)
Missing Digits (both)


Number
Chance




MA3-19SP Conducts
chance experiments
and assigns
probabilities as
values between 0
and 1 to describe
their outcomes
List outcomes of chance experiments involving
equally likely outcomes and represent
probabilities of those outcomes using
fractions(ACMSP116)
use the term 'probability' to describe the
numerical value that represents the likelihood
of an outcome of a chance experiment
recognise that outcomes are described as
'equally likely' when any one outcome has the
same chance of occurring as any other
outcome
list all outcomes in chance experiments where
each outcome is equally likely to occur
represent probabilities of outcomes of chance
experiments using fractions, eg for one throw





SP1 Probability p 114

Smart Notebook Lessons
Ideal Resources Site
Probability Spinners
Spin to Win

Interactive games
Wheel of Fortune
Probability Activities
Probability Spinners
Probability fair
Probability Scale




of a standard six-sided die or for one spin of an
eight-sector spinner
Recognise that probabilities range from 0 to 1
(ACMSP117)
establish that the sum of the probabilities of
the outcomes of any chance experiment is
equal to 1
order commonly used chance words on an
interval from zero ('impossible') to one
('certain')
describe events that are impossible and events
that are certain
describe the likelihood of a variety of events as
being more or less than a half (or 0.5) and
order the events on an interval
(Communicating)
Conduct chance experiments with both small
and large numbers of trials using appropriate
digital technologies (ACMSP145)
assign expected probabilities to outcomes in
chance experiments with random generators,
including digital simulators, and compare the
expected probabilities with the observed
probabilities after both small and large
numbers of trials
use samples to make predictions about a
larger 'population' from which the sample
comes, eg take a random sample of coloured
lollies from a bag, calculate the probability of
obtaining each colour of lolly when drawing a
lolly from the bag, and use these probabilities
and the total number of lollies in the bag to
predict the number of each colour of lolly in
the bag

Data MA3-18SP
Uses appropriate
methods to collect
data and constructs,
interprets and
Pose questions and collect categorical or
numerical data by observation or survey
(ACMSP118)
pose and refine questions to construct a survey
to obtain categorical and numerical data about a
SP4 Discrete data p 126
SP5 Column graphs p128
SP6 Line graphs p 130

SP8 Side by side column graphs p 128
Ideal Resources Site

Interactive games
Create a Graph
Teacher Led Graphs

evaluates data
displays, including
dot plots, line graphs
and two-way tables

matter of interest
collect categorical and numerical data through
observation or by conducting surveys.
Construct displays, including column graphs,
dot plots and tables, appropriate for data
type, with and without the use of digital
technologies (ACMSP119)
tabulate collected data, including numerical
data, with and without the use of digital
technologies.
construct column and line graphs of numerical
data using a scale of many-to-one
correspondence, with and without the use of
digital technologies
name and label the horizontal and vertical axes
when constructing graphs (Communicating)
choose an appropriate title to describe the data
represented in a data display (Communicating)

determine an appropriate scale of many-to-one
correspondence to represent the data in a data
display (Reasoning)
mark equal spaces on the axes when
constructing graphs, and use the scale to label
the markers (Communicating)
construct dot plots for numerical data, eg the
number of siblings of each student in the class

consider the data type to determine and draw
the most appropriate display(s), such as column
graphs, dot plots and line graphs
discuss and justify the choice of data display
used
recognise that line graphs are used to represent
data that demonstrates continuous change, eg
hourly temperature (Communicating)
recognise which types of data display are most
appropriate to represent categorical data
(Communicating)
SP6 Pie Charts
SP5 Line charts


Smart Notebook lessons

Furbles

iPad apps
Graphs






Investigations assist students develop the skills detailed in the Working Mathematically/Proficiency strands of the curriculum. They can be undertaken anytime through the
term once the core content of the investigation has been delivered.
Investigation 7 Fantasy Flight
Number
Addition and
Subtraction
Decimals

Measurement
Time

MA3 5NA Selects and
applies appropriate
strategies for addition and
subtraction with counting
numbers of any size

(as above)


MA3-13MG Uses 24 hour
time and am and pm
notation in real life
situations and constructs
timelines.

(as above)

Add and subtract decimals, with and without
digital technologies, and use estimation and
rounding to check the reasonableness of
answers.
Interpret and use timetables.
Investigate, with and without digital
technologies, angles on a straight line, angles
at a point and vertically opposite angles.
Investigation 7
p70-79

BLM 7.1

Distance calculator
Jet Abroad
Wotif Accommodation



Investigation 11 Octi-origami
Space 2D






SGS3.2a Manipulates,
classifies and draws 2D
shapes and describes side
and angle properties.

MS3-15MG Manipulates,
classifies and draws two-
dimensional shapes,
including equilateral,
isosceles and scalene
triangles, and describes
Investigate combinations of translations,
reflections and rotations with and without the
use of digital technologies.
Investigate with and without digital
technologies, angles on a straight line, angles
at a point and vertically opposite angles. Use
results to find unknown angles.
Investigation 11
p106 113

BLM 11.1
Origami for Kids
Easy origami
Activity Village - Origami








their properties

MS3-16MG Measures and
constructs angles, and
applies angle relationships
to find unknown angles






Topics Outcomes Content Resources Registration
Data

Volume/Capacity

Addition/Subtraction

Multiplication/Division



MA3-18SP
Uses appropriate methods to
collect data and constructs,
interprets and evaluates data
displays, including dot plots,
line graphs and two-way tables

MA3-11MG
Selects and uses the
appropriate unit to estimate,
measure and calculate volumes
and capacities, and converts
between units of capacity
Pose questions and collect categorical or numerical
data by observation or survey (ACMSP118)

Construct displays, including column graphs, dot plots
and tables, appropriate for data type, with and without
the use of digital technologies (ACMSP119)


Investigation 6
P18-19


Investigation 9
P24-25


BOM website

World
Temperature
Extremes site

Weather records

Petrol Price Search
Coles &
Woolworths
websites