MATHS PROGRAM : STAGE THREE YEAR FIVE

WEEKLY ROUTINE Monday Tuesday Wednesday Thursday Friday

Whole Number 1 Terms 1-4

Number & Algebra Terms 1-4: Addition and Subtraction 1 Terms 1-4 : Multiplication & Division 1 Terms 1 & 3: Patterns and Algebra 1 Terms 2 & 4: Fractions and Decimals 1

Statistics & Probability Terms 1 & 3: Data 1 Terms 2 & 4: Chance 1

Measurement & Geometry Term 1: Length 1 / Time 1 / 2D 1 / Position 1 Term 2: Mass 1 / 3D 1 / Angles 1 Term 3: Volume and Capacity 1 / Time 1 / 2D 1 / Position 1 Term 4: Area 1 / 3D1 / Angles 1

K-6 MATHEMATICS SCOPE AND SEQUENCE

NUMBER AND ALGEBRA
Whole Number Addition & Subtraction Multiplication & Division Fractions & Decimals Patterns & Algebra Length Area

MEASUREMENT AND GEOMETRY

Volume & Capacity Mass Time 3D 2D Angles Position

STATISTICS & PROBABILITY

Data Chance

TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2.

STAGE: Year 5 ES1 S1 S2

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 2 3 3 1 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Whole Number 1

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA

OVERVIEW
Recognise, represent and order numbers to at least tens of millions apply an understanding of place value & the role of zero to read & write numbers of any size state the place value of digits in numbers of any size arrange numbers of any size in ascending & 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 & 150 000, 163 480 could be partitioned as 150 000 + 13 480, so that 150 000 could then be doubled & 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 & other sources that use large numbers 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 Identify and describe factors and multiples of whole numbers and use them to solve problems determine all 'factors' of a given whole number, eg 36 has factors 1, 2, 3, 4, 6, 9, 12, 18 & 36 determine the 'highest common factor' (HCF) of two whole numbers, eg the HCF of 16 & 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 &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 solve problems using knowledge of factors & multiples, eg 'There are 48 people at a party. In how many ways can you set up the tables & chairs, so that each table seats the same number of people & there are no empty chairs?'

Background Information Students need to develop an understanding of place value relationships, such as 10 thousand = 100 hundreds = 1000 tens = 10 000 ones. Language Students should be able to communicate using the following language: ascending order, descending order, zero, ones, tens, hundreds, thousands, tens of thousands, hundreds of thousands, millions, digit, place value, expanded notation, round to, whole number, factor, highest common factor (HCF), multiple, lowest common multiple (LCM). In some Asian languages, such as Chinese, Japanese and Korean, the natural language structures used when expressing numbers larger than 10 000 are 'tens of thousands' rather than 'thousands', and 'tens of millions' rather than 'millions'. For example, in Chinese (Mandarin), 612 000 is expressed as '61 wn, 2 qin', which tran slates as '61 tens of thousands and 2 thousands'. The abbreviation 'K' is derived from the Greek word khilios, meaning 'thousand'. It is used in many job advertisements to represent salaries (eg a salary of $70 K or $70 000). It is also used as an abbreviation for the size of computer files (eg a size of 20 K, meaning twenty thousand bytes).

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

CONTENT
Recognise, represent and order numbers to at least tens of millions Identify and describe factors and multiples of whole numbers and use them to solve problems

WEEK

TEACHING, LEARNING and ASSESSMENT

Highest Common Factor Revise students understanding of HCF from previous term to gauge retention and understanding of key concepts. Provide exercises on HCF for students to complete, such as: Find the highest common factor of the following numbers: (1) HCF of 12 and 15 ________ (2) HCF of 10 and 8 ________ (3) HCF of 20 and 15 ________ (4) HCF of 25 and 10 _______ (5) HCF of 16 and 24 ________ (6) HCF of 12 and 18 _______ (7) HCF of 50 and 15 ________ (8) HCF of 20 and 40 _______ (9) HCF of 18 and 30 ________ (10) HCF of 12 and 24 ______ (11) HCF of 15 and 75 _______ (12) HCF of 25 and 50 ______ (13) HCF of 8 and 24 ________ (14) HCF of 5 and 50 _______ (15) HCF of 12 and 50 _______ (16) HCF of 8 and 100 ______ (17) HCF of 14 and 16 _______ (18) HCF of 20 and 24 ______ (19) HCF of 12 and 21 _______ (20) HCF of 27 and 15 ______ (21) HCF of 10 and 30 _______ (22) HCF of 24 and 32 ______ (23) HCF of 48 and 12 _______ (24) HCF of 13 and 15 ______ In pairs have students compare their answers and discuss any differences, resolving which is the correct answer and why. Report back to class and discuss any difficulties that arose. Lowest Common Multiple The smallest number that is a multiple of two or more numbers. Example: the Least Common Multiple of 3 and 5 is 15, because 15 is a multiple of 3 and also a multiple of 5. Other common multiples include 30 and 45, etc, but they are not the smallest (least).

ADJUSTMENTS
Support: peer tutor grouping strategies

RESOURCES
Whiteboard and markers, paper and pencils

REG

Support: peer tutor grouping strategies

Whiteboard and markers, paper and pencils

Provide exercises on LCM for students to complete, such as: Find the lowest common multiple of the following numbers: (1) LCM of 3 and 4 _________ (2) LCM of 2 and 5 _________ (3) LCM of 2 and 6 _________ (4) LCM of 3 and 5 _________ (5) LCM of 10 and 4 ________ (6) LCM of 3 and 9 _________ (7) LCM of 5 and 6 _________ (8) LCM of 2 and 7 _________ (9) LCM of 8 and 6 _________ (10) LCM of 3 and 7 ________ (11) LCM of 6 and 7 ________ (12) LCM of 4 and 9 ________ (13) LCM of 8 and 10 _______ (14) LCM of 3 and 2 ________

(15) LCM of 4 and 5 ________ (16) LCM of 8 and 10 _______ (17) LCM of 9 and 6 ________ (18) LCM of 2 and 9 ________ (19) LCM of 3 and 8 ________ (20) LCM of 5 and 7 ________ (21) LCM of 10 and 5 _______ (22) LCM of 5 and 9 ________ (23) LCM of 8 and 12 _______ (24) LCM of 10 and 2 _______ In pairs have students compare their answers and discuss any differences, resolving which is the correct answer and why. Report back to class and discuss any difficulties that arose. Prime Numbers A Prime Number can be divided evenly only by 1, or itself and it must be a whole number greater than 1. Example: 5 can only be divided evenly by 1 or 5, so it is a prime number. But 6 can be divided evenly by 1, 2, 3 and 6 so it is NOT a prime number (it is a composite number).

Support: peer tutor grouping strategies

Whiteboard and markers, paper and pencils, 100s charts

Provide students with a hundreds chart and have them colour all of the prime numbers. Before starting ask students to predict how many prime numbers they think there is between 1-100. In pairs have students compare their answers and discuss any differences, resolving which is the correct answer and why. As a class check predictions and discuss. Ascending Order and Descending Order In pairs provide students with six dice. Each student takes turns at rolling all of the dice at once and then the two students use the numbers rolled to create the smallest number possible and record this. After three turns each, the students must then place their six numbers in ascending order. Repeat the above activity, but this time students must make the largest number possible with the numbers on the dice. When they once again have size numbers, the students should place these in descending order. Still in pairs, have students each roll the six dice and make their own largest number. Each time that the pair have created a number, they must make a statement about the numbers that they have created in relation to their partners, ie: My number of 643221 is greater than __________ number of 554321, etc Millionaire Place Value Students draw 4 joined boxes in a horizontal line. Squared paper will help. The teacher has a standard pack of playing cards with the picture cards removed. The teacher shuffles them, turns the top card and calls out the number. The students must choose a box to write this number in. The teacher also does this in secret. The cards are turned and called until all four boxes are filled.

Support: peer tutor grouping strategies, decrease number of dice used. Extension: use multi-sided dice and/or increase number of dice

Dice, paper and pencils

Support: provide prepared box sheets

Playing cards, squared paper and pencils

Students and teacher then display their number. Students who get a higher number than the teacher get 5 points. Equal to the teacher gets 3 points. Lower than the teacher 1 point. The teacher gets 10 points if he / she beats all the students! Note - a ten playing card is called as a zero. This game can be adapted to higher numbers by increasing the number of boxes or a decimal point can be added to change the numbers into pounds and pence. A further twist with 5/6 figure numbers is to offer pupils the option of switching round two of the numbers to increase their total. Partitioning and Place Value Discuss place value with the students and have them explain the place value of a given number from an example written on the board. Eg in the number 2367, what is the place value of 3? Explain to the students how the next step on from this is to partition numbers, for example: 27 = 2 tens and 7units = 20 + 7 156 = 1 hundred, 5 tens and 6 units = 100 + 50 + 6 7310 = 7 thousands, 3 hundreds, 1 ten and zero units = 7 + 3 + 1 + 0 Provide students with a series of numbers to partition independently. As a class check results and discuss difficulties. Ask the students what happens to the place value of a number when a decimal point is added? For example: In the number 563.92, what is the place value of the 9 and the 2. Discuss tenths, hundredths and thousandths. Provide students with a series of decimal numbers to partition. As a class check results and discuss difficulties. Big Day Out Select a well known Theme Park or local attraction. Obtain cost of admission figures and any additional costs that may be incurred participating in activities at the location. Put together a menu of possible snacks available to purchase for lunch. In groups provide students with a budget for their day out. Each group will have to plan a budget for the day which provides opportunities for a given family to experience as much as possible, whilst still having money to purchase lunch. Groups must record all purchases made and keep a track of this against the total budget. Each group reports back to the class on what their imaginary family spent their money for the day, the total money spent and change if any left over. They should also be encouraged to report on the fairness of the decisions they made for each family member, ie did some of them miss out on activities whilst others participated etc. Problem Solving : Joins Provide students with a series of 4 x 4 grids, for example:

Support: provide students with number expanders

Whiteboard and markers, paper and pencils

Support: peer tutor grouping strategies, calculators to assist budgeting

Theme park/local attractions price lists, paper and pencils

Support: concrete material to add totals Extension: increase number values and/or size of grid used

4x4 grids, colour pencils and lead pencils, paper

Have students join any four numbers. Find their total. Joins can go up, down or sideways, but not diagonally. The score shown in the above example is 8 + 15 + 6 + 18 = 47. Continue with activities for the same grid, such as: - Find the highest possible score. - Find the lowest possible score. - Try joining five numbers (use a different colour) - Now try joining five numbers using only diagonal joins (use a different colour) Problem Solving : Three Digits Pose the following problem for the students to solve either individually or in pairs: Imagine you have 25 beads. You have to make a three-digit number on an abacus. You must use all 25 beads for each number you make. How many different three-digit numbers can you make? Write them in order. Revision and Assessment

Support: provide concrete materials to complete task, encourage students to use a variety of problem solving strategies

Paper and pencils

10 ASSESSMENT OVERVIEW

STAGE: Year 5 ES1 S1 S2

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Addition and Subtraction 1

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-5NA

OVERVIEW
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems 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?' 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 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 Create simple financial plans use knowledge of addition and subtraction facts to create a financial plan, such as a budget, eg organise a class celebration on a budget of $60 for all expenses -record numerical data in a simple spreadsheet -give reasons for selecting, prioritising and deleting items when creating a budget

Background Information In Stage 3, mental strategies need to be continually reinforced. Students may find recording (writing out) informal mental strategies to be more efficient than using formal written algorithms, particularly in the case of subtraction. Eg, 8000 673 is easier to calculate mentally than by using a formal algorithm. Written strategies using informal mental strategies (empty number line): The jump strategy can be used on an empty number line to count up rather than back. The answer will therefore be 7000 + 300 + 20 + 7 = 7327. Students could share possible approaches and compare them to determine the most efficient. The difference can be shifted one unit to the left on an empty number line, so that 8000 673 becomes 7999 672, which is an easier subtraction to calculate. Written strategies using a formal algorithm (decomposition method):

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

An inverse operation is an operation that reverses the effect of the original operation. Addition and subtraction are inverse operations; multiplication and division are inverse operations. Language Students should be able to communicate using the following language: plus, sum, add, addition, increase, minus, the difference between, subtract, subtraction, decrease, equals, is equal to, empty number line, strategy, digit, estimate, round to, budget. Teachers should model & use a variety of expressions for the operations of addition & subtraction, & should draw students' attention to the fact that the words used for subtraction may require the operation to be performed with the numbers in the reverse order to that in which they are stated in the question. Eg, '9 take away 3' & 'reduce 9 by 3' require the operation to be performed with the numbers in the same order as they are presented in the question (ie 9 3). However, 'take 9 from 3', 'subtract 9 from 3' and '9 less than 3' require the operation to be performed with the numbers in the reverse order to that in which they are stated in the question (ie 3 9).

CONTENT
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems Use estimation and rounding to check the reasonableness of answers to calculations Create simple financial plans

WEEK

TEACHING, LEARNING and ASSESSMENT

Mental Strategies Remind the students of the methods of addition and subtraction that they used during Term 1. Ask students for examples related to each of the methods. Provide students with the following 12 additions, in pairs select those they can do in their heads. 1. 314 + 53 2. 39 + 38 3. 146 + 19 4. 444 + 333 5. 533 + 388 6. 85 + 205 7. 374 + 456 8. 678 + 99 9. 56 + 13 + 7 10. 532 + 118 + 336 11. 60 + 20 + 30 12. 11 + 16 + 19 + 14 Collect answers and discuss the methods the children used. Repeat for the following, 12 examples, reminding students that they are only identifying the sums they can do mentally: 1. 277 23 2. 141 9 3. 340 130 4. 527 311 5. 450 149 6. 510 250 7. 87 38 8. 173 66 9. 277 178 10. 600 180 11. 900 749 12. 871 165 Ask students to look at the above two sets of questions again and this time complete the additions sums on paper that they were unable to complete mentally. As a class collect methods and solutions. Discuss the different ideas and clues the students used. Provide students with the following questions: 1. 140 + 60 20 2. 210 8 + 40 3. 64 19 + 2 4. 100 39 39 5. 50 + 19 + 29 6. 43 + 17 30 7. 200 100 + 100 8. 750 + 50 50 9. 200 87 + 86 10. 500 74 + 75 11. 124 + 58 56 12. 315 + 47 44 13. 40 + 9 + 8 + 7 14. 136 14 12 10 15. 110 + 9 + 19 + 29 + 39 16. 130 9 19 29 39 Have students complete the first six questions and then discuss the methods used, discussing what they were able to mentally and what strategies they employed for the questions they had to do on paper. Repeat with the next six questions. Encourage students to think about what they are adding and subtracting to the first number. Use a number line to help them to see the pattern.

ADJUSTMENTS
Support: peer tutor grouping strategies

RESOURCES
Whiteboard and markers, paper and pencils, number lines

REG

Use the above for question 9 to show that 200 87 + 86 = 200 1 = 199. Emphasise the importance of this strategy is to avoid mistakes. Students complete the remaining questioning and discuss strategies used. Addition With Regrouping Students need to be reminded that when they are adding numbers that have a sum of

Support: peer tutor grouping strategies

Addition Hunt BLM, clipboards, pencils,

more than 9 they must carry the tens amount over into the tens column when completing addition sums. For example: 1 756+ 162 918 In pairs provide students with a clipboard and a copy of the answer grid; Addition Hunt (see attached). Place a serious of addition problems around the playground. Students set off in pairs and record their answer in the correct spot on the grid, demonstrating their working out. When they complete each sum, they record whether they needed to apply regrouping to the question or not and then hunt for another sum. After a given time period is up, all students return to the classroom and revise questions together. Subtraction With Regrouping (Decomposition Method) Students revise subtraction using the decomposition method for regrouping. Students may find the following rhyme useful for remembering what to do: More on TOP No need to STOP!

whiteboard and markers, large open space

Support: peer tutor grouping strategies

Subtraction Hunt BLM, clipboards, pencils, whiteboard and markers, large open space

More on the FLOOR Go next DOOR And get 10 MORE!

Numbers the SAME Zero is your GAME!

In pairs provide students with a clipboard and a copy of the answer grid; Subtraction Hunt (see attached). Have the students complete the Subtraction Hunt, as per the same format as the Addition Hunt game from previous lesson. After a given time period is up, all students return to the classroom and revise questions together.

Rounding Explain the students that; Rounding is a mental math strategy for adding and subtracting numbers. When you round, you will likely need to adjust your answer to get the exact answer. For example: - 23 + 58 can be rounded to 20 + 60 = 80. 23 is 3 more than 20 and 58 is 2 less than 60. So adjust answer by adding 1. Answer is 81. - 76 - 40 can be rounded to 80 - 40 = 40. 76 is 4 less than 80. So adjust answer by subtracting 4. Answer is 36 Provide students with a variety of subtraction and addition algorithms to revise rounding to solve problems. Money Problems Provide students with a range of word problems, involving money for them to solve, examples may include: 1. Lawrence gives $8.88 to Jessica. If Lawrence started with $94.28, how much money does he have
left? 2. Bruce has $81.65 and Rachel has $60.21. How much more does Bruce have than Rachel?

Support: concrete materials to manipulate as required

Whiteboard and markers, paper and pencils

Support: provide concrete money to manipulate when solving problems

Whiteboard and markers, paper and pencils

3. After buying some tickets for $93.72, George has $8.33 left. How much money did George have to begin with? 4. Rachel has $38.13 and Lillian has $9.40. How much more does Rachel have than Lillian? 5. Deborah gives $3.60 to Charles. If Deborah started with $62.05, how much money does she have left? 6. After buying some blocks for $76.35, Irene has $33.87 left. How much money did Irene have to begin with? 7. Samuel gives $26.94 to Catherine. If Samuel started with $31.03, how much money does he have left? 8. Andrea has $11.00 and Pamela has $6.19. How much more does Andrea have than Pamela? 9. Jacob had $109.85. He bought a shirt for $25.50, a pair of thongs for $7.98 and a hat for $11.36. How much money did Jacob spend altogether and how much money does he have left? 10. Maddi washed the and earned $10.70, she mowed the lawn for $15.55 and babysat a neighbours child for $27.63. How much pocket money has Maddi earned? If she is saving for concert tickets that cost $75.50, how much more money does she need to earn? Students need to write a statement with each of their solutions, identifying the strategy they used. Revision and Assessment

10

ASSESSMENT OVERVIEW

A.

B.

C.

D.

E.

Regrouping: Y N F.

Regrouping: Y N G.

Regrouping: Y N H.

Regrouping: Y N I.

Regrouping: Y N J.

Regrouping: Y N K.

Regrouping: Y N L.

Regrouping: Y N M.

Regrouping: Y N N.

Regrouping: Y N O.

Regrouping: Y N P.

Regrouping: Y N Q.

Regrouping: Y N R.

Regrouping: Y N S.

Regrouping: Y N T.

Regrouping: Y N U.

Regrouping: Y N V.

Regrouping: Y N W.

Regrouping: Y N X.

Regrouping: Y N Y.

Regrouping: Y N

Regrouping: Y N

Regrouping: Y N

Regrouping: Y N

Regrouping: Y N

A.

B.

C.

D.

E.

Regrouping: Y N F.

Regrouping: Y N G.

Regrouping: Y N H.

Regrouping: Y N I.

Regrouping: Y N J.

Regrouping: Y N K.

Regrouping: Y N L.

Regrouping: Y N M.

Regrouping: Y N N.

Regrouping: Y N O.

Regrouping: Y N P.

Regrouping: Y N Q.

Regrouping: Y N R.

Regrouping: Y N S.

Regrouping: Y N T.

Regrouping: Y N U.

Regrouping: Y N V.

Regrouping: Y N W.

Regrouping: Y N X.

Regrouping: Y N Y.

Regrouping: Y N

Regrouping: Y N

Regrouping: Y N

Regrouping: Y N

Regrouping: Y N

STAGE: Year 5 ES1 S1 S2

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Multiplication and Division 1

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation MA3-6NA

OVERVIEW
Solve problems involving multiplication of large numbers by 1 or 2 digit numbers using efficient mental & written strategies & appropriate digital technologies use mental & written strategies to multiply 3 & 4 digit numbers by 1 digit numbers, including: multiplying the 1000s, then the 100s, then the 10s and then the 1s, eg

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

Background Information Students could extend their recall of number facts beyond the multiplication facts to 10 10 by memorising multiples of numbers such as 11, 12, 15, 20 and 25. They could also utilise mental strategies, eg '14 6 is 10 sixes plus 4 sixes'. In Stage 3, mental strategies need to be continually reinforced. Students may find recording (writing out) informal mental strategies to be more efficient than using formal written algorithms, particularly in the case of multiplication. An inverse operation is an operation that reverses the effect of the original operation. Addition and subtraction are inverse operations; multiplication and division are inverse operations. The area model for two-digit by two-digit multiplication in Stage 3 is a precursor to the use of the area model for the expansion of binomial products in Stage 5. Language Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, area, thousands, hundreds, tens, ones, double, multiple, factor, divide, divided by, quotient, division, halve, remainder, fraction, decimal, equals, strategy, digit, estimate, round to

using an area model, eg 684 5

using the formal algorithm, eg 432 5 use mental & written strategies to multiply 2 & 3 digit numbers by 2 digit numbers, including: using an area model for 2 digit by 2 digit multiplication, eg 25 26

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

factorising the numbers, eg 12 25 = 3 4 25 = 3 100 = 300 using extended form (long multiplication) of the formal algorithm,

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

use digital technologies to multiply numbers of up to 4 digits - check answers to mental calculations using digital technologies apply appropriate mental 7 written strategies, 7 digital technologies, to solve multiplication word problems - use the appropriate operation when solving problems in real-life situations - use inverse operations to justify solutions record the strategy used to solve multiplication word problems - use selected words to describe each step of the solution process Solve problems involving division by a 1 digit number, including those that result in a remainder use the term 'quotient' to describe the result of a division

calculation, eg 'The quotient when 30 is divided by 6 is 5' recognise 7 use different notations to indicate division, eg 25 4, , record remainders as fractions 7 decimals, eg or 6.25 use mental 7 written strategies to divide a number with 3 or more digits by a 1 digit divisor where there is no remainder, including: dividing the 100s, then the 10s, and then the 1s, eg 3248 4

using the formal algorithm, eg 258 6 use mental & written strategies to divide a number with 3 or more digits by a 1 digit divisor where there is a remainder, including: dividing the 10s and then the 1s, eg 243 4

using the formal algorithm, eg 587 6 - explain why the remainder in a division calculation is always less than the number divided by (the divisor) show the connection between division & 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 1 & 2 digit divisors - check answers to mental calculations using digital technologies apply appropriate mental & written strategies, & digital technologies, to solve division word problems - recognise when division is required to solve word problems - use inverse operations to justify solutions to problems use & interpret remainders in solutions to division problems, eg recognise when it is appropriate to round up an answer, such as 'How many 5-seater cars are required to take 47 people to the beach?' record the strategy used to solve division word problems - use selected words to describe each step of the solution process Use estimation & rounding to check the reasonableness of answers to calculations round numbers appropriately when obtaining estimates to numerical calculations use estimation to check the reasonableness of answers to multiplication & division calculations, eg '32 253 will be about, but
more than, 30 250'

CONTENT
Solve problems involving multiplication of large numbers by 1 or 2 digit numbers using efficient mental & written strategies & appropriate digital technologies Solve problems involving division by a 1 digit number, including those that result in a remainder Use estimation & rounding to check the reasonableness of answers to calculations

WEEK

TEACHING, LEARNING and ASSESSMENT

Written Division Students solve problems that involve dividing a three-digit number by a one-digit number using written strategies, showing remainders as a fraction: Students solve division problems interpreting when remainders need to be rounded up eg finding the number of cars with four seats to take 341 people to an event, the solution would be 86 not 85 . Variation: Students use calculators to check answers and discuss. Mixed Operations Students express each of the numbers from 1 to 100 using mixed operations. eg 1=211 2=22+1 3=43+2 4=93+1 Mixed Operations Game In pairs, students are given a set of different-coloured counters each, three dice and a game board. Students create the game board by using any 25 numbers from 1 to 50. In turns, students roll the three dice, use these numbers with any operations to create a number from the board, and cover the number with a counter .The game continues until one player has three counters in a row in any direction.
20 19 1 26 21 11 17 20 42 17 38 8 3 34 16 47 15 7 43 28 16 12 35 49 50

ADJUSTMENTS
Support: concrete materials to manipulate as required

RESOURCES
Whiteboard and markers, paper and pencils, calculators

REG

Extension: Students express a number using all 4 operations. Support: check with a calculator Extension: Students use four dice and make game boards with higher/lower numbers. The game could also be played with cards.

Whiteboard and markers, paper and pencils, calculators

Whiteboard and markers, paper and pencils, counters, 5x5 grids

Rounding up division The teacher poses the scenario: A farmer has 49 eggs. He needs to put them into cartons, that each hold a dozen eggs, to send to market. How many cartons does he need? Possible questions include: - how many eggs will fit into each carton? - what strategy did you use to find the solution? - can you think of another way that the farmer could pack the eggs? Students record the strategies used. Students write their own problems involving division with remainders. They publish their work using a computer software package eg Powerpoint, Kidspix, Slideshow, etc

Extension: The teacher poses the scenario involving larger numbers of eggs and different-sized cartons.

Whiteboard and markers, paper and pencils, computers

Number Patterns Students are given a table such as:

2 x 8 = 16 2 x 80 = 160 2 x 800 =1600 16 2 = 8 160 2 = 80 1600 2 = 800

Support: individual support as required

Tables of number patterns, paper and pencils, calculators

They are asked to continue the pattern and describe the number pattern created. Students are encouraged to create further number patterns and are given access to a calculator. Further number patterns could include:
10 x 40 = 20 x 40 = 70 x 40 = 400 10 = 800 20 = 2800 70 = 10 x 500 = 20 x 500 = 70 x 500 = 5000 10 = 10000 20 = 35 000 70 =

Possible questions include: - what happens if you multiply a number by a multiple of ten? - what happens if you divide a number by a multiple of ten? - can you devise a strategy for multiplying by a multiple of ten? - can you devise a strategy for dividing by a multiple of ten? Revision and Assessment

10 ASSESSMENT OVERVIEW

STAGE: Year 5 ES1 S1 S2

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

Background Information

WEEK: 1 2

10

SUBSTRAND: Fractions and Decimals 1

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM gives a valid reason for supporting one possible solution over another MA3-3WM compares, orders and calculates with fractions, decimals and percentages MA3-7NA

OVERVIEW
Compare & order common unit fractions & locate & represent them on a number line (ACMNA102) place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 & 12 on a number line between 0 & 1 compare & order unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 & 100 compare the relative value of unit fractions by placing them on a number line between 0 & 1 investigate & explain the relationship between the value of a unit fraction & its denominator Investigate strategies to solve problems involving addition & subtraction of fractions with the same denominator (ACMNA103) identify & describe proper fractions as fractions in which the numerator is less than the denominator identify & describe improper fractions as fractions in which the numerator is greater than the denominator express mixed numerals as improper fractions & vice versa, through the use of diagrams & number lines, leading to a mental strategy model & represent strategies, including using diagrams, to add proper fractions with the same denominator, where the result may be a mixed numeral model & represent a whole number added to a proper fraction subtract a proper fraction from another proper fraction with the same denominator model & represent strategies, including using diagrams, to add mixed numerals with the same denominator use diagrams, & mental and written strategies, to subtract a unit fraction from any whole number including 1 solve word problems that involve addition & subtraction of fractions with the same denominator use estimation to verify that an answer is reasonable Recognise that the place value system can be extended beyond hundredths (ACMNA104) express thousandths as decimals interpret decimal notation for thousandths state the place value of digits in decimal numbers of up to three decimal places Compare, order & represent decimals (ACMNA105) compare & order decimal numbers of up to three decimal places interpret zero digit(s) at the end of a decimal place decimal numbers of up to three decimal places on a number line between 0 & 1

In Stage 3 Fractions and Decimals, students study fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100. A unit fraction is any proper fraction in which the numerator is 1, eg , , , ,............... Fractions may be interpreted in different ways depending on the context, eg two-quarters ( ) may be thought of as two equal parts of one whole that has been divided into four equal parts. Alternatively, two-quarters ( ) may be thought of as two equal parts of two wholes that have each been divided into quarters.

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Students need to interpret a variety of word problems and translate them into mathematical diagrams and/or fraction notation. Fractions have different meanings depending on the context, eg show on a diagram three-quarters ( ) of a pizza, draw a diagram to show how much each child receives when four children share three pizzas.

Language
Students should be able to communicate using the following language: whole, equal parts, half, quarter, eighth, third, sixth, twelfth, fifth, tenth, hundredth, thousandth, one-thousandth, fraction, numerator, denominator, mixed numeral, whole number, number line, proper fraction, improper fraction, decimal, decimal point, digit, place value, decimal places. The decimal 1.12 is read as 'one point one two' and not 'one point twelve'. When expressing fractions in English, the numerator is said first, followed by the denominator. However, in many Asian languages (eg Chinese, Japanese), the opposite is the case: the denominator is said before the numerator.

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

CONTENT
Compare & order common unit fractions & locate & represent them on a number line Investigate strategies to solve problems involving addition & subtraction of fractions with the same denominator Recognise that the place value system can be extended beyond hundredths Compare, order & represent decimals

WEEK

TEACHING, LEARNING and ASSESSMENT

A Piece Of Cake (Forming an Image of Thirds) Have students trace a large circle to represent the top view of a cake. Tell the students that you want them to establish where to cut the cake to share it equally between three people. Have them use popsticks or pencils to represent cut lines, to allow for multiple adjustments. Have students record how they went about dividing the circle (cake) equally, making links between division as sharing and fractions. Ensure students understand that the fractions they have created are known as thirds and are represented numerically as . How Many Pikelets? (Part-whole Models Beyond One) In this activity the teacher wants the students to focus on forming wholes from fractional parts. Count the quarter circles, then put them away and ask the students to work out how many circles they could make with 24 quarter circles. Have the students record how they arrived at the answer. Hold up one-third of a circle and ask, If this is a piece of a pikelet what would we call it? Likely answers include big quarters. How could we check to see if our name is correct? When students have determined that the pikelet pieces are thirds, repeat the process using the 18 thirds of circles, all the same size. A Pikelet Recipe Students explore dividing wholes into equal parts and use sharing diagrams to divide by fractions. The activity aims to promote partwhole conceptual understanding and to assist students perform fraction computations based on using a sound understanding of the fraction concept. 1. Place 4 identical empty cylindrical clear plastic tumblers near each other on a table. - I want to pour half a glass of drink. Who can show me where about on the glass I would need to fill it to? Provide the student with a thin piece of masking tape to record his or her answer. A marking pen can be used to identify the exact level. - Who thinks that this is the place we should fill the tumbler to get half a glass? Allow an opportunity for class discussion and if the student wishes, he or she can move the tape. - How can we know if we are right? 2. Put out another transparent tumbler with vertical sides. - Can you show me where I would have to fill this glass to get one-quarter of a glass? Attach a small piece of thin black tape at the indicated location. - Does this look correct? (Adjust as directed.) Draw a sketch of the tumbler on the board. Ask one student to add a line to your diagram on the board to show one-quarter of a glass. 3. Put out three empty transparent tumblers with vertical sides and one tumbler full of

ADJUSTMENTS
Support: provide circle cut outs for students experiencing difficulty tracing.

RESOURCES
Paper and pencils, popsticks, circle cutouts

REG

Support: provide circle thirds/ quarters for students who are unable to do task independently. Extension: examine whether the size of circle quarters/ thirds impacts results

24 quarter circles (all the same size), 18 thirds of circles (all the same size), paper and pencils

Support: representations of fractions as a reference

A pouring jug full of water (food colouring or cordial, optional), 4 cylindrical clear plastic tumblers, thin strips of masking tape or similar.

water. - By pouring, and using any of these other glasses, show me exactly a third of a glass of water? What fraction remains in the glass? Draw a sketch of the three tumblers on the board. Ask one student to add a line to your diagram on the board to show one-third of a glass. - Who can show me two-thirds of a glass by drawing a line on the glass I have drawn on the board? 4. I have 6 cups of milk. A recipe needs of a cup of milk. How many times can I make the recipe before I run out of milk? Can you draw your answer? 5. I have 6 cups of milk. A recipe needs one-quarter ( ) of a cup of milk. How many times can I make the recipe before I run out of milk? Can you draw your answer? 6. Draw what would happen if I have 6 cups of milk and a recipe needs three-quarters ( ) of a cup of milk. How many times can I make the recipe before I run out of milk? 7. Who can draw what would happen if I have 6 cups of milk and a recipe needs one-third ( ) of a cup of milk? How many times can I make the recipe before I run out of milk? 8. I have 6 cups of milk. A recipe needs two-thirds ( ) of a cup of milk. How many times can I make the recipe before I run out of milk? Can you draw your answer? Related Fractions 2 (One-Third, One-Sixth, One-Ninth and One-Twelfth) In this activity, students explore the relationships between the unit fractions and through dividing a continuous unit. They then express the equivalence between various units, as well as the relationship between the unit fraction and the whole. Write the fractions and on the board. Hold up a piece of wool approximately 90 cm long. - Using this piece of wool, how could you make one of these fractions? - Which of these fractions will be the easiest to make? Why? Select two students to demonstrate how to make one-third. Give the piece of wool to the two students and send them to a quiet corner to work on their demonstration. Distribute streamers or strips of paper or light card to each student. Explain that as well as creating each of the fractions written on the board, the task is to write a procedure using appropriate diagrams to allow other students to follow the methods developed. Have the two students demonstrate how they made one-third of the length of wool and justify why the answer is one-third. - Now that you have made one-third, which of the fractions on the board would be the easiest to make next? Why? Provide sufficient opportunities in the class discussion to clarify the result of repeated partitioning, say, halving one-third or finding one-third of one-third. Allocate the task of and of a strip of paper. writing the procedures for finding Have students share their procedures and ask students to explain what is the same and what is different about the procedures.

Support: concrete examples of fractions, individual support as required

Wool, streamers or strips of paper, paper and pencils

Revision and Assessment

10 ASSESSMENT OVERVIEW

STAGE: Year 5 ES1 S1 S2 SUBSTRAND: Mass 1

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
Choose appropriate units of measurement for mass (ACMMG108) recognise the need for a formal unit larger than the kilogram use the tonne to record large masses, eg sand, soil, vehicles record masses using the abbreviation for tonnes (t) distinguish between the gross mass and the net mass of containers holding substances, eg cans of soup interpret information about mass on commercial packaging (Communicating) solve problems involving gross mass and net mass, eg find the mass of a container given the gross mass and the net mass (Problem Solving) select and use the appropriate unit and device to measure mass, eg electronic scales, kitchen scales determine the net mass of the contents of a container after measuring the gross mass and the mass of the container (Problem Solving) find the approximate mass of a small object by establishing the mass of a number of that object, eg 'The stated weight of a box of chocolates is 250 g. If there are 20 identical chocolates in the box, what does each chocolate weigh?'

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM selects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass MA3-12MG

Background Information Gross mass is the mass of the contents of a container and the container. Net mass is the mass of the contents only. Local industries and businesses could provide sources for the study of measurement in tonnes, eg weighbridges, cranes, hoists. Language Students should be able to communicate using the following language: mass, gross mass, net mass, measure, device, scales, tonne, kilogram, gram. As the terms 'weigh' and 'weight' are common in everyday usage, they can be accepted in student language should they arise. Weight is a force that changes with gravity, while mass remains constant.

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

CONTENT
Choose appropriate units of measurement for mass

WEEK

TEACHING, LEARNING and ASSESSMENT

Lunchtime Students weigh and record each item in their lunch box. Express each item in grams. Total the number of grams of their lunch. Compare with other students. Note: ensure the students have access to scales that can accurately measure small masses in grams. Have alternate arrangements for students with lunch orders. Litterbugs Students collect and sort litter found in the playground and place it into garbage bags that have been labelled with categories of litter suggested during class discussion. Groups weigh individual garbage bags and determine the total mass for each category of litter, and the total mass of litter. Note: it may take more than one day to collect a significant quantity of litter. Variation: weigh empty garbage bins, and then the full garbage bins. Subtract the mass of the bin from the total mass to find the mass of litter. The Average Lunch Students find the average mass of lunch eaten by the students in their small group, including fruit and drinks. Students use the measurement of each groups lunch mass, to calculate the total mass of all lunches for the class for one day. Express the total in kilograms and grams. Students then find how many 5kg crates would be needed for carrying the lunches for the whole class.

ADJUSTMENTS
Extension: ask students to use kitchen scales at home to find the mass of their breakfast and dinner, then calculate the total mass of food for the day. Support: peer tutor grouping strategies

RESOURCES
Lunches, scales, pencils and paper

REG

School litter, garbage bags, devices for weighing, pencil and paper

Accurate? Students work in pairs or small groups to check the accuracy of kitchen and bathroom scales by using mass pieces. Students draw a table to record the measure of each mass, and comment on the accuracy of each instrument. Note: ensure the kitchen scales used are able to measure a mass of more than two kilograms. Investigation Students place each leg of a table on bathroom scales. Record the mass shown on each scale. Explain why/why not the combined mass shown will be a true measure of the tables mass. Find a way of checking the mass of the table. Predict what will happen if 10kg was placed on the table top. Trial and record the results. Note: ensure that all four bathroom scales are the same height. Which Unit Would You Use? Students think of ten different animals, from very large, to small, and record this list. Beside each animal name, students write the unit of mass which may be used to measure each one. Students research the mass of several of the listed animals and record the results.

Extension: discuss which group member is the closest to the average height and weight for students in the class. Using this students mass, calculate how many lunches would have to be eaten to equal the mass. Extension: if the scales are inaccurate, predict and measure what happens when the mass is increased.

Kitchen scales, pencils and paper, students lunches

500gm, 1kg, 2kg mass, kitchen and bathroom scales, paper and pencils

Support: individual support as required, questioning techniques

Small table, four bathroom scales, 10kg mass for each group, pencils and paper Access to research material on animals, paper and pencils

Extension: students find the difference between the lightest animal and the heaviest animal; students find the number of small

Note: students may need to be reminded that resource material can refer to both imperial and metric measurements such as ton or tonne. School Bags Full Students in groups of four or five find the average mass of their full school bags. This measurement is used to calculate the mass of all bags in the class. Students predict the mass of all bags in the school. How Many Kids to the Elephant? Students find the mass of the average student in the class. Students estimate and then calculate, how many students would have the same mass as an elephant (average 4 tonne). Note: students should not be required to publically reveal their weight. Provision should be made for them to weigh themselves and record on a piece of paper and hand this to the teacher to use for final calculation. Largest? Students work in pairs or small groups to investigate: Were dinosaurs the largest living creatures ever? Students research the question and order the animals that they have studied, from heaviest to lightest. Calculate the difference in mass between the heaviest and lightest animals in the list. Revision and Assessment

animals required to balance the mass of the largest animal Extension: how many teachers bags or baskets make a tonne? Support: individual support as required, questioning techniques

School bags, scales, calculators, pencils and paper Bathroom scales, calculators, pencils and paper

Support: peer tutor grouping strategies

Access to research material, pencils and paper

10 ASSESSMENT OVERVIEW

STAGE: Year 5 ES1 S1 S2 SUBSTRAND: Angles 1

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
Estimate, measure and compare angles using degrees (ACMMG112) identify the arms and vertex of an angle where both arms are invisible, such as for rotations and rebounds recognise the need for a formal unit for the measurement of angles record angle measurements using the symbol for degrees () measure angles of up to 360 using a protractor explain how a protractor is used to measure an angle (Communicating) explore and explain how to use a semicircular protractor to measure a reflex angle (Communicating, Reasoning) extend the arms of an angle where necessary to facilitate measurement of the angle using a protractor (Problem Solving) Construct angles using a protractor (ACMMG112) construct angles of up to 360 using a protractor identify that a right angle is 90, a straight angle is 180 and an angle of revolution is 360 identify and describe angle size in degrees for each of the classifications acute, obtuse and reflex use the words 'between', 'greater than' and 'less than' to describe angle size in degrees (Communicating) compare the sizes of two or more angles in degrees, eg compare angles in different two dimensional shapes estimate angles in degrees and check by measuring

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM measures and constructs angles, and applies angle relationships to find unknown angles MA3-16MG

Background Information A circular protractor calibrated from 0 to 360 may be easier for students to use to measure reflex angles than a semicircular protractor calibrated from 0 to 180. Language Students should be able to communicate using the following language: angle, arm, vertex, protractor, degree.

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

CONTENT
Estimate, measure and compare angles using degrees Estimate, measure and compare angles using degrees

WEEK

TEACHING, LEARNING and ASSESSMENT

Lets Talk About Angles An ANGLE is an amount of TURN. - What unit do we measure angles in? We use the symbol to show degrees; like this 36 or 178 or 317. What is the size of this angle? What is it called? - What is the name of an angle smaller than 90? An angle less than 90 is called an acute angle. (Angles < 90 are called acute angles) - What is the name of angle larger than 90? An angle greater than 90 is called an obtuse angle. (Angles > 90 are called obtuse angles) - What about a line? Is it an angle? A line is known as a straight angle. (A straight angle has a measurement of 180) - What is the name of an angle larger than 180? An angle greater than 180 is called a reflex angle. (A reflex angle is > 180, but < 360)

ADJUSTMENTS
Support: provide angle charts at desks for students who require direct comparison

RESOURCES
Whiteboard and markers, paper and pencils, rulers

REG

Estimate the size of these angles. What type of angle is it?

Protractors Recap last lesson. Ask students to name the angles discussed and to find an example of each if possible in the room. Discuss the measurement used to measure angles ( degrees) and how we find this measurement Give children a protractor each. Discuss what the students know about how to use a protractor. Explain how to use a protractor to measure angles using http://www.amblesideprimary.com/ambleweb/mentalmaths/angleshapes.html Explain the importance of accuracy. The centre of the protractor must be exactly on the corner of the angle and the zero line of the protractor exactly on the arm of the angle. - Do we use the inner or the outer scale? Choose a student to explain why. Measure some angles together using the interactive whiteboard. Get each student to look at the protractor. Get them to look at where the centre, the zero line and the inner and outer scales are. Allow students in their pairs to experiment using the protractors measuring angles around the classroom. Ask them to find right-angles, straight lines, acute, obtuse etc. Now give them an angle each to measure.

Support: individual support as required, particularly with manipulating protractor accurately

Whiteboard and markers, paper and pencils, rulers, protractors, computer, IWB

- What is the angle? Write down all their answers on whiteboards. - Who was closest? - Who wasnt? - What do they need to do to improve? Repeat. Obtuse Or Acute A game to be played in pairs. Decide who will be acute and who will be obtuse. One student draws a straight line. ____________________ The other student draws another line from the centre of the first line to create one acute angle and one obtuse. ____________________ The acute person estimates their angle and the obtuse estimates theirs. They then work out the angle using a protractor to find out who was the closest. The one who was closest gets a point. Students swap who draws which line and repeat the above activity 10 times. Investigating Angles Pose the following problem for students to investigate: 1. Draw two lines that cross over each other: ____________________

Support: peer tutor grouping strategies

Whiteboard and markers, paper and pencils, rulers, protractors

Support: work in pairs

Whiteboard and markers, paper and pencils, rulers, protractors

2. Measure the 4 angles created using a protractor. 3. Repeat the process above 3-4 times. 4. What do you notice? Discuss what the students discovered and create a list of generalisations that can be made about angles. Revision and Assessment

10 ASSESSMENT OVERVIEW

STAGE: Year 5 ES1 S1 S2 SUBSTRAND: 3D 1

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
Compare, describe and name prisms and pyramids identify and determine the number of pairs of parallel faces of three-dimensional objects, eg 'A rectangular prism has three pairs of parallel faces' identify the 'base' of prisms and pyramids recognise that the base of a prism is not always the face where the prism touches the ground name prisms and pyramids according to the shape of their base, eg rectangular prism, square pyramid visualise and draw the resulting cut face (plane section) when a three-dimensional object receives a straight cut recognise that prisms have a 'uniform cross-section' when the section is parallel to the base recognise that the base of a prism is identical to the uniform cross-section of the prism recognise a cube as a special type of prism recognise that pyramids do not have a uniform crosssection when the section is parallel to the base identify, describe and compare the properties of prisms and pyramids, including: number of faces shape of faces number and type of identical faces number of vertices number of edges describe similarities and differences between prisms and pyramids, eg between a triangular prism and a hexagonal prism, between a rectangular prism and a rectangular(-based) pyramid determine that the faces of prisms are always rectangles except the base faces, which may not be rectangles determine that the faces of pyramids are always triangles except the base face, which may not be a triangle use the term 'apex' to describe the highest point above the base of a pyramid or cone

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM gives a valid reason for supporting one possible solution over another MA3-3WM identifies three-dimensional objects, including prisms and pyramids, on the basis of their properties, and visualises, sketches and constructs them given drawings of different views MA3-14MG

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Background Information In Stage 3, the formal names for particular prisms and pyramids are introduced while students are engaged in their construction and representation. (Only 'family' names, such as prism, were introduced in Stage 2.) This syllabus names pyramids in the following format: square pyramid, pentagonal pyramid, etc. However, it is also acceptable to name pyramids using the word 'based', eg square-based pyramid, pentagonal-based pyramid. Prisms have two bases that are the same shape and size. The bases of a prism may be squares, rectangles, triangles or other polygons. The other faces are rectangular if the faces are perpendicular to the bases. The base of a prism is the shape of the uniform cross-section, not necessarily the face on which it is resting. Pyramids differ from prisms as they have only one base and all the other faces are triangular. The triangular faces meet at a common vertex (the apex). Pyramids do not have a uniform cross-section. Spheres, cones and cylinders do not fit into the classification of prisms or pyramids as they have curved surfaces, not faces, eg a cylinder has two flat surfaces and one curved surface. A section is a representation of an object as it would appear if cut by a plane, eg if the corner were cut off a cube, the resulting cut face would be a triangle. An important understanding in Stage 3 is that the cross-sections parallel to the base of a prism are uniform and the cross sections parallel to the base of a pyramid are not. Students could explore these ideas by stacking uniform objects to model prisms, and by stacking sets of seriated shapes to model pyramids, eg

Note: such stacks are not strictly pyramids, but they do assist understanding.

In geometry, a three-dimensional object is called a solid. The three-dimensional object may in fact be hollow, but it is still defined as a geometrical solid. Language Students should be able to communicate using the following language: object, shape, three dimensional object (3D object), prism, cube, pyramid, base, uniform cross-section, face, edge, vertex (vertices), apex, top view, front view, side view, depth, net. In Stage 1, students were introduced to the terms 'flat surface' and 'curved surface' for use in describing cones, cylinders and spheres, and the terms 'faces', 'edges' and 'vertices' for use in describing prisms and pyramids.

Connect three-dimensional objects with their nets and other two-dimensional representations (ACMMG111) visualise and sketch three-dimensional objects from different views, including top, front and side views reflect on their own drawing of a three-dimensional object and consider how it can be improved examine a diagram to determine whether it is or is not the net of a closed three-dimensional object explain why a given net will not form a closed threedimensional object visualise and sketch nets for given three-dimensional objects recognise whether a diagram is a net of a particular three-dimensional object visualise and name prisms and pyramids, given diagrams of their nets select the correct diagram of a net for a given prism or pyramid from a group of similar diagrams where the others are not valid nets of the object show simple perspective in drawings by showing depth

CONTENT
Compare, describe and name prisms and pyramids Connect threedimensional objects with their nets and other twodimensional representations

WEEK

TEACHING, LEARNING and ASSESSMENT

Prisms Students are given a selection of prisms and pyramids to investigate the number of faces, edges, and vertices. They look for similarities and differences between the objects. Students construct a table to record findings.
Name Triangular prism Rectangular prism Pentagonal prism Square pyramid Faces 5 6 7 5 Edges 9 12 15 8 Vertices 6 8 10 5

ADJUSTMENTS
Support: questioning techniques

RESOURCES
Prisms and pyramids, pencils, paper and rulers

REG

Sorting and Classifying Three-dimensional Objects Students are provided with a variety of objects including multiple examples of prisms and pyramids. Students investigate the faces, edges, vertices and cross-sections. They record the following information in a table or list: the name of each object according to the shape of its base, a list of properties of each object, a sketch of a net of each object, a simple perspective drawing and a list of similarities and differences. Possible questions include: - how could you improve your drawing? - how could you classify the objects? Students write an explanation of the properties of each object. Different Views Students sketch different everyday objects eg buildings, power pole. They are asked to sketch a front, side and top view on separate cards. Students swap their sketches with a partner who names the object. Variation: The teacher collects the cards and photocopies them so that there are enough sets for the class to play a concentration game with the cards. In small groups, students place all the cards face down in the centre of the group. Each player takes a turn at turning over three cards. If the three cards turned over match the front, side and top view of one object then that player keeps the cards, but if they do not match then they are turned back over and the next student has a turn. The winner is the player who has the most cards when all the cards have been collected. Barrier Game In pairs, students sit opposite each other with a barrier between them. Student A selects a three-dimensional object and describes how to draw it. Student B follows the instructions to draw the object. Both students reflect on the drawing. Students then reverse roles. Rectangular Prisms Students are given 24 interlocking cubes. They are asked to make a rectangular prism with a volume of 24 cubic units. They describe their rectangular prism in terms of its length, breadth and height and record this information. The teacher poses the question. - Can you make other rectangular prisms with a volume of 24 cubic units? Students attempt to do this, record the results and describe what they notice. Students draw a simple perspective drawing of each prism showing depth.

Support: questioning techniques, peer tutor grouping techniques

3D concrete materials, pencils, paper and rulers

Support: questioning techniques, peer tutor grouping techniques

Blank cards, pencils, rulers

Support: questioning techniques, peer tutor grouping techniques Support: questioning techniques

Paper and pencils, rulers

Interlocking cubes, paper and pencils

Variation: Students make prisms with a variety of volumes and discuss. Three-Dimensional Viewpoints The teacher prepares cards that show the front, top and side view of various prisms. Students label each card, naming the view. They then use the cards to construct a threedimensional model, naming it according to the shape of its base. Students display their labelled cards and models. The other students in the class match the model to the cards. Revision and Assessment

Extension: Students make their own cards and repeat the activity.

Front, top and side view cards of prims, paper and pencils

10 ASSESSMENT OVERVIEW

STAGE: Year 5 ES1 S1 S2 SUBSTRAND: Chance 1

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: STATISTICS AND PROBABILITY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
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 of a standard six-sided die or for one spin of an eight-sector spinner determine the likelihood of winning simple games by considering the number of possible outcomes, eg in a rock-paper-scissors game (Problem Solving, Reasoning) 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), eg equally likely would be placed at (or 0.5) describe events that are impossible and events that are certain (Communicating) 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)

OUTCOMES A student: describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions MA3-1WM conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes MA319SP

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

Background Information Students will need some prior experience in ordering fractions and decimals on a number line from 0 to 1. The probability of chance events occurring can be ordered on a scale from 0 to 1. A probability of 0 describes the probability of an event that is impossible. A probability of 1 describes the probability of an event that is certain. Events with an equal likelihood of occurring or not occurring can be described as having a probability of (or 0.5 or 50%). Other expressions of probability fall between 0 and 1, eg events described as unlikely will have a numerical value somewhere between 0 and (or 0.5 or 50%). The sum of the probabilities of the outcomes of any chance experiment is equal to 1. This can be demonstrated by adding the probabilities of all of the outcomes of a chance experiment, such as rolling a die. Language Students should be able to communicate using the following language: chance, event, likelihood, certain, possible, likely, unlikely, impossible, experiment, outcome, probability. The probability of an outcome is the value (between 0 and 1) used to describe the chance that the outcome will occur. A list of all of the outcomes for a chance experiment is known as the sample space; however, this term is not introduced until Stage 4.

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

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

WEEK

TEACHING, LEARNING and ASSESSMENT

Fifty-Fifty Students are asked to suggest events that have a fifty-fifty chance of occurring. Students are asked where an equal chance event would occur on a number line marked from 0 to 1. Students list events that have no chance, an equal chance, or are certain, of occurring. Students use knowledge of equivalent fractions and percentages to assign a numerical value to the likelihood of a simple event occurring eg fifty-fifty is the same as 50%, a five in- ten chance, , a one-in-two chance, 0.5 chance. Running Race The teacher uses a game board representing a 1000 m track, with six counters (runners) at the starting line.
200m Runner 1 Runner 2 Runner 3 Runner 4 Runner 5 Runner 6 400m 600m 800m 1000m

ADJUSTMENTS
Support: equivalent fraction charts for direct comparison and number lines

RESOURCES
Whiteboard and markers, number lines, paper and pencils

REG

Support: individual game board to physically engage in activity. Questioning techniques Extension: Students design a spinner to ensure that a particular runner is more likely to win than another.

Game boards, counters, dice

Students take turns to roll a dice and state the number shown on the die. They move the runner with the corresponding number 200 m (one square) eg if 4 is rolled Runner 4 is moved 200 m (one square). The teacher allows the students to play for a few moves. Students are then asked to predict which runner will win. Possible questions include: - what chance of winning has Runner 6? 4? 3? 1? 2? 5? Why? - is any runner more likely to win than another? Why? Students then prepare to play their own games by predicting which runner they think will win. In pairs, they play the game. The teacher gathers all results. Students compare the results with their prediction and discuss. Sampling The teacher places one hundred counters into a paper bag, 70 red, 20 white and 10 green. A student takes out 10 counters without looking. Students predict the proportion of counters of each colour in the bag using this sample. Possible questions include: - how many of each colour do you think are in the bag? Why? - do you think your prediction is very accurate? Students return the counters to the bag and select another sample of 10. They make another prediction and compare this with that of other student. Students discuss the predictions and compare with the actual sample. They are encouraged to make up their own sample experiments using this as a model. Students discuss where

Support: questioning techniques. Peer tutor grouping strategies

Counters, paper bag, paper and pencils

sampling could be a useful tool. Sampling the School Population Students select a sample of a group of students and ask them to name their favourite food, TV program, etc. From this sample students predict school population results. Possible questions include: - would we get different results if all students in the sample were from Year 2? - were girls? - were tall? - had blue eyes? - what strategies could be used to ensure the sample reflected the whole population? - what examples of sampling are used in real-life situations? Heads and Tails Game Students stand up and choose to be heads (place their hands on their head) or tails (place their hands behind their back). The teacher flips a coin and calls out heads or tails. If it is heads, the students who chose heads remain standing and the students who chose tails sit down; and the reverse for tails. Students standing then choose again either heads or tails. The game continues until only one student remains standing and is declared the winner. Possible questions include: - did your choice of heads or tails affect your chances of getting out? Why? - if the previous toss was heads, did this affect the chance that the next toss would be heads? Why? Why not? Students ideas are recorded and then checked by playing several more games, where the result of each flip of the coin is recorded, tallied and graphed. Students could try to record the information in a table, list or diagram. Revision and Assessment

Support: questioning techniques. Peer tutor grouping strategies

Sample student group, paper and pencils

Support: questioning techniques.

Coin, whiteboard and markers, paper and pencils

10 ASSESSMENT OVERVIEW