Year 5 Unit Overview Australian Curriculum: Mathematics

Unit Information
Duration of Unit
Term 1: Unit 1 Mathematic
5 weeks (following the Unit outline) or 10 weeks (depending on extended or
Year 5
reinforced content)
Unit Outline
In this unit students apply a variety of mathematical concepts in real-life, lifelike and purely mathematical
situations. Through the proficiency strands Understanding, Fluency, Problem solving and Reasoning, students
have opportunities to develop understandings of:
Number and place value explore and identify factors and multiples, revise multiplication and division
facts, round and estimate to check the reasonableness of answers, explore mental computation strategies
(split and compensate) for multiplication, solve problems using mental computation strategies, compare
and evaluate strategies and use a written strategy for addition and subtraction.
Chance identify and describe possible outcomes, describe equally likely outcomes and represent
probabilities of outcomes using fractions.
Fractions and decimals compare and order unit fractions, create a range of models for fractions, add and
subtract fractions with like denominators.
Data representation and interpretation identify different types of data, distinguish between numerical and
categorical data, collect primary data, organise data using tables, create dot plots and column graphs,
interpret dot plots and column graphs, identify and pose questions to collect different data types, use
technology to create representations.
Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level.
Such ICT includes spreadsheet software, graphing software, graphic calculators or mobile device apps. The
misunderstandings and common misconceptions that students may have in this unit include:
Chance: that certain outcomes are 'harder' to achieve than others based on their experiences with chance
events (e.g. playing a game where rolling a '6' is necessary to begin); and a '6' is harder to roll than any
other number, rather than having an equal chance.
Fractions and decimals: the larger the denominator the larger the unit fraction; and that ordering fractions
is dependent on the denominator only and ignore the numerator.
Data representation and interpretation: the marked intervals on scales can only represent one unit.
Content Descriptions Content to be taught
Number and Algebra
Statistics and Probability

- Compare and order common unit fractions and locate

- List outcomes of chance experiments involving equally
and represent them on a number line (ACMNA102)
likely outcomes and represent probabilities of those
- Investigate strategies to solve problems involving
outcomes using fractions (ACMSP116)
addition and subtraction of fractions with the same
- Construct displays, including column graphs, dot plots
denominator (ACMNA103)
and tables, appropriate for data type, with and without
- Identify and describe factors and multiples of whole
the use of digital technologies (ACMSP119)
numbers and use them to solve problems (ACMNA098)
- Describe and interpret different data sets in context
- Solve problems involving multiplication of large
(ACMSP120)
numbers by one- or two-digit numbers using efficient
- Pose questions and collect categorical or numerical
mental, written strategies and appropriate digital
data by observation or survey (ACMSP118)
technologies (ACMNA100)
- Use efficient mental and written strategies and apply
appropriate digital technologies to solve problems
(ACMNA291)
- Use estimation and rounding to check the
reasonableness of answers to calculations (ACMNA099)
General capabilities and cross-curriculum priorities
Literacy:
Numeracy:
- Comprehending texts through listening, reading and
- Estimating and calculating with whole numbers
viewing
- Recognising and using patterns and relationships
- Composing texts through speaking, writing and
- Using fractions, decimals, percentages, ratios and rates
creating
- Interpreting statistical information
Information and communication technology capability: Critical and creative thinking:
- Managing and operating ICT
- Inquiring - identifying, exploring and organising
information and ideas
Personal and social capability:
Aboriginal and Torres Strait Islander histories and
- Self-awareness
cultures:
- Self-management
- Students will develop strong knowledge and
- Social awareness
understanding, and respect for Aboriginal peoples' and
Torres Strait Islander peoples' history and culture and
build awareness that their histories are part of a shared
history belonging to all Australians.

Proficiency Strands
Understanding:
- Making connections between representations of
numbers
- Using fractions to represent probabilities,
- Comparing and ordering fractions and decimals and
representing them in various ways
- Describing transformations
- Identifying line and rotational symmetry
Problem Solving:
- Formulating and solving authentic problems using
whole numbers and measurements
- Creating financial plans

Fluency:
- Choosing appropriate units of measurement for
calculation of perimeter and area
- Using estimation to check the reasonableness of
answers to calculations
- Using instruments to measure angles
Reasoning:
- Investigating strategies to perform calculations
efficiently
- Continuing patterns involving fractions and decimals
- Interpreting results of chance experiments
- Posing appropriate questions for data investigations
- Interpreting data sets

Year 5 Achievement Standard

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies.
They check the reasonableness of answers using estimation and rounding. Students identify and describe factors
and multiples. They explain plans for simple budgets. Students connect three-dimensional objects with their two
dimensional representations. They describe transformations of two-dimensional shapes and identify line and
rotational symmetry. Students compare and interpret different data sets.
Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with
the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They find
unknown quantities in number sentences. They use appropriate units of measurement for length, area, volume,
capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time.
Students use a grid reference system to locate landmarks. They measure and construct different angles. Students
list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1.
Students pose questions to gather data, and construct data displays appropriate for the data.
Relevant Prior Curriculum
Curriculum Working Towards

The content descriptors and assessments can be viewed The content descriptors and assessments can be viewed
using:
using: http://www.australiancurriculum.edu.au/mathematics/curriculum/fhttp://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?
layout=1#level4

10?layout=1#level6

Links to other learning areas

English
Numeracy can be understood and acquired only within the context of the social, cultural, political, economic and
historical practices to which it is integral. Students will soon be able to draw on quantitative and spatial information
to derive meaning from certain types of texts encountered in the subject of English.
Science
Practical work and problem solving across all the sciences require the capacity to organise and represent data in a
range of forms; plot, interpret and extrapolate graphs; estimate and solve ratio problems; use formulas flexibly in a
range of situations; perform unit conversions; and use and interpret rates including concentrations, sampling,
scientific notation, and significant figures.
History
Learning in history includes interpreting and representing large numbers and a range of data such as those
associated with population statistics and growth, financial data, figures for exports and imports, immigration
statistics, mortality rates, war enlistments and casualty figures; chance events, correlation and causation;
imagining timelines and time frames to reconcile related events; and the perception and spatial visualisation
required for geopolitical considerations, such as changes in borders of states and in ecology.
Feedback
Ways to
monitor
learning and
assessment

Fortnightly formative assessments will be implemented to help monitor the students learning
progress throughout the unit. The formative assessments or monitoring techniques include:
Various work sheets that relate to the information learnt that fortnight.
Review and reinforce lessons.

Feedback to
students

Cross-word and Find-a-word activities (which directly relates to the terminology learnt in that
current week).
An end of Unit summative assessment (Digging into Data) will be undertaken by the students. This
is to determine the students knowledge and understanding they have gained throughout the term.
The teacher will done through:
Their understanding and fluency skills (classifies and interprets data)
Their problem solving and reasoning skills (poses questions about data in context)
Whether they have achieved all the points stated in the Evidence of Learning (EOL) checklist
(see appendix 1).
The teacher will plan ways to provide ongoing feedback both written and verbally and
modify specific sections of the curriculum so the students can maintain their strengths and
improve their weaknesses.
A teacher-student conversation will be held to reflect/ discuss their progress and what they
need to improve on.