Year 5 — Western Australian Curriculum v8.

1: Mathematics – Eden Hill Primary School

Year: Year Level: Teacher:

Year level description The proficiency strands understanding, fluency, problem-solving and reasoning are an integral part of mathematics content across the three content strands: number and algebra,
measurement and geometry, and statistics and probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics. The achievement standards reflect the content and encompass the proficiencies.

At this year level:

 understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and
representing them in various ways, describing transformations and identifying line and rotational symmetry
Western Australian Curriculum

 fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using
instruments to measure angles

 problem-solving includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans

 reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing
appropriate questions for data investigations and interpreting data sets.

Achievement standard By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding.
Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for
simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational
symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting
fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12- and
24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes
and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.
Source: SCSA, Western Australian Curriculum Mathematics featuring v8.1 of the Australian Curriculum Mathematics

Aboriginal and Torres Mathematics provides opportunities for children to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific
Strait Islander perspectives content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
 Social, historical and cultural contexts associated with different uses of mathematical concepts in Australian Indigenous societies
 Aboriginal peoples’ and Torres Strait Islander peoples’ contributions to Australian society and cultures.
Mathematics provides opportunities to explore aspects of Australian Indigenous knowing in connection to, and with guidance from, the communities who own them. Using a respectful inquiry
approach, children have the opportunity to explore mathematical concepts in Aboriginal and Torres Strait Islander lifestyles including knowledge of number, space, measurement and time.
Through these experiences, children have opportunities to learn that Aboriginal peoples and Torres Strait Islander peoples have sophisticated applications of mathematical concepts which may be
applied in other peoples’ ways of knowing.
Key to general capabilities and
Provide opportunities to engage with: Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural
cross-curriculum priorities
understanding Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

1 | Eden Hill Primary School – Year 5 WAC Mathematics Yearly Planner - 2016
 Basic Facts/Mental Maths Number and Algebra Measurement and Geometry
 Recall 2 digit addition to 6 + 6  Tell time to the quarter hour
The following basic facts
should be recalled by  Add single digits to any multiple of 10  Name and order months of the year
students at the end of the  Recall subtraction facts from 10  Recognise and name common 2-D shapes ie; square, circle, triangle, rectangle, hexagon
year.  Recall 2, 5 and 10 times tables octagon and oval
 Double numbers to 10  Identify faces, edges and corners of 3-D shapes
 Recognise and identify ½ , ¼ and ⅛ of a collection or object
Specific EHPS Teaching Strategies

Problem Solving Problem Solving Focus

At Eden Hill Primary School we have recognised problem solving as an area of concern across the Mathematics learning area. To address this area of concern explicit teaching of problem solving
strategies and skills across the Mathematics curriculum is to be undertaken across all year levels. The primary strategy for the teaching of Problem Solving strategies at Eden Hill is to be Mathletics and
the Problem Solving resources available through this program. Other problem solving resources may be used by class teachers to supplement this program.
The workbook for years 5 and 6 can be found at; http://west.cdn.mathletics.com/IWB/Book/7%5C107760961.Problem_Solving_Level_3_student.pdf

The Year 5/6 Strategies to be focused upon in years 5 and 6 are;

Draw a diagram Look for Patterns Make a List Work Backwards

Trial and Error Logical Reasoning Open-ended Problem Solving

Maths Journals Research has shown that the use of Maths Journals can have a positive effect on a child’s learning of mathematical concepts and on test scores. Maths journals are expected to be used from PP
through to Year 6 following the scope and sequence outlined below:
Year 5/6; 1 -3 Independent journal entries per week. Each Journal entry should take 5 to 10 lines written at the bottom of the page within the student’s maths book.

Focus of journal entries should be: an entry at the beginning of a new concept being taught
an entry or entries during the teaching of the concept and
an entry on conclusion of the concept being taught
Maths journals allow students to reflect on their own learning and understanding and permit the teacher to gain a valuable insight into the students’ level of understanding. Journal entries should receive
teacher feedback through a comment, tick or other method. It is acceptable that when giving feedback on a student’s journal entry, not all other work carried out on that page may be marked. Teachers
are responsible for ensuring that an adequate level of feedback is being provided to the students.

Year 5 Assessment The assessment tasks underlined below are those that are to be collected and placed into the students Evidence For Reporting Files (EFRF). The EFR tasks will vary from year to year. These tasks are
to be decided and agreed upon within the cells.

The tasks listed under moderation are to be moderated within cells before being placed into EFRF. During moderation teachers should form a consensus on the grades allocated to the samples used.

Term 1 Term 2 Term 3 Term 4

Assessment

Assessment instrument Assessment instrument Assessment instrument Assessment instrument

 Mental Maths Tests – New Wave Mental Maths  School Mental Maths Test  Number Task 2 - First Steps Tasks  Formal Report Grades
sample of Friday Tests  Measurement Task  Space Task  Number and Algebra
 Number Task 1 - First Steps Tasks  Formal Reports Grades ACER PAT – Maths Test online Testing  Measurement and Geometry
 Number and Algebra  Statistics and Probability
 Measurement and Geometry

Moderation Number Task 1 Measurement Task Formal Report Grades

Formal Report Grades

SAER All students identified through Student Profiling as SAER must have an IEP/GEP
Week 6 of each Term - IEP’s / GEP’s to be reviewed and updated and submitted to School Services Coordinator
All Aboriginal Students and student under the care of DCP must have a documented education plan.

First Steps Links to First Steps links are given for each content descriptor. - Mea = First Steps in Mathematics: Measurement.
Western Australian - Num = First Steps in Mathematics: Number. Text 1 = Understand Units/Direct Measure Text 2 = Indirect Measure/Estimate
Curriculum Text 1 = Whole Decimal /Fractional Numbers Text 1 = Whole Decimal r/Fractional Numbers - C&D = First Steps in Mathematics: Chance and Data
- Spa = First Steps in Mathematics: Space

2 | Eden Hill Primary School – Year 5 WAC Mathematics Yearly Planner - 2016
 Year 5 Mathematics: review for balance and coverage of content descriptions

Number and Algebra 1 2 3 4 Measurement and Geometry 1 2 3 4 Statistics and Probability 1 2 3 4

Number and place value Using units of measurement Chance
Identify and describe factors and multiples of Choose appropriate units of measurement for List outcomes of chance experiments
whole numbers and use them to solve length, area, volume, capacity and mass involving equally likely outcomes and represent
problems (ACMNA098) (ACMMG108) probabilities of those outcomes using fractions
- Num Text 2 Ch5: KU 6 - Mea Text 1 Ch3: KU 2,5,6,7,8 (ACMSP116)
Use estimation and rounding to check the - Mea Text 1 Ch4: KU 4,5 - C&D CH3: KU 4,5
reasonableness of answers to calculations Calculate the perimeter and area of rectangles Recognise that probabilities range from 0 to 1
(ACMNA099) using familiar metric units (ACMMG109) (ACMSP117)
- Num Text 2 Ch4: KU 8,10 - Mea Text 1 Ch3: KU 2,5,6,7,8 - C&D CH3: KU 4,5
Solve problems involving multiplication of - Mea Text 1 Ch4: KU 4,5 Data representation and interpretation
large numbers by one- or two-digit numbers Compare 12- and 24-hour time systems and Pose questions and collect categorical
using efficient mental, written strategies and convert between them (ACMMG110) or numerical data by observation or survey
appropriate digital technologies (ACMNA100) - Mea Text 1 Ch4: KU 6 (ACMSP118)
- NumText 2 Ch 4:KU 1,3,4,5,6 & Ch 5:KU 4,5 Shape - C&D CH4: KU 1,2
Solve problems involving division by a one Connect three-dimensional objects with their nets Construct displays, including column graphs, dot
digit number, including those that result in and other two-dimensional representations plots and tables, appropriate for data type, with
a remainder (ACMNA101) (ACMMG111) and without the use of digital technologies
- Num Text 2 Ch 4: KU 1,3,4,5 & Ch 5: KU 4,5 - Spa Ch4: KU 1,2,3 (ACMSP119)
Use efficient mental and written strategies Location and transformation - C&D CH5: KU 1,2,3,4,5
and apply appropriate digital technologies to Describe and interpret different data sets in
solve problems (ACMNA291) Use a grid reference system to describe locations.
context (ACMSP120)
- Num Text 2 Ch 4: KU 1,3,4,5 & Ch 5: KU 4,5 Describe routes using landmarks and directional
language (ACMMG113) - C&D CH6: KU 1,2,3
Fractions and decimals
- Spa Ch3: KU 1,2,3
Compare and order common unit fractions Describe translations, reflections and rotations of
and locate and represent them on a number two-dimensional shapes. Identify line and
line (ACMNA102) rotational symmetries (ACMMG114)
- Num Text 1 Ch4: KU 5 - Spa Ch5: KU 1,2,3,4
Investigate strategies to solve problems - Spa Ch6: KU 1
involving addition and subtraction of fractions Apply the enlargement transformation to familiar
with the same denominator (ACMNA103) two dimensional shapes and explore the
- Num Text 1 Ch4: KU 5 properties of the resulting image compared with
- Num Text 2 Ch4: KU 7 the original (ACMMG115)
Recognise that the place value system can be - Spa Ch5: KU 1,2,3,4
extended beyond hundredths (ACMNA104) - Spa Ch6: KU 1
- Num Text 1 Ch3: KU 3,7,8 & Ch4: KU 6 Geometric reasoning
Compare, order and represent decimals Estimate, measure and compare angles using
(ACMNA105) degrees. Construct angles using a protractor
- Num Text 1 Ch3: KU 3,7,8 & Ch4: KU 6 (ACMMG112)
Money and financial mathematics - Mea Text 1 Ch3: KU 3,5
Create simple financial plans (ACMNA106) - Mea Text 1 Ch4: KU 3,4

Patterns and algebra

Describe, continue and create patterns with
fractions, decimals and whole numbers
resulting from addition and subtraction
(ACMNA107)
- Num Text 2 Ch5: KU 1,3,4,5,6
Find unknown quantities in number sentences
involving multiplication and division and
identify equivalent number sentences
involving multiplication and division
(ACMNA121)
- Num Text 2 Ch3: KU 7,8 & Ch4: KU1,3,4,5,6
& Ch5: KU 3,4

3 | Eden Hill Primary School – Year 5 WAC Mathematics Yearly Planner - 2016