MATHS OVERVIEW-YEAR 5 SEMESTER 1
YEAR LEVEL
Year 5
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DURATION
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Semester 1
LINKS TO OTHER LA’s 
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CONTENT DESCRIPTORS
Number & Algebra
ACMNA122 Identify and describe properties of prime, composite, square and triangular numbers
ACMNA123 Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations
ACMNA124 Investigate everyday situations that use positive and negative whole numbers and zero. Locate and represent these numbers on a number line
ACMNA125 Compare fractions with related denominators and locate and represent them on a number line
ACMNA126 Solve problems involving addition and subtraction of fractions with the same or related denominators
ACMNA127 Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies
ACMNA128 Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers
ACMNA129 Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without digital technologies
ACMNA130 Multiply and divide decimals by powers of 10
ACMNA131 Make connections between equivalent fractions, decimals and percentages
ACMNA132 Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies
ACMNA133 Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence
ACMNA134 Explore the use of brackets and order of operations to write number sentences
Measurement & Geometry
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ACMMG135 Connect decimal representations to the metric system
ACMMG136 Convert between common metric units of length, mass and capacity
ACMMG137 Solve problems involving the comparison of lengths and areas using appropriate units
ACMMG138 Connect volume and capacity and their units of measurement
ACMMG139 Interpret and use timetables
ACMMG140 Construct simple prisms and pyramids
ACMMG142 Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies
ACMMG143 Introduce the Cartesian coordinate system using all four quadrants
ACMMG141 Investigate, with and without digital technologies, angles on a straight line, angles at a point and vertically opposite angles. Use results to find
unknown angles
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ACMSP144 Describe probabilities using fractions, decimals and percentages
ACMSP145 Conduct chance experiments with both small and large
ACMSP146 Compare observed frequencies across experiments with expected frequencies
ACMSP147 Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables
ACMSP148 Interpret secondary data presented in digital media and elsewhere
Statistics & Probability
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
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displays appropriate for the data.
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MAG Planning Semester 1 Year 5
TOPIC
CONTENT
DESCRIPTOR
Applicable to all
content descriptors
5.1.1
Going
Fishing
TOPIC
5.1.2
CONTENT
DESCRIPTOR
ACMNA098 Identify
and describe
factors and
multiples of whole
numbers and use
them to solve
problems
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Helping students
construct a deep
understanding of
mathematical
ideas and
processes by
engaging them in
doing
mathematics:
creating,
conjecturing,
exploring,
testing, and
verifying'
Fish Problem
Solving
Introduce the
FISH problem
solving
strategy to the
students by
starting a
discussion on
real life fishing.
(5 W’s & H)
Option 1
What time is it now? What
will the time be in a
thousand seconds?
Using the green FISH to
explain how reasonable
is your answer.
Option 2
How high would a stack of a
1000 cubes be?
Using the green FISH to
explain how reasonable is
your answer.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Each counting
number is
divisible by one
and itself, and
some counting
numbers are
also divisible by
other numbers
Multiplication
which has an
inverse
relationship
with with
division, is
helpful in
finding factors
Introduce a
revision
finding a
factor and
using multiples
Option 1
A furniture shop sells chairs
in sets of four. Which of the
following numbers of chairs
would make complete sets.
10, 12, 15, 20, 22, 28, 35?
Justify
You have been asked to
create a display of field trip
photos for a class webpage.
Create a diagram of your
various layout options for
arranging them on the
screen.
Select one and justify why
it would best fit suit the
screen?
your answer using a green
fish example
Option 2
A gardener has 12 flowering
plants that he wants to
plant in equal rows at the
front entrance to the
garden. What are all the
ways he can arrange the
flowers in equal rows?
STUDENT
JOURNAL
Making your first Million
RESOURCES
FISH Problem Solving kit
Maths learning journal
STUDENT
JOURNAL
RESOURCES
FISH Problem Solving kit
Closing the Gap – Ladybirds
Cubes / MAB units/Games
http://nzmaths.co.nz/resource/m
ultiples-and-factors)
cardboard squares
multiplication table (for
differentiated learners)
poster size sticky notes (for living
charts) or alternatively use
cardboard
IWB - Promethean Planet sample flipchart images displayed
below for further clarification.
Google images (some attached
below) - this is and individual
learning.
3
Justify your answer using a
green fish example
Option 3
A concert organiser has 200
seats he needs to arrange in
rows with access aisles on
the sides and one in the
middle. What are his
possible options for moving
concert attendees quickly
and safely in and out of
their seats. Justify your
choice of most efficient
seating arrangement you
would recommend he use.
Justify your answer using a
green fish example
TOPIC
CONTENT
DESCRIPTOR
ACMNA291 Use
Efficient mental and
written strategies
and apply
appropriate digital
technologies to
solve problems
5.1.3
TOPIC
5.1.4
CONTENT
DESCRIPTOR
ACMNA099 Use
estimation and
rounding to check
the reasonableness
of answers to
calculations
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Review
strategies that
students
should have
learnt in lower
grades
(accessing
prior
knowledge)
Before completing this
MAG, it is suggested that
two diagnostic tests are
completed to check students
prior
knowledge/understanding/s
kills. This way, a better
picture of what the students
already know and can do is
established. This will assist
in choosing the strategies to
be taught in individual
classrooms (either for
revision and consolidation
or extension).
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.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
In our everyday
lives we
constantly use
estimation and
rounding. We
don’t always
FISH problem
solving kit
(especially
green fish)
Maths learning
journals
The learning journal is used
throughout this MAG to get
students to think about and
reinforce what is being
taught. It is hoped that the
concept will be better
How many jelly beans?
1. Show students a large jar
filled with jelly beans.
2. Get students to examine
the jar and determine
about how many jelly
Students are
able to solve
addition and
subtraction
problems,
selecting the
most efficient
method from a
bank of known
mental and
written
strategies
STUDENT
JOURNAL
RESOURCES
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STUDENT
JOURNAL
FISH Problem Solving kit
A3 paper for poster,
coloured pencils or felt
pens
Mental Computation
using Natural Maths
Strategies by Ann and
Johnny Baker
Student Learning Journal
RESOURCES
FISH problem solving kit
(especially green fish)
Maths learning journals
Various items for estimation eg
paperclips
Large jar filled with jelly beans (
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need the exact
or correct
answer.
Learners use
green fish
thinking, with
estimation and
rounding
strategies, to
check the
reasonableness
of answers.
Various items
for estimation
eg paperclips
Large jar filled
with jelly
beans ( or
similar)
‘Great
Estimations’
by Bruce
Goldstone
Flash Cards
understood, when students
describe their
understanding in their own
language rather than formal
‘teacher talk’.
beans are inside.
3. Students are to record
their estimations and
working out on sticky
notes. Sticky notes are then
stuck onto a large poster so
that all answers can be
viewed.
4. Students share what they
answered, noting the
or similar)
‘Great Estimations’ by Bruce
Goldstone
Flash Cards
range of answers.
5. Discuss how students
decided on their answers.
6. Distinguish between
estimating and guessing.
(Estimates involve
strategies.)
Key Question: Is it okay to
make an estimate? Discuss
- Are we looking at an
estimate or an exact
answer? Is it important?
Students write responses to
question in their Maths’
Learning Journal using
examples to support there
response
TOPIC
5.1.5
CONTENT
DESCRIPTOR
ACMNA101 Solve
problems involving
division by a one
digit number,
including those that
result in a
remainder
KEY IDEA
Interpreting and
representing the
remainder in
division
calculations
sensibly for the
context.
Explore the
inverse
relationship
between
Pre-ASSESS
Whole class
game: TAG
ASSESSMENT
Teacher Observation
checklist
INVESTIGATION
Dividing by Ten
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
Counters
Dice
Calculators
Worksheets
http://www.worksheetworks
.com/math/multi-digitoperations/division/onewith_three-digit.html
5
multiplication
and division
TOPIC
CONTENT
DESCRIPTOR
ACMNA102
Compare and order
common unit
fractions and locate
and represent them
on a numberline
5.1.6
TOPIC
5.1.7
CONTENT
DESCRIPTOR
ACMNA103
Investigate
strategies to solve
problems involving
addition and
subtraction of
fractions with the
same denominator.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Fractions
represent
numbers that
have their own
properties and
their own
position on a
number line.
Each fraction can
be associated
with a unique
point on the
number line, but
not all of the
points between
integers can be
named by
fractions.
Recognising the
connection
between the
order of unit
fractions and
their
denominators
What do we
know
Frayer Model:
Using the
Frayer model
(template
attached) have
students work
in learning
teams to
explore their
knowledge
about
‘Fractions’.
Have each
team share
their model
and discuss
findings as a
class. Clarify
any
misconception
s. Correctly
define any
required
terms.
Option 1
A 1500 metre go-kart race is
13.5 laps around a short
track. Show 13.5 on a
number line
Option 2
What is bigger 3/8 or 3/4?
Draw a model to show your
reasoning
Option 3
Where would 1 ⅖ and 2 ¾
go on the number line
Ordering and Comparing
Fractions: Ask students to
use a half, a third, a quarter
and three quarters as
reference points to
determine the size of a
fraction, or to order and
compare fraction numbers.
For example, ask: Is ⅝
smaller or bigger than a
half? Does knowing that 4/8
is a half help? Use what you
know to say whether 8 ¼ is
more or less than ⅝ . . Have
students use these
strategies to order sets of
fractions with unlike
numerators and unlike
denominators; for example:
23, 45, 56, 9 10.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
The effects of
operations for
addition and
subtraction with
fractions and
decimals are the
same as those
with whole
numbers.
Fractions are
Review
equivalent
fractions to
ensure this
concept is
understood as
fractions may
need to be
renamed as
equivalent
Checklist
Are students able to:
- Addition and subtraction of
fractions using the jump
strategy on a number line.
- Addition and subtraction of
fractions using a pictorial
representation.
- Addition and subtraction of
fractions in a horizontal and
Teacher models the idea of
a fraction tree and reminds
students that a tree is a
shape that can be divided. It
is a repeated pattern.
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
Floor number lines
Desk mats
Ropes
IWB number lines
Fraction cards - Fraction
Umbrella’s
Fraction cards - monkeys
Fraction cards - rectangular
Templates provided in resource
folder
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
Fraction Frames -cards/ strips
Double sided counters
Counters
Fraction shapes / circles
6
TOPIC
5.1.8
CONTENT
DESCRIPTOR
ACMNA100 Solve
problems involving
multiplication of
large numbers by
one- or two-digit
numbers using
efficient mental,
written strategies
and appropriate
digital technologies
parts of a whole
Number lines
can be used to
add or subtract
fractions
Fractions can be
added or
subtracted
horizontally or
vertically.
You only add or
subtract the
numerator
You change the
fraction to a
mixed fraction if
the numerator is
larger than the
denominator.
fractions with
like
denominators
to add and
subtract.
vertical format.
- Addition and subtraction of
fractions based on a word
problem.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Use a range of
multiplicative
strategies when
operating on
whole numbers.
Use a loop card
game ‘I have..
Who has..’
Self Assessment
I can write down how I
solved a problem, showing
every step
I know my tables to 10. I can
use them to multiply
multiples of 10 and 100
I can multiply or divide a
whole number by 10, 100 or
1000
I can work out some
calculations in my head or
with jottings. I can explain
how I found the answer
I can estimate and check the
result of a calculation
I can describe each stage of
my strategy (e.g. for
18 × 25).
I can explain why it is a good
Patterns
Students investigate
patterns in the
multiplication grid.
Students discuss these
patterns and record
observations. For example,
students compare the
multiplication facts for 3 and
the multiplication facts for
6. They then investigate the
multiplication facts for 9
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
Loop card games
Variety of manipulatives
Multiplication worksheet X two by
one digit and by two digit
http://www.worksheetworks.com
/math/multi-digitoperations/multiplication/threeby-two-digit.html
7
method for this calculation
TOPIC
CONTENT
DESCRIPTOR
ACMMG111
Connect threedimensional objects
with their nets and
other twodimensional
representations.
KEY IDEA
Pre-ASSESS
ASSESSMENT
Identify the
shape and
relative position
of each face of a
solid to
determine the
net of the solid,
including that of
prisms and
pyramids.
Show students
various 3D
shapes and
allow students
to explore the
solid of the
shape and
name each
shape.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Line and
rotational
symmetry are
investigated
through the
physical
manipulation of
Shapes may
have have one
line of
symmetry,
vertically,
horizontally or
diagonally
Option 1
Choose a shape, then use it
to draw a pattern showing
reflections and rotations.
Option 2
The rectangular entrance to
my new house has 24 one
-Symmetry in the
environment
The objective of this activity
is to investigate symmetry in
the world around them
Where in the environment
can you find symmetry?
Investigation
5.1.9
TOPIC
5.1.10
CONTENT
DESCRIPTOR
ACMMG114Describe
translations,
reflections and
rotations of twodimensional shapes.
Identify line and
INVESTIGATION
STUDENT
JOURNAL
Packaging
The next time you unwrap a
chocolate bar, consider this.
One year from now, you’ll
have thrown away around
200 kg of packaging waste.
Aussies all together fill the
Melbourne Cricket Ground
nine times over. That’s 1.9
million tonnes of packaging
in the bin.
Part A
Your task is to look at the
packages that you regularly
throw in the bin. Choose
one with it flaps and folds
intact eg. a tooth paste box
which is a cuboid. The
cuboid is similar to a cube,
but is made of rectangles
rather than square. Draw
the net for your shape.
Part B
Reproduce the follow shape
with cubes
Photograph the shape from
a different angle
to the one shown here.
Describe it attributes
and create a net for it.
RESOURCES
FISH problem solving kit
3D shapes
Variety of boxes, cartons or
containers
Polydrons or Geoshapes
Different nets for the same shape.
Student journal
isometric paper
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
paper squares, dot, grid, graph,
plain paper
pencils, ruler, scissors
mirrors
Google images, Magazines
8
rotational
symmetries.
TOPIC
CONTENT
DESCRIPTOR
ACMMG109 Calculate the
perimeter and area
of rectangles using
familiar metric
units.
5.1.11
TOPIC
5.1.12
CONTENT
DESCRIPTOR
ACMMG115 Apply
regular and
irregular
polygons.
KEY IDEA
(symmetrical)
or no line of
symmetry
(asymmetrical)
or have more
than one line
of symmetry,
including
vertically,
horizontally
and diagonally.
A circle has
infinite lines of
symmetry.
metre square tiles. They
have been placed in a
symmetrical pattern. Three
different colours of tiles
have been used. The tiles
around the border are the
same colour. What does my
entrance look like? And how
can you be sure your pattern
has symmetry?
Option 3
Equilateral, isosceles and
scalene triangles all have 3
sides, 3 corners and 3
angles. Do they also have 3
lines of symmetry? Use
models or diagrams to
demonstrate your answer.
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Option 1
Using 1 cm grid paper draw
two different rectangles
with perimeters of 32 cm.
What is the difference in
their areas.
Option 2
You have a room that 3 m
long and 5 m wide. What
would be the area that you
would need to carpet? The
room has skirting boards
that will need painting. Can
you work out the perimeter?
Option 3
This shape is formed by 5
squares. If the perimeter of
the shape is 48 cm, what is
its area?
Find a rectanfle where the
perimeter and area have the
same numerical value
ASSESSMENT
INVESTIGATION
Exploring
efficient ways of
calculating the
perimeters of
rectangles such
as adding the
length and width
together and
doubling the
result.
Exploring
efficient ways of
finding the areas
of rectangles
KEY IDEA
Make
Pre-ASSESS
Introduce the
Can students enlarge a
Students venture into the
world around them and
document evidence of
symmetry. Photographs,
drawings and sketches can
be used to support their
findings.
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
Grid Paper 1cm2
Ruler
Rectangular shapes of different
sizes
Geoboards
STUDENT
JOURNAL
RESOURCES
Enlarge the picture using
9
the enlargement
transformation to
familiar two
dimensional shapes
and explore the
properties of the
resulting image
compared with the
original
TOPIC
CONTENT
DESCRIPTOR
ACMMG108 Choose
appropriate units of
measurement for
length, area,
volume, capacity
and mass
5.1.13
TOPIC
5.1.14
CONTENT
DESCRIPTOR
ACMNA106 Create
simple financial
plans
enlargements
and reductions
of twodimensional
shapes, pictures
and maps
concept of
scale and
enlargement
transformation
s-to change the
size of an
object, but not
the shape.
shape using:
• a grid system
• a scale factor
Can students identify how a
shape was enlarged - eg.
doubled, 4 times?
one of the methods shown
(grid enlargement or scale
factor) When complete,
write a statement about
which method was used (eg.
grid system or scale factor)
and why and what happens
to the perimeter and area of
shapes when they are
enlarged.
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
recognising that
some units of
measurement
are better suited
for some tasks
than others, for
example
kilometres
rather than
metres to
measure the
distance
between two
towns
Milligrams,
Grams,
Kilograms,
Tonnes:
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KEY IDEA
Pre-ASSESS
Identify cashless
transaction you pay for
goods without
using actual
money.
identify and add
GST to a product
Know that goods
refers to what
can be bought,
Provide each
student with a
‘money wallet’
(small bag with
a zipper or a
zip lock bag
with play
money).
Sort objects
according to the
appropriate unit
used to record their
mass?
Convert units of
measurement
(grams, kilograms,
tonnes)?
Use equipment to
measure the mass
of an object?
Understand that
not all countries
use the metric
system?
ASSESSMENT
Investigation
STUDENT
JOURNAL
Don’t sink the Boat!
Students are to imagine that
they are boarding a ship to
travel to a mystery island for
a 3 day stay.
INVESTIGATION
Year 5 has been awarded
$1000 to create a beautiful
vegetable garden for their
year level. You will be given
a list of the materials, seeds
and tools that you can buy.
You must work out what
you want to purchase and in
what quantities. Remember
your budget limit is $1000.
You will complete your
RESOURCES
FISH problem solving kit
Scootle
IWB
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
junk mail
calculators
hardware catalogue
grid paper
Play money
10
whether it is
food, toys,
clothes
Develop a
budget
Measure keep
within budgetary
constraints.
Explain and
justify purchases
made
TOPIC
CONTENT
DESCRIPTOR
ACMNA107 Describe, continue
and create patterns
with fractions,
decimals and whole
numbers resulting
from addition and
subtraction
5.1.15
TOPIC
5.1.16
CONTENT
DESCRIPTOR
ACMSP120 Describe and
interpret different
data sets in context.
budget on a printed out
table, which will be stuck on
the back of an A3 piece of
paper. You will have to
specify the cost of each
item, the GST included, the
quantity, and the total cost
of the garden. On the other
side of the A3 piece of paper
you will be able to design
the vegetable garden from a
bird’s eye view and include
all the vegetables that you
wish to grow.
KEY IDEA
Pre-ASSESS
Relationships
can be described
and
generalisations
made for
mathematical
situations that
have numbers or
objects that
repeat in
predictable
ways..
Exploring
Numbers
Give each
student a copy
of a filled in 099 grid and a
dice. Note it is
important to
use zero as the
starting point
on the grid as
fractions and
decimals are
representation
of parts of a
whole. Point
out that there
is a way to
represent less
than I whole.
KEY IDEA
Pre-ASSESS
To introduce
median and
mode as other
strategies to
Ask the
students if
they know of
any
ASSESSMENT
Work out the rules that
produced each of these
patterns
512. 256, 128, 64, 32
11. 14, 17, 20, 23, 26
INVESTIGATION
STUDENT
JOURNAL
Choose 4 different numbers
from 1 to 9 to put into 4
squares on a ring so the the
difference between
Joined squares is odd.
FISH problem solving kit
filled in 1-100 hundred-grid
1-6 numbered dice, one for each
student
Hundred-grid with removable
numbers
1-30 number lines on A4 paper
masking tape/chalk
MAB cubes
A4 paper
Student learning journal
Add 5 and subtract 2
starting at the number 91
and ending at 103
What is the pattern of
increase
ASSESSMENT
INVESTIGATION
Independently survey 20
students/people to find out
how many siblings they
have. Present your survey in
A class of year 5 students
achieved the following
scores on a 20 word spelling
test
RESOURCES
STUDENT
JOURNAL
RESOURCES
blocks/cubes
addition charts
division charts
large sticky notes/cardboard (for
11
solve problems.
TOPIC
5.1.17
TOPIC
5.1.18
CONTENT
DESCRIPTOR
ACMMG114
Describe
translations,
reflections and
rotations of twodimensional shapes.
Identify line
symmetry and
rotational
symmetries.
CONTENT
DESCRIPTOR
ACMSP118 Pose
questions and
collect categorical
or numerical data
by observation or
survey
ACMSP119
Construct displays,
including column
graphs, dot plots
and tables,
appropriate for data
type, with and
without the use of
digital technologies
ACMSP120 Describe
and interpret
different data sets
KEY IDEA
Objects in space
can be
transformed in
an infinite
number of ways
and those
transformations
can be described
and analysed
mathematically.
times/events
functions/ or
things where
they have
heard the word
averages used?
(determining
student
knowledge).
Pre-ASSESS
Looking at
translations,
reflections,
and rotations
of shapes
a table and provide the
mean, median and mode
information
ASSESSMENT
Draw a shape, that has an
infinite number of lines of
symmetry that cannot be
tiled without leaving gaps
15, 20, 16, 17, 20, 19, 18,
17, 16, 19, 18, 17, 18, 19, 18
These were displayed in a
frequency table
What were the highest and
the lowest scores in the year
5 class?
INVESTIGATION
living charts)
Promethean planet http://www.prometheanplanet.co
m/en/Resources/Item/100526/av
erages#.UnCMx3Bmim4
teacher resource - You tube video
http://www.youtube.com/watch?
v=ryffpQrzMSQ
STUDENT
JOURNAL
RESOURCES
•
•
•
•
•
Create a NOTAN MASK to
demonstrate a line of
symmetry
•
KEY IDEA
Pre-ASSESS
Some questions
can be answered
by collecting and
analyzing data,
and the question
to be answered
determines the
data that needs
to be collected
and how best to
collect it.
Silent
Conversation
Why do we ask
questions?
What do we do
with the
answers?
Have you ever
been
surveyed?
How have you
been
surveyed?
Where have
you seen
surveys?
What was it
about?
ASSESSMENT
Investigation
INVESTIGATION
Students have been hired as
the new ice-cream inventor
at Miss/Mrs/Mr Insert your
name here School
Creamery.
STUDENT
JOURNAL
FISH problem solving kit
writing/drawing materials
magazines
scissors, glue, rulers
square and rectangular
shaped paper (origami
paper)
geoboards or dot paper
or i-pad app (for example
Geoboard)
RESOURCES
FISH problem solving kit
12
in context
TOPIC
5.1.19
TOPIC
5.1.20
CONTENT
DESCRIPTOR
ACMMG114
Describe
translations,
reflections and
rotations of twodimensional shapes.
Identify line and
rotational
symmetries
CONTENT
DESCRIPTOR
ACMMG109
Calculate the
perimeter and area
of rectangles using
familiar metric units
Review
comments in
the silent
conversations
and revisit on a
regular basis to
see if opinions
have changed
KEY IDEA
Pre-ASSESS
ASSESSMENT
INVESTIGATION
Tessellations are
created by
transforming
two dimensional
shapes to make
a pattern with
no gap or
overlay.
Discuss how
the patterns
were made draw out the
mathematical
language
needed –
rotation, flip,
transform, etc.
Option 1 - Use one pattern
block repeatedly to
tesselate. Take a photo and
describe the pattern using
http://www.nzmaths.co.nz/
resource/tessellating-art
Start by reminding students
that:
rotating lengths, areas,
angles do not change but
orientation does.
KEY IDEA
Pre-ASSESS
ASSESSMENT
Calculating the
area of
rectangles
Animated Clip
The purpose of
this activity to
to help
students recall
their previous
knowledge
regarding area.
To introduce
the students to
area, have
the terminology learnt.
Option 2 - Create an
irregular shape and
demonstrate how it can be
tessellated without leaving
gaps. Describe the pattern
using the terminology
learnt.
Option 3 - Draw a
tessellation pattern that
uses five plane shapes and
four colours. Describe the
pattern using the
terminology learnt
Investigation
INVESTIGATION
Planning a School
After receiving a grant
Banbridge School has
purchased a large
rectangular block of land.
They have hired you to plan
the school for them. They
have given you the following
information to help you
with the planning process:
STUDENT
JOURNAL
RESOURCES
internet
templates of 2D shapes to cut out
grid paper, dot paper, triangle-grid
paper
tracing paper
cardboard
scissors
pictures of tessellations in real-life
- eg. brick wall, tiled floor, scales
on a fish, mosaics, honeycomb etc.
STUDENT
JOURNAL
RESOURCES
FISH problem solving kit
Scootle
13
students view
the Skwirk
clip featured
on Scootle:
Area (TLF ID
M012309).
14