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Year 5 Mathematics Achievement Standard – Australian Curriculum v9
Year 5 Mathematics ASMATY5

Year 5 Mathematics Achievement Standard – Australian Curriculum v9

This Achievement Standard describes what students are expected to know and do in Year 5 Mathematics by the end of the year. Teachers can use it to guide assessment design, collect evidence of learning, and ensure planning stays aligned with the Australian Curriculum v9.

What Students Should Know

By the end of Year 5, students use place value to write and order decimals including decimals greater than one. They express natural numbers as products of factors and identify multiples. Students order and represent add and subtract fractions with the same or related denominators. They represent common percentages and connect them to their fraction and decimal equivalents. Students use their proficiency with multiplication facts and efficient calculation strategies to multiply large numbers by one- and two-digit numbers and divide by single-digit numbers. They check the reasonableness of their calculations using estimation. Students use mathematical modelling to solve financial and other practical problems, formulating and solving problems, choosing arithmetic operations and interpreting results in terms of the situation. They apply properties of numbers and operations to find unknown values in numerical equations involving multiplication and division. Students create and use algorithms to identify and explain patterns in the factors and multiples of numbers.

They choose and use appropriate metric units to measure the attributes of length, mass and capacity, and to solve problems involving perimeter and area. Students convert between 12- and 24-hour time. They estimate, construct and measure angles in degrees. Students use grid coordinates to locate and move positions. They connect objects to their two-dimensional nets. Students perform and describe the results of transformations and identify any symmetries.

They plan and conduct statistical investigations that collect nominal and ordinal categorical and discrete numerical data using digital tools. Students identify the mode and interpret the shape of distributions of data in context. They interpret and compare data represented in line graphs. Students conduct repeated chance experiments, list the possible outcomes, estimate likelihoods and make comparisons between those with and without equally likely outcomes.

Content Descriptors by Strand

This standard is supported by 24 Content Descriptors:

Algebra

AC9M5A01 recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts AC9M5A02 find unknown values in numerical equations involving multiplication and division using the properties of numbers and operations

Measurement

AC9M5M01 choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure AC9M5M02 solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units AC9M5M03 compare 12- and 24-hour time systems and solve practical problems involving the conversion between them AC9M5M04 estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names

Number

AC9M5N01 interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line AC9M5N010 create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns AC9M5N02 express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another AC9M5N03 compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line AC9M5N04 recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents AC9M5N05 solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies AC9M5N06 solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers AC9M5N07 solve problems involving division, choosing efficient strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction AC9M5N08 check and explain the reasonableness of solutions to problems including financial contexts using estimation strategies appropriate to the context AC9M5N09 use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation

Probability

AC9M5P01 list the possible outcomes of chance experiments involving equally likely outcomes and compare to those which are not equally likely AC9M5P02 conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results; use frequency to compare outcomes and estimate their likelihoods

Space

AC9M5SP01 connect objects to their nets and build objects from their nets using spatial and geometric reasoning AC9M5SP02 construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement AC9M5SP03 describe and perform translations, reflections and rotations of shapes, using dynamic geometric software where appropriate; recognise what changes and what remains the same, and identify any symmetries

Statistics

AC9M5ST01 acquire, validate and represent data for nominal and ordinal categorical and discrete numerical variables, to address a question of interest or purpose using software including spreadsheets; discuss and report on data distributions in terms of highest frequency (mode) and shape, in the context of the data AC9M5ST02 interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made AC9M5ST03 plan and conduct statistical investigations by posing questions or identifying a problem and collecting relevant data; choose appropriate displays and interpret the data; communicate findings within the context of the investigation

At a Glance

Strand Substrand CDs Elaborations
Algebra — 2 9
Measurement — 4 18
Number — 10 35
Probability — 2 13
Space — 3 14
Statistics — 3 16
Total 24 105

Frequently Asked Questions

What should students know by the end of Year 5 Mathematics?
By the end of Year 5, students use place value to write and order decimals including decimals greater than one. They express natural numbers as products of factors and identify multiples. Students order and represent add and subtract fractions with the same or related denominators. They represent common percentages and connect them to their fraction and decimal equivalents. Students use their proficiency with multiplication facts and efficient calculation strategies to multiply large numbers by one- and two-digit numbers and divide by single-digit numbers. They check the reasonableness of their calculations using estimation. Students use mathematical modelling to solve financial and other practical problems, formulating and solving problems, choosing arithmetic operations and interpreting results in terms of the situation. They apply properties of numbers and operations to find unknown values in numerical equations involving multiplication and division. Students create and use algorithms to identify and explain patterns in the factors and multiples of numbers. They choose and use appropriate metric units to measure the attributes of length, mass and capacity, and to solve problems involving perimeter and area. Students convert between 12- and 24-hour time. They estimate, construct and measure angles in degrees. Students use grid coordinates to locate and move positions. They connect objects to their two-dimensional nets. Students perform and describe the results of transformations and identify any symmetries. They plan and conduct statistical investigations that collect nominal and ordinal categorical and discrete numerical data using digital tools. Students identify the mode and interpret the shape of distributions of data in context. They interpret and compare data represented in line graphs. Students conduct repeated chance experiments, list the possible outcomes, estimate likelihoods and make comparisons between those with and without equally likely outcomes.
How many Content Descriptors support this standard?
24 Content Descriptors support this Achievement Standard (Algebra: 2, Measurement: 4, Number: 10, Probability: 2, Space: 3, Statistics: 3).
How does this compare to Year 4?
The Year 4 Mathematics standard (ASMATY4) covers the preceding year level. Standards build progressively, with Year 5 expectations extending what was introduced in Year 4.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.