AC9M5A01 Year 5 Mathematics

AC9M5A01 – Year 5 Mathematics: null

Strand

Algebra

Substrand

Algebra

This Content Descriptor from Year 5 Mathematics provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

Elaborations

• using materials or diagrams to develop and explain division strategies, such as halving, using the inverse relationship to turn division into a multiplication
• using arrays, multiplication tables, and physical and virtual materials to develop families of facts; for example, \(3 \times 4 = 12\), \(4 \times 3 = 12\), \(12 ÷ 3 = 4\) and \(12 ÷ 4 = 3\)
• demonstrating multiplicative partitioning using materials, diagrams or arrays and recording \(2\) multiplication and \(2\) division facts for each grouping; \(4 \times 6 = 24\), \(6 \times 4 = 24\), \(24 ÷ 4 = 6\) and \(24 ÷ 6 = 4\); explaining how each is different from and connected to groups in the materials, diagrams or arrays
• using materials, diagrams or arrays to recognise and explain the inverse relationship between multiplication and division; for example, solving \(240 ÷ 20 = \square\) by thinking \(20\times\square = 240\); using the inverse to make calculations easier; for example, solving \(17\times\square= 221\) using division, \(\square = 221 ÷ 17\)

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASMATY5

Year 5 Mathematics Achievement Standard

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.