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AC9M5M01: Year 5 Mathematics Content Descriptor – Measurement
AC9M5M01 Year 5 Mathematics

AC9M5M01 – Year 5 Mathematics: null

Strand
Measurement
Substrand
Measurement

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

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

Elaborations

  • • ordering metric units from the largest unit to the smallest; for example, kilometre, metre, centimetre, millimetre
  • • recognising that some units of measurement are better suited to some tasks than others; for example, kilometres are more appropriate than metres to measure the distance between \(2\) towns
  • • deciding on the unit required to estimate the amount of paint or carpet for a room or a whole building; justifying the choice of unit in relation to the context and the degree of accuracy required
  • • measuring and comparing distances, such as jumps or throws using a metre length of string; for example, then measuring the part metre with centimetres and/or millimetres; explaining which unit of measure is most accurate
  • • researching how the base units are derived for the International System of Units (SI), commonly known as the metric system of units, recognising that the metric unit names for the attributes, length and mass are international standards for measurement

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.