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AC9M5M02: Year 5 Mathematics Content Descriptor – Measurement
AC9M5M02 Year 5 Mathematics

AC9M5M02 – 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

solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units

Elaborations

  • • investigating problem situations involving perimeter; for example, “How many metres of fencing are required around a paddock, or around a festival event?”
  • • using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result
  • • solving measurement problems, such as “How much carpet would be needed to cover the entire floor of the classroom”, using square metre templates to directly measure the floor space
  • • creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed; for example, compost to cover the vegetable garden
  • • using a physical or a virtual “geoboard app” to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter
  • • exploring the designs of fishing nets and dwellings of First Nations Australians, investigating the perimeter, area and purpose of the shapes within the designs

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.