AC9M5M04 Year 5 Mathematics

AC9M5M04 – 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

estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names

Elaborations

• using a protractor to measure angles in degrees and classifying these angles using angle names; for example, an acute angle is less than \(90\)°, an obtuse angle is more than \(90\)° and less than \(180\)°, a right angle is equal to \(90\)° and a reflex angle is more than \(180\)° and less than \(360\)°
• estimating the size of angles in the environment using a clinometer and describing the angles using angle names
• using a ruler and protractor to construct triangles, given the angle measures and side lengths
• using a protractor to measure angles when creating a pattern or string design within a circle
• recognising the size of angles within shapes that do and do not tesselate, measuring the angles and using the sum of angles to explain why some shapes will tesselate and other shapes do not

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.