AC9M5N03 Year 5 Mathematics

AC9M5N03 – Year 5 Mathematics: null

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Number

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Number

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

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

Elaborations

• using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; recording the fractions to justify the total
• creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators; using the model to play fraction wall games
• connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining \(\frac14\) on a fraction wall represents the area of one-quarter of the whole while on the number line \(\frac14\) is identified as a point that is one-quarter of the distance between zero and one
• using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that \(\frac2{10}\) is located at the same position on a parallel number line as \(\frac15\) because \(\frac15\) is equivalent to \(\frac2{10}\)
• converting between mixed numerals and improper fractions to assist with locating them on a number line

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.