AC9M6A01 Year 6 Mathematics

AC9M6A01 – Year 6 Mathematics: null

Strand

Algebra

Substrand

Algebra

This Content Descriptor from Year 6 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 use rules that generate visually growing patterns and number patterns involving rational numbers

Elaborations

• investigating patterns such as the number of tiles in a geometric pattern, or the number of dots or other shapes in successive repeats of a strip or border pattern; looking for patterns in the way the numbers increase/decrease
• using a calculator or spreadsheet to experiment with number patterns that result from multiplying or dividing; for example, $1 ÷ 9, 2 ÷ 9, 3 ÷ 9$…, $210 \times 11, 211 \times 11, 212 \times 11$…, $111 \times 11, 222 \times 11, 333 \times 11$…, or $100 ÷ 99, 101 ÷ 99, 102 ÷ 99$…
• creating an extended number sequence that represents an additive pattern using decimals; for example, representing the additive pattern formed as students pay their $\$2.50$ for an incursion as $2.50, 5.00, 7.50, 10.00, 12.50, 15.00, 17.50$ …
• investigating the number of regions created by successive folds of a sheet of paper: one fold, $2$ regions; $2$ folds, $4$ regions; $3$ folds, $8$ regions, and describing the pattern using everyday language
• creating a pattern sequence with materials, writing the associated number sequence and then describing the sequence with a rule so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles using $3$ for one triangle, $5$ for $2$ triangles, $7$ for $3$ triangles and describing the pattern as, “Multiply the number of triangles by $2$ and then add one for the extra toothpick in the first triangle”

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 6 ASMATY6

Year 6 Mathematics Achievement Standard

By the end of Year 6, students use integers to represent points on a number line and in the Cartesian plane. They solve problems using the properties of prime, composite and square numbers. Students order common fractions, giving reasons, and add and subtract fractions with related denominators. They use all 4 operations with decimals and connect decimal representations of measurements to the metric system. Students solve problems involving finding a fraction, decimal or percentage of a quantity and use estimation to find approximate solutions to problems involving rational numbers and percentages. They use mathematical modelling to solve financial and other practical problems involving percentages and rational numbers, formulating and solving the problem, and justifying choices. Students find unknown values in numerical equations involving combinations of arithmetic operations. They identify and explain rules used to create growing patterns. Students create and use algorithms to generate sets of numbers, using a rule. They interpret and use timetables. Students convert between common units of length, mass and capacity. They use the formula for the area of a rectangle and angle properties to solve problems. Students identify the parallel cross-section for right prisms. They create tessellating patterns using combinations of transformations. Students locate an ordered pair in any one of the 4 quadrants on the Cartesian plane. They compare distributions of discrete and continuous numerical and ordinal categorical data sets as part of their statistical investigations, using digital tools. Students critique arguments presented in the media based on statistics. They assign probabilities using common fractions, decimal and percentages. Students conduct simulations using digital tools, to generate and record the outcomes from many trials of a chance experiment. They compare observed frequencies to the expected frequencies of the outcomes of chance experiments.