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Grade 5 program

Contents

Grade 5 program......................................................................................................................................................................................................................................................... 2

Regular weekly routines:......................................................................................................................................................................................................................................... 2

Assessment strategy:............................................................................................................................................................................................................................................... 2

Term 1:........................................................................................................................................................................................................................................................................ 4

Term 2:........................................................................................................................................................................................................................................................................ 8

Term 3:...................................................................................................................................................................................................................................................................... 12

Term 4:...................................................................................................................................................................................................................................................................... 16

© Kennedy Press Written by Tierney Kennedy www.backtofrontmaths.com.au

http://www.backtofrontmaths.com.au/

Grade 5 programThis program has been created for use by a single teacher with students working from grade 5 in a single class. It is designed to maximise the effectiveness of teaching and make use of the connections between related concepts. Only three direct teaching activities have been planned for each group for each week. This leaves two lessons free for direct teaching, revision and regular weekly routines (see below).

Instructions for Back-to-Front Maths Activities:A. JP means journal problem. Blast activities have a letter and then a number. E.g. JP.5 means Journal Problem number 5, but activity A3 means blast activity A3.B. Investigations are optional, but provide a valuable learning experience to use in rotational group time and help tie the different activities together. Most should take around

1 lesson to get started and then can be used at other times as well, such as during follow up and practice activities.

Regular weekly routines: Complete mental maths calculation (including asking non-standard questions such as “I start at 8 and end at 56, what happened?” and multi-step questions such as “I

ended up with 7, but I had divided by 2 and done something else to get there from my starting number 20 - what could I have done?”) Practice procedures such as: regular operations, writing numbers in words, digits and expanded notation, ordering numbers and finding factors or multiples of starting

numbers Discuss unit fractions, including finding unit fractions of numbers, areas, lines, 3D objects and groups (e.g. half of 14, one third of the distance between here and the

oval) Read and interpret time, itineraries and calendars as used in class Discuss geometric properties of lines, angles, shapes and objects using correct terminology Compare relative size using various attributes (length, area, mass, volume) Discuss relative likelihood using language of chance for current events, and giving the chance a numerical value where appropriate and considering the reliability of the

data (e.g. the weather bureau has predicted an 80% chance of rain today – what does that mean?) Examine the use of data and statistics in popular media and discuss whether the data is biased, how reliable it is and whether it has been accurately portrayed Look for patterns in: numbers, geometric repetitions, dances or songs, games, prices (e.g. 2 for the price of 1) and measurement formulae

Assessment strategy:Throughout the year you should assess on numerous occasions. Please find below a suggested schedule for your assessment tasks from Back-to-Front Maths. Remember that you will need to include your own assessment for Fluency, and also for mental mathematics. A content test would be an appropriate assessment for these.

Semester 1: Early in semester 1 complete the first moderation task. This will give you baseline measurements for students’ proficiencies in problem-solving, reasoning and

understanding. It will also help explain the standards to you in a more meaningful manner. This should be formative only, not summative. During semester 1 try to examine 3-5 students per lesson during Journal problems in order to gauge their improvements. These should be formative only. Towards the end of semester 1, mark the last 3-4 Journal problems for each student using the tick-and-flick box. Use these marks in combination with the Blasts book to

mark the criteria sheet in this document. In your content test you will also need to include some application questions for students who are in the C/D/E category, which may be selected from those suggested in the lesson plans.

Towards the end of semester 1 complete the second moderation task. Final grade for reporting: Compare the results from your criteria sheet and the second moderation tasks to check that they align. If there is a discrepancy, then you will

need to use your judgement to grade the student appropriately. Be aware that the moderation tasks only exist to help illustrate the criteria. You may find that you have been marking too easily or too hard, so adjust your marking accordingly.



Semester 2: Consider using an investigation throughout the semester and using this as an additional assessment piece. If using these, never use the first investigation as a summative

piece as both students and teachers need time to get used to the requirements. Continue marking 5 students per lesson on Journal problems as formative tasks. Towards the end of semester 1, mark the last 3-4 Journal problems for each student using the tick-and-flick box. Use these marks in combination with the Blasts book to

mark the criteria sheet. You will also need to include some application questions for students who are in the C/D/E category, which may be selected from those suggested in the lesson plans.

Towards the end of semester 2 complete the third moderation task. Final grade for reporting: Compare the results from your investigations, criteria sheets and the third moderation tasks to check that they align. If there is a discrepancy,

then you will need to use your judgement to grade the student appropriately.



Term 1:

Focus concepts: Number names and concepts, counting, decimal numbers, negative numbers, ordering, addition and subtraction including partitioning, joining and separating, 2D and 3D shapes

Term 1: Australian Curriculum statements (to achieve by the end of the year)

ACMNA104 - Recognise that the place value system can be extended beyond hundredths ACMNA105 - Compare, order and represent decimalsACMNA099 - Use estimation and rounding to check the reasonableness of answers to calculations ACMNA291 - Use efficient mental and written strategies and apply appropriate digital technologies to solve Problems ACMMG111 - Connect three-dimensional objects with their nets and other two-dimensional representations ACMMG112 - Estimate, measure and compare angles using degrees. Construct angles using a protractor

This is what your term focus looks like: Week 1 – Diagnostic Testing Weeks 2-3 – Place Value with whole numbers Week 4 – Relative size, Number Lines and OrderingWeeks 5-6 – Decimal Numbers Weeks 7-9 – Addition and SubtractionWeek 10 – 2D & 3D Shapes



Week 1: Diagnostic testing Choose from these tasks to see what your kids really understand and help you to identify what to do from here on inYears 5-7: Relative size then Proportional Reasoning

1. T ape one straight line of masking tape most of the way across your classroom. Place 1 MAB cube at one end, and 1000 MAB cube at the other end. Ask each child to draw the number line on their A3 piece of paper with the 1 and one end and the 1000 at the other. Tell them to write where 10 and 100 should go. Get them to write their names on the paper. Repeat the number line task, with 0 or 1 at one end, and 1 million at the other.

2. Ask the students to make 23.7 using MAB. Watch for students who think that it can be made by using 23 blocks, then leaving a space or putting a dot, and then making another 7. If they do this, push the blocks back together and ask what it is now (they may say 30 once the space or “dot” is no longer showing, but think that the 30 turns into 23.7 as soon as a space is visible). These students may also think that 23.7 becomes 24.6 if one of the “point seven” blocks moves across the point to the other side, or that 23.7 becomes 7.23 if you rotate it.

3. Ask students to make as many different halves as they can using an A4 sheet of paper as the whole. Test each guess to make sure that each really is a half. Label each half with a different letter and stick to the board. Ask students which half they think is the biggest (they are allowed to vote for more than one, but do NOT lead them by saying “or are they all the same” – you are diagnosing if they realise this or if they think that shape changes size and if you say something like this they will all vote for that answer).

4. Fold a piece of paper into thirds (evenly – there are no such things as uneven thirds) and ask the kids what they think you have made. If they say “three quarters”, fold the paper in half so that you make sixths and ask again so that you can double check.

5. Draw a circle on the board. Draw a line to cut the circle into halves. On one half, draw a line to cut that half into two quarters, but leave the other half as it is. Colour one of the quarters. Ask the students what you have made. If they say thirds, cut the other half into two quarters and ask again. If they say “now it’s a quarter”, then continue cutting any of the pieces that are not coloured (leave the one quarter as it is) and ask again. This is a very persistent misconception.

6. Ask students to make the following fractions all using an A4 piece of paper to be the whole: ½, ¼, 1/3, 1/5, 1/6, 1/7, 1/8 (repeat with two of everything, three of everything etc. but making sure that the answers are not bigger than one). Then taking your unit fractions, place them on an open number line between 0 and 1. Check that they have an understanding of the relative size of fractions as well as proportion size.

Weeks 2 and 3: Place value with whole numbers to 100 000FocusPlace Value with whole numbers to one hundred thousand.

Make sure that kids understand: There are 100 ones in a hundreds block and 10 ones in a

tens block (Yep this is serious! Hold up a ten block and ask the kids if we chopped it up into the ones how many there would be)

A thousands block has 10 hundreds not 6. Base ten pattern continues for numbers of any size

Resources JP.2 Building large numbers A2. Number names for ten thousands A3. Partition ten thousands A4. More than 99 999 A5. Visualise numbers to 100 000

Regular Tasks or Indirect Teaching

Homework Suggestions



Week 4: Number lines and ordering with relative sizeFocusNumber lines and ordering to 100 000, with a focus on the relative size of numbers in the base 10 system. Watch out for kids who do not have a solid understanding of relative size to 1000. Go back and do this during this week instead of large numbers if needed as it is a critically important concept. See grade 3 program of this same week.

Make sure that kids understand: Relative size of numbers to 1000 first (grade 3 JP 3) For the number line to 1000 watch for these

misconceptions: equally spacing the 10 and the 100, placing 100 in the middle, placing 100 at about one quarter of the line’s length (closer to the one), and placing the 100 up near the 1000

Relative size is very different to absolute size. We need to look at “about” how big one number is compared to another rather than always using 1cm to represent one.

There are hundreds between each thousand, not just at the start.

Resources JP 3 – Ordering numbers in the base 10

system A6. Order numbers to 100 000



Week 5: Addition and Subtraction of large numbersFocusAdding and Subtracting large numbers with regrouping. Check out the grade 3 program for these same weeks for kids who are stuck.

Make sure that kids understand: Regrouping across the tens and ones is important to do

before adding and taking away that needs this (e.g. make 57 in lots of different ways using tens and ones blocks – 5 tens and 7 ones, 4 tens and 17 ones…)

We can make numbers using different combinations of hundreds, tens and ones and it can still be the same number (e.g. 324 can be 3 hundreds + 2 tens + 4 ones, but it can also be 2 hundreds + 12 tens + 4 ones)

Resources D1. Add numbers to 999 999 D2. Subtract numbers to 999 999





Weeks: 6-8: Decimal NumbersFocusConsolidating tenths and introducing hundredths

Make sure that kids understand: Tenths (like all fractions) have to be the same size as each

other. The shape doesn’t matter but the size really does. Tenths are smaller than ones. Hundredths are smaller than tenths. Tenths and hundredths are not negative numbers. Decimal numbers follow the same base-ten system as we

use for whole numbers. Decimal numbers, fractions and division are really the

same thing – they are just different ways of representing the same amount.

The denominator in fractions does not relate to decimal numbers. 1 seventh is not the same as 0.7.

Resources JP 4 – Visualising tenths. This will take a

long time, so make sure that you do it properly.

A12. Identify and describe decimal fractions: first place

A13. Identify and describe decimal fractions: second place

J.5 - Ordering decimal numbers A15. Compare and order decimal numbers A18. Interpreting representations of

numbers A19. Adjusting decimal numbers



K1: Classify 2D shapes into families

K10. Classify 3D shapes into families

Week 9: Addition and Subtraction of decimal numbersFocus:Adding and subtracting decimal numbers

Make sure that kids understand:See above

Resources: D4. Adding decimal numbers D5. Subtracting decimal numbers


Homework Suggestions:JP 29: Five Blocks Challenge

Week 10: 2D and 3D shapes - classificationFocusClassifying shapes, building and analysing 3D objects, nets

Resources K6. Subfamilies of quadrilaterals K7. Subfamilies of triangles K8. Construct a range of 2D shapes K9. Properties of 3D shapes

Regular Tasks and Indirect Teaching




Term 2: Focus concepts: Counting patterns, Money, Fractions, Multiplication including arrays, Time, Length and Area

Term 2: Australian Curriculum statements (to achieve by the end of the year)ACMNA106 Create simple financial plans ACMNA102 Compare and order common unit fractions and locate and represent them on a number line ACMNA103 Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator ACMNA098 Identify and describe factors and multiples of whole numbers and use them to solve Problems ACMNA099 Use estimation and rounding to check the reasonableness of answers to calculations ACMNA100 Solve Problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies

ACMNA291 Use efficient mental and written strategies and apply appropriate digital technologies to solve Problems ACMMG108 Choose appropriate units of measurement for length, area, volume, capacity and mass ACMMG109 Calculate the perimeter and area of rectangles using familiar metric units ACMMG110 Compare 12- and 24-hour time systems and convert between them

This is what your term focus looks like: Week 1 & 2 - FractionsWeeks 3 – Money Week 4 & 5 – Free for NAPLAN prepWeek 6 – Time Weeks 7-8 – MultiplicationWeeks 9-10 – Length and Area



Teaching Sequence:

Weeks 1-2: FractionsInvestigation ideas:Take an A5 piece of paper and ask students to fold a half. Discuss how they know it is a half (have to be the same). Cut down the fold so that you have two halves. Stick one on the board. Repeat this process making as many differently shaped halves as possible, always testing that each really is one half by placing the halves on top of each other. Once you have at least 4 differently shaped halves ask students which half they think is the biggest. Spend the rest of the session overlaying, cutting and reorganising the pieces to show that all of the halves are actually the same.FocusCommon fractions, ordering, tenths, equivalence, more than one

Make sure that kids understand: Watch for kids who think that the orientation of a fraction

changes its size (e.g. if you take a rectangle and turn it sideways it gets bigger or smaller).

Watch for students who think that cutting paper makes more paper (not just more pieces – the two pieces of paper stuck back together would be bigger than the original)

Watch for students who think that halves must be symmetrical rather than the same size

Watch for students who think that all fractions that are not halves are called quarters (they will call thirds “three quarters”, then “six quarters” if you fold it again).

Watch for students who think that the name of a fraction relates solely to the number of pieces rather than the size of the pieces.

Watch for students who think that even numbers also relate to evenly sized fraction bits – i.e. you can’t make even thirds because three is not an even number (therefore any three pieces are called thirds), so while halves and quarters have to be even it apparently doesn’t matter for the rest of them.

Watch for students who think that all fractions start from a half, and therefore cannot fold fractions other than halves, quarters and eighths.

Watch for students who think that the denominator is the same as a fraction – e.g. to make 0.7 you would cut a whole into seven pieces.

Resources C3. Revising comparing and ordering

common fractions C4. Different formats for tenths C5. More than 10 tenths: C6. Represent whole numbers and fractions C8. Identify equivalent common fractions


Homework Tasks



Weeks 3: MoneyFocusMoney, saving, borrowing and multistep questions

Make sure that kids understand: An amount of money can be made in different ways using

collections of notes coins. Having lots of coins doesn’t mean that there is lots of money – it

depends on the value of the coin Just because a question says “more”, “and” or “total” doesn’t

mean you have to add. Use a part-part-whole model to figure out what the question is asking first.

Resources B1. Working with dollars and cents JP 6: Multistep with Money JP 7: Saving and Borrowing Money


Homework Tasks

Weeks 4-5Do what you want during NAPLAN timeWeeks 6: TimeFocusTime, elapsed time, duration of events and planning an event

Make sure that kids know: An hour has 60 minutes. Half an hour has 30 minutes. Quarter

of an hour has 15 minutes. Know the number of days in each month and that February is

the only one that changes. Know that months don’t always start on Sundays and neither do

years because the number of days in a month is not a multiple of 7.

How to read and interpret clocks, calendars and schedules

Resources 5 JP.23 - Making a quick trip F1. Read and record 24 hour time F2. Calculate time: hours and minutes F3. Recording days and dates


Homework Tasks



Weeks 7-8: MultiplicationInvestigation ideas:Give each student 40 counters to arrange into as many different arrays as possible. Draw the arrays.FocusMultiplication to 3 digits by 1 digitExtending basic facts, developing and using mental strategies.Multiplying two digit by one digit and representing this as an array with two parts: the tens by the ones bit and the ones by the ones bit (e.g. see below the picture of 26 x 4 – you can see the 20x4 part and the 6x4 part)

Make sure that kids understand: Multiplying means “lots of”, “groups of”, “rows of” or “columns

of” Division means “how many” (groups, lots, rows or columns) Kids really, really need to get the concept of arrays (e.g. 3 x 5 =

three rows of five OR five rows of three)

If you turn an array around by 90o then you can show why multiplication works both ways (why 3x5=5x3)

ResourcesWeek 7 D6. Multiply by 10 and 100 D14. Subsets: multiples and factors D15. Prime and composite numbers D16. Multiplication is associative

Week 8 5 JP.9 Multiplication with 3 digits D8. Solving multiplication problems D9. Solving multiplication problems 2 D18. Distributive Law


Homework Tasks

Weeks 9-10: length and areaFocusLength, standard units and perimeter; Area and rectangles

Make sure that kids understand: You have to fit in as many units as possible when measuring,

ensuring that there are no gaps or overlaps. Parts of units are used where a whole unit cannot fit. We use

fractional language to describe these parts. Length is measured in a single dimension Arrays is basically the same as area (multiplication expressed as

rows and columns so that it is arranged into a grid) Area is a measure of 2D flat space. It needs to have

measurements in two dimensions, not just a length. The same area can have different shapes (e.g. 24cm2 can be a

rectangle of 4x6 or 3x8 or 2x12 or a triangle with a base of 6 and a height of 8 and that is all the exact same area)

ResourcesWeek 9 (Length) 5 JP.18 Measuring Perimeter E2. Measure and estimate length in m and

cm E3. What is a standard unit for length? E12. Converting between units for length

Week 10 (Area) Year 4 JP.21 Tiling a replica house E5. Measure area in square m and square cm E6. Area of a rectangle

Regular Tasks and indirect Teaching

Homework Tasks



Term 3: Focus concepts: Larger numbers, regrouping, formal operations, fractions, chance and data, position and direction

ACMNA104 Recognise that the place value system can be extended beyond hundredths ACMNA105 Compare, order and represent decimals ACMNA103 Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator ACMNA098 Identify and describe factors and multiples of whole numbers and use them to solve Problems ACMNA101 Solve Problems involving division by a one digit number, including those that result in a remainder ACMNA291 Use efficient mental and written strategies and apply appropriate digital technologies to solve Problems ACMNA103 Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator ACMSP116 List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions ACMSP117 Recognise that probabilities range from 0 to 1 ACMSP118 Pose questions and collect categorical or numerical data by observation or survey ACMSP119 Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies ACMSP120 Describe and interpret different data sets in context

Your term looks like this:Weeks 1-2: Division, order of operations, distributive propertiesWeeks 3-4: Fractions, Operations with Fractions, Weeks 5-8: Chance and DataWeeks 9-10: Position and Direction



Term plan:

Weeks 1-2: Division, order or operations, distributive propertiesFocusRemainders from division can be expressed as fractions, decimals and left overs.Division does have to be done in the right order as it is not associative, but you can use the distributive law.

Make sure that kids understand: Division is the same thing as arrays Division is the same thing as fractions When we divide and have left overs we can write them

as remainders, as fractions of the amount we are dividing by (e.g. if 3 left dividing by 5 then we would have 3/5) or as decimals (3/5 is 0.6)

Multiples are just arrays made with a particular number as the row or column

Factors are the numbers that multiply together to give a total

Resources Grade 4 JP.10 Division with 2 digits (online)

D10. Division remainders D11. Expressing a remainder D17. Is division associative? D18. Distributive Law



Weeks 3-4: Extending and connecting fractions, operations with fractions, link fractions, decimals and percentFocusBuilding on the concept of division and what we do with remainders we will use this to connect fractions to decimals and introduce simple percent.Add and subtract fractions with related denominators.

Make sure that kids understand:See previous term’s work on fractions Percent is the same as the number of hundredths as it

represents fractions as out of one hundred. For example, 0.68 is 68 hundredths which is 68/100 so that is also 68%)

Percent can be more than one hundred, but only if the fraction is greater than one

Resources

Adding fractions: C8. Identify equivalent common fractions C9. Adding and subtracting fractions C10. Adding fractions with related

denominators C11. Percentage as parts per 100 C12. Percentage, fractions and decimals JP 8: Ordering Different Types of Fractions





Weeks 5-8: Chance and Data (4 weeks)FocusChance can be represented as fractions and decimal numbers between 0 and 1Data can be collected in different ways for different purposes. Data displays should be chosen based on what you want to show.

Make sure that kids understand: All events have some kind of likelihood but very few

things are absolutely certain. Some things are more likely than others. Having two options doesn’t make them both the same

(e.g. It could rain or not rain, but that doesn’t make them both 50/50 – the chance of rain depends on the season)

Chance is expressed as fractions between 0 and 1 Data can be collected or found for the purpose of

answering questions Data needs to be classified or organised in a way that

best fits the question to be answered. Data can be organised in different ways for different

purposes Data displays help us to see the patterns in large

amounts of information

ResourcesData Investigation JP - 27: Planning Data Collection

Use blast activities from this list as needed for the investigation above. You probably won’t need them all. J1. Choose data collection methods J2. Trial data collection methods and analyse J3. Evaluate the usefulness of questions asked J4. Categories for classifying data J5. Check the accuracy of data gathered J6. Variation in Results J7. Select a suitable display J8. Create displays for data

Chance 5 JP.24 JP 24: Rolling a Die I1. Sample Space: all possible outcomes I2. Conduct experiments to collect data I3. Language of chance I4. Probability as a fraction I5. Are these outcomes equally likely?

Data without needing the investigation J9. Creating circle graph approximations from

fractions J10. Key percentages and circle graphs J11. Describing what is typical in two different

ways





Weeks 9-10: Position and DirectionInvestigation ideas:Create a map of the school or part of the school (such as the playground). Use a grid and grid references. Use accurate measurements. Put on a north point or orient the map towards north. Give directions to different locations as a “treasure hunt”.FocusCreate and interpret simple grid maps with conventionsRead and interpret compass directions and degrees of turn

Make sure that kids understand: Directions are described using position (forwards,

backwards, left, right) and distance (how many steps, describing an object in the distance)

We give directions and distance in standard ways so that other people know automatically what we are talking about (N, S, E, W and distance in standard units of length)

We create maps and plans using standard formats (e.g. North point, scale, grid refs, key)

Resources M4. Use simple scale to create maps M1. Conventions for maps M2. Compass points and degrees of turn M3. Locate points of interest on maps M5. Giving directions game





Term 4:

Focus concepts: Number concepts, Transformations, Area, Mass, Patterns and Functions, Geometry

ACMNA107 Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction ACMNA121 Use equivalent number sentences involving multiplication and division to find unknown quantities ACMMG108 Choose appropriate units of measurement for length, area, volume, capacity and mass ACMMG114 Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries ACMMG115 Apply the enlargement transformation to familiar two dimensional shapes and explore the properties of the resulting image compared with the original ACMMG111 Connect three-dimensional objects with their nets and other two-dimensional representations ACMMG112 Estimate, measure and compare angles using degrees. Construct angles using a protractor

Week 1-4: Geometry, Angles and Flip, slide and turnWeek 5-6: Volume and MassWeek 7-10: Patterns and Functions



Teaching Sequence:

Weeks 1-4: Geometry, Angles and Flip, slide and turnInvestigate the angles in playground climbing frames and slides. See “slide safety” investigation for year 7 on Back-to-Front maths website. This investigation contains advanced angle geometry which is necessary for years 6 and 7 and is not contained in the Journals or Blast activities below.For years 4 and 5 use problem 33 from year 6 or 7 journals and simply measure and replicate the angles as the investigation.Focus3D shapes and their nets, Angles and Flip, slide and turn

Make sure that kids understand: Angles are an amount of turn. It doesn’t matter what

direction they face (e.g. a right angle doesn’t have to be vertical and horizontal – it is the number of degrees that matters not the orientation)

Changing one angle in a shape will alter the other angles and possibly change the shape altogether (e.g. if we start with a square but change one angle to be 45o, the other angles will change too and it definitely won’t be a square anymore, but if we change one angle in a triangle it will still be a triangle).

2D shapes can be transformed with flips (reflections), slides (translations) and turns (rotations).

2D shapes can be symmetrical or not. Symmetry is created by reflections.

3D shapes are the same regardless of orientation (e.g. cylinders lying down rather than standing up)

Resources

3D shapes: JP 31: 3D Shapes Challenge K12. 3D shapes have ‘nets’ K13. Predicting the shape from the net

Angles and transformations: K2. Properties of angles K3. Lines and angles in 2D shapes L1. Flips, slides and turns L2. Objects with size and orientation

changes L3. Lines of symmetry L4. Create patterns using orientation

and size changes L5. Properties of tessellations JP 34: Angles in Tessellating Patterns


Homework Teaching

Weeks 5-6: Volume and MassFocus:Volume & Mass

Make sure that kids understand: Mass is about how heavy something is, not how much space it

takes up. Sometimes small objects can be very heavy – it depends on

what they are made from. The same amount of mass can be differently shaped and take

up significantly different amounts of space (e.g. a kg of metal vs a kg of feathers)

Parts of units are used where a whole unit cannot fit. We use

ResourcesVolume 5 JP.20 – ordering volumes E7. Measure and estimate volumes E8. What is a standard unit for volume? E9. Measuring volume in cubic

centimetres E10. Volume of a rectangular prism (if

you get extra time only)

Mass E11. Measure and estimate mass in g


Homework Strategies



fractional language to describe these parts. A fat container will hold heaps more than a skinny container.

The closer you get to a sphere, the more volume it holds. Arrays is basically the same as area (multiplication expressed

as rows and columns so that it is arranged into a grid) Volume can be conceptualised as a 3D array – a bottom layer

is the array and then you have a whole lot of layers

and kg

Weeks 7-10: Patterns and functionsFocusIdentifying and creating number patterns and functions. Trading and equivalence.Introducing equations, inverse operations reverse a rule.Also, please help kids to understand that the “equals” sign doesn’t mean that the answer is coming next. It means “is the same as”. Make sure that you write some number sentences in the wrong order (e.g. 15 = 3x5) and also when there is no “answer” at all (e.g. 3 x 4 = 2 x 6)

Make sure that kids understand: Patterns can be comprised of colour, shape, size, actions and

numbers. How the pattern begins and how to get from one position in

the pattern to the next (identify the pattern – whether it repeats or grows, and what is similar each time) is really important.

Differences between items within a pattern and between patterns are also important.

We can make generalisations about the rule that is used to make the pattern. In order to be a rule, it should be true for every step in the pattern.

We can test a rule against subsequent steps in the pattern to check if it is right.

A function describes when a rule is consistently applied.

Resources

Equivalent and Equations: JP 13: Trading Counters G1. Simple equations G2. Guess and check method JP 16: Unbalanced Scales G3. Use symbols for balanced equations G4. Greater than and less than G5. Writing rules from number patterns G6. Inverse operations reverse a rule G7. Use backtracking to solve problem

Patterns and Functions: JP 17: Counter Patterns H1. Identify a rule for number patterns H2. Create a number pattern based on a

rule JP 12: Growth Patterns in Plants H3. Display patterns with graphs


Homework Strategies



SEMESTER 1- ASSESSMENT OUTLINE (BUILDING THE PORTFOLIO) What? When? Details?Term 1B2F Maths Moderating Task 1

JP 3 – Ordering numbers in the base 10 system

Content Assessment - Whole Number

Content Assessment – Decimals, + / - algorithms

Content Assessment - Space

Moderating the Portfolio

Week 1

Week 2

Week 3/4

Week 10

Week 10

Week 10

Number (diagnostic to measure growth into term 2) (formative)

Use B2FM Criteria Sheets

Number (selected by Yr level teams)



Bring along entire portfolio including any incidental tasks

Term 2JP Multistep with money

Content Money

Content Time

B2F Maths Moderating Task 2

Content Assessment – Multiplication/ Measurement

Week 3

Week 3-5

Week 6

Week 5

Week 10

Space

Number

Measurement(Compare growth with Term 1 task – summative assessment)

To be used in Sem 2 Reporting



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