Year: 5

Term: 1
Strand:

Mathematics
Unit: 2
Number & Algebra

Substrand: Addition and Subtraction

Outcomes:
A student:
selects and applies appropriate strategies for addition with counting numbers of any size MA3-5NA
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations MA3-2WM
gives a valid reason for supporting one possible solution over another MA3-3WM
Content:
Use efficient mental and written strategies and apply appropriate digital technologies to solve problems (ACMNA291)

use the term 'sum' to describe the result of adding two or more numbers, eg 'The sum of 7 and 5 is 12'

add three or more numbers with different numbers of digits, without the use of digital technologies, eg 42 000 +
5123 + 246
interpret the words 'increase' and 'decrease' in addition and subtraction word problems, eg 'If a computer costs $1599
and its price is then decreased by $250, how much do I pay?' (Communicating, Problem Solving)
record the strategy used to solve addition word problems

use empty number lines to record mental strategies (Communicating, Problem Solving)

use selected words to describe each step of the solution process (Communicating, Problem Solving)
check solutions to problems, including by using the inverse operation
Key Ideas
Select and apply
efficient mental,
written and
calculator
strategies for
addition of
numbers of any
size.

Teaching and Learning

Ignition Activities
Greedy Pig
1. To play this game you need an ordinary 6-sided die.
2. Each turn of the game consists of one or more rolls of the
die. You keep rolling until you decide to stop, or until you
roll a 1. You may choose to stop at any time.
3. If you roll a 1, your score for that turn is 0.
4. If you choose to stop rolling before you roll a 1, your score
is the sum of all the numbers you rolled on that turn.
5. Each player has 10 turns.

Resources
MTS online
worksheets and
mental
computation
sheets
Nelson maths 5
p8
Targeting maths

Assessment
Pre-Assess
Demonstrate a
range of
strategies to
solve a
particular
addition
problem e.g.

Regn

6. The player with the highest score wins.

Language
Students should be
able to
communicate using
the following
language: plus,
sum, add, addition,
increase, minus,
the difference
between, Subtract,
subtraction,
decrease, equals,
is equal to, empty
number line,
strategy, digit,
estimate, round to,
budget.

Make 100
1. The aim is to score 100 or as close as possible without
busting (passing 100).
2. The teacher rolls the die and announces the number. Students
may choose to multiply that number by 10 or score it at face
value, e.g. 2 may be scored as 2 or 20. Once a decision has been
made it cannot be changed.
3. The die is rolled again. If the number is (say) 4, students
decide to score this as 4 or 40 and record it, completing the
progressive total.
4. This continues until 9 rolls have been completed. Note: All rolls
must be used.
5. The student who scores 100 or the number closest to (but
below) 100 wins.
Variations
(a) Use a 16 die or a 09 die. Ask students how they will vary
their strategies if you change from a 16 to a 09 die.
(b) Set a different target.
(i) Target = 200 How will you vary your strategies from the
original game? (Students should realise that they will need to
multiply by 10 more often.)
(ii) Target = 1000 and you may multiply by 100 once and once
only during the game.
(c) Allow addition or subtraction of each number rolled.

year 5 p5-8
imaths p152153, p159

Differentiation
Support:
peer tutor
grouping
strategies
Vary size of
numbers

jump, split,
compensation,
bridging, formal
algorithm
Example:
In the Garden
I have $1 000
and wish to
purchase plants
for my garden.
Azaleas cost
$7.50, roses
cost $25.00 and
shrubs cost
$30.00. How
many of each
can I buy? Is
there only one
alternative?
Explain your
answer.

Explicit Teaching
Language to be explicitly taught.
Students should be able to communicate using the following
language: plus, sum, add, addition, increase, minus, the
difference between, subtract, subtraction, decrease, equals, is
equal to, empty number line, strategy, digit, estimate, round to,
budget. Teachers should model & use a variety of expressions for
the operations of addition & subtraction.

Post Assess

Strategies
Write 40 + 90 + 60 + 50 on the board.
- How would you find the total?

Targeting Maths
year 5 p8-9
could be used

Discuss different methods such as looking for pairs with a sum of

100, and starting with largest number first. Repeat with other
sets of two-digit numbers. Include numbers that involve doubling
and near doubling, e.g. 60 + 70 + 80 + 20 + 30 + 80 + 70; 20 +
80 + 10; 50 + 60. Record the strategies in a list on the board.
Introduce three two-digit numbers, e.g. write 28 + 35 + 12 on
the board and ask students to suggest strategies for finding the
total, such as looking for unit pairs that make 10, and starting
with the largest number.
Write on the board the digits: 1 + 2 + 3 + 4 + 5 + 5 + 6 + 7 + 8
+ 9. Ask children to add them up. Recap the strategy of finding
pairs to 10. Identify that there are 5 pairs that sum to 10.
Mental Strategies
Remind the students of the methods of addition (split,
compensation, chunking, bridging). Ask students for examples
related to each of the methods. Review each strategy.
Demonstrate method of recording mental strategies and work
through examples as a modelled or independent activity.
- the jump strategy
- the split strategy
- the compensation strategy
- using patterns to extend number facts
- bridging the decades
- changing the order of addends to form multiples of 10
- recording mental strategies on an empty number line
(see i Maths 5 p152 153, 159)
Provide students with the following 12 additions, in pairs select
those they can do in their heads.
1. 314 + 53 2. 39 + 38 3. 146 + 19
4. 444 + 333
5. 533 + 388
6. 85 + 205
7. 374 + 456
8. 678 + 99 9. 56 + 13 + 7
10. 532 + 118 + 336
11. 60 + 20 + 30
12. 11 + 16 +
19 + 14
Collect answers and discuss the methods the children used.
Ask students to look at the above set of questions again and this
time complete the additions sums on paper that they were
unable to complete mentally. As a class collect methods and

as an
assessment

solutions. Discuss the different ideas and clues the students

used. Provide students with the following questions:
Empty Number Line
Demonstrate to students how to add numbers using an empty
number line. The above algorithms could be used to demonstrate
this.
Formal Algorithm
Demonstrate using a formal written algorithm using place value stress the setting out in columns.
Add numbers with different number of digits highlighting the
importance of maintaining the place value columns.
Have students estimate answers before completing addition and
subtraction algorithms. Use inverse operations as a checking
strategy.
Money Problems
Provide students with a range of word problems, involving money
for them to solve, examples may include:
1. Lawrence gives $8.88 to Jessica. If Lawrence started with
$94.28, how much money does he have left?
2. Bruce has $81.65 and Rachel has $60.21. How much more
does Bruce have than Rachel?
3.
After buying some tickets for $93.72, George has
$8.33 left. How much money did George have to begin
with?
Samuel gives $26.94 to Catherine. If Samuel started with $31.03,
how much money does
he have left?
9. Jacob had $109.85. He bought a shirt for $25.50, a pair of
thongs for $7.98 and a hat for $11.36. How much money did
Jacob spend altogether and how much money does he have left?
10. Maddi washed the car and earned $10.70, she mowed the
lawn for $15.55 and babysat a neighbours child for $27.63. How
much pocket money has Maddi earned? If she is saving for
concert tickets that cost $75.50, how much more money does
she need to earn? Students need to write a statement with each
of their solutions, identifying the strategy they used.

Inverse Operations
Write 468 + 573 on the board and ask students to suggest how
they might work out the total. Discuss suggestions and
demonstrate the informal method of adding the most or the least
significant digits first, i.e.
468 468
+ 573 + 573
900
11
130 130
11 900
1041 1041
Repeat with 4676 + 768. Emphasise the importance of lining up
the digits correctly according to their place value. Set similar
questions for students to practise the method on. Check answers
and go over any the students found difficult, asking students to
prompt each stage of the calculations.
- How can we check that the answers are correct?
Discuss suggestions and remind students addition and
subtraction are inverse operations.
Total Age
Students work out their ages in months. Total ages in small groups and then add
group totals to get total age for all the class. What would be as old as our total
ages?

Technology Sites
Link
http://www.aplusmath.com/cgi-bin/games/addmatho (this
is good)
http://www.aplusmath.com/Flashcards/Custom_Flashcards
.html
Studyladder

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o

Year: 5
Term: 1
Strand:

Addition of large numbers

Maths
Year 5 Interactive Activity

Mathematics
Unit: 2
Measurement & Geometry

Substrand: Length

Outcomes:
A student:
selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts
between units of length MA3-9MG
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
gives a valid reason for supporting one possible solution over another MA3-3WM
Content:
Choose appropriate units of measurement for length (ACMMG108)

recognise the need for a formal unit longer than the metre for measuring distance

recognise that there are 1000 metres in one kilometre, ie 1000 metres = 1 kilometre
describe one metre as one thousandth of a kilometre (Communicating)

measure a kilometre and a half-kilometre

record distances using the abbreviation for kilometres (km)

select and use the appropriate unit and measuring device to measure lengths and distances

describe how a length or distance was estimated and measured (Communicating, Problem Solving)
question and explain why two students may obtain different measures for the same length, distance or
perimeter (Communicating, Reasoning)
estimate lengths and distances using an appropriate unit and check by measuring
record lengths and distances using combinations of millimetres, centimetres, metres and kilometres, eg 1 km 200 m
Key Ideas

Teaching and Learning

Ignition Activities

Use the kilometre

to measure lengths
and distances
Select and use
appropriate
instruments and
units to
measure lengths

Coming to School
The teacher poses the question: What distance do you travel to
school? Students suggest ways to determine the distance, such
as checking the odometer on the car or bus, borrowing a trundle
wheel and measuring the walk to school, estimating the distance
using a street directory. Teacher uses website
http://www.whereis.com/ to establish how far it is from a
students home to school. Students could then complete this at
home. A different student could be looked at each day. Students
record their answers
using a combination of kilometres and metres, and express the
distance in kilometres to three decimal places eg 1.375 km.
Explicit Teaching
How Far is a Kilometre?
Students discuss how kilometres are used as a unit to measure
distance, and the relationship between metres and kilometres.
Students discuss the distance represented by 1 kilometre, in
terms of distance to local landmarks or walking routes in the
school grounds, and the possible time taken to walk 1 kilometre.
Students discuss how to measure 1 kilometre in the school
grounds, possibly by measuring 100 metres and multiplying by
10. Students estimate, then measure to see how long it takes
them to walk 1 kilometre, for example by walking 100 metres 10
times.
Variations: students estimate, then measure, how many steps
they would take when walking 1 kilometre, or time taken by
different age groups of students, or time taken to ride a bicycle or
skateboard for 1 kilometre.

Resources
trundle wheels, tape
measures, rulers 30cm
and metre, pencils and
paper

Targeting
Maths year 5
p35
imaths 5 p84
Nelson Maths
5
p 16

Assessment
Pre-Assess
Appropriate
Measure
The teacher
poses the
problem:
Arthur needs to
measure the
length of his
eraser. What
measuring
device and unit
of measurement
do you suggest
would be best
for him to use?
He now needs
to measure the
length of his
desk, the room,
the playground
and the
distance to his
home. What
measuring
device and unit
of measurement
would you
suggest he
uses?
Students write

Regn

Less Than, More Than, About the Same

Students estimate whether places known to them are less than,
more than, or about one kilometre, from the front gate of the
school. These can be checked by measuring. Students record the
results in a table.

Trundle wheels
Small groups of students investigate the length measured by one
rotation of the trundle wheel. Students can either: (1) draw a
chalk line along the ground as the wheel rotates once, (2) draw a
line one metre long, or place the 1 metre ruler on the ground and
rotate the wheel along the line, (3) cut a piece of string 1 metre
long and place it around the wheel or (4) place a tape measure
around the wheel.
Students record the procedure used to measure the length and
report on the accuracy of their groups trundle wheel. Students
measure and record the perimeter of playground markings or
pathways. Groups compare their measurements and report on
any differences. Emphaise with students: How many times
does a trundle wheel need to turn to make 1km? (1000,
therefore one metre is a thousandth of a kilometre.
Explicit Teaching:
At this Stage, measurement experiences should enable students
to:
- Select and use the appropriate unit and device to measure
lengths and distances.
An understanding of geometrical properties can be important in
length measurement. When students measure a table or a desk,
they usually measure along one edge. Some students may not
realise that the length of a rectangular desk will be the same if it
is measured along any imaginary line parallel to the edge.

problems where
different
measuring
devices
and units of
measurement
are necessary to
solve the
problem.

Post Assess

Lengths can be added together and when measuring a length

that is not in a
straight line, such as the perimeter of a shape, each part can be
measured
separately and the lengths added together. Longer distances may
be measured with a trundle wheel but students may need to be
convinced that one rotation of the wheel is the same length as a
metre ruler.
Appropriate Measure
The teacher poses the problem:
Alex needs to measure the length of the school hall. What
measuring device and unit of measurement do you suggest
would be best for him to use? Explain why.
Metre, Centimetre and Millimetre Race
Students are told they are going to race across the playground in
small groups. Students are given three different coloured dice,
one for metres, one for centimetres and one for millimetres. They
are asked to choose the equipment they would need to measure
the playground eg a metre ruler and a centimetre/millimetre
ruler.
The groups start at one side of the playground. Each student
takes a turn at rolling the three dice. They measure the distance
shown on the three dice (eg 3 m, 5 cm and 4 mm), add to the
groups line on the ground, and record the total distance each
time eg 3.54 m or 354 cm. The winner is the first group to reach
the other side of the playground.
Students compare and discuss the results. Results could be
checked on the calculator.
Possible questions include:
what strategies did you use to record your distances?
were there any differences in distances between the groups?
Why?
would you do it differently next time?
Variation: Students measure a smaller/larger distance and vary
the equipment used.

How Long?
Students work in small groups to answer: How long is the wool in
a ball of wool? Students may need to discuss a range of
strategies before commencing to measure. Students express the
measurement in kilometres, and in metres.
Technology Resources
Studyladder

o Appropriate units for measuring length

o Maths
Year 5 Interactive

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o

Appropriate units for measuring length

Maths
Year 5 Interactive Activity