Stage 3 Year 5 - Mathematics Program

Week 4: Whole Number/Addition & Subtraction

Outcome & key Ideas: Number & Working Mathematically

MA3-4NA Orders, reads and represents integers of any size and describes properties of whole numbers
- Recognise, represent and order numbers to at least tens of millions
- Identify and describe properties of prime, composite, square and triangular numbers
MA3-1WM Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions
MA3-2WM Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations
MA3-3WM Gives a valid reason for supporting one possible solution over another
Lesson Sequence
Monday 11.50-1.10
Tuesday 11.50-1.10
Thursday 11.50-1.10
PRIME NUMBERS
PRIME NUMBERS
PLACE VALUE BEYOND MILLIONS
What is a prime number?
Begin the lesson with a game to Play Ideal Resources Figure Fun as a warm-up activity
What is a composite number?
review prime and composite
Revise place value using place value chart. Explain
Discuss definitions with the class as well as
numbers:
that our numeration system uses a grouping pattern to
showing them formal definitions from Jenny
http://www.sheppardsoftware.co allow people to read and understand large numbers.
Eathers Maths Dictionary. Students complete
m/mathgames/numbers/fruit_sh As a class, complete the following activity:
the following tasks in their Maths book.
oot_prime.htm
-241 776 809 reads as ____
1. Define the following: prime,
-_________ reads as 462 million, 190 thousand 280
composite, factor
Students finish any uncompleted
2. Using a 1-120 chart, investigate which work from Monday.
Independently, write the following numbers in written
numbers are prime and which are
form and record the place value of the bolded digit:
composite. Create a table in your
Fast finishers complete the
15 792 843
book. Hint:
prime number maze.
9 041 966
3. Write prime or composite after each
101 873 571
number: 5, 20, 19, 24, 29, 42, 31, 60,
32, 37, 40, 45
The place value game: Each student should have a
4. Explain why you agree or disagree
game board and a whiteboard marker. They take turns
with these statements
rolling a ten sided dice (10 is 0). They can put it in any
-All odd numbers are prime numbers
column they wish but once they write it they cannot
-There are more composite numbers
change it. The students roll the dice again and place
than prime numbers
that number in any of the remaining columns. Play
continues until a 7-digit number has been formed.
Have each student read his/her number. Students roll a
number dice. If the number is odd, the player with the
largest number wins. If it is even, the player with the
lowest number wins. Play continues until a player has
won 6 games.

Term 1 - 2016
Related Literature/Computer Activities
How big is a million by Anna Milbourne
Place Value Millionaire: http://www.math-play.com/PlaceValue-Millionaire/place-value-millionaire.html

Friday 9.25-11.25
PLACE VALUE BEYOND MILLIONS (Problem Solving)
Students are provided with a sheet listing the population
estimates for the 12 worlds largest countries in 2010 and
2015 (iMaths5). Students create a table and order the
countries from largest to smallest.
Students answer the following questions: How many
more people are predicted to be living in the USA in 2050
than 2010? Which of the 12 countries are expected to
have populations that are less in 2050 than 2010? Is
Indonesia or Pakistan predicted to have a population
closer to 300M in 2050? Which country, with a population
increase of more than 600M, has the greatest predicted
population growth from 2010 to 2050.

Stage 3 Year 5 - Mathematics Program

Term 1 - 2016

Week 5: Addition & Subtraction/Multiplication & Division

Outcome & key Ideas: Addition & Subtraction
Working Mathematically
MA3-4NA Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size
MA3-1WM Describes and represents mathematical
- Use efficient mental and written strategies and apply appropriate digital technologies to solve problems
situations in a variety of ways using mathematical
terminology and some conventions
Add three or more numbers with different numbers of digits, with and without the use of digital technology
MA3-2WM Selects and applies appropriate problem Use empty number lines to record mental strategies
solving strategies, including the use of digital
Use selected words to describe each step of the solution process
technologies, in undertaking investigations
Check solutions to problems, including by using the inverse operation
MA3-3WM Gives a valid reason for supporting one
Use estimation to check the reasonableness of answers to addition and subtraction calculations
possible solution over another
- Use estimation and rounding to check the reasonableness of answers to calculations
ICT: Ideal Resources Wipeout Wall (addition &
MA3- 6NA Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations
subtraction)
involving more than one operation
Lesson Sequence
Monday 11.50-1.10
Tuesday 11.50-1.10
Thursday 11.50-1.10
Friday 9.25-11.25
Multiplication Madness 6 & 7s: Students
Multiplication Madness 6 & 7s: Students
Multiplication Madness 6 & 7s: Students
Multiplication Madness 6 & 7s: Students complete
complete the multiplication grid for 6 and 7s
complete the multiplication grid for 6 and 7s and
complete the multiplication grid for 6 and 7s
the multiplication grid for 6 and 7s and record time.
and record time.
record time.
and record time.
Inverse strategy: Students work through a series of
Place Value review: review the place value
How would you solve this problem: 8000-673
written word problems independently. These will
family names up to millions for students
Students work out the answer using whiteboard
Decomposition method: Review language
require students to use various written strategies to
requiring additional assistance. Students who and are encouraged to clearly show their working for addition and subtraction. Present a
solve both addition and subtraction problems using a
are confident in this area can quietly play the out. Encourage the use of a variety of strategies.
problem to the class and ask what is the best variety of numbers. Once the activity has been
place value game with a peer.
Students share how they achieved the answer.
method to find a solution to this problem. As
completed, mark as a class. During this time the
Place Value Charts: Hand out printables
Once a child has described a particular strategy
with Tuesdays lesson, review each strategy.
teacher will demonstrate how answers can be
and help students to complete the place
rename that strategy according to their name,
Demonstrate using a formal algorithm using
checked using inverse operations.
value charts. Students then create their own
e.g. jump strategy could be Maddie strategy,
place value. Stress the importance of setting
A series of written algorithms will be placed on the
number and complete the standard,
decomposition could be the Jack strategy.
out in columns. Add numbers with different
IWB. Students must write the corresponding inverse
expanded, base ten and word form for the
Display these strategies on the maths board.
number of digits highlighting the importance
operation.
number.
of maintaining the place value columns.
Students independently create three word problems.
Place Value Buzz - Students stand in a
Students show current understanding of addition
Practice as a class.
They swap their word problems with a partner to
circle. Starting at ones, students take turns and subtraction strategies by completing a variety
solve. Upon the partner returning the answer, the
stating the order of place value up to
of mixed addition and subtraction problems
Estimating: Show students how to round
students who created the initial questions will check
hundreds of millions. After hundreds of
aimed at different levels. Students are
up/down to estimate a number. Explain that
their partners answers using the inverse operation.
millions has been said, the next student
encouraged to show all working out. Teacher to
estimating can help check accuracy. Students Problem Solving:
must say buzz. When students make an
use this as assessment data to determine
complete iMaths student book activity
I have $1000 and I wish to purchase plants for my

error, they
sit down.
Play continues
students current ability and strategy usage in
Stage
3 must
Year
5 - Mathematics
Program
until there is one student left standing.

Estimating Strategies pages 38 & 39.

addition and subtraction.

garden. Azaleas costTerm

$7.50, 1
roses
cost $25.00 and
- 2016
shrubs cost $30. How many of each can I buy?

Week 6: Length
Outcome & key Ideas: Addition & Subtraction
MA3-4NA Selects and applies appropriate strategies for addition and subtraction with counting numbers of any size
- Use efficient mental and written strategies and apply appropriate digital technologies to solve problems
- Use estimation and rounding to check the reasonableness of answers to calculations
MA3- 6NA Selects and applies appropriate strategies for multiplication and division, and applies the order of operations to
calculations involving more than one operation
- Solves problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies
and appropriate digital technologies
-Solves problems involving division by a one-digit number, including those that result in a remainder
Lesson Sequence
Monday 11.50-1.10
Tuesday 11.50-1.10
Thursday 11.50-1.10
Multiplication Monday:

Working Mathematically
MA3-1WM Describes and represents mathematical situations in a
variety of ways using mathematical terminology and some
conventions
MA3-2WM Selects and applies appropriate problem-solving
strategies, including the use of digital technologies, in undertaking
investigations
MA3-3WM Gives a valid reason for supporting one possible
solution over another
Friday 9.25-11.25
Problem Solving

Stage 3 Year 5 - Mathematics Program

Term 1 - 2016