Stage

3 Year 5

Week
Strand/
Substrand
Weeks 1-10 Multiplication &
Division


Daily
warm-up to
aimed at
developing
multiplicati
on skills

1 & 2

Fractions &
Decimals

Term 3 Mathematics Overview

Content
Outcome/s

Key Ideas

MA3-6NA
Selects and applies
appropriate
strategies for
multiplication and
division, and applies
the order of
operations to
calculations
involving more than
one operation

Solve problems involving multiplication of large numbers by one- or

two-digit numbers using efficient mental and written strategies and
appropriate digital technologies (ACMNA100)

MA3-7NA

Compare and order common unit fractions and locate and represent
them on a number line (ACMNA102)

Compares, orders
and calculates with
fractions, decimals
and percentages

Castle Cove Public School

!
!

use mental and written strategies to multiply three- and four-digit numbers
by one-digit numbers, including:
use mental and written strategies to multiply two- and three-digit numbers
by two-digit numbers.
use digital technologies to multiply numbers of up to four digits
apply appropriate mental and written strategies, and digital technologies, to

solve multiplication word problems

record the strategy used to solve multiplication word problems

!
!

Interactive Resources
Interactive games
Math magician (mult)
Tonys Tyres (mult)
Minkos Milkshake (mult)
Mad 4 Maths times Tables (mult)
Granny Prix (mult)
Fruit Shoot (division)
Demolition Division
Airline groups (division)
Number invaders (both)
Missing Digits (both)

Reg

Interactive games
Fraction Unit
Fraction Sequences
! place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12 on a number
Equivalent Fractions
line between 0 and 1
! compare and order unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 Comparing Fractions
and 100
Triplets Equivalence

Bridge Builders
Compare fractions with related denominators and locate and represent
iPad apps
them on a number line (ACMNA125)
Fraction Fiddle
! model, compare and represent fractions with denominator of 2, 3, 4, 5, 6, 8,

10, 12 and 100 of a whole object, a whole shape and a collection of objects
! compare and order simple fractions with related denominators using
Literature
strategies such as diagrams, the number line, or equivalent fractions
Fractions in Disguise by
! find equivalent fractions by re-dividing the whole, using diagrams and
Edward Einhorn
number lines

! record equivalent fractions using diagrams and numerals

! develop mental strategies for generating equivalent fractions, such

as multiplying or dividing the numerator and the denominator by the same

number.

! write fractions in their 'simplest form' by dividing the numerator and the

denominator by a common factor


Interactive games
Investigate strategies to solve problems involving addition and
Add & Subtract Fractions
subtraction of fractions with the same or related denominator
Matching Proper & Improper
! add and subtract fractions, including mixed numerals, where one denominator
Fractions
is the same as, or a multiple of, the other

Stage 3 Year 5

Term 3 Mathematics Overview

Castle Cove Public School

! convert an answer that is an improper fraction to a mixed numeral

(Communicating)
! use knowledge of equivalence to simplify answers when adding and
subtracting fractions (Communicating, Reasoning)
! recognise that improper fractions may sometimes make calculations involving
mixed numerals easier (Communicating)
! solve word problems involving the addition and subtraction of fractions where
one denominator is the same as, or a multiple of, the other, eg 'I ate 1/8 of a

Fraction Skills Game

Fraction Jeopardy

iPad apps
Chicken Coop
Pizza Fractions
Fraction Fiddle
Candy Factory
cake and my friend ate 1/4 of the cake. What fraction of the cake remains?'
Slice It

! multiply simple fractions by whole numbers using repeated addition, leading to Freddy Fractions

a rule.
Solve problems involving addition and subtraction of fractions with the same
or related denominators (ACMNA126)

! add and subtract fractions, including mixed numerals, where one denominator
is the same as, or a multiple of, the other.
! solve word problems involving the addition and subtraction of fractions where
one denominator is the same as, or a multiple of, the other, eg 'I ate 18 of a
cake and my friend ate 14 of the cake. What fraction of the cake remains?'

! multiply simple fractions by whole numbers using repeated addition, leading to
a rule.

Fractions &
Decimals

MA3-7NA
Compares, orders
and calculates with
fractions, decimals
and percentages

Make connections between equivalent fractions, decimals and

percentages
! represent common percentages as fractions and decimals, eg '25% means 25
out of 100 or 14 or 0.25'
! recognise fractions, decimals and percentages as different representations of
the same value
! recall commonly used equivalent percentages, decimals and fractions, eg 75%,
0.75, 34
! represent simple fractions as decimals and as percentages
! interpret and explain the use of fractions, decimals and percentages in
everyday contexts, eg 34 hour = 45 minutes, percentage of trees in the local
area that are native to Australia
! represent decimals as fractions and percentages,
eg 1.37=137%=137/100=1 37/100

Investigate and calculate percentage discounts of 10%, 25% and 50%

Interactive games
Decention Matching fractions,
decimals & percentages
Memory Game
Equivalence Balance
Match on numberline
Interactives on equivalence
Percentages
Percentage Invaders
Fractions to Percents

iPad apps
Slice it!

Other websites
Exploring Fractions

Stage 3 Year 5

Term 3 Mathematics Overview

Castle Cove Public School

on sale items, with and without the use of digital technologies

! equate 10% to 1/10, 25% to 1/4 and 50% to 1/2
! calculate common percentages (10%, 25%, 50%) of quantities, with and

NZMaths website
Fractions4Kids

without the use of digital technologies

! choose the most appropriate equivalent form of a percentage to aid
calculation,
eg 25% of $200=1/4 of $200=$2004=$50
! use mental strategies to estimate discounts of 10%, 25% and 50%, eg '50% off
the price of $122.70: 50% is the same as 12, so the discount is about $60'

! calculate the sale price of an item after a discount of 10%, 25% and 50%, with
and without the use of digital technologies, recording the strategy and result

Volume &
Capacity

MA3-11MG Selects
and uses the
appropriate unit to
estimate, measure
and calculate
volumes and
capacities, and
converts between
units of capacity

Choose appropriate units of measurement for volume and capacity
(ACMMG108)
!
!
!
!
!
!
!

select and use appropriate units to measure the capacities of a variety of

containers, eg millilitres for a drinking glass, litres for a water urn
measure the volumes of rectangular containers by packing them with cubic-
centimetre blocks
recognise the need for a formal unit larger than the cubic centimetre
construct and use the cubic metre as a unit to measure larger volumes
3

record volumes using the abbreviation for cubic metres (m )

select and use appropriate units to estimate the volumes of a variety of
objects, eg cubic centimetres for a lolly jar, cubic metres for the classroom
convert between millilitres and litres

Connect decimal representations to the metric system (ACMMG135)
!
!
!

recognise the equivalence of whole-number and decimal representations of

measurements of capacities, eg 375 mL is the same as 0.375 L
interpret decimal notation for volumes and capacities, eg 8.7 L is the same as
8 litres and 700 millilitres
record volume and capacity using decimal notation to three decimal places,
eg 1.275 L

Calculate the volumes of rectangular prisms (ACMMG160)

!
!
!

describe the 'length', 'width' and 'height' of a rectangular prism as the

'dimensions' of the prism
construct rectangular prisms using cubic-centimetre blocks and count the
blocks to determine the volumes of the prisms
use repeated addition to find the volumes of rectangular prisms,

Interactive games
Matching Pairs
Interactive measuring cylinder

iPad apps
Tap Tap Blocks (cubic
centimetres)

Stage 3 Year 5

Term 3 Mathematics Overview

!
!

Mass

Castle Cove Public School

eg 'My rectangle has 3 layers of 6 cubes, so the total number of cubes is 6

plus 6 plus 6, or 18'
establish the relationship between the number of cubes in one layer, the
number of layers, and the volume of a rectangular prism
record, using words, the method for finding the volumes of rectangular
prisms, eg
'Volume of rectangular prism = number of cubes in one layer number of
layers'
calculate the volumes of rectangular prisms in cubic centimetres and cubic
metres

Choose appropriate units of measurement for mass (ACMMG108)

MS3-12MG
! use the tonne to record large masses, eg sand, soil, vehicles
Selects and uses the
! record masses using the abbreviation for tonnes (t)
appropriate unit
! distinguish between the gross mass and the net mass of containers holding
and device to
substances, eg cans of soup
measure the masses
! solve problems involving gross mass and net mass, eg find the mass of a
of objects, and
container given the gross mass and the net mass (Problem Solving)
converts between
Convert between common metric units of mass (ACMMG136)
units of mass
! convert between kilograms and grams and between kilograms and tonnes

! explain and use the relationship between the size of a unit and the number of

Interactive games
Points of view
Cuboid explorer
Count the Cubes
Isometric drawings

Other Websites
NZMaths website

Interactive games
Homers Donuts
Locate the Aliens
Spaceboy to the Rescue
Battleship

units needed to assist in determining whether multiplication or division is

required when converting between units, eg 'More grams than kilograms will
be needed to measure the same mass, and so to convert from kilograms to

grams, I need to multiply' (Communicating, Reasoning)

! solve problems involving different units of mass, eg find the total mass of three
items weighing 50 g, 750 g and 2.5 kg

Position

MA3-17MG
Locates and
describes position
on maps using a
grid-reference
system

Use a grid-reference system to describe locations (ACMMG113)
!

find locations on maps, including maps with legends, given their grid

references
describe particular locations on grid-referenced maps, including maps with a
legend, eg 'The post office is at E4'

Describe routes using landmarks and directional language

(ACMMG113)
!

find a location on a map that is in a given direction from a town or landmark,

Stage 3 Year 5

Term 3 Mathematics Overview

eg locate a town that is north-east of Broken Hill

describe the direction of one location relative to another, eg 'Darwin is north-

west of Sydney'
follow a sequence of two or more directions, including compass directions, to

find and identify a particular location on a map

use a given map to plan and show a route from one location to another,
eg draw a possible route to the local park or use an Aboriginal land map to

plan a route

describe a route taken on a map using landmarks and directional language,
including compass directions, eg 'Start at the post office, go west to the
supermarket and then go south-west to the park'

Number







Multiplication &
Division

Castle Cove Public School

Identify and describe factors and multiples of whole numbers and use
them to solve problems (ACMNA098)

MA3-4NA
Orders, reads and
!
determine all 'factors' of a given whole number, eg 36 has factors 1, 2, 3, 4, 6,
represents integers
9, 12, 18 and 36
of any size and
!
determine the 'highest common factor' (HCF) of two whole numbers, eg the
describes properties
HCF of 16 and 24 is 8
of whole numbers
!
determine 'multiples' of a given whole number, eg multiples of 7 are 7, 14,

21, 28,
!
determine the 'lowest common multiple' (LCM) of two whole numbers,

eg the LCM of 21 and 63 is 63
MA3-6NA
!
determine whether a particular number is a factor of a given number using
Selects and applies
digital technologies
appropriate
!
recognise that when a given number is divided by one of its factors, the
strategies for
result must be a whole number (Problem Solving)
!
solve problems using knowledge of factors and multiples, eg 'There are 48
multiplication and
people at a party. In how many ways can you set up the tables and chairs, so
division, and applies
that each table seats the same number of people and there are no empty
the order of
chairs?'
operations to
calculations
involving more than Identify and describe properties of prime, composite, square and
triangular numbers (ACMNA122)
one operation
!
!

determine whether a number is prime, composite or neither

model square and triangular numbers and record each number group in
numerical and diagrammatic form

Explore the use of brackets and the order of operations to write

number sentences (ACMNA134)
!

investigate and establish the order of operations using real-life contexts, eg 'I

Stage 3 Year 5

Term 3 Mathematics Overview

Castle Cove Public School

buy six goldfish costing $10 each and two water plants costing $4 each. What
is the total cost?'; this can be represented by the number sentence
6 10 + 2 4 but, to obtain the total cost, multiplication must be performed
!

!
8

Patterns &
Algebra

MA3-8NA
Analyses and
creates geometric
and number
patterns, constructs
and completes
number sentences,
and locates points
on the Cartesian
plane

before addition

recognise that the grouping symbols ( ) and [ ] are used in number sentences
to indicate operations that must be performed first
recognise that if more than one pair of grouping symbols are used, the
operation within the innermost grouping symbols is performed first

Describe, continue and create patterns with fractions, decimals

and whole numbers resulting from addition and subtraction
(ACMNA107)
!

identify, continue and create simple number patterns involving addition and

subtraction
describe patterns using the terms 'increase' and 'decrease', eg for the pattern

48, 41, 34, 27, , 'The terms decrease by seven'

create, with materials or digital technologies, a variety of patterns using
whole numbers, fractions or decimals, eg 14, 24, 34, 44, 54, 64, or 2.2, 2.0,

1.8, 1.6,

use a number line or other diagram to create patterns involving fractions or
decimals

Interactive games
Beginner Function Machine
Function Machine (1 operation)
Multi-step Function Machines
Function Machine (2 levels)
Ambleweb Function Machine
(many options)
Exploring Number Patterns

Continue and create sequences involving whole numbers, fractions and

decimals; describe the rule used to create the sequence (ACMNA133)
!
!
!
!

continue and create number patterns, with and without the use of digital
technologies, using whole numbers, fractions and decimals
create simple geometric patterns using concrete materials,
complete a table of values for a geometric pattern and describe the pattern
in words
complete a table of values for number patterns involving one operation
(including patterns that decrease) and describe the pattern in words

! make generalisations about numbers and number relationships, eg 'If you

add a number and then subtract the same number, the result is the number
you started with'

Chance

MA3-19SP
Conducts chance
experiments and
assigns probabilities

Compare observed frequencies across experiments with expected frequencies Interactive games
! use the term 'frequency' to describe the number of times a particular outcome Wheel of Fortune
Probability Activities
occurs in a chance experiment
Probability Spinners
! distinguish between the 'frequency' of an outcome and the 'probability' of an

Stage 3 Year 5

Term 3 Mathematics Overview

as values between 0
and 1 to describe
their outcomes

Castle Cove Public School

outcome in a chance experiment (Communicating)

! compare the expected frequencies of outcomes of chance experiments with
observed frequencies, including where the outcomes are not equally likely
! recognise that some random generators have outcomes that are not equally
likely and discuss the effect on expected outcomes,
! discuss the 'fairness' of simple games involving chance (Communicating,

Probability fair
Probability Scale

Reasoning)

! explain why observed frequencies of outcomes in chance experiments may
differ from expected frequencies (Communicating, Reasoning)

Describe probabilities using fractions, decimals and percentages (ACMSP144)

! list the outcomes for chance experiments where the outcomes are not equally
likely to occur and assign probabilities to the outcomes using fractions

! use knowledge of equivalent fractions, decimals and percentages to assign

probabilities to the likelihood of outcomes, eg there is a 'five in ten', 12, 50%,
0.5 or 'one in two' chance of a particular event occurring

Conduct chance experiments with both small and large numbers of trials using
appropriate digital technologies (ACMSP145)

Investigations assist students develop the skills detailed in the Working Mathematically/Proficiency strands of the curriculum. They can be undertaken anytime through the
term once the core content of the investigation has been delivered. This investigation will be sent home as a homework task during week 4 to be completed by the end of
week 6.
Year 5 Investigation 2 Dynamic Dominoes
Topics
Compare and order fractions

Equivalent Fractions

Add and regroup fractions

Add and subtract fractions

Percentages

Percentages using a calculator

MA3-7NA

Outcomes

Compares, orders and calculates

with fractions, decimals and
percentages

Content
Dominoes is an old game that dates back to
12th Century China. Domino tiles were
traditionally carved from ivory or bone and
the dots were made of ebony.
Can you design a set of 28 modern, workable
domino tiles to entertain your classmates and
help them learn about percentages and
fractions?
You will have to think of clever ways to show
matching fractions and percentages on he tile
ends.

Resources
Year 5 teacher text
Investigation 2
Pgs 28-25

+ rubric

Registration

Stage 3 Year 5

Term 3 Mathematics Overview

Castle Cove Public School