Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students an ordered pair in any one of the four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students list and communicate probabilities using simple fractions, decimals and percentages. MAG Planning Semester 1 Year 5 TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.1 Going Fishing Applicable to all content descriptors Helping students construct a deep understanding of mathematical ideas and processes by engaging them in doing mathematics: creating, conjecturing, exploring, testing, and verifying' Fish Problem Solving Introduce the FISH problem solving strategy to the students by starting a discussion on real life fishing. (5 W’s & H) Option 1 What time is it now? What will the time be in a thousand seconds? Using the green FISH to explain how reasonable is your answer. Option 2 How high would a stack of a 1000 cubes be? Using the green FISH to explain how reasonable is your answer. Making your first Million FISH Problem Solving kit Maths learning journal TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.2 ACMNA098 Identify and describe factors and multiples of whole numbers and use them to solve problems Each counting number is divisible by one and itself, and some counting numbers are also divisible by other numbers Multiplication which has an inverse relationship with with division, is Introduce a revision finding a factor and using multiples Option 1 A furniture shop sells chairs in sets of four. Which of the following numbers of chairs would make complete sets. 10, 12, 15, 20, 22, 28, 35? Justify You have been asked to create a display of field trip photos for a class webpage. Create a diagram of your various layout options for arranging them on the screen. Select one and justify why it would best fit suit the screen? your answer using a green fish example Option 2 A gardener has 12 flowering plants that he FISH Problem Solving kit Closing the Gap – Ladybirds Cubes / MAB units/Games ) cardboard squares multiplication table (for differentiated learners) poster size sticky notes (for living charts) or alternatively use cardboard IWB - Promethean Planet - sample flipchart images displayed below for further clarification. Google images (some attached below) - this is and individual
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.4 ACMNA099 Use estimation and rounding to check the reasonableness of answers to calculations In our everyday lives we constantly use estimation and rounding. We don’t always need the exact or correct answer. Learners use green fish thinking, with estimation and rounding strategies, to check the of answers. FISH problem solving kit (especially green fish) Maths learning journals Various items for estimation eg paperclips Large jar filled with jelly beans ( or similar) ‘Great Estimations’ by Bruce Goldstone Flash Cards The learning journal is used throughout this MAG to get students to think about and reinforce what is being taught. It is hoped that the concept will be better understood, when students describe their understanding in their own language rather than formal ‘teacher talk’. How many jelly beans? 1. Show students a large jar filled with jelly beans. 2. Get students to examine the jar and determine about how many jelly beans are inside. 3. Students are to record their estimations and working out on sticky notes. Sticky notes are then stuck onto a large poster so that all answers can be viewed. 4. Students share what they answered, noting the range of answers. 5. Discuss how students decided on their answers. 6. Distinguish between estimating and guessing. (Estimates involve strategies.) Key Question: Is it okay to make an estimate? Discuss - Are we looking at an estimate or an exact answer? Is it important? Students write responses to question in their Maths’ Learning Journal using examples to support there response FISH problem solving kit (especially green fish) Maths learning journals Various items for estimation eg paperclips Large jar filled with jelly beans ( or similar) ‘Great Estimations’ by Bruce Goldstone Flash Cards TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.5 ACMNA101 Solve problems Interpreting and Whole class game: TAG Teacher Observation checklist Dividing by Ten FISH problem solving kit Counters
5.1.7 ACMNA103 Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator. The effects of operations for addition and subtraction with fractions and decimals are the same as those with whole numbers. Fractions are parts of a whole Number lines can be used to add or subtract fractions Fractions can be added or subtracted horizontally or vertically. You only add or subtract the numerator You change the fraction to a mixed fraction if the numerator is larger than the denominator. Review equivalent fractions to ensure this concept is understood as fractions may need to be renamed as equivalent fractions with like denominators to add and subtract. Checklist Are students able to: - Addition and subtraction of fractions using the jump strategy on a number line. - Addition and subtraction of fractions using a pictorial representation. - Addition and subtraction of fractions in a horizontal and vertical format. - Addition and subtraction of fractions based on a word problem. Teacher models the idea of a fraction tree and reminds students that a tree is a shape that can be divided. It is a repeated pattern. FISH problem solving kit Fraction Frames -cards/ strips Double sided counters Counters Fraction shapes / circles TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.8 ACMNA100 Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental, written strategies and appropriate digital technologies Use a range of multiplicative strategies when operating on whole numbers. Use a loop card game ‘I have.. Who has..’ Self Assessment I can write down how I solved a problem, showing every step I know my tables to 10. I can use them to multiply multiples of 10 and 100 I can multiply or divide a whole number by 10, 100 or 1000 Patterns Students investigate patterns in the multiplication grid. Students discuss these patterns and record observations. For example, students compare the multiplication facts for 3 and the FISH problem solving kit Loop card games Variety of manipulatives Multiplication worksheet X two by one digit and by two digit
to the one shown here. Describe it attributes and create a net for it. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.10 translations, reflections and rotations of shapes. Identify line and rotational symmetries. Line and rotational symmetry are investigated through the physical manipulation of regular and irregular polygons. Shapes may have have one line of symmetry, vertically, horizontally or diagonally (symmetrical) or no line of symmetry or have more than one line of symmetry, including vertically, horizontally and diagonally. A circle has infinite lines of symmetry. Option 1 Choose a shape, then use it to draw a pattern showing reflections and rotations. Option 2 The rectangular entrance to my new house has 24 one metre square tiles. They have been placed in a symmetrical pattern. Three different colours of tiles have been used. The tiles around the border are the same colour. What does my entrance look like? And how can you be sure your pattern has symmetry? Option 3 Equilateral, isosceles and scalene triangles all have 3 sides, 3 corners and 3 angles. Do they also have 3 lines of symmetry? Use models or diagrams to demonstrate your answer. -Symmetry in the environment The objective of this activity is to investigate symmetry in the world around them Where in the environment can you find symmetry? Students venture into the world around them and document evidence of symmetry. Photographs, drawings and sketches can be used to support their findings. FISH problem solving kit paper squares, dot, grid, graph, plain paper pencils, ruler, scissors mirrors Google images, Magazines TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.11 ACMMG109 - Calculate the perimeter and area of rectangles using familiar metric units. Exploring efficient ways of calculating the perimeters of rectangles such as adding the length and width together and doubling the result. Exploring Option 1 Using 1 cm grid paper draw two different rectangles with perimeters of 32 cm. What is the difference in their areas. Option 2 You have a room that 3 m long and 5 m wide. What would be the area that you would need to carpet? The Find a rectanfle where the perimeter and area have the same numerical value FISH problem solving kit Grid Paper 1cm2 Ruler Rectangular shapes of different sizes Geoboards
efficient ways of finding the areas of rectangles room has skirting boards that will need painting. Can you work out the perimeter? Option 3 This shape is formed by 5 squares. If the perimeter of the shape is 48 cm, what is its area? TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.12 ACMMG115 Apply the enlargement transformation to familiar two shapes and explore the properties of the resulting image compared with the original Make enlargements and reductions of shapes, pictures and maps Introduce the concept of scale and enlargement change the size of an object, but not the shape. Can students enlarge a shape using: a grid system a scale factor Can students identify how a shape was enlarged - eg. doubled, 4 times? Enlarge the picture using one of the methods shown (grid enlargement or scale factor) When complete, write a statement about which method was used (eg. grid system or scale factor) and why and what happens to the perimeter and area of shapes when they are enlarged. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.13 ACMMG108 Choose appropriate units of measurement for length, area, volume, capacity and mass recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns Milligrams, Grams, Kilograms, Tonnes: Sort objects according to the appropriate unit used to record their mass? Convert units of measurement (grams, kilograms, tonnes)? Use equipment to measure the mass of an object? Understand that not all countries use the metric system? Don’t sink the Boat! Students are to imagine that they are boarding a ship to travel to a mystery island for a 3 day stay. FISH problem solving kit Scootle IWB TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.14 ACMNA106 Create Identify Provide each Investigation Year 5 has been awarded FISH problem solving kit
of parts of a whole. Point out that there is a way to represent less than I whole. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.16 ACMSP120 - Describe and interpret different data sets in context. To introduce median and mode as other strategies to solve problems. Ask the students if they know of any times/events functions/ or things where they have heard the word averages used? (determining student knowledge). Independently survey 20 students/people to find out how many siblings they have. Present your survey in a table and provide the mean, median and mode information A class of year 5 students achieved the following scores on a 20 word spelling test 15, 20, 16, 17, 20, 19, 18, 17, 16, 19, 18, 17, 18, 19, 18 These were displayed in a frequency table What were the highest and the lowest scores in the year 5 class? blocks/cubes addition charts division charts large sticky notes/cardboard (for living charts) Promethean planet - teacher resource - You tube video TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.17 ACMMG114 Describe translations, reflections and rotations of shapes. Identify line symmetry and rotational symmetries. Objects in space can be transformed in an infinite number of ways and those transformations can be described and analysed mathematically. Looking at translations, reflections, and rotations of shapes Draw a shape, that has an infinite number of lines of symmetry that cannot be tiled without leaving gaps Create a NOTAN MASK to demonstrate a line of symmetry FISH problem solving kit writing/drawing materials magazines scissors, glue, rulers square and rectangular shaped paper (origami paper) geoboards or dot paper or i-pad app (for example Geoboard) TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.18 ACMSP118 Pose questions and collect categorical or numerical data by observation or Some questions can be answered by collecting and analyzing data, Silent Conversation Why do we ask questions? What do we Investigation Students have been hired as the new ice-cream inventor at Miss/Mrs/Mr Insert your name here School Creamery. FISH problem solving kit
TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 5.1.20 ACMMG109 Calculate the perimeter and area of rectangles using familiar metric units Calculating the area of rectangles Animated Clip The purpose of this activity to to help students recall their previous knowledge regarding area. To introduce the students to area, have students view the Skwirk clip featured on Scootle: Area (TLF ID M012309). Investigation Planning a School After receiving a grant Banbridge School has purchased a large rectangular block of land. They have hired you to plan the school for them. They have given you the following information to help you with the planning process: FISH problem solving kit Scootle