area. They timetables. Students combinations of transformations. They problems using the properties of angles. Students observed and expected frequencies. They and a variety of data displays including those displays for two categorical variables. They secondary data displayed in the media.Students fractions and integers on a number line. They a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational. Students 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 simple prisms and pyramids. Students probabilities using simple fractions, decimals and percentages. English Content descriptions Strand: Literacy Sub-strand: Interacting with others Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710) Sub-strand: Creating texts Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Achievement standards By the end of Year 6, students how the use of text structures can achieve particular effects. They and how language features, images and vocabulary are used by different authors to characters and events. Students and information in different and complex explaining literal and implied meaning. They and use evidence from a text to their response to it. They listen to discussions, clarifying content and challenging others’ ideas. Students how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They how their choices of language features and images are used. Students create detailed texts elaborating on key ideas for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. They an understanding of grammar, and make considered vocabulary choices to enhance
Personal & Social Capability Identify factors that influence decision making and consider the usefulness of in making their own decisions Ethical Understanding Examine and explain ethical concepts such as and justice that contribute to the achievement of a particular outcome Explain what constitutes an ethically better or worse outcome and how it might be accomplished Explore the reasons behind there being a variety of ethical positions on a social issue Intercultural Understanding Explain perspectives that differ to expand their understanding of an issue Cross-curriculum priorities N/A Proficiency strands Understanding Demonstrate an understanding of measurement through discussion and exploration of the relationship between perimeter and area (Activity 5: Herding hens) Fluency Use knowledge of statistical representations to create appropriate graphs to display data using technology (Activity 4: Cats or dogs?) Use knowledge of fractions, decimals and percentages to calculate percentage discounts (Activity 3: Cheap, cheap!) Problem solving Apply knowledge of problem solving to make choices, interpret and analyse data in comparison to national data (Activity 3: Cheap, cheap!) Investigate mathematical concepts while designing and making (Actvitiy 7: Chicken run) Diversity of learners Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement, and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at and above the year level expectations) and that teachers plan to build on current learning. National Consumer and Financial Literacy Framework (Note: the student learnings in the National Consumer and Financial Literacy Framework are divided into, and are applicable over, bands covering two chronological years.) Dimension Student learnings by the end of Year 6
Assessment rubric This rubric aligns with Year 6 Australian Curriculum: Mathematics, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student's name: Relevant content description(s) Relevant activities, resources and worksheets Competent Developing at level Needs further development The student can compare percentages and numbers proportionally and order/position them on a number line. Make connections between equivalent fractions, decimals and percentages (ACMNA131) Activity 1 Resources 1 and 2 The student orders and positions all percentages and numbers correctly and accurately and justifies decisions clearly. The student orders all percentages and numbers correctly but some are positioned inaccurately. The student cannot justify all decisions. The student orders some numbers and percentages correctly, but has little or no understanding of how to position them correctly. The student can recognise the connection between the multiple and the fraction (Example: $5 = 1/5 of $25). See ACMNA131 above. Activity 1 Worksheet 1 The student calculates and writes the relationship between two numbers as a fraction without errors in all examples and provides justification. The student calculates and writes the simple relationship between two numbers as a fraction but has difficulty explaining a less obvious example. The student has difficulty making the connection between the multiple and the fraction without teacher guidance. The student can calculate a discount to determine the of sale goods using key percentages with/without a calculator. Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMNA132) Activity 3 Worksheet 3 The student calculates the amount of discount and the sale price using key percentage/fraction equivalents correctly with and without a calculator. The student also uses the The student calculates the amount of discount and the sale price using key percentage/fraction equivalents with and without a calculator. Occasional errors are corrected with little or The student requires teacher guidance to recognise percentage/fraction equivalents and to use them with and without a calculator. The student requires guidance to link
link between percentages and decimals to obtain the same result correctly. no assistance. The student attempts to use the link between percentages and decimals to obtain the same result with some success. percentages and decimals. The student can derive other percentages from key percentages. See ACMNA132 above. Activity 3 Worksheet 3 The student calculates the amount of discount and the sale using 5% and 30% derived correctly from key percentages with and without a calculator. The student uses the link between percentages and decimals to obtain the same result correctly. The student calculates the amount of discount and the sale price using 5% and 30% derived from key percentages with and without a calculator. Occasional errors are corrected with little or no assistance. The student attempts to use the link between percentages and decimals to obtain the same result with some success. The student requires teacher guidance to derive 5% and 30% from key percentages. The student can calculate the perimeter of a rectangle. Solve problems involving the comparison of lengths and areas using appropriate units (ACMMG137) Activity 7 Worksheet 7 The student selects an appropriate length and width of a rectangle and correctly calculates the perimeter. The student selects a length and width of a rectangle and calculates the perimeter. Errors are corrected with little or no assistance. The student requires teacher guidance to select a length and of a rectangle. The use of concrete materials may be required to support calculation of perimeter.
The student can calculate the area of a rectangle. See ACMMG137 above. Activities 5, 6 and 7 Worksheets 5, 6 and 7 The student selects and accurately measures the length and width of a variety of rectangles and correctly calculates the areas. The student selects and measures the length and width of a variety of rectangles and calculates the areas. Occasional inaccuracies and errors are corrected with little or no assistance. The student requires teacher guidance to select and measure the length and width of a rectangle. The use of concrete materials may be required to support calculation of area. The student can determine the minimum and maximum areas enclosed by a given length of fencing. See ACMMG137 above. Activity 5 Worksheet 5 The student works independently to explore the concept of varying area in relation to perimeter. A correct, written solution is fully justified. The student attempts to explore the concept of varying area in relation to perimeter but is incorrect or may not reach a solution. Some attempt at written justification is provided. The student requires significant teacher guidance to understand the concept and attempt any working. The student can solve and report on real-life problems using perimeter and area. See ACMMG137 above. Activity 7 Worksheet 7 The student designs (and constructs) an appropriate chicken coop that makes best use of materials and meets the given area requirement. The student clearly and thoroughly justifies all working with diagrams, calculations and written explanations. The student designs (and constructs) a chicken coop that attempts to make best use of materials and meet the given area requirement. The student attempts to justify some working with diagrams, calculations and written explanations, which may be incorrect, unclear or incomplete. The student requires teacher assistance to modify a design for a chicken coop to meet the given area requirement.
The student can convert between mm, cm and m. Convert between metric units of length, mass and capacity (ACMMG136) Activities 5 and 6 Worksheets 5 and 6 The student converts between mm, cm and m correctly. The student converts between mm, cm and m with occasional errors that are corrected with little or no assistance. The student requires teacher guidance and/or concrete materials to convert between mm, cm and m. The student can use a given net to construct and describe a 3D shape. Construct simple prisms and pyramids (ACMMG140) Activities 6 and 7 Worksheets 6 and 7 Resources 3, 4 and 5 The student correctly identifies and names the prisms from nets. The student carefully cuts, accurately folds and glues the tabs of the net to successfully complete construction of the prism. The student describes the prisms from nets but may not be able to name them all correctly. The student cuts, folds and glues the tabs of the net to complete construction of the prism. The student requires teacher guidance to fold and glue the tabs of the net to complete construction of the prism before attempting to describe its shape. The student can design a suitable 3D to meet specific requirements. See ACMMG140 Activities 6 and 7 Worksheets 6 and 7 The student accurately and neatly draws the net of a suitable chicken coop and labels all dimensions clearly. The student draws the net of a chicken coop with some omissions or inaccuracies. The student requires teacher guidance to attempt drawing a net. The student can determine the value of numerical data presented in a concise way ('000 or '000 000). Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables (ACMSP147) Activities 2 and 4 Worksheets 2 and 4 The student correctly interprets tabulated numerical data and analyses it accurately. The student interprets and analyses tabulated numerical data with occasional errors that are corrected with little or no assistance. The student requires teacher guidance to determine the value of tabulated numerical data and to analyse it.
The student can interpret and discuss data created and represented from another source. Interpret secondary data presented in digital media and elsewhere (ACMSP148) Activity 4 Worksheet 4 The student examines the national data comparing annual expenditure on cats and dogs to accurately transfer entries to the appropriate category in the summary table. The student summarises the information in a thorough, written report. The student examines the national data comparing annual expenditure on cats and dogs to transfer most entries to the appropriate category in the summary table. The student summarises some of the information in a written report. The student transfers purchase cost and food to the appropriate category in the summary table but requires teacher guidance to categorise other information. The student reports on one or two very obvious points only. Criteria in Teacher notes * See student competency descriptors for these activities/worksheets in this rubric. Suggested summative assessment (including assessing the written composition against English [ACELY1714] if teachers wish) * Activities 6 and 7 * Worksheets 6 and 7 N/A N/A N/A