Year 5 Mathematics standard elaborations A B C D E The folio of a student’s work has the following characteristics: Number and algebra Understanding identification and description of factors and multiples in unfamiliar situations identification and description of factors and multiples in complex familiar situations identification and description of factors and multiples identification and description of aspects of factors and multiples statements about factors and/or multiples ordering, comparison and representation of decimals and unit fractions ordering and comparison of decimals and unit fractions ordering of decimals and unit fractions ordering of aspects of decimals and aspects of unit fractions directed ordering of aspects of unit fractions location of decimals and fractions on an open number line and explanation of placement location of decimals and fractions on a number line and explanation of placement location of decimals and unit fractions on a number line location of aspects of decimals and aspects of unit fractions on a number line directed location of aspects of unit fractions on a number line Fluency Fluency is critical across all content strands in Mathematics. In Year 5, fluency of number and algebra is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student fluency. Number and algebra Problem-solving use of a range of efficient strategies to solve problems involving the four operations in unfamiliar situations use of a range of efficient strategies to solve problems involving the four operations in complex familiar situations use of a range of strategies to solve simple problems involving the four operations use of strategies to solve aspects of simple problems involving the four operations directed use of strategies to solve aspects of simple problems involving the four operations creation and explanation of plans for simple budgets in unfamiliar situations creation and explanation of plans for simple budgets explanation of plans for simple budgets partial explanation of plans for simple budgets statements about aspects of plans for simple budgets addition and subtraction of fractions with the same denominator in unfamiliar situations addition and subtraction of fractions with the same denominator in complex familiar situations addition and subtraction of fractions with the same denominator addition and subtraction of some simple familiar fractions with the same denominator directed addition and/or subtraction of some simple familiar fractions with the same denominator
Number and algebra Reasoning identification and explanation of strategies for finding unknown quantities in number sentences involving the four operations and identification of equivalent number sentences in unfamiliar situations identification and explanation of strategies for finding unknown quantities in number sentences involving the four operations and identification of equivalent number sentences identification and explanation of strategies for finding unknown quantities in number sentences involving the four operations identification of strategies for finding unknown quantities in number sentences directed identification of a strategy for finding an unknown quantity in number sentences use of efficient strategies for estimation and rounding to check the reasonableness of answers use of a range of strategies for estimation and rounding to check the reasonableness of answers use of estimation and rounding to check the reasonableness of answers use of aspects of rounding to make an estimation directed use of aspects of rounding to make an estimation continuation of patterns of fractions and decimals by addition and subtraction in unfamiliar contexts and description of the rule continuation of patterns of fractions and decimals by addition and subtraction and description of the rule continuation of patterns of fractions and decimals by addition and subtraction continuation of aspects of patterns of fractions and decimals by addition and subtraction directed continuation of aspects of patterns by addition and subtraction Measurement and geometry Understanding explanation of key features that connect three-dimensional objects with their two-dimensional representations description of key features that connect three-dimensional objects with their two-dimensional representations connection of three-dimensional objects with their two-dimensional representations connection of a limited number of three-dimensional objects with their two-dimensional representations directed connection of a limited number of three-dimensional objects with their two-dimensional representations description of transformations of two-dimensional shapes in unfamiliar situations description of transformations of two-dimensional shapes in complex familiar situations description of transformations of two-dimensional shapes description of aspects of transformations of two-dimensional shapes statements about aspects of transformations of two-dimensional shapes and explanation of line and rotational symmetry in unfamiliar situations and explanation of line and rotational symmetry in complex familiar situations of line and rotational symmetry identification of aspects of line and rotational symmetry directed identification of aspects of line and rotational symmetry conversion between 12- and 24-hour time in unfamiliar situations conversion between 12- and 24-hour time in complex familiar situations conversion between 12- and 24-hour time conversion between aspects of 12- and 24-hour time directed conversion between aspects of 12- and 24-hour time
Measurement and geometry Fluency use of and explanation of appropriate units of measurement for length, area, volume, capacity and mass in unfamiliar situations use of and explanation of appropriate units of measurement for length, area, volume, capacity and mass use of appropriate units of measurement for length, area, volume, capacity and mass partial use of appropriate units of measurement directed use of appropriate units of measurement use of a grid reference system in unfamiliar situations to locate landmarks and describe routes use of a grid reference system to locate landmarks and describe routes use of a grid reference system to locate landmarks partial use of a grid reference system to locate landmarks directed use of a grid reference system to locate landmarks measurement and construction of different angles in unfamiliar situations measurement and construction of different angles in complex familiar situations measurement and construction of different angles measurement and construction of aspects of different angles measurement of aspects of different angles Problem-solving use of efficient strategies for calculation of perimeter and area of rectangles in unfamiliar situations use of efficient strategies for calculation of perimeter and area of rectangles in complex familiar situations calculation of perimeter and area of rectangles calculation of aspects of perimeter and area of rectangles directed calculation of aspects of perimeter and area of rectangles Reasoning Reasoning is critical across all content strands in Mathematics. In Year 5, reasoning of measurement and geometry is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student reasoning.
Statistics and probability Understanding listing of outcomes of chance experiments with equally likely outcomes, and assignment of probabilities between 0 and 1 in unfamiliar situations listing of outcomes of chance experiments with equally likely outcomes, and assignment of probabilities between 0 and 1 in complex familiar situations listing of outcomes of chance experiments with equally likely outcomes, and assignment of probabilities between 0 and 1 partial identification of outcomes of chance experiments with equally likely outcomes statements about outcomes of chance experiments with equally likely outcomes Fluency Fluency is critical across all content strands in Mathematics. In Year 5, fluency of statistics and probability is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student fluency. Problem-solving construction of data displays appropriate for the data and justification of choice of representations construction of data displays appropriate for the data and explanation of choice of representations construction of data displays appropriate for the data construction of data displays construction of aspects of data displays Reasoning interpretation and comparison of different data sets to draw conclusions interpretation and comparison of different data sets interpretation of different data sets partial interpretation of different data sets statements about data sets posing of effective questions to gather data in unfamiliar situations posing of effective questions to gather data in complex familiar situations posing of questions to gather data guided posing of questions to gather data use of provided questions to gather data Key shading emphasises the qualities that discriminate between A–E descriptors