Stage

3 (Year 5) Term 1 Unit Overview

Strand/
Substrand
Number
Whole
Numbers

Content
Outcome/s
MA3-4NA Orders,
reads and represents
integers of any size
and describes
properties of whole
numbers

Key Ideas

iMaths Resources/
Smart Notebook

Recognise, represent and order numbers to at least tens of millions Year 5 Student text
! apply an understanding of place value and the role of zero to read and
write numbers of any size
! state the place value of digits in numbers of any size
! arrange numbers of any size in ascending and descending order
! record numbers of any size using expanded notation,
eg 163 480 = 100 000 + 60 000 + 3000 + 400 + 80
! partition numbers of any size in non-standard forms to aid mental
calculation, eg when adding 163 480 and 150 000, 163 480 could be
partitioned as 150 000 + 13 480, so that 150 000 could then be doubled and
added to 13 480
! use numbers of any size in real-life situations, including in money problems
! interpret information from the internet, the media, the environment and

NA5 Place Value

NA16 Place Value to
thousands

Smart Notebook
lessons

other sources that use large numbers (Communicating, Reasoning)

! recognise different abbreviations of numbers used in everyday contexts,
eg $350 K represents $350 000

Interactive Resources

Reg

Ideal Resources Site

Place Value Cards
Eggs to Order
Target Square
Figure Fun
Venn Diagrams

Interactive games
100 square
Number Line
Reading number Lines
Ordering numbers
Mystery Number
Ordering Negatives

Ideal Resources Site

Wipeout wall
Addition mission
Sum Shuffle
Difference Pyramid
Power lines

Interactive games
Mental calculations
Column subtraction demo
Missing Digit
Add & Subtraction
resources

iPad apps
Top It Addition
Top It Subtraction
Mathboard Addition

! round numbers to a specified place value, eg round 5 461 883 to the

nearest million

Number
Addition and
Subtraction

MA3 5NA 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 (ACMNA291)
! use the term 'sum' to describe the result of adding two or more numbers,
eg 'The sum of 7 and 5 is 12'
! add three or more numbers with different numbers of digits, with and
without the use of digital technologies, eg 42 000 + 5123 + 246
! select and apply efficient mental, written and calculator strategies to solve
addition and subtraction word problems, including problems involving
money

! interpret the words 'increase' and 'decrease' in addition and subtraction
word problems, eg 'If a computer costs $1599 and its price is then
decreased by $250, how much do I pay?' (Communicating, Problem Solving)

! record the strategy used to solve addition and subtraction word problems
! use empty number lines to record mental strategies
! use selected words to describe each step of the solution process
! check solutions to problems, including by using the inverse operation

Smart Notebook
Lessons

Use estimation and rounding to check the reasonableness of

answers to calculations (ACMNA099)
! round numbers appropriately when obtaining estimates to numerical
calculations

! use estimation to check the reasonableness of answers to addition and

subtraction calculations, eg 1438 + 129 is about 1440 + 130

Measurement MA3-13MG
Uses 24 hour time
- Time

and am and pm
notation in real life
situations and
constructs timelines.

Compare 12- and 24-hour time systems and convert between them

(ACMMG110)
! tell the time accurately using 24-hour time, eg '2330 is the same as 11:30

pm'
! describe circumstances in which 24-hour time is used, eg transport, armed

forces, digital technologies (Communicating)

! convert between 24-hour time and time given using am or pm notation

! compare the local times in various time zones in Australia, including during
daylight saving

Determine and compare the duration of events

Measurement MA3-9MG Selects

and uses the
- Length

appropriate unit and

device to measure
lengths and
distances, calculates
perimeters, and
converts between
units of length

! select an appropriate unit to measure a particular period of time

! use a stopwatch to measure and compare the duration of events
! order a series of events according to the time taken to complete each one
! use start and finish times to calculate the elapsed time of events, eg the
time taken to travel from home to school

Choose appropriate units of measurement for length (ACMMG108)

recognise that there are 1000 metres in one kilometre

describe one metre as one thousandth of a kilometre
measure a kilometre and a half-kilometre
record distances using the abbreviation for kilometres (km)
selects and describes the appropriate unit and measuring device to
measure lengths and distances
! question and explain why two students may obtain different
measures for the same length, distance or perimeter
! record lengths and distances using combinations of millimetres,
centimetres, metres and kilometres, eg 1 km 200 m
!
!
!
!
!

Calculate the perimeters of rectangles using familiar metric units

(ACMMG109)
! use the term 'dimensions' to describe the 'lengths' and 'widths' of
rectangles
! measure and calculate the perimeter of a large rectangular section

Smart Notebook
lessons

Ideal Resources Site

Time Difference
Stop the Clock
Bang on Time

Interactive games
Interactive Clock
Timetables
24 Hour time

iPad apps
Wake the rooster
What Time is it Mr Wolf

Ideal Resources Site

Whats My Length
Division Decisions
Decide the distance
Measure Match
Conversion table
Perimeter (rectilinear
shapes)

Interactive games
Perimeter
Perimeter interactive

of the school, eg a playground, netball courts

! calculate perimeters of common two-dimensional shapes, including
squares, rectangles, triangles and regular polygons with more than
four sides
! recognise that rectangles with the same perimeter may have
different dimensions (Reasoning)
! explain that the perimeters of two-dimensional shapes can be found
by finding the sum of the side lengths (Communicating)

Measurement MA3-9MG Selects

and uses the
- Area

Choose appropriate units of measurement for area (ACMMG108)

! recognise the need for a formal unit larger than the square metre
! identify situations where square kilometres are used for measuring area
! recognise and explain the need for a more convenient unit than the square
kilometre
! recognise that there are 10 000 square metres in one hectare, ie 10 000
square metres = 1 hectare
! equate one hectare to the area of a square with side lengths of 100 m
! relate the hectare to common large pieces of land, including courts and
fields for sports, eg a tennis court is about one-quarter of a hectare
! determine the dimensions of different rectangles with an area of one

appropriate unit to
calculate areas,
including areas of
squares, rectangles
and triangles.

hectare (Problem Solving)

2
! record areas using the abbreviations for square kilometres (km ) and
hectares (ha)

Calculate the areas of rectangles using familiar metric units

(ACMMG109)
! establish the relationship between the lengths, widths and areas of
rectangles (including squares)
! explain that the area of a rectangle can be found by multiplying the length
by the width (Communicating, Reasoning)
! record, using words, the method for finding the area of any rectangle, eg
'Area of rectangle = length width'
! calculate areas of rectangles (including squares) in square centimetres and
square metres
! recognise that rectangles with the same area may have different
dimensions (Reasoning)
! record calculations used to find the areas of rectangles (including squares)
! measure the dimensions of a large rectangular piece of land in metres and
calculate its area in hectares, eg the local park

Smart Notebook
Lessons

Ideal Resources Site

Area (basic shapes)
Area (rectilinear shapes)
Area & Perimeter
Swimming Pool Sid

Interactive games
Area
Area interactive

iPad apps

Space 2D

MS3-15MG
Classify two-dimensional shapes and describe their features
Manipulates,
! manipulate, identify and name right-angled, equilateral, isosceles
classifies and draws
and scalene triangles
two-dimensional
! recognise that a triangle can be both right-angled and isosceles or
shapes, including
right-angled and scalene (Reasoning)
equilateral, isosceles
! explore by measurement side and angle properties of equilateral,
and scalene triangles,
isosceles and scalene triangles, squares, rectangles, parallelograms
and describes their
and rhombuses
properties
! recognise that two-dimensional shapes can be classified in more
than one way, eg a rhombus can be more simply classified as a
parallelogram (Communicating, Reasoning)
! identify and draw regular and irregular two-dimensional shapes
from descriptions of their side and angle properties
! use tools such as templates, rulers, set squares and protractors to
draw regular and irregular two-dimensional shapes
! explain the difference between regular and irregular shapes
! use computer drawing tools to construct a shape from a description
of its side and angle properties (Communicating, Problem Solving)

Smart Notebook
lessons

Ideal Resources Site
Polygon paint
Polygons
Flexigons
Shape match
Spy Shape
Angles in a triangle
Estimating Angles
Types of Angles
Rotating rockets
Angle drag

Interactive games
Guess the Shape
2D Shapes
Quadrilateral Quest
Angle Concentration
Explore Angles
Deep Space Angles
Kung fu Angles
Measuring with a
Protractor
Banana Hunt
Using a protractor


iPad apps
Geoboard
Educreations

Ideal Resources Site

Multiplication Wipeout
Division Wipeout
Connect It
Table Mountain
Eggs on Legs
Multiple Wipeout
Venn Diagrams
Balloon Bingo

Interactive games
Math magician (mult)
Tonys Tyres (mult)
Minkos Milkshake (mult)
Mad 4 Maths times Tables
(mult)

Identify and name parts of circles

! create a circle by finding points that are all the same distance from a fixed
point (the centre)

! identify and name parts of a circle, including the centre, radius, diameter,
circumference, sector, semicircle and quadrant

Number
Multiplication
& division

MA3-6NA Selects and Solve problems involving multiplication of large numbers by one-
applies appropriate
or two-digit numbers using efficient mental and written strategies
strategies for
and appropriate digital technologies (ACMNA100)
multiplication and
!
use mental and written strategies to multiply three- and four-digit
division, and applies
numbers by one-digit numbers, including:
the order of
!
use mental and written strategies to multiply two- and three-digit
numbers by two-digit numbers.
operations to
!
use digital technologies to multiply numbers of up to four digits
calculations involving
!
apply appropriate mental and written strategies, and digital
more than one
technologies, to solve multiplication word problems

operation
!

record the strategy used to solve multiplication word problems

Solve problems involving division by a one-digit number, including

those that result in a remainder(ACMNA101)
!
!

use the term 'quotient' to describe the result of a division calculation

record remainders as fractions and decimals

Smart Notebook
Lessons

use mental and written strategies to divide a number with three or

more digits by a one-digit divisor where there is no remainder.
use mental and written strategies to divide a number with three or
more digits by a one-digit divisor where there is a remainder
explain why the remainder in a division calculation is always less than
the number divided by (the divisor)
show the connection between division and multiplication, including
where there is a remainder, eg 25 4 = 6 remainder 1, so 25 = 4 6 + 1
use digital technologies to divide whole numbers by one- and two-digit

!
!

divisors
check answers to mental calculations using digital technologies
apply appropriate mental and written strategies, and digital

!
!
!
!

technologies, to solve division word problems

!

Fractions and
decimals

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

!
!
!
!

MA3-19SP Conducts
chance experiments
and assigns
probabilities as

record the strategy used to solve division word problems

place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12 on a

number line between 0 and 1
compare and order unit fractions with denominators of 2, 3, 4, 5, 6, 8,
10, 12 and 100

Smart Notebook
Lessons

Compare fractions with related denominators and locate and
represent them on a number line (ACMNA125)
!

Number
Chance

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

Granny Prix (mult)

Fruit Shoot (division)
Demolition Division
Airline groups (division)
Number invaders (both)
Missing Digits (both)

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
strategies such as diagrams, the number line, or equivalent fractions
find equivalent fractions by re-dividing the whole, using diagrams and
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

List outcomes of chance experiments involving equally likely
outcomes and represent probabilities of those outcomes using
fractions(ACMSP116)
!

use the term 'probability' to describe the numerical value that

Smart Notebook
Lessons

Ideal Resources Site

Recognising Fractions
Fraction maker
Fraction Painter
Simplifying fractions
Equivalent Fractions
Fraction Run
Match It
Fractions on a Line
Fraction Stack

Interactive games
Fraction Unit
Fraction Sequences
Equivalent Fractions
Comparing Fractions
Triplets Equivalence
Bridge Builders

iPad apps
Fraction Fiddle


Ideal Resources Site
Probability Spinners
Spin to Win

Interactive games

values between 0
and 1 to describe
their outcomes

!
!
!

represents the likelihood of an outcome of a chance experiment

recognise that outcomes are described as 'equally likely' when any one
outcome has the same chance of occurring as any other outcome
list all outcomes in chance experiments where each outcome is equally
likely to occur
represent probabilities of outcomes of chance experiments using
fractions, eg for one throw of a standard six-sided die or for one spin of
an eight-sector spinner

Recognise that probabilities range from 0 to 1 (ACMSP117)

!
!
!
!

establish that the sum of the probabilities of the outcomes of any

chance experiment is equal to 1
order commonly used chance words on an interval from zero
('impossible') to one ('certain')
describe events that are impossible and events that are certain

describe the likelihood of a variety of events as being more or less than
a half (or 0.5) and order the events on an interval (Communicating)

Conduct chance experiments with both small and large numbers of

trials using appropriate digital technologies (ACMSP145)
!

assign expected probabilities to outcomes in chance experiments with

random generators, including digital simulators, and compare the
expected probabilities with the observed probabilities after both small
and large numbers of trials
use samples to make predictions about a larger 'population' from which
the sample comes, eg take a random sample of coloured lollies from a
bag, calculate the probability of obtaining each colour of lolly when
drawing a lolly from the bag, and use these probabilities and the total
number of lollies in the bag to predict the number of each colour of lolly
in the bag

Wheel of Fortune
Probability Activities
Probability Spinners
Probability fair
Probability Scale