Achievement Targets (AC):

Year 5 (Working towards this achievement standard throughout Year 5)

By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using
estimation and rounding. Students identify and describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional objects
with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students compare
and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue
patterns by adding and subtracting fractions and decimals. They find unknown quantities in number sentences. They use appropriate units of measurement for
length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24 hour time. Students use a grid
reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes
and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data.

Year 6 (Working towards this achievement standard throughout Year 6)
By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday
contexts. They solve problems involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations
of the same number. They solve problems involving the addition and subtraction of related fractions. Students make connections between the powers of 10 and
the multiplication and division of decimals. They describe rules used in sequences involving whole numbers, fractions and decimals. Students connect decimal
representations to the metric system and choose appropriate units of measurement to perform a calculation. They make connections between capacity and
volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve problems using
the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for
two categorical variables. They evaluate secondary data displayed in the media.

Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide
decimals where the result is rational. Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and
order of operations. Students locate an ordered pair in any one of the four quadrants on the Cartesian place. They construct simple prisms and pyramids. Students
list and communicate probabilities using simple fractions, decimals and percentages.

Year 7 (Working towards this achievement standard throughout Year 7)
By the end of Year 7, students solve problems involving the comparison, addition and subtraction of integers. They make the connections between whole numbers
and index notations and the relationship between perfect squares and square roots. They solve problems involving percentages and all four operations with
fractions and decimals. They compare the cost of items to make financial decisions. Students represent numbers using variables. They connect the laws and
properties of numbers to algebra. They interpret simple linear representations and model authentic information. Students describe different views of three-
dimensional objects. They represent transformations in the Cartesian plane. They solve simple numerical problems involving angles formed by a transversal
crossing two parallel lines. Students identify issues involving the collection of continuous data. They describe the relationship between the median and mean in
data displays.

Students use fractions, decimals and percentages, and their equivalences. They express one quantity as a fraction or percentage of another. Students solve
simple linear equations and evaluate algebraic expressions after numerical substitution. They assign ordered pairs to given points on the Cartesian plane.
Unit of Work: Mathematics Year Level: 5/6/7

Students use formulas for the area and perimeter of rectangles and calculate volumes of rectangular prisms. Students classify triangles and quadrilaterals. They
name the types of angles formed by a transversal crossing parallel line. Students determine the sample space for simple experiments with equally likely outcomes
and assign probabilities to those outcomes. They calculate mean, mode, median and range for data sets. They construct stem-and-leaf plots and dot-plots.



Unit Outline (Weekly, these are not lesson plans, BUT what you plan to cover throughout the week taken from
your Unit Overview ):
KEY: Whole Class Small Group Individual
Week
(whe
n)
Selected
Learning
Outcome
s
(CF or AC)
Teaching and Learning
Activities
(what and how)
Group
Structure
(classroom
arrangeme
nt)
Resources
(teaching aids, student requirements)
Assessment
Type
F
Formative
S-
Summative
D-
Diagnostic
6
ACMNA291,
ACMNA123
Mental mathematics:
- JEMM Junior Elementary
Math Mastery. Brief, mental
quizzes, featuring repetitive
questions with visual
prompts. Gradually
increasing in difficulty,
serving to map student
progress and encourage
fluency skills with mental
processes. 2x lessons per
day.


JEMM book and slides Formative
assessment


ACMNA130 Multiplying and dividing by powers
of 10:
- Graph paper, using a
modified version of
Decimal Fractions



Decimal Fractions First Steps in Mathematics Number (Book 1), p.73

http://www.amsi.org.au/ESA_middle_years/Year6/Year6_md/Year6_1c.h
tml#teaprop-4


- Begin with integers effects
of multiplying by 10, 100,
1,000

- Introduce decimals, moving
the decimal place
- Use place value charts to
indicate
- Link back to integers





https://schoolsequella.det.nsw.edu.au/file/611cbf36-d463-4a6d-b969-
6353ad070bf8/1/mult_10_100.zip/mult_10_100/index.html



ACMNA105 Integers and decimals on a number
line:
- Begin with number line
from 0-1 in tenths.
Laminated number cards,
students to work in partners
to decide where they go
and put them up on a class
number line.

- Students to work in small
groups to measure their
height and record it in
metres (i.e. as a decimal),
then order themselves from
shortest to tallest, and
place their height card
where they belong. Make
comparisons between
decimal measurements,
using the order as a guide.
- Verify answer/order they
got based on the numbers
on the card with visual
check. Right/wrong, where
could they have gone wrong
(in the measuring, in the
recording, in the
comparing?)

- Assign groups for students





Decimal place value chart (Self made)

Height card for each student (self-made)Height chart for each student
(self made)

Tape measures!Tape measures

Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), p.108
Formative
assessment
number
line
give them a number and get
them into groups with the
same number?

- Explicitly show the students
how to measure and record.
Move around to check that
each student is measuring
and recording accurately.

Assist in measuring,
formative assessment
check for ability to use
measurement, estimating
to check validity of answer,
etc
-
- Use place value chart to
order decimals, and to
reason why a number is
larger or smaller than
another.
- LAMINATED P.V. chart
students to write and reuse.
Model how to write on it.

- Check for understanding
that more digits in a
number does not mean a
larger number
- Use whiteboards to get
students to select which is
larger out of the two
numbers shown
-

7-8
ACMNA291,
ACMNA123
Mental mathematics:
- JEMM Junior Elementary
Math Mastery. Brief, mental
quizzes, featuring repetitive
questions with visual
prompts. Gradually

JEMM book and slides write important details on board Formative
assessment
Record
increasing in difficulty,
serving to map student
progress and encourage
fluency skills with mental
processes. 2x lessons per
day.

student
achievemen
t informal,
over the
shoulder
marking,
student
self-marking

ACMNA105 Integers and decimals on a number
line:
- Use place value chart to
order decimals, and to
reason why a number is
larger or smaller than
another. Revision of
previous activity

- Check for understanding
that more digits in a
number does not mean a
larger number

- Which is bigger? Children
begin in the middle of the
room, and two decimals are
shown on either side of the
board. Children run to the
side corresponding with the
larger number. Children to
reason why that number is
bigger.

- Problem solving task
finding the costs of items
from a variety of clues. Set
up activity as a shop,
assigning post-it notes with
prices on them to the





Decimal place value chart

Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), p.108

Peg Up activity First Steps in Mathematics Number (Book 1), p.71
Summative
assessment
-
Sequencing
times or
distances
activity
Formatted: Highlight
correct objects in
accordance with the clues
given.

- Peg Up activity

- Sequencing times or
distances use data from
Olympic finals, have
students order and arrange
results from winner down
to last place. High ability
students calculate
time/distance between
each athlete and the winner
or world record.
-

8
ACMNA291,
ACMNA123
Mental mathematics:
- JEMM Junior Elementary
Math Mastery. Brief, mental
quizzes, featuring repetitive
questions with visual
prompts. Gradually
increasing in difficulty,
serving to map student
progress and encourage
fluency skills with mental
processes. 2x lessons per
day.

- 60 multiplication a display
of 60 multiplication
problems are displayed on
the board and students
have a time limit in which to
complete as many as
possible.


JEMM book and slides

60 multiplication questions, answers and timer
Formative
assessment

ACMNA1
31
Introduction to fractions:
- First Steps in Mathematics

First Steps in Mathematics Number (Book 1), pp.94-100, and pp.106-
112, depending on ability.
Diagnostic
assessment
Formatted: Font: (Default) Calibri, 9 pt
Formatted: Normal, No bullets or
numbering
Number (Book 1), p.,
Diagnostic Task.

- Block of chocolate to model
fraction division dividing
into halves, quarters, etc.
Emphasising equivalent
fractions throughout.
- Packets of smarties to
emphasis fractions as parts
of a group, not just pieces
of a pie

- Class activity making play
dough for subsequent
activity
-
- Play dough and fraction tub
to scaffold understanding of
fractions of a whole.

- Incorporate both uses of
fractions in terms of parts
of a pizza and objects in a
box.

- Paper folding paper
strips, introduce to
equivalence

- Equivalence activities with
fractions

- Equivalent fractions
matching card game
introduce, play as memory
or snap. Reasoning
throughout the activity
what have you turned over,
what might you be looking
for? Are those two cards
equivalent? Which is





Block of chocolate

Play dough, fraction tub

Paper folding Australian Curriculum Mathematics Resource Book:
Number and Algebra (Year 6), p.59

Fraction Circles, First Steps in Mathematics Number (Book 1), p.129,
Equivalent Fractions, p.130

Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), pp.59, 65-68
First Steps
in
Mathematic
s diagnostic
task


Formative
Assessment

measureme
nt,
following a
procedure
Formatted: Font: Bold
Formatted: Font: Bold
bigger? Which is smaller?

- Incorporate mix numerals
and improper fractions

- Include basic simplification
of fractions while looking at
equivalence, e.g. 3/6=1/2,
2/4=1/2.

ACMNA1
31
Equivalent fractions and decimals:
- Begin using fractions /10,
/100. Use graph paper to
make connections between
fractions and decimals, or
an appropriate grid.

- Draw common fractions
(e.g. 1/2, 1/4, 1/5) on 100s
grid and then convert to
decimals.
-

100-grid and recording sheet, Australian Curriculum Mathematics
Resource Book: Number and Algebra (Year 6), p.138, or graph paper


ACMMG1
40
3D Shapes:
- Constructing prisms and
pyramids

- Estimating the net of a
prism and/or pyramid
drawing and attempting to
make it form the desired
shape.

- Folding paper cut outs of
nets to create prisms and
pyramids

- Drawing and identifying
nets of prisms and
pyramids.
-



Paper

Nets of 3D shapes

9
ACMNA291,
ACMNA123
Mental mathematics:
- JEMM Junior Elementary
Math Mastery. Brief, mental

JEMM book and slides

Formative
Formatted: List Paragraph, Bulleted +
Level: 1 + Aligned at: 0.25" + Indent at:
0.5"
Formatted: List Paragraph, Bulleted +
Level: 1 + Aligned at: 0.25" + Indent at:
0.5"
quizzes, featuring repetitive
questions with visual
prompts. Gradually
increasing in difficulty,
serving to map student
progress and encourage
fluency skills with mental
processes. 2x lessons per
day.

- 60 multiplication a display
of 60 multiplication
problems are displayed on
the board and students
have a time limit in which to
complete as many as
possible.

60 multiplication questions, answers and timer assessment

Equivalent fractions and decimals:
- Explicit teaching division
of the numerator by the
denominator to get the
equivalent decimal. Verify
through common fractions
(e.g. 1/2, 1/4).

- Concentration activity to
help develop fluency.

- Fraction/Decimal/Percenta
ge cards

- Bingo ask questions in
fractions and have students
list answers in decimals, or
switch.
-





Concentration First Steps in Mathematics Number (Book 1), p.148

Fraction/Decimal/Percentage cards Australian Curriculum
Mathematics Resource Book: Number and Algebra (Year 6), pp.137, 139-
142. Exclude percentage cards, and focus solely on fraction and decimal
cards

Bingo boards
Formative,
informal
assessment
bingo

ACMNA102,
ACMNA125
Compare and order fractions, place
related fractions on a number line:
- Begin with unit fractions
(1/2, 1/3, 1/4, 1/5), with
pictorial support. Place


Diagrams of unit fractions

Number line

Summative
assessment
number
Formatted: Bulleted + Level: 1 + Aligned
at: 0.25" + Indent at: 0.5"
fractions on a number line,
noting how the portions get
smaller as the denominator
gets larger.

- Ropes

- Extend to include other
basic fractions. Order on
number line with pictorial
support.
-

Ropes First Steps in Mathematics Number (Book 1), p.136

Equivalent fraction domino cards - Australian Curriculum Mathematics
Resource Book: Number and Algebra (Year 6), pp.75-77
line

ACMMG108 Units of measurement:
- Focusing on common units
of measurement

- Length
o km
o m
o cm
o mm

- Area
o km
2

o m
2

o cm
2

o mm
2

- Mass
o t
o kg
o g

- Capacity
o L
o mL

- Volume
o cm
3

o m
3


- Time



Ways of measuring various items

Objects that can be used to estimate different measurements
Formative
assessment
Formatted: List Paragraph, Bulleted +
Level: 1 + Aligned at: 0.25" + Indent at:
0.5"
o Hours
o Minutes
o Seconds

- How different things are
measured, what units are
appropriate to use and
when

- Estimating what
measurements to use
-
10
ACMNA291,
ACMNA123
Mental mathematics:
- JEMM Junior Elementary
Math Mastery. Brief, mental
quizzes, featuring repetitive
questions with visual
prompts. Gradually
increasing in difficulty,
serving to map student
progress and encourage
fluency skills with mental
processes. 2x lessons per
day.

- 60 multiplication a display
of 60 multiplication
problems are displayed on
the board and students
have a time limit in which to
complete as many as
possible.
-

JEMM book and slides

60 multiplication questions, answers and timer
Formative
assessment

ACMNA103 Add and subtract fractions with the
same denominator:
- Begin with graph paper or
other images, drawing out
representations of the
fractions and adding or
subtracting, with written
documentation underneath.




Graph paper

Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), pp.87, 91-92. Alter spinners so that all numbers have the same
denominator, the make it easier to work with

Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), p.93
Formative
assessment

worksheet.
Formatted: List Paragraph, Bulleted +
Level: 1 + Aligned at: 0.25" + Indent at:
0.5"
Formatted: List Paragraph, Line spacing:
single, Bulleted + Level: 1 + Aligned at:
0.25" + Indent at: 0.5"
- Model, draw and then
move to simply writing.

- Fraction spinners to help
develop fluency

- Worksheet to check
understanding and
capability
-

ACMNA126 Add and subtract fractions with
similar or related denominators:
- Revise equivalent fractions

- Practice converting
between related decimals
(multiplying or dividing by a
common factor). Draw
images to show
equivalence.

- Worksheet to check
understanding and
capability



Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), p.82

Australian Curriculum Mathematics Resource Book: Number and Algebra
(Year 6), p.94.
Summative
assessment

worksheet.

ACMMG108 Converting between units of
measurement:
- Converting between units
of length, volume and
capacity

- Decimal representations







Formatted: List Paragraph, Bulleted +
Level: 1 + Aligned at: 0.25" + Indent at:
0.5"