NGANMARRIYANGA SCHOOL

GRADE 4/5/6
Maths Unit Plan 2016

Abstract
Created based upon the Australian Curriculum & the NT multiyear level units.

Rebekah Vass
Rebekah.vass@ntschools.net

Curriculum
Year 4
At this year level:
Understanding includes making connections between
representations of numbers, partitioning and
combining numbers flexibly, extending place value to
decimals, using appropriate language to communicate
times and describing properties of symmetrical
shapes.
Fluency includes recalling multiplication tables,
communicating sequences of simple fractions, using
instruments to measure accurately, creating patterns
with shapes and their transformations and collecting
and recording data.
Problem Solving includes formulating, modelling and
recording authentic situations involving operations,
comparing large numbers with each other, comparing
time durations and using properties of numbers to
continue patterns.
Reasoning includes using generalising from number
properties and results of calculations, deriving
strategies for unfamiliar multiplication and division
tasks, comparing angles, communicating information
using graphical displays and evaluating the
appropriateness of different displays.
NGANMARRIYANGA SCHOOL GRADE 4/5/6
Year 5
At this year level:
Understanding includes making connections between
representations of numbers, using fractions to
represent probabilities, comparing and ordering
fractions and decimals and representing them in
various ways, describing transformations and
identifying line and rotational symmetry.
Fluency includes choosing appropriate units of
measurement for calculation of perimeter and area,
using estimation to check the reasonableness of
answers to calculations and using instruments to
measure angles.
Problem Solving includes formulating and solving
authentic problems using whole numbers and
measurements and creating financial plans.
Reasoning includes investigating strategies to perform
calculations efficiently, continuing patterns involving
fractions and decimals, interpreting results of chance
experiments, posing appropriate questions for data
investigations and interpreting data sets.
Year 6
At this year level:
Understanding includes describing properties of
different sets of numbers, using fractions and decimals
to describe probabilities, representing fractions and
decimals in various ways and describing connections
between them and making reasonable estimations.
Fluency includes representing integers on a number
line, calculating simple percentages, using brackets
appropriately, converting between fractions and
decimals, using operations with fractions, decimals and
percentages, measuring using metric units and
interpreting timetables.
Problem Solving includes formulating and solving
authentic problems using fractions, decimals,
percentages and measurements, interpreting secondary
data displays and finding the size of unknown angles.
Reasoning includes explaining mental strategies for
performing calculations, describing results for continuing
number sequences, explaining the transformation of one
shape into another, explaining why the actual results of
chance experiments may differ from expected results.

By the end of Year 4, students choose appropriate
strategies for calculations involving multiplication and
division. They recognise common equivalent fractions
in familiar contexts and make connections between
fraction and decimal notations up to two decimal
places. Students solve simple purchasing problems.
They identify unknown quantities in number
sentences. They describe number patterns resulting
from multiplication. Students compare areas of regular
and irregular shapes using informal units. They solve
problems involving time duration. They interpret
information contained in maps. Students identify
dependent and independent events. They describe
different methods for data collection and
representation and evaluate their effectiveness.
Students use the properties of odd and even numbers.
They recall multiplication facts to 10 x 10 and related
division facts. Students locate familiar fractions on a
number line. They continue number sequences
involving multiples of single digit numbers. Students
use scaled instruments to measure temperatures,
lengths, shapes and objects. They convert between
units of time. Students create symmetrical shapes and
patterns. They classify angles in relation to a right
angle. Students list the probabilities of everyday
events. They construct data displays from given or
collected data.
NGANMARRIYANGA SCHOOL GRADE 4/5/6
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.
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 plane. They
construct simple prisms and pyramids. Students list and
communicate probabilities using simple fractions,
decimals and percentages.

Unit 1-4 Overview
Unit 1
Number & Place Value and Using Units
of Measurement
Students develop whole number
understandings, and examine strategies
for calculating including partitioning,
regrouping, rearranging, applying place
value, rounding and estimating. They
investigate problem solving, all
operations, and look at number
properties. Students learn about time and
time units.
NGANMARRIYANGA SCHOOL GRADE 4/5/6
Unit 2
Number & Place Value and Using
Units of Measurement
Students investigate large whole
numbers and place value. They
develop and use efficient strategies
for basic fact recall and problem
solving. They investigate length, area
and mass using metric units of
measurement.
Students consolidate concepts from
previous units:
Number & Place Value
Using Units of Measurement
Unit 3
Patterns & Algebra and Data
Representation & Interpretation
Students examine number patterns and
sentences. They collect, check and classify
data. They record, organise and represent
data in a variety of forms. They identify
data sources and interpret and evaluate
data sets.
Students consolidate concepts from
previous units:
Number & Place Value
Using Units of Measurement
Unit 4
Shape and Geometric Reasoning
Students explore and investigate the features of
familiar two-dimensional shapes and three-
dimensional objects. They construct three-
dimensional objects using nets and digital
technologies. Students explore angles.
Students consolidate concepts from previous
units:
Number & Place Value
Patterns & Algebra
Data Representation & Interpretation
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Major Assessment per unit

All students complete the Base assessment.
Students will then complete either the Med or High assessment accessing the same goal but extending students.
Unit 1 & 2 Unit 1 & 2 Unit 3 Unit 4
Number & Place Value Using Units of Measurement Patterns & Algebra Shape & Geometric Reasoning

High A day in the life of me.
Students choose 8 things
they did today/yesterday.
Place on a timeline
identifying each with a
24hour time.
Med A day in the life of me.
Students choose 8 things
they did today/yesterday
and place on a timeline using
a 12 hour time.
BASE Identifying & Drawing time
on clocks.
Students complete the below
med task with a page extension
with: identifying how many
grams on a visual scale & how
many cms with a visual ruler *
identifying temperature with
visual thermometer.
Students choose 5 objects: they
estimate their length and then
measure and record their
length.
Apple tree: Identifying
subtraction and addition.
Students identify, describe and
investigate number patterns/rules.
-Focussing upon 4, 6 & 9 multiples
on a 100 number graph.
-Fill in missing numbers in patterns
-Identify the number rule in a
pattern
Students identify, describe and
investigate number patterns/rules.
-Focussing upon 4, 6 & 9 multiples
on a 100 number graph.
M & M challenge! Students identify
most popular colour and represent
in a graph.
Students create two 3D models and
identify: the name of the shape, the
number of faces, number of edges &
number of corners.
Students have an extra page of
complex 3D shapes that they need to
identify the number of faces, edges &
corners for each.
Students create two 3D models and
identify: the name of the shape, the
number of faces, number of edges &
number of corners.
Student identifies the shape with the
largest area and verbally explains how
they worked it out.

RED: Same assessment task between Med- High with the extension or challenge in red.
Throughout the units there will be the Visible Learning checkpoints. This provides
visible goals for students and is another form of ongoing assessment in maths.
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Unit One & Two Overview

Term One: Number & Place Value

WEEK Objective Activities Assessment/Visible

Learning
Four For students to be able to identify and create whole numbers with: -Power point activity -VL Snake Checkpoint: I can identify
ones & tens & thousands -Shading tens & ones activity the place value of each digit in a four
& Identify the place value of each digit in a four-digit number worksheet digit number
Five Recognise the role of zero in four- digit numbers as a place -Creating tens and ones problems
holder with blocks
-Drawing tens and ones problems as
whole numbers in books
-Ice cream ones/tens & thousands
activity
-Mathletics
Six & For students to be able to identify odd and even numbers -Power point interactive activity -VL Snake Checkpoint: I can Identify 6
Recognise and communicate conditions required for a number -Shading odd Vs. Even numbers random odd and even numbers.
Seven to be odd or even, e.g. significance of last digit -Odd Vs. even number dice game
Identify odd and even numbers to four digits -Buzz game around odd/even
Skip count even and odd numbers from any starting point numbers
Make the largest and smallest odd or even number possible -Mathletics
from up to four given numbers
-Identifying worksheet of several
objects as odd/even number
- New Zealand Maths
Large numbers roll over

Eight Explore numbers to 10 000 and identify that the pattern within the -Mathletics - VL Snake Checkpoint: I can read and
numbering system remains consistent -SOCRATIVE interactive quiz write 4 random four digit numbers.
& Read and write four-digit numbers -Interactive PPT with Buzz Game
Nine Locate and place four-digit numbers on a number line using an -Creating a timeline of 4 digit Apple Tree BASE assessment here
appropriate scale numbers
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Ten Rearranging & Regrouping -Worksheets -VL Snake Checkpoint: I can place
Place non-sequential numbers to four digits in ascending and -Mathletics non-sequential numbers to four digits
descending order -Interactive timeline ppt activity in ascending and descending order
Make the largest and smallest number possible from four given -Dice game
numbers

Term Two: Using Units of Measurement

WEEK Objective Activities Achievement/Visible

Weeks 1-4 Investigating time:
Students are introduced to the topic of time
exploring why we use clocks and how to
communicate time.
Recognise and communicate time to the
quarter hour
Using a set of class clocks, recognise that
one revolution of the minute hand equals the
movement of the hour hand from one
number to the next
Identify the number of minutes in an hour
and the number of seconds in a minute
Estimate the duration of one minute
Learning
Identifying and drawing time on
- Clock it up
analogue clocks BASE Assessment
-Making our own clocks
here.
-Clock interactive quiz SOCRATIVE
-You Tube : Time monsters
-VL Snake Checkpoint: I can draw
-Interactive game : time monsters
and identify time on an analogue
https://www.gamestolearnenglish.com/clock/
clock.

Weeks 4-7 Investigating time: -Worksheets A day in the life of me Med/High

Introducing digital clocks to the class. -You Tube: Time monsters assessment task here.
Exploring the difference between 12 and 24 -Interactive game time monsters
hour time. -Time line practice -VL Snake Checkpoint: I can identify
Identify that digital clocks show the hour with
-A thousand seconds and communicate time between 12
the first one or two digits, and that this may and 24hour format.
go from 12 to 1 or 12 to 13 (24 hour format)
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Examine the classification of time into a.m.

(ante meridiem) and p.m. (post meridiem)
Discuss use of different terms for 12am and
12pm, e.g. midday and midnight, 12 noon
and 12 midnight
Weeks 7-8 Measurement Units: -Hands on practice measuring items in small learning -VL Snake Checkpoint: I can
-Measuring in CM groups. measure an object in CM & M
-Measuring in M -Measuring lines on their worksheet
-Accurately measuring length in CM & M -Creating their own lines and measuring them

Weeks 9-10 Measurement Units: -Interactive PPT with scale & thermometer practise. Med/High assessment here from
-Reading grams on a scale -Worksheets unit 2. See major assessment graph
-Reading temperature on a thermometer -Mathletics for details.
-The temperature game
http://funphysics.jpl.nasa.gov/adventures/temperature-
game.html
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Assessment Overview:
1. Apple tree: Identifying subtraction and addition.

In this activity students begin to recognize the difference between addition and subtraction. Students are given ten counters and two trees on a piece
of paper. Students are told the following scenario: I have two apple trees at home. Yesterday I picked three apples off the tree, how many apples did I
take from each tree? Students are told there are multiple ways that this can be done e.g. 1 from one tree 2 from the other, 3 from one tree etc.
Students are to demonstrate each and draw in their assessment sheet each possible outcome. Students are encouraged to use numerals and words.

This is a BASE assessment task for this unit. This piece of work will be done in individual small
groups with teacher supervision to minimize copying. Students work will be annotated by the teacher
at the end and the teacher will fill out the following criteria:

Student needs help Student needs Student can

to effectively minimal help to complete this task
complete this task. effectively effectively on their
complete this task. own.
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

2. Identifying & Drawing time on clocks:

Students will be individually taken through a short interactive power point in which they identify two analogue times and can draw in two analogue
time. This is another BASE assessment meaning students will only be marked against the following criteria with annotations from the teacher
accompanying the criteria.

Student needs help Student needs Student can

to effectively minimal help to complete this task
complete this task. effectively effectively on their
complete this task. own.
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

3. A day in the life of me:

There are two levels in this assessment. Students will be grouped based on the BASE assessment and teachers input. In their small groups they will
be either presented the High or Med task which are very similar however, just extending some students.

High A day in the life of me. Students choose 8 things they did today/yesterday. Place on a timeline identifying each
with a 24hour time.

Med A day in the life of me. Students choose 8 things they did today/yesterday and place on a timeline using a 12
hour time.

Students will be assessed on the following rubric:

1 2 3
Student requires assistance to write and Student can correctly write & identify Student can correctly write & identify
Identifying 12/24 identify 12/24 hour time. 12/24 hour time with some additional 12/24 hour time with no additional
hour time help. help.

Student requires assistance to correctly Student can correctly place items in Student can correctly place items in
Place items in place items in ascending time order. ascending time order with some ascending time order with no additional
ascending order additional help. help.
on a timeline

Student sometimes places pride and effort Student most of the time places pride Student places a lot of pride and effort
Places pride and into their work. and effort into their work. in their work.
effort into work
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

4. Measuring up!
Students complete the following assessment. There has been an extension in the task identified which all students will have the opportunity to have a
High Students complete the below med task with a page extension with: go at. Students will be marked on the following:
identifying how many grams on a visual scale & how many cms
with a visual ruler * identifying temperature with visual
thermometer.
Med Students choose 5 objects: they estimate their length and then
measure and record their length on their worksheet.

1 2 3

Measure length in Student requires assistance to Student sometimes needs assistance Student can accurately measure the length of
accurately measure the length of an to accurately measure the length of an object in cm/m.
cm/m object in cm/m. an object in cm/m.

Recording length in Student requires assistance to Student sometimes needs assistance Student can accurately write down the
accurately write down a measurement to accurately write down a measurement in cm/m.
cm/m in cm/m. measurement in cm/m.

Identify grams on a Student requires assistance to identify Student sometimes needs assistance Student can accurately identify how many
how many grams are on a scale. to identify how many grams are on a grams are on a scale.
scale scale.

Identify temperature Student requires assistance to Student sometimes needs assistance Student can accurately identify temperature
accurately identify temperature on a to accurately identify temperature on on a thermometer.
on a thermometer thermometer. a thermometer.
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Unit Three & Four Overview

Term Three: Patterns and Algebra

WEEK Objective Activities Assessment/Visible

Learning
One Introduce students to patterns in mathematics. Identify what they -Power point activity -VL Snake Checkpoint:
know about patterns, to inform three maths groups for the unit. -Mathletics I can repeat a basic shape pattern
& Repeating basic shape patterns -Worksheets and create my own.
Two Creating own basic shape patterns -Art activity: Crating shape pattern
Exploring patterns banner
-Exploring the community what
patterns can we see. Around the
school?
Three Focussing upon patterns in 100 and patterns in T Charts. -Power point interactive activity -VL Snake Checkpoint:
Can identify patterns in 100 -Mathletics I can identify various patterns within
& Can identify patterns in T Charts -Worksheets a 100 chart.
Four -Multiples in 100 board game
-Creating our multiples rap

Five Communicating and modelling patterns. -Mathletics MED & HIGH assessment here upon
Identifying where patterns start & end and how they change. -SOCRATIVE interactive quiz multiples in the 100 graph.
& Six Describing the patterns and visualizing what they would be in -Interactive PPT with Buzz Game
the future based on data given. -Worksheet
-Problem group rotation

Seven Using Simple Graphs -Worksheets -VL Snake Checkpoint:

-Mathletics
Communicating what they read from a simple graph I can place a maths problem into a
& -Interactive PPT video and quiz simple graph.
Eight -3 group problem solving rotation
-M & Ms graph
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

Nine Using Simple Graphs -Worksheets BASE assessment here upon

-Mathletics graphing the M & Ms colours.
Placing a simple maths problem into a graph
& Ten -Interactive PPT video and quiz
-3 group problem solving rotation
-M & Ms graph

Unit Three & Four Overview

Term Four: Shape and Geometric reasoning

WEEK Objective Activities Assessment/Visible

Learning
- -VL Snake Checkpoint:

-VL Snake Checkpoint:

- VL Snake Checkpoint:

-VL Snake Checkpoint:

 NGANMARRIYANGA SCHOOL GRADE 4/5/6

1. Algebra & Patterns:

There are two levels in this assessment. Students will be grouped based on BASE assessment and teachers input. In their small groups they will be
either presented the High or Med task, which are very similar however, just extending some students. The task both groups will get is below. The
extension for the High group will be added focusing upon the points in red.

High Students identify, describe and investigate number patterns/rules.

-Focussing upon 4, 6 & 9 multiples on a 100 number graph.
-Fill in missing numbers in patterns
-Identify the number rule in a pattern
Med Students identify, describe and investigate number patterns/rules.
-Focussing upon 4, 6 & 9 multiples on a 100 number graph.

Students will be assessed on the following rubric:

1 2 3
Student requires assistance to identify the Student requires some assistance and Student can correctly identify the
Identifying the number pattern. prompts to identify the number pattern. number pattern with no assistance.
number pattern

The student can identify the multiples by The student can correctly identify The student can correctly identify
Identifying 4,6 and counting each number along. multiples of 4 without counting each multiples of 4, 6 & 9 without counting
9 multiples on a one, however for 6 and 9 they need to each one individually.
100 number graph count each square.

Student sometimes places pride and effort Student most of the time places pride Student places a lot of pride and effort
Places pride and into their work. and effort into their work. in their work.
effort into work
You need to colour
x4 multiples Blue
x6 multiples Green
x9 multiples Red
NGANMARRIYANGA SCHOOL GRADE 4/5/6
 NGANMARRIYANGA SCHOOL GRADE 4/5/6

2. Algebra & Patterns:

BASE M & M challenge! Students identify most popular colour and represent in a graph.

Students are presented with a pile of 10 m & ms each. Each student will have different colors in their group of m & ms. Students will then need to sort
them into their colors and create a basic line graph to represent their M & Ms. They will be given a template for the line graph.

Students will be assessed on the following rubric:

1 2 3
Student requires assistance to draw their Student requires some assistance and Student can draw up their graph with
Drawing the graph graph up. prompts to draw their graph up. no assistance.

The student can identify the color groups The student can correctly identify the The student can correctly identify the
Grouping colors however, cannot place this onto the color groups, and attempts to place this color groups, and places this correctly
and placing graph. correctly onto the graph. onto the graph.
correctly onto the
graph.
Student sometimes places pride and effort Student most of the time places pride Student places a lot of pride and effort
Places pride and into their work. and effort into their work. in their work.
effort into work