Download File

Year 5
Mathematics
Strand: Number and Algebra
Term: 3
Unit: 4
Substrand: Addition and Subtraction
Outcomes:
›
selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-5NA
Content:
Create simple financial plans (ACMNA106)
•
use knowledge of addition and subtraction facts to create a financial plan, such as a budget, eg organise a class celebration on a budget of $60 for all expenses

record numerical data in a simple spreadsheet (Communicating)

give reasons for selecting, prioritising and deleting items when creating a budget (Communicating, Reasoning)
Key Ideas
Create a simple budget
Teaching and Learning
Year 5 Maths Market Garden Unit
See Unit attached
Unit
Other resource
Powerpoint resource for unit
Yr 5 Maths Market
Garden Unit
Smart Money Unit
Targeting Maths p.
169
OR
Smart Money Unit –
https://www.moneysmart.gov.au/mst-digital-resources/milbadjunga-primaryflash/index.html
You will not need to complete all of this unit, perhaps just the budgeting and
pay/bills section.
Nelson p. 124-127
Assessment
Pre-Assess
What is a budget?
How does a budget
work? Complete
Tasks 1,2 and 3
from activity
Activity Document
iMaths – p. 78/79
Differentiation
Language
plus, sum, add, addition,
increase, minus, the
difference between,
subtract, subtraction,
decrease, equals, is equal
to, empty number line,
strategy, digit, estimate,
round to, budget.
Resources
Learning Objects
http://www.scootle.edu.au/ec/viewing/R10713/index.html 20 Learning
Objects from Scootle
http://splash.abc.net.au/home#!/media/1566350/ Circus Budget
http://www.scootle.edu.au/ec/viewing/L8491/index.html - Party budget
assessment
Make tasks more
difficult or easier to
aide students at
differing levels.
More difficult –
create budgets
using percentages
off/sales, etc
Post Assess
Complete after Unit
5 (after most
activities have been
completed)
Spreadsheet activities
Year 5 Term 3 Unit 4
Page 1 of 5
Reg’n
Introduce how to use a spreadsheet and what they are used for.
Use this powerpoint presentation
Party Budget using spreadsheet activity
Activity sheet
Support – Have
students use
calculators if
necessary.
iMaths – support,
consolidation and
extension activities
Shopping Budget using spreadsheet activity
Activity sheet 1
Activity Sheet 2
Year 5 Term 3 Unit 4
Page 2 of 5
Year 5
Mathematics
Strand: Measurement and Geometry
Term: 3
Unit: 4
Substrand: 2D Space
Outcomes:
› manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties MA3-15MG
Content:
Classify two-dimensional shapes and describe their features
• manipulate, identify and name right-angled, equilateral, isosceles and scalene triangles
 recognise that a triangle can be both right-angled and isosceles or right-angled and scalene (Reasoning)
• compare and describe features of the sides of equilateral, isosceles and scalene triangles
• explore by measurement side and angle properties of equilateral, isosceles and scalene triangles
• explore by measurement angle properties of squares, rectangles, parallelograms and rhombuses
• select and classify a two-dimensional shape from a description of its features
 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 (Communicating, Problem Solving)
 explain the difference between regular and irregular shapes (Communicating)
 use computer drawing tools to construct a shape from a description of its side and angle properties (Communicating, Problem Solving)
Describe translations, reflections and rotations of two-dimensional shapes (ACMMG114)
• use the terms 'translate', 'reflect' and 'rotate' to describe the movement of two-dimensional shapes

•
rotate a graphic or object through a specified angle about a particular point, including by using the rotate function in a computer drawing program
(Communicating)
describe the effect when a two-dimensional shape is translated, reflected or rotated, eg when a vertical arrow is rotated 90°, the resulting arrow is horizontal

recognise that the properties of shapes do not change when shapes are translated, reflected or rotated (Reasoning)
Key Ideas
Classify and draw
regular and
irregular twodimensional
shapes from
descriptions of
their features
Use the terms
‘translate’,
‘reflect’ and
‘rotate’ to
Teaching and Learning
Properties of Two-Dimensional Shapes
Students examine regular and irregular two-dimensional shapes and name their parts. Angle testers, set
squares or protractors could be used to compare the size of angles and to identify equal angles. Rulers
could be used to compare lengths of sides and to identify sides of equal length.
Regular Polygons
1. Discuss with the class the different features of two dimensional shapes.
2. Two dimensional shapes can have pairs of sides which are:
◦
equal in length
◦
unequal in length
◦
parallel
◦
perpendicular
Year 5 Term 3 Unit 4
Resources
Targeting
Maths – p. 4142
Assessment
Pre-Assess
Nelson
p.32/129
Nelson Maths –
p. 32-35 and
129
iMaths – p. 116117
Mathletics –
Page 3 of 5
Reg’n
describe
transformations
of shapes
Language
shape, twodimensional
shape (2D shape),
triangle,
equilateral
triangle, isosceles
triangle, scalene
triangle, rightangled triangle,
quadrilateral,
parallelogram,
rectangle,
rhombus, square,
trapezium, kite,
pentagon,
hexagon, octagon,
regular shape,
irregular shape,
features,
properties, side,
parallel, pair of
parallel sides,
opposite, length,
vertex (vertices),
angle, right angle,
line (axis) of
symmetry,
rotational
symmetry, order
of rotational
symmetry,
translate, reflect,
3. and angles which are:
◦
equal in size
◦
acute, right, obtuse, straight, reflex
4. as well as the shapes being regular or irregular, having axes of symmetry and rotational symmetry.
5. Display a variety of quadrilaterals (polygons with four sides) on a whiteboard - square, rectangle,
parallelogram, rhombus, trapezium, etc. Students name each quadrilateral and discuss for each
one, whether the sides are equal in length and whether the angles are all the same size.
How can
we test if the sides are equal in length?
How can we test if the angles are equal in size?
Which
shapes have sides that are parallel?
Students could also take turns to draw a variety of quadrilaterals on the whiteboard. Each quadrilateral
that the students draw must be different from the previous ones. This way the students are recognising
quadrilaterals in different orientations.
Read this definition of a regular polygon.
p.7-12 and 1920
Post Assess
Differentiation
Neslon – p.
35/129
1. Squares are regular quadrilaterals. Examples of other regular shapes include regular pentagon, regular
octagon and regular decagon.
Irregular shapes are shapes in which at least one side is not the
same length as the other sides. Examples of irregular shapes include rectangle, trapezium and
parallelogram.
Draw a square and a rectangle on the whiteboard or place the shapes on an overhead projector.
Only one of these shapes is a regular polygon, because only one has all sides equal in length and all angles
equal in size.
Discuss:
• Which shape is a regular polygon?
• How do you know?
• What is this shape called?
1. Provide students with a table showing the different types of quadrilaterals. They complete this table by
identifying the side and angle features of different quadrilaterals. Place a tick or cross to indicate
if the quadrilateral is regular.
Year 5 Term 3 Unit 4
Page 4 of 5
rotate, enlarge.
For the quadrilateral to be regular it must have a tick under four equal angles and four equal sides.
The students draw two of their own shapes for (e) and (f) in the table to match the description of the side
and angle properties.
Recognising Quadrilaterals worksheet




Drawing and Manipulating
Students are given access to a variety of geometric equipment (including rulers, protractors, templates,
pairs of compasses, set squares, drawing software) to draw regular and irregular two-dimensional shapes.
Possible questions include:
❚ what did you use to construct angles?
❚ how did you ensure angle, side and diagonal properties were correct?
❚ what did you use to construct circles?
❚ what is the difference between a regular and an irregular shape?
This activity could be extended to writing a list of properties for the various two-dimensional shapes.
Transformations
View video with activities at this address
http://www.bbc.co.uk/bitesize/ks3/maths/shape_space/transformations1/activity/
Learning Objects
http://teams.lacoe.edu/documentation/classrooms/amy/geometry/34/activities/quad_quest/quad_quest.html Quadrilateral Quest
Year 5 Term 3 Unit 4
Page 5 of 5