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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