Maths Programming Bolwarra Ps - Year 5

Year: 5
Term: 1
Mathematics
Unit: 1
Strand: Number & Algebra
Substrand: Whole Number 1
Outcomes:
A student:
orders, reads and represents integers of any size and describes properties of whole numbers MA3-4NA
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking
investigations MA3-2WM
Content: Recognise, represent and order numbers to at least tens of millions
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
use numbers of any size in real-life situations, including in money problems

interpret information from the internet, the media, the environment and other sources that use large numbers
(Communicating, Reasoning)
Key Ideas
Read, write and
order numbers of
any size
State the place
value of digits in
numbers of any
size
Teaching and Learning

Ignition Activities
Nasty Game
Rules:
1. This game must be played with four players and four games
must be played. One player records the rolls and the scores.
2. The rules are similar to Highest Number except that players
are allowed to place the numbers they roll in their opponents
squares. For example, a player may place a 1 in an opponents
hundreds column. Note: Players must explain to the scorer where
they want to place the number they have rolled Put the 2 in
Susans hundreds column.
3. The winner of each game scores 4; 2nd = 3; 3rd = 2; 4th = 1.
Therefore, after the first game players should use various
strategies to ensure that the winner of the first game does not
win again. Players who really understand this game should base
their strategies on the progressive scores after each round. Note:
Each player must have a turn at going first.
Resources
NSW Targeting
Maths Year 5
p2, 58,
Nelson Maths 5p4
iMaths 5 p4041
Maths online
Studyladder
Assessment
Pre-Assess
Read out a
variety of
numbers for
students to
write down.
Start with 2digit numbers
and gradually
increase the
number of
place values
and level of
difficulty
including
Regn
Variation: Use 16 or 09 dice.
Language
Language: Students
should be able to
communicate using
the following
language: ascending
order, descending
order, zero, ones,
tens, hundreds,
thousands, tens of
thousands,
hundreds of
thousands,
millions, digit, place
value, expanded
notation, round to,
whole number,
factor, highest
common factor
(HCF), multiple,
lowest common
multiple (LCM).
Highest Number
Purpose:To help students order numbers with 3-digits or 4-digits.
1. The teacher and a student (or two students) demonstrate the
game on the chalkboard.
2. Students play in pairs, sharing one score sheet. Players take
turns to roll a die to try to make the highest number they can.
Once a number has been placed in a column its position cannot
be changed. The student who makes the higher number wins that
game.
3. Students play several games to determine an overall winner.
4. The teacher ties the lesson together by asking, What is the
largest possible number you can score? (9999 if you are using 0
9 dice and playing a 4-digit game.) Who scored closest to this?
What was your highest number? What was your lowest number?
5. Some of the results may be written on cards and pinned onto a
clothesline to help students order 3-digit and 4-digit numbers.
Variations 1. Use 16 dice or 09 dice. 2. Total numbers after
several games.
Guess My Number
A student thinks of a number between 1 and 1000 and challenge
students to ask questions that will identify the number in the
least number of guesses. The student who has selected the
number is only allowed to answer yes or no.
Good questions that focus on cutting out unneeded numbers can
be identified such as is it more than 500? or is it an even
number?
Each student to type a number of five digits or more into a
calculator. Without speaking, students order themselves
according to number displayed in ascending order. Students call
out number in order.
Variation: Use sticky labels to place a number on each students
back. Students move around and may ask one question of each
person they meet. That person can only answer yes or no.
Students sit down when they have been identified their number.
Explicit Mathematical Teaching
Place Value
Differentiation
Reduce, enlarge
the numbers
according to
ability.
Provide a
concrete
example of an
abacus for those
students who
require this
level of support
zeroes in
some place
values.
Example:
26, 143, 2
673, 3408, 8
019, 14 579,
26 204, 86
093,
264 582, 3
456 714
Write the
number
74 389 615
on the board.
Ask students
to label the
place value
name of each
digit.
Post Assess
Maths online
worksheet
reading whole
number.
Teacher verbal
post
assessment
asking students
to write number
as per preassessment.
Studyladder - Ordering large numbers

Maths
Year 5 Video
Write 15 642 on the board and ask a student to read it. Discuss
the value of each digit, establishing particularly that the one
represents ten thousand, but the number is read as fifteen
thousand. Change the 15 to 3 and repeat. Point out that a space
is left between the thousands and hundreds to make the number
easier to read. Repeat with numbers such as 156 342, then 1 243
675, to establish the value of hundred thousands and millions
and the way in which the numbers are read. Show a place value
chart on the board with the ones (units) column labelled
Alternatively draw an abacus diagram:
Discuss the value of the other columns, starting from the right,
and label them. Draw small circles in each column, to represent a
number. Write the number in figures on the board, point out the
spacing, then ask a student to read the number. Change the
circles to make a different five, six or seven-digit number and ask
students to write it in figures, then read it aloud together. Repeat
with other numbers. Read out some five, six and seven-digit
numbers and ask students to write them in figures. Focus on a
seven-digit number and ask:
- How could I increase this number by ten thousand?
- What would the new number be?
Repeat with other changes to the number, e.g. 300 thousand
smaller, 2 million bigger etc, asking students to record the new
number each time. Ask students to write any seven-digit number.
Ask them to raise their hands if their number contains: fifty
thousand; nine thousand; eight hundred thousand, forty; six;
three million etc.
Explain that large numbers are written in groups of three starting
from the ones using spaces not commas. Teach that groups of
three belong to millions, thousands and ones and this determines
MTS online Yr
5 Whole number
Formative test 1
the name of the number eg. Two hundred and fifteen million four
hundred and twenty six thousand eight hundred and ten.
Identify groups beyond the millions.
Explicit teaching
Teacher models on the board arranging a set of digits to make
the highest possible number and lowest possible number. As
students develop their understanding, increase the number of
digits to be arranged.
As an extension students could arrange the digits to make the
number closest to a given number. E.g. Make the number closest
to 5 000.
Number People.
Make number cards with the digits 0-9. Hand out, for example,
five/six/seven cards to students. Without speaking, the students
are asked to make the largest number, smallest number, the
smallest odd number etc. Extend range of numbers
Ordering Numbers Activities

Students could:
Order countries according to area or population
Student writes a number and tells the class what range it

falls in eg between 400 000 and 500 000. Other students guess
and are told higher, lower until it is reached.
Millionaire Place Value
Students draw 4 joined boxes in a horizontal line. Squared paper
will help. The teacher has a standard pack of playing cards with
the picture cards removed. The teacher shuffles them, turns the
top card and calls out the number. The students must choose a
box to write this number in. The teacher also does this in secret.
The cards are turned and called until all four boxes are filled.
Students and teacher then display their number. Students who
get a higher number than the teacher get 5 points. Equal to the
teacher gets 3 points. Lower than the teacher 1 point. The
teacher gets 10 points if he / she beats all the students! Note - a
ten playing card is called as a zero.
This game can be adapted to higher numbers by increasing the

number of boxes or a decimal point can be added.
Interactive Links
http://education.jlab.org/placevalue/index.html
http://www.aaamath.com/plc.html
http://www.gamequarium.com/placevalue.html
Year: 5
Term: 1
Strand:
Mathematics
Unit: 2
Number & Algebra
Substrand: Addition and Subtraction
Outcomes:
A student:
selects and applies appropriate strategies for addition with counting numbers of any size MA3-5NA
conventions MA3-1WM
gives a valid reason for supporting one possible solution over another MA3-3WM
Content:
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, without the use of digital technologies, eg 42 000 +
5123 + 246
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 word problems
use empty number lines to record mental strategies (Communicating, Problem Solving)
use selected words to describe each step of the solution process (Communicating, Problem Solving)
check solutions to problems, including by using the inverse operation
Key Ideas
Select and apply
efficient mental,
written and
calculator
strategies for
addition of
numbers of any
size.
Language
Students should be
able to
communicate using
the following
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
Ignition Activities
Greedy Pig
1. To play this game you need an ordinary 6-sided die.
2. Each turn of the game consists of one or more rolls of the
die. You keep rolling until you decide to stop, or until you
roll a 1. You may choose to stop at any time.
3. If you roll a 1, your score for that turn is 0.
4. If you choose to stop rolling before you roll a 1, your score
is the sum of all the numbers you rolled on that turn.
5. Each player has 10 turns.
6. The player with the highest score wins.
MTS online
worksheets and
mental
computation
sheets
Make 100
1. The aim is to score 100 or as close as possible without
busting (passing 100).
2. The teacher rolls the die and announces the number. Students
may choose to multiply that number by 10 or score it at face
value, e.g. 2 may be scored as 2 or 20. Once a decision has been
made it cannot be changed.
3. The die is rolled again. If the number is (say) 4, students
decide to score this as 4 or 40 and record it, completing the
progressive total.
4. This continues until 9 rolls have been completed. Note: All rolls
must be used.
5. The student who scores 100 or the number closest to (but
below) 100 wins.
Variations
(a) Use a 16 die or a 09 die. Ask students how they will vary
their strategies if you change from a 16 to a 09 die.
(b) Set a different target.
(i) Target = 200 How will you vary your strategies from the
original game? (Students should realise that they will need to
multiply by 10 more often.)
(ii) Target = 1000 and you may multiply by 100 once and once
only during the game.
(c) Allow addition or subtraction of each number rolled.
imaths p152153, p159
Explicit Teaching
Language to be explicitly taught.
Nelson maths 5
p8
Targeting maths
year 5 p5-8
Differentiation
Support:
peer tutor
grouping
strategies
Vary size of
numbers
Assessment
Pre-Assess
Demonstrate a
range of
strategies to
solve a
particular
addition
problem e.g.
jump, split,
compensation,
bridging, formal
algorithm
Example:
In the Garden
I have $1 000
and wish to
purchase plants
for my garden.
Azaleas cost
$7.50, roses
cost $25.00 and
shrubs cost
$30.00. How
many of each
can I buy? Is
there only one
alternative?
Explain your
answer.
Regn
Students should be able to communicate using the following

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. Teachers should model & use a variety of expressions for
the operations of addition & subtraction.
Strategies
Write 40 + 90 + 60 + 50 on the board.
- How would you find the total?
Discuss different methods such as looking for pairs with a sum of
100, and starting with largest number first. Repeat with other
sets of two-digit numbers. Include numbers that involve doubling
and near doubling, e.g. 60 + 70 + 80 + 20 + 30 + 80 + 70; 20 +
80 + 10; 50 + 60. Record the strategies in a list on the board.
Introduce three two-digit numbers, e.g. write 28 + 35 + 12 on the
board and ask students to suggest strategies for finding the total,
such as looking for unit pairs that make 10, and starting with the
largest number.
Write on the board the digits: 1 + 2 + 3 + 4 + 5 + 5 + 6 + 7 + 8
+ 9. Ask children to add them up. Recap the strategy of finding
pairs to 10. Identify that there are 5 pairs that sum to 10.
Mental Strategies
Remind the students of the methods of addition (split,
compensation, chunking, bridging). Ask students for examples
related to each of the methods. Review each strategy.
Demonstrate method of recording mental strategies and work
through examples as a modelled or independent activity.
- the jump strategy
- the split strategy
- the compensation strategy
- using patterns to extend number facts
- bridging the decades
- changing the order of addends to form multiples of 10
- recording mental strategies on an empty number line
(see i Maths 5 p152 153, 159)
Provide students with the following 12 additions, in pairs select
those they can do in their heads.
1. 314 + 53 2. 39 + 38 3. 146 + 19
Post Assess
Targeting Maths
year 5 p8-9
could be used
as an
assessment
4. 444 + 333
5. 533 + 388
6. 85 + 205
7. 374 + 456
8. 678 + 99 9. 56 + 13 + 7
10. 532 + 118 + 336
11. 60 + 20 + 30
12. 11 + 16 +
19 + 14
Collect answers and discuss the methods the children used.
Ask students to look at the above set of questions again and this
time complete the additions sums on paper that they were
unable to complete mentally. As a class collect methods and
solutions. Discuss the different ideas and clues the students
used. Provide students with the following questions:
Empty Number Line
Demonstrate to students how to add numbers using an empty
number line. The above algorithms could be used to demonstrate
this.
Formal Algorithm
Demonstrate using a formal written algorithm using place value stress the setting out in columns.
Add numbers with different number of digits highlighting the
importance of maintaining the place value columns.
Have students estimate answers before completing addition and
subtraction algorithms. Use inverse operations as a checking
strategy.
Money Problems
Provide students with a range of word problems, involving money
for them to solve, examples may include:
1. Lawrence gives $8.88 to Jessica. If Lawrence started with
$94.28, how much money does he have left?
2. Bruce has $81.65 and Rachel has $60.21. How much more
does Bruce have than Rachel?
3.
After buying some tickets for $93.72, George has $8.33
left. How much money did George have to begin with?
Samuel gives $26.94 to Catherine. If Samuel started with $31.03,
how much money does
he have left?
9. Jacob had $109.85. He bought a shirt for $25.50, a pair of
thongs for $7.98 and a hat for $11.36. How much money did
Jacob spend altogether and how much money does he have left?
10. Maddi washed the car and earned $10.70, she mowed the
lawn for $15.55 and babysat a neighbours child for $27.63. How
much pocket money has Maddi earned? If she is saving for
concert tickets that cost $75.50, how much more money does
she need to earn? Students need to write a statement with each
of their solutions, identifying the strategy they used.
Inverse Operations
Write 468 + 573 on the board and ask students to suggest how
they might work out the total. Discuss suggestions and
demonstrate the informal method of adding the most or the least
significant digits first, i.e.
468 468
+ 573 + 573
900
11
130 130
11 900
1041 1041
Repeat with 4676 + 768. Emphasise the importance of lining up
the digits correctly according to their place value. Set similar
questions for students to practise the method on. Check answers
and go over any the students found difficult, asking students to
prompt each stage of the calculations.
- How can we check that the answers are correct?
Discuss suggestions and remind students addition and
subtraction are inverse operations.
Total Age
Students work out their ages in months. Total ages in small groups and then add
group totals to get total age for all the class. What would be as old as our total
ages?
Technology Sites
Link
http://www.aplusmath.com/cgi-bin/games/addmatho (this
is good)
http://www.aplusmath.com/Flashcards/Custom_Flashcards
.html
Studyladder
o
o
Year: 5
Term: 1
Strand:
Addition of large numbers

Maths
Year 5 Interactive Activity
Mathematics
Unit: 2
Measurement & Geometry
Substrand: Length
Outcomes:
A student:
selects and uses the appropriate unit and device to measure lengths and distances, calculates perimeters, and converts
between units of length MA3-9MG
conventions MA3-1WM
Content:
Choose appropriate units of measurement for length (ACMMG108)
recognise the need for a formal unit longer than the metre for measuring distance
recognise that there are 1000 metres in one kilometre, ie 1000 metres = 1 kilometre
describe one metre as one thousandth of a kilometre (Communicating)
measure a kilometre and a half-kilometre
record distances using the abbreviation for kilometres (km)
select and use the appropriate unit and measuring device to measure lengths and distances
describe how a length or distance was estimated and measured (Communicating, Problem Solving)
question and explain why two students may obtain different measures for the same length, distance or
perimeter (Communicating, Reasoning)
estimate lengths and distances using an appropriate unit and check by measuring
record lengths and distances using combinations of millimetres, centimetres, metres and kilometres, eg 1 km 200 m
Key Ideas

Ignition Activities
Use the kilometre

to measure lengths
and distances
Select and use
appropriate
instruments and
units to
measure lengths
Language
Language: Students
should be able to
communicate using
Coming to School
The teacher poses the question: What distance do you travel to
school? Students suggest ways to determine the distance, such
as checking the odometer on the car or bus, borrowing a trundle
wheel and measuring the walk to school, estimating the distance
using a street directory. Teacher uses website
http://www.whereis.com/ to establish how far it is from a
students home to school. Students could then complete this at
home. A different student could be looked at each day. Students
record their answers
using a combination of kilometres and metres, and express the
distance in kilometres to three decimal places eg 1.375 km.
Explicit Teaching
How Far is a Kilometre?
Students discuss how kilometres are used as a unit to measure
distance, and the relationship between metres and kilometres.
Students discuss the distance represented by 1 kilometre, in
terms of distance to local landmarks or walking routes in the
school grounds, and the possible time taken to walk 1 kilometre.
Resources
trundle wheels, tape
measures, rulers 30cm
and metre, pencils and
paper
Targeting
Maths year 5
p35
imaths 5 p84
Nelson Maths
5
p 16
Differentiation
Support and
extension as
required
Assessment
Pre-Assess
Appropriate
Measure
The teacher
poses the
problem:
Arthur needs to
measure the
length of his
eraser. What
measuring
device and unit
of measurement
do you suggest
would be best
for him to use?
He now needs
to measure the
length of his
desk, the room,
the playground
Regn
the following
language: length,
distance, kilometre,
metre, centimetre,
millimetre, measure,
measuring device,
ruler, tape measure,
trundle wheel,
estimate, perimeter,
dimensions, width.
When recording
measurements, a
space should be left
between the number
and the abbreviated
unit, eg 3 cm, not
3cm.
Students discuss how to measure 1 kilometre in the school

grounds, possibly by measuring 100 metres and multiplying by
10. Students estimate, then measure to see how long it takes
them to walk 1 kilometre, for example by walking 100 metres 10
times.
Variations: students estimate, then measure, how many steps
they would take when walking 1 kilometre, or time taken by
different age groups of students, or time taken to ride a bicycle or
skateboard for 1 kilometre.
Less Than, More Than, About the Same
Students estimate whether places known to them are less than,
more than, or about one kilometre, from the front gate of the
school. These can be checked by measuring. Students record the
results in a table.
Trundle wheels
Small groups of students investigate the length measured by one
rotation of the trundle wheel. Students can either: (1) draw a
chalk line along the ground as the wheel rotates once, (2) draw a
line one metre long, or place the 1 metre ruler on the ground and
rotate the wheel along the line, (3) cut a piece of string 1 metre
long and place it around the wheel or (4) place a tape measure
around the wheel.
Students record the procedure used to measure the length and
report on the accuracy of their groups trundle wheel. Students
measure and record the perimeter of playground markings or
pathways. Groups compare their measurements and report on
any differences. Emphaise with students: How many times
does a trundle wheel need to turn to make 1km? (1000,
therefore one metre is a thousandth of a kilometre.
Explicit Teaching:
At this Stage, measurement experiences should enable students
to:
Peer tutoring
strategy for
group
formations
and the
distance to his
home. What
measuring
device and unit
of measurement
would you
suggest he
uses?
Students write
problems where
different
measuring
devices
and units of
measurement
are necessary to
solve the
problem.
Post Assess
- Select and use the appropriate unit and device to measure

lengths and distances.
An understanding of geometrical properties can be important in
length measurement. When students measure a table or a desk,
they usually measure along one edge. Some students may not
realise that the length of a rectangular desk will be the same if it
is measured along any imaginary line parallel to the edge.
Lengths can be added together and when measuring a length
that is not in a
straight line, such as the perimeter of a shape, each part can be
measured
separately and the lengths added together. Longer distances may
be measured with a trundle wheel but students may need to be
convinced that one rotation of the wheel is the same length as a
metre ruler.
Appropriate Measure
The teacher poses the problem:
Alex needs to measure the length of the school hall. What
measuring device and unit of measurement do you suggest
would be best for him to use? Explain why.
Metre, Centimetre and Millimetre Race
Students are told they are going to race across the playground in
small groups. Students are given three different coloured dice,
one for metres, one for centimetres and one for millimetres. They
are asked to choose the equipment they would need to measure
the playground eg a metre ruler and a centimetre/millimetre
ruler.
The groups start at one side of the playground. Each student
takes a turn at rolling the three dice. They measure the distance
shown on the three dice (eg 3 m, 5 cm and 4 mm), add to the
groups line on the ground, and record the total distance each
time eg 3.54 m or 354 cm. The winner is the first group to reach
the other side of the playground.
Students compare and discuss the results. Results could be
checked on the calculator.
Possible questions include:
what strategies did you use to record your distances?
were there any differences in distances between the groups?

Why?
would you do it differently next time?
Variation: Students measure a smaller/larger distance and vary
the equipment used.
How Long?
Students work in small groups to answer: How long is the wool in
a ball of wool? Students may need to discuss a range of
strategies before commencing to measure. Students express the
measurement in kilometres, and in metres.
Technology Resources
Studyladder
Appropriate units for measuring length

Maths
Year 5 Interactive
o
o
o
o
Appropriate units for measuring length

Maths
Year 5 Interactive Activity
Year: 5
Term: 1
Strand:
Mathematics
Unit: 3
Number & Algebra
Substrand: Addition and Subtraction
Outcomes: A student:
selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-5NA
conventions MA3-1WM
Content:
select and apply efficient mental, written and calculator strategies to solve 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 subtraction word problems

use empty number lines to record mental strategies (Communicating, Problem Solving)
use selected words to describe each step of the solution process (Communicating, Problem Solving)
check solutions to problems, including by using the inverse operation

Key Ideas
Resources
Assessment
Regn
Select and apply

efficient mental,
written and
calculator
strategies for
addition and
subtraction of
numbers of any
size
Language
Students should be
able to communicate
using the following
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.
Ignition Activities
Missing Digits
I did a subtraction task last night but I can only remember the
answer and that it looked like this:
57
What might the missing numbers be? Describe all the
possibilities.
Explicit Teaching
Language
Students should be able to communicate using the following
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. Teachers should model & use a variety of expressions for
the operations of addition & subtraction, & should draw students'
attention to the fact that the words used for subtraction may
require the operation to be performed with the numbers in the
reverse order to that in which they are stated in the question. Eg,
'9 take away 3' & 'reduce 9 by 3' require the operation to be
performed with the numbers in the same order as they are
presented in the question (ie 9 3). However, 'take 9 from 3',
'subtract 9 from 3' and '9 less than 3'require the operation to be
performed with the numbers in the reverse order to that in which
they are stated in the question (ie 3 9).
Background Information
In Stage 3, mental strategies need to be continually reinforced.
Students may find recording (writing out) informal mental
strategies to be more efficient than using formal written
algorithms, particularly in the case of subtraction. Eg, 8000
673 is easier to calculate mentally than by using a formal
algorithm. Written strategies using informal mental strategies
(empty number line): The jump strategy can be used on an
empty number line to count up rather than back.
The answer will therefore be 7000 + 300 + 20 + 7 = 7327.
Students could share possible approaches and compare them to
determine the most efficient. The difference can be shifted one
unit to the left on an empty number line, so that 8000 673
imaths p154155, p160

Nelson Maths
5 -p9
Targeting
Maths 5 p1417
Pre-Assess
Strategies
Prepare a
presentation on
all the different
ways you could
solve these
algorithms: 300
- 143, 5749 3490, etc
Discuss.
Differentiation
Support:
concrete
materials to
manipulate as
required
Post Assess
In the Garden
I have $1 000
and wish to
purchase plants
for my garden.
Azaleas cost
$7.50, roses
cost $25.00 and
shrubs cost
$30.00. How
many of each
can I buy? Is
there only one
alternative?
Explain your
answer.
becomes 7999 672, which is an easier subtraction to calculate.

Mental Strategies
Remind the students of the mental methods of subtraction that
they have used. Ask students for examples related to each of the
methods.
(see p 154-155, 160 in imaths 5 textbook)
Provide students with the following 12 subtractions, in pairs
select those they can do in their heads.
1. 277 23 2. 141 9
3. 340 130
4. 527 311 5. 450 149 6. 510 250
7. 87 38
8. 173 66 9. 277 178
10. 600 180
11. 900 749
12. 871 165
Ask students to look at the above two sets of questions again and
this time complete the subtraction algorithms on paper that they
were unable to complete mentally. As a class collect methods and
solutions. Discuss the different ideas and clues the students
used.
Explicitly teach written strategies using a formal

algorithm (decomposition
method):
Subtraction With Regrouping (Decomposition Method)
Students revise subtraction using the decomposition method for
regrouping. Students may find the following rhyme useful for
remembering what to do:
More on TOP
No need to STOP!
75
-43
_________
32
More on the FLOOR

Go next DOOR
And get 10 MORE!
75
-47
______
28
Numbers the SAME

Zero is your GAME!
75
-45
______
30
Guess and Check

Give each student two identical subtraction squares. On the first
square students record their estimates of the answers, in the
second square students record the answers they obtained using a
calculator.
186
3
920
0
106
79
121
96
Estimate
128
364
69
31
679
63
9806
4
Use Calculator
128
364
679
69
31
63
9806
4
186
3
920
0
106
79
121
96
Holidays
With $2 000 to spend at the holiday resort, John and Jane have
many choices. Study the pricelist and plan how you and a friend
would like to spend that $2 000 in 5 days. Air tickets and
accommodation are already paid. Record in a spread sheet.
Hire car per day -$80.50
Lunches - $13.00 each
Dinners - $38.00 each
Snorkelling lessons - $14.00 hr
Surfing lessons - $19.00 hr
Magazines- $ 5.95 each
Theme Park visit- $ 31.00 each
Movies
$12.00 each
Money Problems
Provide students with a range of word problems, involving money
for them to solve, examples may include:
. Lawrence gives $8.88 to Jessica. If Lawrence started with
$94.28, how much money does he have left?
2. Bruce has $81.65 and Rachel has $60.21. How much more
does Bruce have than Rachel?
4. After buying some tickets for $93.72, George has $8.33 left.
How much money did George have to begin with?
5. Rachel has $38.13 and Lillian has $9.40. How much more does
Rachel have than Lillian?
6. Deborah gives $3.60 to Charles. If Deborah started with
$62.05, how much money does she have left?
7. After buying some blocks for $76.35, Irene has $33.87 left. How
much money did Irene have to begin with?
8. Samuel gives $26.94 to Catherine. If Samuel started with $31.03,
how much money does he have left?

9. Andrea has $11.00 and Pamela has $6.19. How much
more does Andrea have than Pamela?
9. Jacob had $109.85. He bought a shirt for $25.50, a pair of
thongs for $7.98 and a hat for $11.36. How much money did
Jacob spend altogether and how much money does he have left?
Using Technology To Teach
Mathematics Learning Object
Wishball Challenge ; Whole
Numbers TaLe reference
Number : L871
The Wishball series of learning objects encourages thinking about place value.
It also provides opportunities for mental addition and subtraction.
Students work with whole numbers up to thousands.
Hopper Challenge Stage 3

Hopper Hyper Link Below
Hopper challenge: whole numbers - (TLF L1087 v4.0.0)
Help a frog to jump along a number line. Estimate the exact finishing point on a number line, after
adding or subtracting multiples of whole numbers to a starting number. For example, 1+ (5 x 2) = 11.
Explore the patterns made on a counting grid and number line. Identify counting rules that match the
pattern of 'landing spots' on a counting grid. This learning object is one in a series of seven objects.
Year: 5
Term: 4
Mathematics
Unit: 3
Strand: Measurement & Geometry

Outcomes:
A student:
Substrand: Area
selects and uses the appropriate unit to calculate areas, including areas of squares, rectangles and triangles MA3-10MG
conventions MA3-1WM
Content:
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, eg a suburb
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 (Communicating)
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 (Reasoning)
determine the dimensions of different rectangles with an area of one hectare (Problem Solving)
record areas using the abbreviations for square kilometres (km2) and hectares (ha)
Key Ideas
Recognise the
need for square
kilometres and
hectares to
measure area

Ignition Activities
Yes/No
Class game. One student (or the teacher) chooses and measures a
surface in the classroom, and calculates the area in square centimetres
or square metres. The class is told the area measurement and has to
guess which object or surface was chosen. Students selected to be in
may have to measure their area during a break when the class is not in
the room.
Resources
trundle wheel
google maps
witches hats
Targeting
Maths 5
p90-91
Explicit Teaching
Students should have a clear understanding of the distinction between
perimeter and area.
Language
Language:
Students should
Area, or the amount of surface, is a two-dimensional quantity and has to

be identified as a property of a three-dimensional object. The threedimensional nature of the object being measured may obscure the twodimensional nature of area. For example, the surface of a students
desk or the floor can be measured by overlaying it with square units.
However, students may think that they are measuring the size of the
desk itself because the concept of a surface with length and breadth but
no width is difficult to imagine. Students may also gain the impression
Differentiatio
n
Peer tutoring
strategy for
Assessment
Pre-Assess
On a sheet of
paper,
students
record
everything
they know
about the
words hectare
and square
kilometre
Regn
be able to
communicate
using the following
language: area,
measure, square
centimetre, square
metre, square
kilometre,
hectare,
dimensions,
length, width.
m2 is read as
'square metre(s)'
and not 'metre(s)
squared' or
'metre(s) square'.
cm2 is read as
'square
centimetre(s)' and
not 'centimetre(s)
squared' or
'centimetre(s)
square'.
that areas are horizontal or vertical flat surfaces because such surfaces
are most commonly measured. Students are likely to measure the area
of the top of their desk, but not the areas of its sides, underneath
surface, or legs. The areas of these surfaces are usually not measured,
nor are other hard to measure areas, such as curved or irregular
surfaces.
It is important in Stage 3 that students establish a real reference for the
square kilometre and the hectare, eg locating an area of one square
kilometre or an area of one hectare on a local map.
When the students are able to measure efficiently and effectively using
formal units, they should be encouraged to apply their knowledge and
skills in a variety of contexts. Students could be encouraged to find more
efficient ways of counting such as finding how many squares in one row
and multiplying this by the number of rows.
Students could be encouraged to find more efficient ways of counting
when determining area, such as finding how many squares in one row
and multiplying this by the number of rows. When generalising their
methods to calculate areas, students in Stage 3 should use words.
Algebraic formulas for areas are not introduced until Stage 4.Extend
mathematical tasks by asking questions eg If I change the dimensions of
a rectangle but keep the perimeter the same, will the area change?
How Big is One Hectare?
Show students a scale drawing of one hectare. Ask them how many
square metres are represented. Have a brainstorming session to share
the knowledge students have about hectares and to raise questions or
problems they would like to investigate.
Students might ask:
Could we make a hectare with newspaper?

Are all hectares the same shape?
What is this measurement used for?
Students 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
group
formations
Post Assess
On a sheet of
paper
students
record all of
the
information
they know
about the
word hectare
and square
kilometre.
courts and fields for sports, eg a tennis court is about onequarter of a hectare (Reasoning)
determine the dimensions of different rectangles with an area of
one hectare
2
record areas using the abbreviations for square kilometres (km )
and hectares (ha)
Take students to a large flat area, e.g. large playground, paddock.

Students measure out 100m x 100m using trundle wheels. Students
could place a marker every ten metres to show the boundaries. Ask
students to name areas they think are about one hectare.
Ask students to represent one hectare by drawing a 10 x 10 square
on grid paper. Students cut up the diagram and rearrange the pieces
to form other shapes. The shapes can have the side lengths marked
and all diagrams can be labelled as One Hectare or 1 ha.
Discuss the area of a hectare being equal to 10 000 square metres.
Believe It or Not!
How many Year 5 or Year 6 students could stand, shoulder to shoulder, in
a square hectare?
How many Year 5 or Year 6 students could stand, shoulder to shoulder, in
a square kilometre?
Extension: If the worlds population was standing shoulder to shoulder,
what area would be covered?

Ask students to collect advertisements for homes, land or farms
that are expressed in hectares. Students can discuss the contents of the
advertisements and questions such as:
What is the most common area given in the advertisements?
Can you draw the shape of the land from the information given in
the advertisements?
What additional information would you like to see in the

advertisements?
Largest Area, or Longest Borders?
Students investigate:
Which Australian state has the largest area?
Can you compare this with the state that has the smallest area?
Which state has the longest borders?
Students explain how they calculated their answers.
Year: 5
Term: 1
Mathematics
Unit: 4
Substrand: Multiplication & Division
Outcomes:
A student:
selects and applies appropriate strategies for multiplication and division, and applies the order of operations to
calculations involving more than one operation MA3-6NA
conventions
MA3-1WM
Content:
use mental and written strategies to multiply three- and four-digit numbers by one-digit numbers, including:
multiplying the thousands, then the hundreds, then the tens and then the ones, eg
using an area model, eg 684 5
using the formal algorithm, eg 432 5
Key Ideas
Resources
Assessment
Pre-Assess
Use and record a

range of mental
and written
strategies to
multiply by onedigit operators
Post Assess
Language
Language: Students
should be able to
communicate using
the following
language: multiply,
multiplied by,
product,
multiplication,
multiplication facts,
area, thousands,
hundreds, tens,
ones, double,
multiple, factor,
divide, divided by,
quotient, division,
Differentiation
Regn
halve, remainder,
fraction, decimal,
equals, strategy,
digit, estimate,
round to.
Year: 5
Term: 1
Mathematics
Unit: 9
Substrand: Position
Outcomes:
A student:
locates and describes position on maps using a grid-reference system MA3-17MG
conventions MA3-1WM
Content:
locates and describes position on maps using a grid-reference system MA3-17MG

Use a grid-reference system to describe locations (ACMMG113)
find locations on maps, including maps with legends, given their grid references
describe particular locations on grid-referenced maps, including maps with a legend, eg 'The post office is at E4'
Key Ideas
Resources
Assessment
Regn
Pre-Assess
Use gridreferenced maps to
locate and describe
positions
Language
Language: Students
should be able to
communicate using
the following
language: position,
location, map, plan,
street directory,
route, grid, grid
reference, legend,
key, scale, directions,
compass, north, east,
south, west, northeast, south-east,
south-west, northwest.
Differentiation
Post Assess
Year: 5
Term: 1
Mathematics
Unit: 5
Substrand: Multiplication & Division
Outcomes:
A student:
selects and applies appropriate strategies for division, and applies the order of operations to calculations involving
more than one operation MA3-6NA
conventions
MA3-1WM
Content:
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, eg 'The quotient when 30 is divided by 6 is 5'
recognise and use different notations to indicate division, eg 25 4,
use mental and written strategies to divide a number with three or more digits by a one-digit divisor where there is no
remainder, including:
dividing the hundreds, then the tens, and then the ones, eg 3248 4
Key Ideas
Resources
Assessment
Regn
Pre-Assess
Use and record a
range of mental
and written
strategies to divide
numbers with
three or more
digits by a onedigit operator
Language
Language: Students
should be able to
communicate using
the following
language: multiply,
multiplied by,
product,
multiplication,
multiplication facts,
area, thousands,
hundreds, tens,
ones, double,
multiple, factor,
divide, divided by,
quotient, division,
halve, remainder,
fraction, decimal,
equals, strategy,
digit, estimate,
round to.
Differentiation
Post Assess
Year: 5
Term: 1
Mathematics
Unit: 5
Substrand: Time
Outcomes:
A student:
uses 24-hour time and am and pm notation in real-life situations, and constructs timelines MA3-13MG
conventions MA3-1WM
Content:
uses 24-hour time and am and pm notation in real-life situations, and constructs timelines MA3-13MG
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

Key Ideas
Resources
Assessment
Pre-Assess
Convert between
12- and 24-hour
time
Language
Differentiation
Post Assess
Regn
Language:
Students should be
able to
communicate using
the following
language: 12-hour
time, 24-hour
time, time zone,
daylight saving,
local time, hour,
minute, second, am
(notation), pm
(notation).
Year: 5
Term: 1
Mathematics
Unit: 6
Substrand: Fractions & Decimals
Outcomes:
A student:
compares, orders and calculates with fractions, decimals and percentages MA3-7NA
conventions MA3-1WM
Content:
Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
place fractions with denominators of 2, 3, 4, 5, 6, 8, 10 and 12 on a number line between 0 and 1, eg
compare and order unit fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12 and 100
compare the relative value of unit fractions by placing them on a number line between 0 and 1 (Communicating,
Reasoning)
investigate and explain the relationship between the value of a unit fraction and its denominator (Communicating,
Reasoning)
Key Ideas
Resources
Assessment
Regn
Compare and order

unit fractions with
denominators 2, 3,
4, 5, 6, 8, 10, 12
and 100
Language
Language: Students
should be able to
communicate using
the following
language: whole,
equal parts, half,
quarter, eighth, third,
sixth, twelfth, fifth,
tenth, hundredth,
thousandth, onethousandth,
fraction, numerator,
denominator, mixed
numeral, whole
number, number line,
proper fraction,
improper fraction,
decimal, decimal
point, digit, place
value, decimal
places.
Pre-Assess
Differentiation
Post Assess
Year: 5
Term: 1
Mathematics
Unit: 6
Strand: Measurement and Geometry
Substrand: Angles
Outcomes:
A student:
measures and constructs angles, and applies angle relationships to find unknown angles MA3-16MG
conventions MA3-1WM
Content:
Estimate, measure and compare angles using degrees (ACMMG112)
identify the arms and vertex of an angle where both arms are invisible, such as for rotations and rebounds
recognise the need for a formal unit for the measurement of angles
record angle measurements using the symbol for degrees ()
measure angles of up to 360 using a protractor

explain how a protractor is used to measure an angle (Communicating)
explore and explain how to use a semicircular protractor to measure a reflex angle (Communicating, Reasoning)
extend the arms of an angle where necessary to facilitate measurement of the angle using a protractor (Problem
Solving)
Key Ideas
Resources
Recognise the
need for formal
units to measure
angles
Assessment
Pre-Assess
Measure, compare
and estimate in
degrees up to 360
Language
Language: Students
should be able to
communicate using
the following
language: angle, arm,
vertex, protractor,
degree.
Differentiation
Post Assess
Regn
Year: 5
Term: 1
Mathematics
Unit: 7
Substrand: Fractions and Decimals
Outcomes:
A student:
conventions MA3-1WM
compares, orders and calculates with fractions, decimals and percentages MA3-7NA
Content:
express thousandths as decimals
interpret decimal notation for thousandths, eg
state the place value of digits in decimal numbers of up to three decimal places
Key Ideas
Resources
Assessment
Regn
Apply the place
value system to
represent
thousandths as
decimals
Language
Language: Students
Pre-Assess
Differentiation
should be able to
communicate using
the following
language: whole,
equal parts, half,
quarter, eighth, third,
sixth, twelfth, fifth,
tenth, hundredth,
thousandth, onethousandth,
fraction, numerator,
denominator, mixed
numeral, whole
number, number line,
proper fraction,
improper fraction,
decimal, decimal
point, digit, place
value, decimal
places.
Post Assess
Year: 5
Term: 1
Mathematics
Unit: 7
Strand: Statistics and Probability
Substrand: Chance
Outcomes:
A student:
conventions
MA3-1WM
conducts chance experiments and assigns probabilities as values between 0 and 1 to describe their outcomes MA3-19SP
Content:
use the term 'probability' to describe the numerical value that 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
Key Ideas
Resources
Assessment
Regn
Pre-Assess
List outcomes of
chance
experiments
involving equally
likely outcomes
Language
Differentiation
Language: Students
should be able to
communicate using
the following
language: chance,
event, likelihood,
certain, possible,
likely, unlikely,
impossible,
experiment, outcome,
probability.
Year: 5
Term: 1
Post Assess
Mathematics
Unit: 8
Substrand: Patterns & Algebra
Outcomes:
A student:
conventions MA3-1WM
analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points
on the Cartesian plane
MA3-8NA
Content:
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and
subtraction (ACMNA107)
identify, continue and create simple number patterns involving addition and subtraction
describe patterns using the terms 'increase' and 'decrease', eg for the pattern 48, 41, 34, 27, , 'The terms decrease
by seven'
Key Ideas
Resources
Assessment
Regn
Pre-Assess
Identify, continue,
create and
describe increasing
and decreasing
number patterns
with fractions,
decimals and
whole numbers
Differentiation
Language
Language: Students
should be able to
communicate using
the following
language: pattern,
increase, decrease,
missing number,
number sentence,
number line
Year: 5
Term: 1
Mathematics
Unit: 8

Outcomes:
A student:
Post Assess
Substrand: 2D Space
conventions MA3-1WM
gives a valid reason for supporting one possible solution over another MA3-3WM manipulates, classifies and draws twodimensional 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)
Key Ideas
Resources
Assessment
Regn
-Identify, name and

draw right-angled,
equilateral,
isosceles and
scalene triangles
-Compare and
describe side
properties of the
special
quadrilaterals and
special triangles
-Explore angle
properties of the
special
quadrilaterals and
special triangles
Language
Language: Students
should be able to
communicate using
the following
language: shape,
two-dimensional
shape (2D shape),
triangle, equilateral
triangle, isosceles
triangle, scalene
triangle,
rightangled
triangle,
quadrilateral,
parallelogram,
rectangle, rhombus,
square, trapezium,
kite, pentagon,
hexagon, octagon,
regular shape,
Pre-Assess
Post Assess
Differentiation
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, rotate,
enlarge.
Year: 5
Term: 1
Mathematics
Unit: 9
Substrand: Multiplication and Division
Outcomes:
A student:
conventions
MA3-1WM
Content:
use mental and written strategies to multiply three- and four-digit numbers by one-digit numbers, including:
multiplying the thousands, then the hundreds, then the tens and then the ones, eg
using an area model, eg 684 5
use mental and written strategies to multiply two- and three-digit numbers by two-digit numbers, including:
using an area model for two-digit by two-digit multiplication, eg 25 26
factorising the numbers, eg 12 25 = 3 4 25 = 3 100 = 300

using the extended form (long multiplication) of the formal algorithm, eg
Key Ideas
Use the formal
algorithm for
multiplication by oneand two-digit
operators
Resources
Assessment
Pre-Assess
Regn
Differentiation
Language
Language: Students
should be able to
communicate using the
following language:
multiply, multiplied by,
product, multiplication,
multiplication facts, area,
thousands, hundreds,
tens, ones, double,
multiple, factor, divide,
divided by, quotient,
division, halve,
remainder, fraction,
decimal, equals,
strategy, digit, estimate,
round to.
Year: 5
Term: 1
Post Assess
Mathematics
Unit: 9
Strand: Working Mathematically
Substrand: Problem Solving
Outcomes:
Content:
Key Ideas
Resources
Assessment
Regn
Newmans Analysis
Steps- reading,
comprehension,
transformation,
process skills,
encoding
Language
Pre-Assess
Differentiation
.
Post Assess
Year: 5
Term: 1
Mathematics
Unit: 10
Substrand: Multiplication and Division
Outcomes:
A student:
conventions
MA3-1WM
Content:
use the term 'quotient' to describe the result of a division calculation, eg 'The quotient when 30 is divided by 6 is 5'
recognise and use different notations to indicate division, eg 25 4,
record remainders as fractions and decimals, eg

or 6.25
use mental and written strategies to divide a number with three or more digits by a one-digit divisor where there is no remainder,
including:
dividing the hundreds, then the tens, and then the ones, eg 3248 4
Key Ideas
Resources
Assessment
Pre-Assess
Use and record a range

of mental and written
strategies to divide
numbers with three or
more digits by a onedigit operator
Language
Language: Students
should be able to
communicate using the
following language:
multiply, multiplied by,
product, multiplication,
multiplication facts, area,
thousands, hundreds,
tens, ones, double,
multiple, factor, divide,
divided by, quotient,
division, halve,
Differentiation
Post Assess
Regn
remainder, fraction,
decimal, equals,
strategy, digit, estimate,
round to.
Year: 5
Term: 1
Mathematics
Unit: 10
Strand: Working Mathematically
Substrand: Problem Solving
Outcomes:
Content:
Key Ideas
Resources
Assessment
Pre-Assess
Newmans Analysis
Steps- reading,
comprehension,
transformation,
process skills,
encoding
Language
Differentiation
Regn
Post Assess

Maths Programming Bolwarra Ps - Year 5

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Maths Programming Bolwarra Ps - Year 5

Uploaded by

Copyright:

Available Formats

Year: 5

Strand: Number & Algebra

Substrand: Whole Number 1

state the place value of digits in numbers of any size

arrange numbers of any size in ascending and descending order

use numbers of any size in real-life situations, including in money problems

Teaching and Learning

Variation: Use 16 or 09 dice.

Studyladder - Ordering large numbers

Ordering Numbers Activities

Order countries according to area or population

Student writes a number and tells the class what range it

This game can be adapted to higher numbers by increasing the

Substrand: Addition and Subtraction

Teaching and Learning

imaths p152153, p159

Students should be able to communicate using the following

Addition of large numbers

measure a kilometre and a half-kilometre

record distances using the abbreviation for kilometres (km)

Teaching and Learning

Use the kilometre

Students discuss how to measure 1 kilometre in the school

- Select and use the appropriate unit and device to measure

were there any differences in distances between the groups?

Appropriate units for measuring length

Appropriate units for measuring length

Substrand: Addition and Subtraction

record the strategy used to solve subtraction word problems

check solutions to problems, including by using the inverse operation

Select and apply

imaths p154155, p160

becomes 7999 672, which is an easier subtraction to calculate.

Explicitly teach written strategies using a formal

More on the FLOOR

Numbers the SAME

Guess and Check

much money did Irene have to begin with?

8. Samuel gives $26.94 to Catherine. If Samuel started with $31.03,

how much money does he have left?

Hopper Challenge Stage 3

Strand: Measurement & Geometry

Teaching and Learning

Area, or the amount of surface, is a two-dimensional quantity and has to

Could we make a hectare with newspaper?

Take students to a large flat area, e.g. large playground, paddock.

What is the most common area given in the advertisements?

What additional information would you like to see in the

Strand: Number & Algebra

Substrand: Multiplication & Division

using an area model, eg 684 5

using the formal algorithm, eg 432 5

Teaching and Learning

Use and record a

Strand: Measurement & Geometry

locates and describes position on maps using a grid-reference system MA3-17MG

Teaching and Learning

Strand: Number & Algebra

Substrand: Multiplication & Division

recognise and use different notations to indicate division, eg 25 4,

using the formal algorithm, eg 258 6

Teaching and Learning