Year 5 Mathematics standard elaborations A B C D E The folio of a work has the following characteristics: student’s identification and identification and identification and identification and statements about factors description of factors and description of factors and description of factors and description of aspects of and/or multiples multiples in unfamiliar multiples in complex familiar multiples factors and multiples situations situations ordering, comparison and ordering and comparison of ordering of decimals and ordering of aspects of directed ordering of aspects representation of decimals decimals and unit fractions unit fractions decimals and aspects of of unit fractions and unit fractions unit fractions algebra location of decimals and location of decimals and location of decimals and location of aspects of directed location of aspects and Understanding fractions on an open fractions on a number line unit fractions on a number decimals and aspects of of unit fractions on a number line and explanation and explanation of line unit fractions on a number number line of placement placement line Number Fluency is critical across all content strands in Mathematics. In Year 5, fluency of number and algebra is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student fluency. Fluency use of a range of efficient use of a range of efficient use of a range of strategies use of strategies to solve directed use of strategies to strategies to solve problems strategies to solve problems to solve simple problems aspects of simple problems solve aspects of simple involving the four operations involving the four operations involving the four operations involving the four operations problems involving the four in unfamiliar situations in complex familiar operations situations algebra creation and explanation of creation and explanation of explanation of plans for partial explanation of plans statements about aspects of plans for simple budgets in plans for simple budgets simple budgets for simple budgets plans for simple budgets and unfamiliar situations Problem-solving addition and subtraction of addition and subtraction of addition and subtraction of addition and subtraction of directed addition and/or Number fractions with the same fractions with the same fractions with the same some simple familiar subtraction of some simple denominator in unfamiliar denominator in complex denominator fractions with the same familiar fractions with the situations familiar situations denominator same denominator
Year 5 Mathematics standard elaborations A B C D E The folio of a student’s work has the following characteristics: Number and algebra Understanding identification and description of factors and multiples in unfamiliar situations identification and description of factors and multiples in complex familiar situations identification and description of factors and multiples identification and description of aspects of factors and multiples statements about factors and/or multiples ordering, comparison and representation of decimals and unit fractions ordering and comparison of decimals and unit fractions ordering of decimals and unit fractions ordering of aspects of decimals and aspects of unit fractions directed ordering of aspects of unit fractions location of decimals and fractions on an open number line and explanation of placement location of decimals and fractions on a number line and explanation of placement location of decimals and unit fractions on a number line location of aspects of decimals and aspects of unit fractions on a number line directed location of aspects of unit fractions on a number line Fluency Fluency is critical across all content strands in Mathematics. In Year 5, fluency of number and algebra is not explicitly identified in the achievement standard. It appears in the content descriptions so there are opportunities to strengthen student fluency. Number and algebra Problem-solving use of a range of efficient strategies to solve problems involving the four operations in unfamiliar situations use of a range of efficient strategies to solve problems involving the four operations in complex familiar situations use of a range of strategies to solve simple problems involving the four operations use of strategies to solve aspects of simple problems involving the four operations directed use of strategies to solve aspects of simple problems involving the four operations creation and explanation of plans for simple budgets in unfamiliar situations creation and explanation of plans for simple budgets explanation of plans for simple budgets partial explanation of plans for simple budgets statements about aspects of plans for simple budgets addition and subtraction of fractions with the same denominator in unfamiliar situations addition and subtraction of fractions with the same denominator in complex familiar situations addition and subtraction of fractions with the same denominator addition and subtraction of some simple familiar fractions with the same denominator directed addition and/or subtraction of some simple familiar fractions with the same denominator
ac_maths_yr5_se.docx