ASPECT 3

Number Properties

Understands the structural properties of numbers including how to regroup when operating with numbers. For example, 9x6=6x6+3x6, 27+38+3=(27+3)+38

ASPECT 4

System Place Value

Recognises that the place value system can be extended indefinitely in two directions to the left and right of the decimal point

Recognises the relationship between values of adjacent places (units) in a numeral

ASPECT 6

Reforms the Whole

When iterating a fraction part such as one-third beyond the whole, re-forms the whole

ASPECT 7

Composite Area

Creates the row-column structure of the iterated composite unit of area

Uses the row-column structure to find the number of units to measure area

Repeated Layers

Creates the row-column-layer structure of the iterated layers when measuring volume

Uses the row-column-layer structure to find the number of units to measure volume

Numeracy Continuum

Working Mathematically

Students: Develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning

Communicating: MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

Problem Solving: MA3-2WM selects and applies appropriate problem solving strategies, including the use of digital technologies, in undertaking

Reasoning: MA3-3WM gives a valid reason for supporting one possible solution over another

Number and Algebra - Students: Develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation

Term 1

Term2

Term 3

Term 4

Whole Number

MA3-4NA orders, reads and represents integers of any size and describes properties of whole numbers

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

Record numbers of any size using expanded notation

Partition numbers of any size in non-standard forms to aid mental calculation

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

Recognise different abbreviations of numbers used in everyday contexts

Round numbers to a specified place value

Identify and describe factors and multiples of whole numbers and use them to solve problems

Determine all 'factors' of a given whole number

Determine the 'highest common factor' (HCF) of two whole numbers

Determine 'multiples' of a given whole number

Determine the 'lowest common multiple' (LCM) of two whole numbers

Determine whether a particular number is a factor of a given number using digital technologies

Recognise that when a given number is divided by one of its factors, the result must be a whole number

Solve problems using knowledge of factors and multiples

Maths Checklist Stage 3 - Year 5

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).

ASPECT 3

Number Properties

Understands the structural properties of numbers including how to regroup when operating with numbers. For example, 9x6=6x6+3x6, 27+38+3=(27+3)+38

ASPECT 4

System Place Value

Recognises that the place value system can be extended indefinitely in two directions to the left and right of the decimal point

Recognises the relationship between values of adjacent places (units) in a numeral

ASPECT 6

Reforms the Whole

When iterating a fraction part such as one-third beyond the whole, re-forms the whole

ASPECT 7

Composite Area

Creates the row-column structure of the iterated composite unit of area

Uses the row-column structure to find the number of units to measure area

Repeated Layers

Creates the row-column-layer structure of the iterated layers when measuring volume

Uses the row-column-layer structure to find the number of units to measure volume

Numeracy Continuum

Number and Algebra - Students: Develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation

Term 1

Term2

Term 3

Term 4

Addition and Subtraction

MA3-5NA selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

Use efficient mental and written strategies and apply appropriate digital technologies to solve problems

Use the term 'sum' to describe the result of adding two or more numbers

Add three or more numbers with different numbers of digits, with and without the use of digital technologies

Select and apply efficient mental, written and calculator strategies to solve addition and subtraction word problems, including problems involving money

Interpret the words 'increase' and 'decrease' in addition and subtraction word problems

Record the strategy used to solve addition and subtraction word problems

Use empty number lines to record mental strategies

Use selected words to describe each step of the solution process

Check solutions to problems, including by using the inverse operation

Use estimation and rounding to check the reasonableness of answers to calculations

Round numbers appropriately when obtaining estimates to numerical calculations

Use estimation to check the reasonableness of answers to addition and subtraction calculations

Create simple financial plans

Use knowledge of addition and subtraction facts to create a financial plan, such as a budget

Record numerical data in a simple spreadsheet

Give reasons for selecting, prioritising and deleting items when creating a budget

Working Mathematically

Students: Develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning

Communicating: MA3-1WM describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

Problem Solving: MA3-2WM selects and applies appropriate problem solving strategies, including the use of digital technologies, in undertaking

Reasoning: MA3-3WM gives a valid reason for supporting one possible solution over another

Maths Checklist Stage 3 - Year 5

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.

ASPECT 3

Number Properties

Understands the structural properties of numbers including how to regroup when operating with numbers. For example, 9x6=6x6+3x6, 27+38+3=(27+3)+38

ASPECT 4

System Place Value

Recognises that the place value system can be extended indefinitely in two directions to the left and right of the decimal point

Recognises the relationship between values of adjacent places (units) in a numeral

ASPECT 6

Reforms the Whole

When iterating a fraction part such as one-third beyond the whole, re-forms the whole

ASPECT 7

Composite Area

Creates the row-column structure of the iterated composite unit of area

Uses the row-column structure to find the number of units to measure area

Repeated Layers

Creates the row-column-layer structure of the iterated layers when measuring volume

Uses the row-column-layer structure to find the number of units to measure volume

Numeracy Continuum

Number and Algebra - Students: Develop efficient strategies for numerical calculation, recognise patterns, describe relationships and apply algebraic techniques and generalisation

Term 1

Term2

Term 3

Term 4

Multiplication and Division

MA3-6NA selects and applies appropriate strategies for multiplication and division, and applies the order of operations to calculations involving more than one operation

Solve problems involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies and appropriate digital technologies

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,

using an area model

using the formal algorithm

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

factorising the numbers

using the extended form (long multiplication) of the formal algorithm

Use digital technologies to mul