Measure, calculate and compare elapsed time; interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
<ul>
<li>planning a trip involving one or more modes of public transport</li>
<li>developing a timetable of daily activities for a planned event, for example, a sports carnival</li>
<li>investigating different ways duration is represented in timetables and using different timetables to plan a journey</li>
</ul>
Establish the formula for the area of a rectangle and use it to solve practical problems
<ul>
<li>using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides</li>
<li>using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area</li>
<li>solving problems involving the comparison of lengths and areas using appropriate units</li>
<li>investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter</li>
</ul>
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
<ul>
<li>recognising the significance of the prefixes in units of measurement</li>
<li>identifying and using the correct operations when converting between units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres</li>
<li>recognising the equivalence of measurements, such as 1.25 metres is the same as 125 centimetres</li>
</ul>
Use mathematical modelling to solve practical problems involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and using efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made
<ul>
<li>modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation, for example, purchasing items during a sale</li>
<li>modelling situations involving earning money and budgeting, asking questions such as ‘Can I afford it?’, ‘Do I need it?’ and ‘How much do I need to save for it?’ and developing a savings plan or budget for an upcoming event or personal purchase</li>
<li>modelling and solving the problem of creating a budget for a class excursion or family holiday, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals</li>
</ul>
Solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units
<ul>
<li>investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’</li>
<li>using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result</li>
<li>solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space</li>
<li>creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden</li>
<li>using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter</li>
<li>exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs</li>
</ul>
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
<ul>
<li>ordering metric units from the largest unit to the smallest, for example, kilometre, metre, centimetre, millimetre</li>
<li>recognising that some units of measurement are better suited to some tasks than others; for example, kilometres are more appropriate than metres to measure the distance between 2 towns</li>
<li>deciding on the unit required to estimate the amount of paint or carpet for a room or a whole building, and justifying the choice of unit in relation to the context and the degree of accuracy required</li>
<li>measuring and comparing distances (for example, measuring and comparing jumps or throws using a metre length of string and then measuring the part metre with centimetres and/or millimetres) and explaining which unit of measure is most accurate</li>
<li>researching how the base units are derived for the International System of Units (SI), commonly known as the metric system of units, recognising that the metric unit names for the attributes of length and mass are international standards for measurement</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation
<ul>
<li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li>
<li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li>
<li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li>
<li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li>
</ul>
Create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways
<ul>
<li>interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location</li>
<li>recognising that a spreadsheet uses a grid reference system, locating and entering data in cells, and using a spreadsheet to record data collected through observations or experiments</li>
<li>comparing and contrasting, describing and locating landmarks, people or things in a bird’s-eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture and then with the grid overlaid; and noticing how the grid helps to pinpoint things quickly and easily</li>
<li>using different-sized grids as a tool to enlarge an image or artwork</li>
</ul>
Use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units
<ul>
<li>reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to</li>
<li>deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed</li>
<li>using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)</li>
<li>reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events</li>
<li>using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine</li>
<li>making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons</li>
<li>exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts</li>
</ul>
Use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
<ul>
<li>modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation</li>
<li>modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy</li>
<li>modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation</li>
<li>modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480</li>
<li>modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64</li>
</ul>
Choose and use estimation and rounding to check and explain the reasonableness of calculations, including the results of financial transactions
<ul>
<li>using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, 5 packets of biscuits at $2.60 each will cost between $10 and $15 as 5 × $2 = $10 and 5 × $3 = $15</li>
<li>using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate</li>
<li>recognising the effect of rounding in addition and multiplication calculations; rounding both numbers up, both numbers down, and one number up and one number down, and explaining which is the best approximation and why</li>
</ul>
Interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
Use mathematical modelling to solve practical problems, involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in te
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
Generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions
The reasons businesses exist and the different ways they provide goods and servicesElaborationsidentifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways...
Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generationsElaborationscategorising resources as natural (water, coal, wheat), human (workers, business owners, designin...
A project that gives students the opportunity to learn through building their own theme park.
Have you ever wanted to design your very own theme park?
This teaching resource gives students the opportunity to learn through designing their own theme parks. In this project, students navigate a set budget and isometric awareness to plan to execute the best theme park they can design. Students will not only relate to the excitement of building a theme park, but they will also think creatively to design a theme park people would want to visit. Students can use and purchase supplied theme park rides, attractions and infrastructure, or are encouraged to design and draw their own theme park facilities on isometric paper.
In this project, students will learn about:
measurement, including length, perimeter, area, volume and scale
geometric isometrics
3D mapping
transport maps and time
money and budgets
technology and design
business concepts including needs of clientele
You can extend this project by:
creating a competitive class environment between individuals and groups
using currency and park features as additional rewards
restricting the budget and charging for free items.
Measure, calculate and compare elapsed time; interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
<ul>
<li>planning a trip involving one or more modes of public transport</li>
<li>developing a timetable of daily activities for a planned event, for example, a sports carnival</li>
<li>investigating different ways duration is represented in timetables and using different timetables to plan a journey</li>
</ul>
Establish the formula for the area of a rectangle and use it to solve practical problems
<ul>
<li>using the relationship between the length and area of square units and the array structure to derive a formula for calculating the area of a rectangle from the lengths of its sides</li>
<li>using one-centimetre grid paper to construct a variety of rectangles, recording the side lengths and the related areas of the rectangles in a table to establish the formula for the area of a rectangle by recognising the relationship between the length of the sides and its calculated area</li>
<li>solving problems involving the comparison of lengths and areas using appropriate units</li>
<li>investigating the connection between the perimeters of different rectangles with the same area and between the areas of rectangles with the same perimeter</li>
</ul>
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
<ul>
<li>recognising the significance of the prefixes in units of measurement</li>
<li>identifying and using the correct operations when converting between units including millimetres, centimetres, metres, kilometres, milligrams, grams, kilograms, tonnes, millilitres, litres, kilolitres and megalitres</li>
<li>recognising the equivalence of measurements, such as 1.25 metres is the same as 125 centimetres</li>
</ul>
Use mathematical modelling to solve practical problems involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and using efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made
<ul>
<li>modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation, for example, purchasing items during a sale</li>
<li>modelling situations involving earning money and budgeting, asking questions such as ‘Can I afford it?’, ‘Do I need it?’ and ‘How much do I need to save for it?’ and developing a savings plan or budget for an upcoming event or personal purchase</li>
<li>modelling and solving the problem of creating a budget for a class excursion or family holiday, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals</li>
</ul>
Solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units
<ul>
<li>investigating problem situations involving perimeter, for example, ‘How many metres of fencing are required around a paddock, or around a festival event?’</li>
<li>using efficient ways to calculate the perimeters of rectangles, such as adding the length and width together and doubling the result</li>
<li>solving measurement problems such as ‘How much carpet would be needed to cover the entire floor of the classroom?’, using square metre templates to directly measure the floor space</li>
<li>creating a model of a permaculture garden, dividing the area up to provide the most efficient use of space for gardens and walkways, labelling the measure of each area, and calculating the amount of resources needed, for example, compost to cover the vegetable garden</li>
<li>using a physical geoboard or a virtual geoboard app to recognise the relationship between area and perimeter and solve problems; for example, investigating what is the largest and what is the smallest area that has the same perimeter</li>
<li>exploring the designs of fishing nets and dwellings of Aboriginal and Torres Strait Islander Peoples, investigating the perimeter, area and purpose of the shapes within the designs</li>
</ul>
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
<ul>
<li>ordering metric units from the largest unit to the smallest, for example, kilometre, metre, centimetre, millimetre</li>
<li>recognising that some units of measurement are better suited to some tasks than others; for example, kilometres are more appropriate than metres to measure the distance between 2 towns</li>
<li>deciding on the unit required to estimate the amount of paint or carpet for a room or a whole building, and justifying the choice of unit in relation to the context and the degree of accuracy required</li>
<li>measuring and comparing distances (for example, measuring and comparing jumps or throws using a metre length of string and then measuring the part metre with centimetres and/or millimetres) and explaining which unit of measure is most accurate</li>
<li>researching how the base units are derived for the International System of Units (SI), commonly known as the metric system of units, recognising that the metric unit names for the attributes of length and mass are international standards for measurement</li>
</ul>
Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation
<ul>
<li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li>
<li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li>
<li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li>
<li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li>
</ul>
Create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways
<ul>
<li>interpreting a grid reference map of a familiar location of interest, such as a map of the showgrounds, a food festival, botanical garden, a park in the local area or a train station, and writing instructions using grid references for a friend to find them at a specified location</li>
<li>recognising that a spreadsheet uses a grid reference system, locating and entering data in cells, and using a spreadsheet to record data collected through observations or experiments</li>
<li>comparing and contrasting, describing and locating landmarks, people or things in a bird’s-eye picture of a busy scene, such as people in a park, initially without a transparent grid reference system overlaid on the picture and then with the grid overlaid; and noticing how the grid helps to pinpoint things quickly and easily</li>
<li>using different-sized grids as a tool to enlarge an image or artwork</li>
</ul>
Use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units
<ul>
<li>reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to</li>
<li>deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed</li>
<li>using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)</li>
<li>reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events</li>
<li>using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine</li>
<li>making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons</li>
<li>exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts</li>
</ul>
Use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
<ul>
<li>modelling and solving a range of practical additive problems using materials, part-part-whole diagrams and/or a bar model, and writing addition and/or subtraction number sentences, based on whether a part or the whole is missing; and explaining how each number in their number sentence is connected to the situation</li>
<li>modelling practical problems with division, interpreting and representing the situation using a diagram or array to represent what is unknown (the number of groups, or the number per group); and writing a division number sentence to represent the situation and choosing an efficient calculation strategy</li>
<li>modelling practical problems involving money (such as a budget for a large event) that require either addition, subtraction, multiplication or division and justifying the choice of operation in relation to the situation</li>
<li>modelling and solving multiplication problems involving money, such as buying 5 toy scooters for $96 each, using efficient mental strategies and written jottings to keep track if needed; for example, rounding $96 up to $100 and subtracting 5 × $4 = $20, so 5 × $96 is the same as 5 × $100 less $20, giving the answer $500 − $20 = $480</li>
<li>modelling situations by formulating comparison problems using number sentences, comparison models and arrays; for example, ‘Ariana read 16 books for the “readathon”; Maryam read 4 times as many books. How many books did Maryam read?’ using the expression 4 × 16 and using place value partitioning, basic facts and an array, thinking 4 × 10 = 40 and 4 × 6 = 24, so 4 × 16 can be written as 40 + 24 = 64</li>
</ul>
Choose and use estimation and rounding to check and explain the reasonableness of calculations, including the results of financial transactions
<ul>
<li>using proficiency with basic facts to estimate the result of a calculation and say what amounts the answer will be between; for example, 5 packets of biscuits at $2.60 each will cost between $10 and $15 as 5 × $2 = $10 and 5 × $3 = $15</li>
<li>using rounded amounts to complete an estimated budget for a shopping trip or an excursion, explaining why overestimating the amounts is appropriate</li>
<li>recognising the effect of rounding in addition and multiplication calculations; rounding both numbers up, both numbers down, and one number up and one number down, and explaining which is the best approximation and why</li>
</ul>
Interpret unmarked and partial units when measuring and comparing attributes of length, mass, capacity, duration and temperature, using scaled and digital instruments and appropriate units
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms
Choose appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure
Use mathematical modelling to solve practical problems, involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in te
Convert between common metric units of length, mass and capacity; choose and use decimal representations of metric measurements relevant to the context of a problem
Generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
Generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools
Use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions
The reasons businesses exist and the different ways they provide goods and servicesElaborationsidentifying why businesses exist (for example, to produce goods and services, to make a profit, to provide employment) and investigating the different ways...
Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generationsElaborationscategorising resources as natural (water, coal, wheat), human (workers, business owners, designin...
Use scaled instruments to measure and compare lengths, masses, capacities and temperatures
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4 Comments
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is good I would love if u did not have to subscribe and could make a one time payment
Trish (Teach Starter)
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Hi Zola, thanks for sharing your feedback! I am afraid that individual purchasing is not available, but I will pass your feedback on to the team for consideration.
Caitlin Noonan
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LOVE this resource! Would love it in a black and white/low colour option too please.
Paul (Teach Starter)
·
Hi Caitlin,
Thanks for your feedback! Remember, you can always submit a change request to this resource using the Changes & Updates tab above. This tab can be found near the comments section. Requests are voted on by the Teach Starter community and we create the top requests.
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is good I would love if u did not have to subscribe and could make a one time payment
Hi Zola, thanks for sharing your feedback! I am afraid that individual purchasing is not available, but I will pass your feedback on to the team for consideration.
LOVE this resource! Would love it in a black and white/low colour option too please.
Hi Caitlin, Thanks for your feedback! Remember, you can always submit a change request to this resource using the Changes & Updates tab above. This tab can be found near the comments section. Requests are voted on by the Teach Starter community and we create the top requests.