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Year 5

interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made

AC9M5ST02 New V9

conduct repeated chance experiments including those with and without equally likely outcomes, observe and record the results; use frequency to compare outcomes and estimate their likelihoods

AC9M5P02 New V9

recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

AC9M5A01 New V9

create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns

AC9M5N10 New V9

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estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations.

AC9M3N05 NEW

follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns.

AC9M3N07 NEW

Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051) REMOVED

Identify symmetry in the environment (ACMMG066) REMOVED

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Why have they taken volume out for the Year 5 Mathematics curriculum?

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Year 1

Interesting: students can use physical or virtual materials to model and represent concepts.

Interesting:

"play-based" is mentioned more than once so it can be inferred that this is a preferred approach to mathematics.

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Become confident, proficient and effective users of mathematics.

Use mathematical concepts, skills and critical thinking in situations in their personal and work lives.

Develop proficiency with mathematics.

Use mathematical skills them to demonstrate mastery in mathematics and solve problems

Make connections between areas of mathematics and apply this in different scenarios.

Foster a positive disposition towards mathematics

Acquire specialist mathematical knowledge and skills that lead to further opportunities.

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Aims

Mathematics aims to ensure that students:

become confident, proficient and effective users and communicators of mathematics

develop proficiency with mathematical concepts, skills, procedures and processes

foster a positive disposition towards mathematics

acquire specialist mathematical knowledge and skills that lead to further study in mathematics and other disciplines.

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Jennita and Tegan

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Removed: Compare objects using familiar metric units of area and volume.

New: Conduct repeated chance experiments to observe relationships between outcomes; identify and describe the variation in results.

Refined: 3 content descriptors for probability stand combined to equal one content descriptor (probability).

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ACMNA104 & ACMN105: Combined and refined
ACMNA098 Refined
ACMINA 102 Refined
ACMNA 131 Religned from year 6.
ACMNA291 Combined and spilt
ACMNA101 Combined and spilt
ACMN099 Refined
ACMNA 291 Combined and Spilt
AC9M5N10 New
AC9M5A01 New
ACMN107 Removed
ACMMG115 Removed
AC9M5P02 New

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Year 1 now go to 120, this is great!

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Removed:

Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction

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Money is found here :)

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New:

recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

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Task 5 - year 4 new and removed content descriptor 

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Task 5 - year 4 new and removed content descriptor 

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New - AC9M4N06 - solve multiple and dividing numbers without a calculator

Removed - ACMMG290 - compare objects using metric units of area and volume

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More understanding around what this statement means;
- develop a sense of equivalence, fairness, repetition and variability when they engage in play-based and practical activities

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Year level description:

* Statistical investigations
* Modelling context
*Utilising games as part of developing automaticity.

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Interesting: “draw on their reasoning skills to analyse.”

Know more about: “using algorithms”

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Students apply spatial awareness and thinking to convert betweens forms and numbers. Use maths modelling to solve problems with guidance. Using natural numbers and operations and report on insights and conclusion they reach about the context.

Tegan and Jennita

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New - create and use algorithms involving a sequence of steps and descriptions that use rules to generate sets of numbers, identify, interpret, and explain emerging patterns.

Removed -
solve problems, involving addition and subtraction of fractions with the same or related denominators

Make connections between equivalent, fractions, decimals and percentages

These have been combined to - solve problems involving addition, and subtraction of fractions, using knowledge of equivalent fractions.

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*Use algorithms to generate sets of number

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Understanding - fluency - reasoning - problem solving

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Understanding
Fluency
Reasoning
Problem solving

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1. Understanding
2. Fluency
3. Reasoning and
4. Problem-solving

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Understanding
Fluency
Reasoning
Problem Solving

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Best photo snip ever

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Task 3 - year 4 mathematical proficiencies 

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Task 3 - year 4 mathematical proficiencies 

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* understanding
* fluency
* reasoning
* problem-solving

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Understanding
Fluency
Reasoning
Problem solving

Tegan and Jennita

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Statistical investigation

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Jennita and Tegan

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Outlines the expectations of what teachers/ schools are required to teach students to ensure regardless of a students ability they access a curriculum that prepares students to become confident, proficient and effective users and communicators. To achieve this, the curriculum suggests students need to: -
- Foster a positive disposition towards maths.
- Be provided with opportunities to investigate, represent, and interpret real life situations.
- Develop proficiency with mathematical concepts.

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Aims
Investigate, think critically, engaged learner, solve problems, positive disposition

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Students will have opportunities to understand and fluency in concepts, skills, procedures and processes. Choose ways to approach situations using Maths. Students will need to use reason and solve problems from those situations. Maths is integral to qualifying, thinking critically and making sense of world.

Tegan and Jennita

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Learner to become confident, proficient and effective users
Positive disposition!
😊

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1. Become proficient investigators
2. Become a numerate citizen
3. Proficient at solving problems

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to be confident, proficient, effective, investigate represent, interpret. Concepts, skills, procedures, processes. Number, algebra measurement, space, statistics and probability.
Make connections and apply mathematics
Students have a positive disposition
Acquire specialist knowledge and skills.

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I think we will need to create "rich task" ideas instead of tests!

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* become confident and proficient users and communicators of mathematics.
* develop mathematical concepts certs, skills, procedures and process
* make connections between areas of maths and apply to various fields
* foster a positive disposition towards maths
* underpin numeracy development

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Task 1-

Aims for mathematics learning

critical thinking
problem solving
making connections
confident
investigate, represent and interpret
active, engaged and numerate
pose questions
transferrable skills across personal, work or other subject areas
positive attitude toward mathematics.

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Mode and interpret the shape of distributions of data in context.

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Become confident, proficient and effective communicators. Develop proficiency in maths concepts and demonstrate their understanding. Have a positive relationship with maths and recognise its value.

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Number:
students use place value to write and order decimals including decimals greater than one. They express natural numbers as products of factors and identify multiples. Students order and represent, add and subtract fractions with the same or related denominators. They represent common percentages and connect them to their fraction and decimal equivalents. Students use their proficiency with multiplication facts and efficient calculation strategies to multiply large numbers by one- and two-digit numbers and divide by single-digit numbers. They check the reasonableness of their calculations using estimation. Students use mathematical modelling to solve financial and other practical problems, formulating and solving problems, choosing arithmetic operations and interpreting results in terms of the situation. Students create and use algorithms to identify and explain patterns in the factors and multiples of numbers.

Algebra:
They apply properties of numbers and operations to find unknown values in numerical equations involving multiplication and division.

Measurement:
They choose and use appropriate metric units to measure the attributes of length, mass and capacity, and to solve problems involving perimeter and area. Students convert between 12- and 24-hour time. They estimate, construct and measure angles in degrees.

Space:
Students use grid coordinates to locate and move positions. They connect objects to their two-dimensional nets. Students perform and describe the results of transformations and identify any symmetries.

Statistics:
They plan and conduct statistical investigations that collect nominal and ordinal categorical and discrete numerical data using digital tools. Students identify the mode and interpret the shape of distributions of data in context. They interpret and compare data represented in line graphs.

Probability:
Students conduct repeated chance experiments, list the possible outcomes, estimate likelihoods and make comparisons between those with and without equally likely outcomes.

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All schools have a responsibility when implementing the Australian Curriculum to ensure that students’ learning is inclusive, and relevant to their experiences, abilities and talents.

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Understanding

Fluency

Reasoning

Problem-solving

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Mathematical modelling to solve practical problems

Report on insights and conclusions

Use appropriate instruments and digital tools

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Rashid:
Become confident, develop proficiency, make connections, foster a positive disposition and acquire specialist mathematical knowledge and skills.

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New
- create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns (AC9M5N10)

Removed
- Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and subtraction (ACMNA107)

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Year 3 - NEW -
estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations

AC9M3N05

REMOVED -
Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)

Year 4 - New
solve problems involving multiplying or dividing natural numbers by multiples or powers of 10 without a calculator, using the multiplicative relationship between the place value of digits

AC9M4N05
Removed -
Compare objects using familiar metric units of area and volume (ACMMG290)

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Year 4:
Chance and Data are in the Year level Description but not in AS
Year 3:
What does 'efficient strategies' mean?

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+ Additional focus on symmetry and shape transformation

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NEW -
estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations

AC9M3N05

REMOVED -
Investigate the conditions required for a number to be odd or even and identify odd and even numbers (ACMNA051)

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1. Understanding
2. Fluency
3. Reasoning
4. Problem-Solving

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Interesting point in year level descriptor
- digital tools

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Task 2 Mr. Jensen and Mr. Nicho 4 and 5 

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Task 2 Mr. Jensen and Mr. Nicho 4 and 5 

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Proficiencies
1. Understanding
2. Fluency
3. Reasoning
4. Problem Solving

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Aims:

·        investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens

·        develop concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability

·        make connections between areas apply

·        foster a positive disposition towards

·        acquire specialist mathematical knowledge and skills

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Task 1 Mr. Jensen and Mr. Nicholson Year 4 and 5 

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Task 1 Mr. Jensen and Mr. Nicholson Year 4 and 5 

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Make connections between areas of maths. Think critically. Solve Problems, develop profiency, concepts skills and procedures.

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Become confident, proficient and effective users of mathematics. Make connections and apply mathematical concepts.

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Ensures students to be: - confident, proficient, effective users, develop concepts and skills, make connections between areas in maths. Foster positive attitude toward maths and acquire mathematical knowledge and skills.

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Aims to ensure students:
- become confident, proficient and effective users and communicators of maths.
- develop proficiency with mathematical concepts.
- make connections between areas of maths and apply to situations.
- foster a positive disposition towards maths.
- acquire specialist maths knowledge and skills that lead to further studies in maths

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Develop proficiency, confidence and positive connections to learning, understanding and extending in Mathematics. Real world applications, skills, scenarios through problem solving :)

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Mathematics aims to ensure that students: become confident, proficient and effective users and communicators of mathematics, who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines foster a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study acquire specialist mathematical knowledge and skills that underpin numeracy development and lead to further study in mathematics and other disciplines.