Year 5 t2 Unit 3 Bolwarra Ps 3

Year 5
Term: 2
Mathematics
Unit: 3
Strand: Number and Algebra
Substrand: Addition and Subtraction
Outcomes:
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
gives a valid reason for supporting one possible solution over another MA3-3WM
selects and applies appropriate strategies for addition and subtraction with counting numbers of any size MA3-5NA
Content:
Use estimation and rounding to check the reasonableness of answers to calculations (ACMNA099)
round numbers appropriately when obtaining estimates to numerical calculations
use estimation to check the reasonableness of answers to addition and subtraction calculations, eg 1438 + 129 is about
1440 + 130
Key Ideas
Use estimation to
check answers to
calculations
Solve word
problems and
record the strategy
used, including
problems involving
money
Teaching and Learning

Calculator Race
Give students a series of addition/subtraction combinations of various
numbers. One group can add these numbers using pencil and paper
another group could use calculators and a third group could try and
solve the problems mentally. Students will come to realise that the
most efficient strategy to solve addition problems varies according to
the difficultly of problems.
Youtube video
https://www.yo
utube.com/wa
tch?
v=J1stxlR_j24
Assessment
Regn
Pre-Assess
Worksheet
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.
Language
plus, sum, add,

addition, increase,
minus, the difference
between, subtract,
subtraction,
decrease, equals, is
1863
SUBTRACTION/VOLUME
Resources
2869
6431
Estimate
7963
8064
2000
2679
196
Year 5 Term: 2 Unit: 3
Differentiati
on
Post Assess
Number: How
do I check my
work? From
Portfolio work
samples
Page 1 of 5
equal to, empty

number line,
strategy, digit,
estimate, round to,
budget.
ACARA
Sample 12
Reasonableness lesson
https://www.youtube.com/watch?v=J1stxlR_j24
Google https://www.google.com.au/search?
client=safari&rls=en&q=using+estimation+to+check+reasonableness
&ie=UTF-8&oe=UTF-8&gfe_rd=cr&ei=5f0yVZUJ6zu8wfOx4CABA#rls=en&q=using+estimation+to+check+reasonabl
eness+vip+resources to find secure document that cannot be printed
or saved. Click on first entry
Strategies
Prepare a presentation on all the different ways you could solve these
algorithms: 300 - 143, 5749 - 3490, etc
Discuss.
Students are
given three
calculations
to complete
and are
asked to
explain the
reasonablene
ss of their
answers, in a
20-minute
timeframe.
Learning Objects
Ice, Ice Maybe estimating game
https://www.mangahigh.com/en-au/games/iceicemaybe
SUBTRACTION/VOLUME
Page 2 of 5
Year 5
Term: 2
Mathematics
Unit: 3
Strand: Measurement and Geometry
Substrand: Volume and Capacity
Outcomes:
describes and represents mathematical situations in a variety of ways using mathematical terminology and some
conventions MA3-1WM
gives a valid reason for supporting one possible solution over another MA3-3WM
selects and uses the appropriate unit to estimate, measure and calculate volumes and capacities, and converts
between units of capacity MA3-11MG
Content:
measure the volumes of rectangular containers by packing them with cubic-centimetre blocks
explain the advantages and disadvantages of using cubic-centimetre blocks as a unit to measure volume
(Communicating, Reasoning)
describe arrangements of cubic-centimetre blocks in containers in terms of layers, eg 5 layers of 8 cubic-centimetre

blocks (Problem Solving)
recognise the need for a formal unit larger than the cubic centimetre
Key Ideas
Use cubic
centimetres and
cubic metres to
measure and
estimate volumes
Language
capacity, container,
volume, layers, cubic
centimetre, cubic
SUBTRACTION/VOLUME
Teaching and Learning

Layer Count Teaching Measurement p. 92
Pairs of students make a rectangular prism with centimetre
blocks. Students commence with a base which has twelve blocks.
Students record the number of blocks and the array pattern in
the first layer. Two more layers are added and the total number of
blocks is recorded. Students look at the number pattern of the
layers to predict how many blocks will be needed for five layers.
Note: wooden or plain centimetre blocks, rather than interlocking
blocks, may be easier to build into a prism; if blocks in different
colours are available, layers made in different colours may assist
students to identify the layers.
Extension: students draw their prisms, ensuring that the correct
number of blocks is indicated.
Five different ways to model 36cm Teaching
Measurement p.98
Task: Use 36 cubes to design a box that can hold 36 chocolates
Resources
Teaching
Measurement
Teacher
resource
Assessment
Regn
Pre-Assess
Targeting Maths
p.92
Targeting Maths
p.93/94
Targeting Maths
Assessment
Book p.23
Differentiation
Support - Make
rectangular
prisms to be
made smaller
Post Assess
Page 3 of 5
metre, measure,
estimate.
The abbreviation m3
is read as 'cubic
metre(s)' and not
'metre(s) cubed'.
Discuss how a rectangular prism with a volume of 36 cubic

centimetres could be built from cubic centimetre blocks (e.g.
3x4x3, 2x6x3, 4x9x1, 12x1x3). Pairs of students design and
construct their 36 cm3 rectangular prism. Students display their
diagrams, calculations and models and the class discusses the
variations in rectangular prisms.
Make a Cubic Metre

Students discuss what a cubic metre is, and what is measured in
cubic metres. Students estimate the size of a cubic metre, half a
cubic metre and two cubic metres. Small groups make a skeleton
model of a cubic metre with wooden dowel or plastic sticks, rolled
newspaper or a commercial kit. Students check all dimensions
with a metre rule or tape measure.
Collect MAB blocks and flats from other classrooms, to make a
model of a cubic metre. If possible, make one layer and at least
one vertical column from blocks or ten flats placed together as a
block. Students discuss how many cubic centimetres are in one
layer, and how many cubic centimetres are in ten layers. The
availability of materials may restrict this activity to a whole class
demonstration and discussion, or a task completed by one small
group at a time.
and make
explicit the
connection with
multiplication.
Nelson Math
p.18
Extension Give students

larger volumes
to solve. Move
onto how
capacity,
volume and
mass are
related iMaths
worksheet
p.86/87
http://greatmathsgames.com/3d-shapes/item/21-build-acubic-metre.html
https://www.youtube.com/watch?v=E639dm7kIkU
SUBTRACTION/VOLUME
Page 4 of 5
SUBTRACTION/VOLUME
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Year 5 t2 Unit 3 Bolwarra Ps 3

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Year 5 t2 Unit 3 Bolwarra Ps 3

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Year 5

Strand: Number and Algebra

Substrand: Addition and Subtraction

Teaching and Learning

Guess and Check

plus, sum, add,

equal to, empty

Year 5 Term: 2 Unit: 3

Strand: Measurement and Geometry

Substrand: Volume and Capacity

describe arrangements of cubic-centimetre blocks in containers in terms of layers, eg 5 layers of 8 cubic-centimetre

Teaching and Learning

Discuss how a rectangular prism with a volume of 36 cubic

Make a Cubic Metre

Extension Give students

Year 5 Term: 2 Unit: 3

Year 5 Term: 2 Unit: 3

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