Number+&+Algebra+Overview+Yrs+4-6

ACARA Number and Algebra Overview **//Years 4-6//**  **//Analysis of ACARA Year//** **//Levels and Descriptors://** **Year 4;**

At this stage students are consolidating learning in previous years to reinforce knowledge across the proficiency strands. In Number and Algebra students work with continuing content descriptors from year 3 around odd and even numbers, recognising representing and ordering, partitioning with place value and understanding the extension in to tenths and hundreths understanding the connection decimals have with fractions. They also are required to move on from number sequencing purely in 2’s, 5’s and 10’s to investigate other multiples. Higher order thinking skills are fashioned as students are encouraged to develop strategies to recall multiplication and division facts where there is no remainder to solve word problems and to also find unknown quantities using these strategies. Educators are working to build vocabulary and understanding of the terms and how they connect with mathematics in every day ways. They use money to solve problems that include knowldege of pricing, purchases and calculating change which consolidates their undertanding of decimals.

**//At this year level://** //**Understanding **//includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties of symmetrical shapes //**Fluency **//includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations, and collecting and recording data //**Problem Solving **//includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations, and using properties of numbers to continue patterns //**Reasoning **//includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays

Brooke :)
 * References**Australian Curriculum Assessment and Reporting Authority . (2010). //The Australian Curriculum: Mathematics.// Retrieved April 2, 2012, from Australian Curriculum Assessment and Reporting Authority Web site: [|http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?]

** Year 5; ** By this stage students should have gained the knowledge to start using estimation and rounding and recognise the value of this to checking their answers. Students will also move on to solving problems involving multiplication with large one and two digit numbers and division including remainders that use the strategies they have developed in previous years. Students are now ready to solve addition and subtraction algorithms that involve fractions with common denominators and represent these on number lines. Decimals are compared and ordered and can be extended beyond hundredths. The understanding of money concepts from previous years will become apparent as students are required to start creating simple financial plans.


 * //At this year level //: **


 * //Understanding //**includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry
 * //Fluency //**includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles\


 * //Problem Solving //** includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans


 * //<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Reasoning //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;"> includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets

<span style="color: #fa6a0a; font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Brooke :)


 * References**Australian Curriculum Assessment and Reporting Authority . (2010). //The Australian Curriculum: Mathematics.// Retrieved April 2, 2012, from Australian Curriculum Assessment and Reporting Authority Web site: []

** Year 6; **

Students in year 6 move beyond knowledge from previous year levels and extend their knowledge of number lines to include negative integers and how they relate to everyday situations. They begin to understand that some numbers such as prime, composite, square and triangular numbers have specific properties that enable them to solve problems. Students will be able to apply further understanding and have the ability to justify why they have chosen to select certain strategies they have developed in order to solve problems involving larger numbers. Students will be introduced to the concept of simple percentage amounts of 10%, 25% and 50% and how they relate to monetary amounts in calculations surrounding the sale of goods. Students will also be able to demonstrate understanding of the process solving of addition and subtraction problems that involve fractions and the ability to recognise that they can be represented with decimals, percentages and show this knowledge on a number line. In this year level students are required to explore rules that create sequencing including the order of operations. //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">At this year level **//**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">: ** //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Understanding **//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;"> includes describing properties of different sets of numbers, using fractions and decimals to describe probabilities, representing fractions and decimals in various ways and describing connections between them, and making reasonable estimations //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Fluency **//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;"> includes representing integers on a number line, calculating simple percentages, using brackets appropriately, converting between fractions and decimals, using operations with fractions, decimals and percentages, measuring using metric units, and interpreting timetables //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Problem Solving **//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;"> includes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays, and finding the size of unknown angles //**<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Reasoning **//<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;"> includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another, explaining why the actual results of chance experiments may differ from expected results

Brooke :)
 * References**Australian Curriculum Assessment and Reporting Authority . (2010). //The Australian Curriculum: Mathematics.// Retrieved April 2, 2012, from Australian Curriculum Assessment and Reporting Authority Web site: [|http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10?]