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>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings
<ul>
<li>making connections between the text and their own experiences or other texts</li>
<li>making connections between information in print and images</li>
<li>using prior knowledge and textual information to make inferences</li>
<li>asking and answering questions</li>
<li>using graphic organisers to visualise connections, categories and hierarchies of information</li>
<li>summarising a text or part of a text</li>
</ul>
Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences
<ul>
<li>comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings
<ul>
<li>summarising ideas and information to determine the main idea of a text</li>
<li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li>
<li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li>
</ul>
Explain characteristic features used to meet the purpose and audience in different types of texts
<ul>
<li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li>
<li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li>
</ul>
Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li>
<li>skimming and scanning to check the pertinence of particular information to their topic and task</li>
<li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</li>
</ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text
<ul>
<li>identifying how authors use language to create imaginary worlds</li>
<li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li>
<li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li>
</ul>
Compare how texts from different times, with similar purposes and audiences, depict ideas or events
<ul>
<li>viewing documentaries and news footage from different periods and comparing the purpose and audience, for example coverage of major sporting events</li>
<li>comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology</li>
</ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li>
</ul>
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>
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>
Compare 12- and 24-hour time systems and solve practical problems involving the conversion between them
<ul>
<li>using timetables written in 24-hour time, such as flight schedules, to plan an overseas or interstate trip, converting between 24- and 12-hour time</li>
<li>converting between the digital and analog representation of 24-hour time, matching the same times represented in both systems; for example, setting the time on an analog watch from a digital alarm clock</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>
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>
Solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time
<ul>
<li>calculating the amount of time between 2 events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using ‘am’ and ‘pm’ notation</li>
<li>converting units of time using relationships between units, such as 60 minutes in an hour and 60 seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests</li>
<li>exploring Aboriginal and/or Torres Strait Islander Peoples’ explanations of the passing of time through cultural accounts about cyclic phenomena involving the sun, moon and stars</li>
</ul>
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
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
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
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
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
A inquiry project where students study the Five Wonders Theme Park stimulus poster while inquiring about an international city.
Welcome to Five Wonders Theme Park, the worlds most popular theme park in the world.
This teaching resource is an inquiry project that uses the idea of Five Wonders Theme Park and allows students to inquire a city of choice. Within the stimulus posters there is a train map and service timetable. Students will need to use their research and visualising skills to link the train service from Five Wonders to a real life train line in a city of choice. Following the instructions, students will research the city and plan a linked holiday that involves both exploring the city and visiting Five Wonders Theme Park.
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>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings
<ul>
<li>making connections between the text and their own experiences or other texts</li>
<li>making connections between information in print and images</li>
<li>using prior knowledge and textual information to make inferences</li>
<li>asking and answering questions</li>
<li>using graphic organisers to visualise connections, categories and hierarchies of information</li>
<li>summarising a text or part of a text</li>
</ul>
Analyse how text structures and language features work together to meet the purpose of a text and engage and influence audiences
<ul>
<li>comparing the structure and language features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings
<ul>
<li>summarising ideas and information to determine the main idea of a text</li>
<li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li>
<li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li>
</ul>
Explain characteristic features used to meet the purpose and audience in different types of texts
<ul>
<li>explaining how the features of a text advocating community action (for example, action on a local area preservation issue) are used to meet the purpose of the text</li>
<li>explaining how characters are used to deliver the message in persuasive texts; for example, explaining how characters are used to present persuasive messages about health issues in advertising, and considering why characters have been used instead of real people</li>
</ul>
Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li>
<li>skimming and scanning to check the pertinence of particular information to their topic and task</li>
<li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li>
</ul>
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings
<ul>
<li>making connections between information in print, images and sound</li>
<li>reading or listening for key topic-specific vocabulary words to build understanding</li>
<li>reading or listening to interpret the main idea and supporting ideas</li>
<li>identifying evidence and reasoning used by authors to support points or arguments</li>
<li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li>
<li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li>
<li>evaluating an author’s use of evidence to support arguments</li>
</ul>
Identify the characteristic features used in different types of texts to meet the purpose and audience of the text
<ul>
<li>identifying how authors use language to create imaginary worlds</li>
<li>identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts</li>
<li>identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic</li>
</ul>
Compare how texts from different times, with similar purposes and audiences, depict ideas or events
<ul>
<li>viewing documentaries and news footage from different periods and comparing the purpose and audience, for example coverage of major sporting events</li>
<li>comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology</li>
</ul>
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed
<ul>
<li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li>
</ul>
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>
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>
Compare 12- and 24-hour time systems and solve practical problems involving the conversion between them
<ul>
<li>using timetables written in 24-hour time, such as flight schedules, to plan an overseas or interstate trip, converting between 24- and 12-hour time</li>
<li>converting between the digital and analog representation of 24-hour time, matching the same times represented in both systems; for example, setting the time on an analog watch from a digital alarm clock</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>
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>
Solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time
<ul>
<li>calculating the amount of time between 2 events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using ‘am’ and ‘pm’ notation</li>
<li>converting units of time using relationships between units, such as 60 minutes in an hour and 60 seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests</li>
<li>exploring Aboriginal and/or Torres Strait Islander Peoples’ explanations of the passing of time through cultural accounts about cyclic phenomena involving the sun, moon and stars</li>
</ul>
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
Plans, creates and revises written texts for multiple purposes and audiences through a selection of text features, sentence-level grammar, punctuation and word-level language
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
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
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
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies
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