Year: 5

Term: 1

Mathematics
Unit: 8

Strand: Number & Algebra

Substrand: Patterns & Algebra

Outcomes:
A student:
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
analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points
on the Cartesian plane
MA3-8NA
Content:
Describe, continue and create patterns with fractions, decimals and whole numbers resulting from addition and
subtraction (ACMNA107)

identify, continue and create simple number patterns involving addition and subtraction

describe patterns using the terms 'increase' and 'decrease', eg for the pattern 48, 41, 34, 27, , 'The terms decrease
by seven'
Key Ideas
Teaching and Learning
Resources
Assessment
Regn

Identify, continue,
create and
describe increasing
and decreasing
number patterns
with fractions,
decimals and
whole numbers

Language
Language: Students
should be able to

Ignition Activities
Think, Pair Share
Students think of a number between 1 and 100 and write 10 facts
about that number. They then share their facts with a partner and
note any common patterns. Finally, they share patterns with
another pair. The groups of four create number sentences using
the four initial numbers.
Think of a Number

Teacher asks students to think of a number, then gives

instructions:
o
add 5
o
subtract 3
o
multiply by 4
o
divide by 2
o
halve that number
o
add 3

Nelson Maths
5
p 84-86 (p87
is
assessment).

Differentiation

Pre-Assess
Students draw a
geometric
pattern and
describe their
pattern.
Students write
numbers
pattern
(addition and
subtraction,
fractions and
decimals).
Students
describe their

communicate using
the following
language: pattern,
increase, decrease,
missing number,
number sentence,
number line

o
subtract 5

Why do we always end up with the number we started

with?

Discuss inverse operations.

Students then write their own set of instructions where the

answer is the same as the starting number.
Explicit Teaching
Identifying and completing number patterns.
With practice, a variety of common number patterns can be
identified. This requires careful observation. Identifying patterns
involves being able to look at features such as differences (the
amounts between numbers) and rates of change (how quickly the
numbers are seen to increase or decrease).
Often, a pattern will start and you will be required to continue the
series. You can do this by first identifying the pattern and then
making use of the last number to extend the sequence.
Examples:
2, 5, 8, 11, 14, 17, ..., ... addition (+ 3)
100, 96, 92, 88, 84, ..., ... subtraction (- 4)
2, 4, 8, 16, 32, 64, ..., ... (doubling)
160, 80, 40, 20, 10, ..., ... (halving)
Website game http://www.amblesideprimary.com/ambleweb/mentalmaths/supe..
.
Nelson Maths 5 p84
Targeting Maths 5 p 30
Sometimes the missing numbers may be located within the
number sequence. You can use the surrounding numbers as a
guide. Examples:
14, 26, ..., 50, ..., 74, 86 addition (+ 12)
93, 82, 71, ..., ..., 38, 27 subtraction (- 11)
Number Patterns Fractions and Decimals
Explicit teaching of completing number patterns with fractions
and decimals (addition and subtraction only at this stage).
Students can have guided and independent practise by
completing page85-86 in Nelson Maths 5.
Partner Games / Learning

patterns.

Post Assess
Nelson Maths
5
p- 87

Fool a Friend

Students work in pairs

One student creates a rule (addition and subtraction) and

gives some examples of the pattern to their partner

Their partner uses the clues to discover the rule

Swap roles

Year: 5
Term: 1

Mathematics
Unit: 8

Strand: Measurement & Geometry

Substrand: 2D Space

Outcomes:
A student:
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 manipulates, classifies and draws twodimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties MA3-15MG
Content:
Classify two-dimensional shapes and describe their features

manipulate, identify and name right-angled, equilateral, isosceles and scalene triangles

recognise that a triangle can be both right-angled and isosceles or right-angled and scalene (Reasoning)

compare and describe features of the sides of equilateral, isosceles and scalene triangles

explore by measurement side and angle properties of equilateral, isosceles and scalene triangles

explore by measurement angle properties of squares, rectangles, parallelograms and rhombuses

select and classify a two-dimensional shape from a description of its features

recognise that two-dimensional shapes can be classified in more than one way, eg a rhombus can be more simply
classified as a parallelogram (Communicating,
Reasoning)

identify and draw regular and irregular two-dimensional shapes from descriptions of their side and angle properties

use tools such as templates, rulers, set squares and protractors to draw regular and irregular two-dimensional
shapes (Communicating, Problem Solving)

explain the difference between regular and irregular shapes (Communicating)

use computer drawing tools to construct a shape from a description of its side and angle properties (Communicating,
Problem Solving)

Key Ideas

Teaching and Learning

Resources

-Identify, name and

draw right-angled,
equilateral,
isosceles and
scalene triangles
-Compare and
describe side
properties of the
special
quadrilaterals and
special triangles
-Explore angle
properties of the
special
quadrilaterals and
special triangles

Ignition Activities
Barrier Game
In pairs, students are positioned back to back. One student is the
sketcher, the other student is the describer. The describer
describes a given two-dimensional shape focusing on side and
angle properties. The sketcher listens to the description and
sketches the two-dimensional shape described. The sketcher
names the two-dimensional shape sketched and then compares
their sketch with the describers shape. The students swap roles
and repeat the activity.

Targeting
Maths 5 p
41-42

What am I?
Students select a shape and write a description of its side and
angle properties. Students share their descriptions with the class
who attempt to identify the shape eg My shape has four sides
and four equal angles. The opposite sides are the same length.
What am I?
Explicit Mathematical Teaching
Triangles
Explicit teaching of the properties of equilateral, right-angled,
isosceles and scalene triangles. Teacher models and students
draw each triangle using appropriate geometrical equipment
(ruler, protractor, compass). Model and discuss markings to
identify equal angles and equal sides.
Background information which students may find interesting:
Scalene means uneven (Greek word skalenos: uneven): our
English word scale comes from the same word. Isosceles comes
from the two Greek words isos: equals and skelos: leg;
equilateral comes from the two Latin words aequus: equal and
latus: side; equiangular comes from aequus and another Latin

Assessment
Pre-Assess
Children draw
and name as
many 2D
shapes as they
can.

Post Assess
Students are
asked to draw
a variety of 2D
shapes and
list their
properties,
including
appropriately
marking equal
sides and

Regn

word angulus: corner.

The teacher provides students with a variety of scalene,
isosceles, equilateral and right-angled triangles. In small groups,
students discuss the side and angle properties of each triangle
and sort triangles with similar properties into groups. Students
devise a description for each type of triangle eg equilateral
triangles have three equal sides and three equal angles. Students
share sorting procedures and descriptions.
Other 2D shapes and Special Quadrilaterals
Explicit teaching / revision of naming and identifying the
properties of other 2D shapes and special quadrilaterals (squares,
rectangles, rhombus, kite, parallelogram, trapezium.
Students use appropriate geometrical equipment to draw shapes
and list their properties.
Complete Targeting Maths 5 p 41-42
Study Ladder

Identify two-dimensional shapes created when

combining or splitting shapes
o

Activities: 1 course, 0 extra

Combining or splitting 2D shapes (Interactive

Activity)

angles.