Work sample portfolio summary

Year 5

Mathematics

Satisfactory

WORK SAMPLE PORTFOLIO

Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian
Curriculum.
Each portfolio is an example of evidence of student learning in relation to the achievement standard. Three portfolios
are available for each achievement standard, illustrating satisfactory, above satisfactory and below satisfactory
student achievement. The set of portfolios assists teachers to make on-balance judgements about the quality of their
students achievement.
Each portfolio comprises a collection of students work drawn from a range of assessment tasks. There is no predetermined number of student work samples in a portfolio, nor are they sequenced in any particular order. Each work
sample in the portfolio may vary in terms of how much student time was involved in undertaking the task or the degree of
support provided by the teacher. The portfolios comprise authentic samples of student work and may contain errors such
as spelling mistakes and other inaccuracies. Opinions expressed in student work are those of the student.
The portfolios have been selected, annotated and reviewed by classroom teachers and other curriculum experts. The
portfolios will be reviewed over time.
ACARA acknowledges the contribution of Australian teachers in the development of these work sample portfolios.

THIS PORTFOLIO: YEAR 5 MATHEMATICS

This portfolio provides the following student work samples:
Sample 1

Geometry: My angle

Sample 2

Measurement: Garden bed

Sample 3

Number: Treasure hunt

Sample 4

Measurement: How many can you make?

Sample 5

Number: Who are the fastest swimmers?

Sample 6

Measurement: Using time

Sample 7

Measurement: Using perimeter and area

Sample 8

Geometry: Location and transformation

Sample 9

Number: Number sentences

Sample 10

Geometry: Mapping

Sample 11

Statistics and Probability: Come in spinner

Sample 12

Number: How do I check my work?

Sample 13

Number: Spring fair

COPYRIGHT
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, print,
reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational
purposes of your organisation, provided that you retain this copyright notice. For the avoidance of doubt, this means that you cannot edit, modify or adapt any of these materials and you cannot
sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA. For
further information, refer to (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 1 of 32

Work sample portfolio summary

Year 5

Mathematics

Satisfactory

This portfolio of student work shows the measurement and construction of different angles (WS1), comparison of the
sizes of fractions by diagrams and calculations and their representation on a number line (WS2, WS5). The student
solves problems using the four operations (WS3, WS9) and explains how they know their answers to calculations
are reasonable (WS12). The student makes spinners to assist in carrying out simple probability experiments before
evaluating the results (WS11) and creates a simple budget (WS13). The student investigates the areas and perimeters
of different rectangles (WS7). The student explains the effect of transformations (WS8), locates axes of symmetry
of shapes and describes the features of three-dimensional objects using two-dimensional representations (WS4).
The student creates maps, locates landmarks and describes directions to locations (WS10). The student converts
between 12 and 24 hour time (WS6).

COPYRIGHT
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, you may view, download, display, print,
reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or for the non-commercial educational
purposes of your organisation, provided that you retain this copyright notice. For the avoidance of doubt, this means that you cannot edit, modify or adapt any of these materials and you cannot
sub-license any of these materials to others. Apart from any uses permitted under the Copyright Act 1968 (Cth), and those explicitly granted above, all other rights are reserved by ACARA. For
further information, refer to (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 2 of 32

Work sample 1

Year 5

Mathematics

Satisfactory

Geometry: My angle
Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had completed a unit of work on angles and their properties. They were given the following problems
to solve:

Can you estimate and draw an angle of approximately 135 without using a protractor?

I looked at the clock before school and noticed that the hands made an acute angle. What time could it be?

I looked at the clock before school and noticed that the hands made a right angle. What time could it be? How
do you know that you are right?

I looked at the clock before school and noticed that the hands made a reflex angle. What time could it be? How
do you know that you are right?

2014 Edition

Page 3 of 32

Work sample 1

Year 5

Mathematics

Satisfactory

Geometry: My angle
Annotations
Estimates and constructs an angle.

Records angles using degrees.

Measures angles with a protractor.

Identifies angles in real-life contexts.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 4 of 32

Work sample 2

Year 5

Mathematics

Satisfactory

Measurement: Garden bed

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had completed a unit of work on fractions and decimals. They were asked to complete two tasks:

Divide a large rectangular garden bed into a number of equal plots. What addition and subtraction sentences can
you create with fractions by looking at your garden?

Tom created a number pattern which included the decimal 1.25. What could the pattern be?

2014 Edition

Page 5 of 32

Work sample 2

Year 5

Mathematics

Satisfactory

Measurement: Garden bed

Annotations

Calculates addition and subtraction of

fractions with equivalent denominators.

Creates and continues decimal patterns

using hundredths, tenths and wholes.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 6 of 32

Work sample 3

Year 5

Mathematics

Satisfactory

Number: Treasure hunt

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students were given the following problem to solve after completing a unit of work on multiplication, division, factors
and multiples:

A teacher is planning a treasure hunt for teams of students in Year 5 and Year 6. There are 48 Year 5 students
and 60 Year 6 students. Each team has to have equal numbers and team members are from the same year level.

What are all the possible team sizes that can participate in the treasure hunt?

What are the largest possible group sizes that our teacher can have?

2014 Edition

Page 7 of 32

Work sample 3

Year 5

Mathematics

Satisfactory

Number: Treasure hunt

Annotations

Identifies factors of a given number.

Describes factors as being groups of the

same size.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 8 of 32

Work sample 4

Year 5

Mathematics

Satisfactory

Measurement: How many can you make?

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had studied three-dimensional objects and their two-dimensional relationships, including nets and features.
Students were given a bag with two-dimensional shapes and asked to make as many three-dimensional objects
as they could. They completed the table recoding as much information as they could about the three-dimensional
objects. Students were encouraged to use mathematical terms to describe the objects.

2014 Edition

Page 9 of 32

Work sample 4

Year 5

Mathematics

Satisfactory

Measurement: How many can you make?

Annotations

Identifies and draws 3D objects and lists

the attributes.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 10 of 32

Work sample 5

Year 5

Mathematics

Satisfactory

Number: Who are the fastest swimmers?

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had been studying a unit of work based on data from the Olympic Games. They had become familiar with
ordering decimals on a number line, time in seconds, tenths of seconds and hundredths of seconds.
Students were given tables with information about the results of the Mens 100m Freestyle Semi-Finals from the
London Olympic Games. They were asked to order the results from fastest to slowest. They then completed further
ordering of decimals and located them on a number line. Students were also asked to think about what could be
done in one hundredth of a second.

2014 Edition

Page 11 of 32

Work sample 5

Year 5

Mathematics

Satisfactory

Number: Who are the fastest swimmers?

Annotations

Orders decimal numbers from lowest to

highest.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 12 of 32

Work sample 5

Year 5

Mathematics

Satisfactory

Number: Who are the fastest swimmers?

Annotations

Compares two decimals to calculate the

difference.

Constructs and orders decimals on a

number line.
Locates decimals on a number line
appropriately.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 13 of 32

Work sample 5

Year 5

Mathematics

Satisfactory

Number: Who are the fastest swimmers?

Annotations

Compares data to calculate the

difference.
Gathers secondary data and constructs a
table to represent data.

Lists activities that can be performed

within a given time.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 14 of 32

Work sample 6

Year 5

Mathematics

Satisfactory

Measurement: Using time

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had spent a week focusing on comparing and representing 12 and 24 hour time.
They were asked to create a timeline of a typical day in their lives in 12 and 24 hour time and record their day using
both digital and analog time. They completed this task in a half an hour time slot.

2014 Edition

Page 15 of 32

Work sample 6

Year 5

Mathematics

Satisfactory

Measurement: Using time

Annotations

Converts 12 hour to 24 hour time and gives an explanation of 24

hour time.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For
more information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/
copyright).

2014 Edition

Page 16 of 32

Work sample 7

Year 5

Mathematics

Satisfactory

Measurement: Using perimeter and area

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had completed a unit of work on perimeter and area. They had been given opportunities to practise
measuring objects using millimetres, centimetres, metres and calculate area using cm2 and m2.
Students were asked to define area and perimeter and explain how each is calculated. They were then asked to
choose shapes to measure and to calculate the perimeter and area of each. They were also asked to identify what
units should be used to measure the length of items.

2014 Edition

Page 17 of 32

Work sample 7

Year 5

Mathematics

Satisfactory

Measurement: Using perimeter and area

Annotations

Gives a basic explanation of perimeter

and area.

Chooses appropriate units to measure

items.

Calculates area and perimeter of foursided figures.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 18 of 32

Work sample 8

Year 5

Mathematics

Satisfactory

Geometry: Location and transformation

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had completed a unit of work about line and rotational symmetry, translation, rotation, reflection and the
enlargement transformation of two-dimensional shapes.
Students were asked to draw two-dimensional shapes and follow the language of position to transform, enlarge
and record the lines of symmetry in the shapes. They were then asked to enlarge a two-dimensional shape using
grid paper.

2014 Edition

Page 19 of 32

Work sample 8

Year 5

Mathematics

Satisfactory

Geometry: Location and transformation

Annotations

Demonstrates that shape remains the

same under translation.

Understands that rotating changes

position but not shape.

Explains the effects of reflection.

Attempts to explain how the enlarged

figure was created.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 20 of 32

Work sample 9

Year 5

Mathematics

Satisfactory

Number: Number sentences

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had completed class tasks involving number sentences and unknown quantities.
Students were asked to complete a task to describe numbers in a number sentence in a variety of ways. This task
was completed under timed conditions.

2014 Edition

Page 21 of 32

Work sample 9

Year 5

Mathematics

Satisfactory

Number: Number sentences

Annotations

Uses more than one operation to make

the number.

Performs operations in the correct order.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 22 of 32

Work sample 10

Year 5

Mathematics

Satisfactory

Geometry: Mapping
Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and

construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students had studied maps and used a compass.
Students were asked to draw a treasure island map, to create a scale and compass rose, and to impose a grid and
coordinates. They were required to write a set of directions, using compass points or grid coordinates, to the location
of a hidden treasure on their map. Students exchanged maps and followed the directions to find the treasure. They
were encouraged to comment on the scale used.

2014 Edition

Page 23 of 32

Work sample 10

Year 5

Mathematics

Satisfactory

Geometry: Mapping
Annotations

Identifies landmarks on map.

Uses a legend to describe landmarks on

map.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 24 of 32

Work sample 11

Year 5

Mathematics

Satisfactory

Statistics and Probability: Come in spinner

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
This task was the culmination of a series of activities dealing initially with the language of chance and then
conducting simple chance experiments. The students had discussed fair and unfair spinners and the numerical
chance of a particular result happening.
Students were required to make three spinners. One of the spinners had four colours but there was not an equal
chance of spinning each colour. The second spinner had six numbers on it with an equal chance of spinning each
number and the third spinner had six numbers on it with an unequal chance of spinning each of the numbers.
Students were required to pose questions, predict the chance of the outcomes and then conduct the task. Students
were asked to record all answers in tables and graphs. After completing the task students compared their results with
other class members and interpreted the results.

2014 Edition

Page 25 of 32

Work sample 11

Year 5

Mathematics

Satisfactory

Statistics and Probability: Come in spinner

Annotations

Makes informed predictions about the

possible results of the experiment for
different specified spinners.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 26 of 32

Work sample 11

Year 5

Mathematics

Satisfactory

Statistics and Probability: Come in spinner

Annotations

Records the results of the experiment

using tally marks and totals.

Displays data correctly in a column graph.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 27 of 32

Work sample 11

Year 5

Mathematics

Satisfactory

Statistics and Probability: Come in spinner

Annotations

Compares results of chance experiments.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 28 of 32

Work sample 12

Year 5

Mathematics

Satisfactory

Number: How do I check my work?

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Throughout the year, students had completed many mental calculation sessions as an introduction to mathematics
lessons. They had been explicitly taught a variety of strategies to check their answers to calculations and to explain
how these worked.
Students were given three calculations to complete and were asked to explain the reasonableness of their answers,
in a 20-minute timeframe.

2014 Edition

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Work sample 12

Year 5

Mathematics

Satisfactory

Number: How do I check my work?

Annotations

Calculates the answer to a multiplication

algorithm involving a three-digit number
and a two-digit number.

Calculates the answer to a subtraction

algorithm involving trading.
Demonstrates understanding that
rounding and estimation can be used to
check the answer to a calculation.

Calculates the answer to an addition

algorithm involving more than two
addends with different numbers of digits.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 30 of 32

Work sample 13

Year 5

Mathematics

Satisfactory

Number: Spring fair

Year 5 Mathematics achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 5, students solve simple problems involving the four operations using a range of

strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They explain plans for simple budgets. Students connect three-dimensional

objects with their two-dimensional representations. They describe transformations of two-dimensional shapes
and identify line and rotational symmetry. Students compare and interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract

fractions with the same denominator. Students continue patterns by adding and subtracting fractions and

decimals. They find unknown quantities in number sentences. They use appropriate units of measurement
for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert

between 12 and 24 hour time. Students use a grid reference system to locate landmarks. They measure and
construct different angles. Students list outcomes of chance experiments with equally likely outcomes and

assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays
appropriate for the data.

Summary of task
Students were preparing to run a stall selling spider drinks at the school spring fair. They were asked to create a
simple budget to run the stall and work out how much ice-cream, soft drink and cups they could buy within their
budget. The cost of ingredients and cups were provided to the students as follows:

Total funds: $150.00

Ice-cream: $3.50 per 4-litre container

Soft drink: $2.00 per 1-litre or $2.50 for 2 litres

Plastic cups: $1.99 for 25 cups.

2014 Edition

Page 31 of 32

Work sample 13

Year 5

Mathematics

Satisfactory

Number: Spring fair

Annotations

Creates a simple table to record

information about a budget.
Lists the quantity and cost of each item to
be purchased.
Selects the soft drink size that represents
better value.
Calculates the cost of purchasing multiple
quantities of items.
Calculates the total expenditure for the
items listed.
Demonstrates understanding of the
mathematical concept of keeping costs
within a budget.

Copyright
Student work samples are not licensed under the creative commons license used for other material on the Australian Curriculum website. Instead, a more restrictive licence applies. For more
information, please see the first page of this set of work samples and the copyright notice on the Australian Curriculum website (http://www.australiancurriculum.edu.au/Home/copyright).

2014 Edition

Page 32 of 32