Year 6 plan — Australian Curriculum: Mathematics

Implementation year: School name:

Year level description The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra,
Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or
developed. They provide the language to build in the developmental aspects of the learning of mathematics.
At this year level:
Understanding 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
Fluency 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
Identify curriculum

Problem Solving includes formulating and solving authentic problems using fractions, decimals, percentages and measurements, interpreting secondary data displays, and finding the size of
unknown angles
Reasoning includes explaining mental strategies for performing calculations, describing results for continuing number sequences, explaining the transformation of one shape into another, and why
the actual results of chance experiments may differ from expected results.
Achievement standard By the end of Year 6, students recognise the properties of prime, composite, square and triangular numbers. They describe the use of integers in everyday contexts. They solve problems
involving all four operations with whole numbers. Students connect fractions, decimals and percentages as different representations of the same number. They solve problems involving the
addition and subtraction of related fractions. Students make connections between the powers of 10 and the multiplication and division of decimals. They describe rules used in sequences
involving whole numbers, fractions and decimals. Students connect decimal representations to the metric system and choose appropriate units of measurement to perform a calculation. They
make connections between capacity and volume. They solve problems involving length and area. They interpret timetables. Students describe combinations of transformations. They solve
problems using the properties of angles. Students compare observed and expected frequencies. They interpret and compare a variety of data displays including those displays for two categorical
variables. They evaluate secondary data displayed in the media.
Students locate fractions and integers on a number line. They calculate a simple fraction of a quantity. They add, subtract and multiply decimals and divide decimals where the result is rational.
Students calculate common percentage discounts on sale items. They write correct number sentences using brackets and order of operations. Students locate an ordered pair in any one of the
four quadrants on the Cartesian plane. They construct simple prisms and pyramids. Students list and communicate probabilities using simple fractions, decimals and percentages.
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

Term overview Term 1 Term 2 Term 3 Term 4

During this term students will: Exemplar unit: The importance of zero During this term students will: During this term students will:
 identify and describe prime, composite, During this term students will:  revise and consolidate Terms 1 and 2  revise and consolidate Terms 1, 2 and 3
square and triangular numbers  revise and consolidate Term 1 concepts as concepts as required concepts as required
 compare fractions with related  multiply decimals by whole numbers and  connect volume and capacity
Teaching and learning

required
denominators and represent them on a  use efficient mental and written strategies perform divisions with terminating decimals  interpret and use timetables
number line for all four operations with whole numbers  investigate fractions, decimals and  investigate translations, reflections and
 add and subtract fractions with related  investigate positive and negative numbers percentage (equivalence) rotations
denominators  investigate fractions of a quantity  calculate percentage discounts  be introduced to the Cartesian coordinate
 add and subtract decimals  multiply and divide decimals by powers of  investigate angles system.
 sequence whole numbers, fractions and ten  describe probability (using fractions,
decimals and describe the rule used  investigate order of operations decimals and percentage)
 connect and convert metric units of length,  solve length and area problems  conduct chance experiments (observed
mass and capacity and expected frequency).
 construct and interpret data displays
 construct prisms and pyramids
 interpret secondary data.
 revise and consolidate Year 5 concepts as
required.

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 Aboriginal and Torres Mathematics provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific
Strait Islander perspectives content and skills within relevant sections of the curriculum can be drawn upon to encourage engagement with:
 Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning
 Social, historical and cultural contexts associated with different uses of mathematical concepts in Australian Indigenous societies
 Aboriginal peoples’ and Torres Strait Islander peoples’ contributions to Australian society and cultures.
Teaching and learning

Mathematics provides opportunities to explore aspects of Australian Indigenous knowing in connection to, and with guidance from, the communities who own them. Using a respectful inquiry
approach students have the opportunity to explore mathematical concepts in Aboriginal and Torres Strait Islander lifestyles including knowledge of number, space, measurement and time.
Through these experiences, students have opportunities to learn that Aboriginal peoples and Torres Strait Islander peoples have sophisticated applications of mathematical concepts which may
be applied in other peoples’ ways of knowing.
General capabilities and Opportunities to engage with: Opportunities to engage with: Opportunities to engage with: Opportunities to engage with:
cross-curriculum priorities

Key to general capabilities and

Literacy Numeracy ICT capability Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding
cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Assessment A folio is a targeted selection of evidence of student learning and includes a range of responses to a variety of assessment techniques. A folio is used to make an overall on-balance judgment
For advice and guidelines on about student achievement and progress at appropriate points and informs the reporting process.
assessment, see
Term 1 Term 2 Term 3 Term 4
www.qsa.qld.edu.au
Week Assessment instrument Week Assessment instrument Week Assessment instrument Week Assessment instrument
1 Initial assessment 3 Supervised assessment: Short 2 Modelling and problem-solving task: 3 Supervised assessment: Short
Identify Year 6 consolidation needs response (Written) Demonstration (Spoken/signed) response (Written)
and learning goals (e.g. KWL, Solve problems related to: Calculate percentage discounts in Interpret and use timetables.
teacher/student conference).  four operations practical situations.
 order of operations
 multiplication and division of
decimals by powers of ten.
Develop assessment

4–5 Supervised assessment: Short 5–6 Supervised assessment: Short 4–5 Mathematical investigation: Report 4–7 Mathematical investigation
response (Written) response (Written) (Written) (Multimodal)
Solve problems related to: Solve problems related to length, Conduct a chance experiment: Investigate:
 addition and subtraction of perimeter and area.  collect data  coordinates on the Cartesian
fractions with a related  analyse data plane
denominator
 describe data using equivalent  angles, and use results to find
 special numbers fractions, decimals and unknown angles
 metric conversions. percentages.  translations, reflections and
rotations.
7–8 Modelling and problem-solving task: 8–9 Mathematical investigation 9 Supervised assessment: Short
Demonstration (Spoken/signed) (Multimodal) response (Written)
Construct 3-D objects. Investigate the importance of zero, Solve problems related to volume
including data collection and and capacity.
presentation.
The assessment package Goal
difference in the QSA Assessment
Bank could be used in this unit.
QCATs: Identify the curriculum targeted by the QCAT and schedule its implementation
appropriate to the sequence of learning.

2 | Year 6 plan Australian Curriculum: Mathematics

 Moderation Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers develop tasks and plan units.
Make judgments and Teachers identify A–E samples before marking Teachers identify A–E samples before marking Teachers identify A–E samples before marking
use feedback tasks, and moderate to ensure consistency of tasks, and moderate to ensure consistency of tasks, and moderate to ensure consistency of
judgments. judgments. judgments.
Teachers co-mark tasks to ensure consistency Teachers co-mark tasks to ensure consistency Curriculum leaders randomly sample folios to
of judgments. of judgments. check for consistency of teacher judgments.
Curriculum leaders randomly sample folios to Teachers moderate the QCATs to identify A–E Teachers participate in cluster moderation of
check for consistency of judgments. samples to take to cluster moderation in the QCATs.
Term 4.

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 Year 6 Mathematics: review for balance and coverage of content descriptions

Number and Algebra 1 2 3 4 Measurement and Geometry 1 2 3 4 Statistics and Probability 1 2 3 4

Number and place value Using units of measurement Chance
Identify and describe properties of prime,  Connect decimal representations to the metric  Describe probabilities using fractions, decimals 
composite, square and triangular system (ACMMG135) and percentages (ACMSP144)
numbers (ACMNA122) 
Convert between common metric units of length,  Conduct chance experiments with both small and
Select and apply efficient mental and written  mass and capacity (ACMMG136) large numbers of trials using appropriate digital
strategies and appropriate digital technologies technologies (ACMSP145)
to solve problems involving all four operations
Solve problems involving the comparison of 
lengths and areas using appropriate Compare observed frequencies across 
with whole numbers (ACMNA123) units (ACMMG137) experiments with
Investigate everyday situations that use  Connect volume and capacity and their units of 
expected frequencies (ACMSP146)
integers. Locate and represent these measurement (ACMMG138) Data representation and interpretation
numbers on a number line (ACMNA124)
Interpret and use timetables (ACMMG139)  Interpret and compare a range of data displays, 
Fractions and decimals including side-by-side column graphs for two
Shape
Compare fractions with related  categorical variables (ACMSP147)
denominators and locate and represent them Construct simple prisms and  Interpret secondary data presented in digital media 
on a number line (ACMNA125) pyramids (ACMMG140) and elsewhere (ACMSP148)
Solve problems involving addition and  Location and transformation
subtraction of fractions with the same
or related denominators (ACMNA126)
Investigate combinations of translations, 
reflections and rotations, with and without the use
Find a simple fraction of a quantity where the  of digital technologies (ACMMG142)
result is a whole number, with and without Introduce the Cartesian coordinate system using 
digital technologies (ACMNA127) all four quadrants (ACMMG143)
Add and subtract decimals, with and without  Geometric reasoning
digital technologies, and use estimation
and rounding to check the reasonableness of Investigate, with and without digital technologies, 
answers (ACMNA128) angles on a straight line, angles at a point and
vertically opposite angles. Use results to find
Multiply decimals by whole numbers and  unknown angles (ACMMG141)
perform divisions by non-zero whole numbers
where the results are terminating decimals,
with and without digital technologies
(ACMNA129)
Multiply and divide decimals by powers of 10 
(ACMNA130)
Make connections between equivalent 
fractions, decimals and
percentages (ACMNA131)
Money and financial mathematics
Investigate and 
calculate percentage discounts of 10%, 25%
and 50% on sale items, with and without
digital technologies (ACMNA132)
Patterns and algebra
Continue and create sequences involving 
whole numbers, fractions and decimals.
Describe the rule used to create the
sequence (ACMNA133)
Explore the use of brackets and order of 
operations to write number sentences
(ACMNA134)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Mathematics for Foundation–10, <www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

4 | Year 6 plan Australian Curriculum: Mathematics