Year 5 Unit

Australian Curriculum Learning Area: Mathematics

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Unit!Title!
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Willy Wonka and the Worlds Most Fabulicious Chocolate Bar

Duration!
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5!Lessons!

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Unit!Overview:!
In!this!unit!students!will!be!investigating!ways!in!which!we!can!collect,!organise,!represent!and!interpret!data.!Students!will!receive!a!
letter!from!Willy!Wonka!asking!for!help!to!create!the!Worlds!Best!Chocolate!Bar.!Students!will!have!to!discuss!ingredients!to!put!in!
their!chocolate!bar!and!investigate!ways!in!which!to!collect!data!and!test!their!results.!Students!will!advertise!their!chocolate!bar!and!
collect!data!to!determine!its!popularity!and!will!then!use!ICTs!to!represent!their!information.!Their!evidence!of!learning!will!be!
collected!within!a!booklet!for!assessment.!!
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Key!Inquiry!Question/s:!
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How!can!we!collect!relevant!data!and!represent!it!so!that!we!can!draw!conclusions!and!make!decisions?!!
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Year!5!Level!Description!!
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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.!

Understanding!includes!making!connections!between!representations!of!numbers,!using!fractions!to!represent!probabilities,!
comparing!and!ordering!fractions!and!decimals!and!representing!them!in!various!ways,!describing!transformations!and!identifying!
line!and!rotational!symmetry!
Fluency!includes!choosing!appropriate!units!of!measurement!for!calculation!of!perimeter!and!area,!using!estimation!to!check!the!
reasonableness!of!answers!to!calculations!and!using!instruments!to!measure!angles!
Problem,Solving!includes!formulating!and!solving!authentic!problems!using!whole!numbers!and!measurements!and!creating!financial!
plans!
Reasoning!includes!investigating!strategies!to!perform!calculations!efficiently,!continuing!patterns!involving!fractions!and!decimals,!
interpreting!results!of!chance!experiments,!posing!appropriate!questions!for!data!investigations!and!interpreting!data!sets
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Year!5!Achievement!Standard!!
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!threeKdimensional!objects!with!their!twoKdimensional!representations.!They!describe!
transformations!of!twoKdimensional!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.
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Student!prior!knowledge:!
According!to!the!Year!4!Achievement!standard,!in!regards!to!data!students!should!already!be!able!to:!

describe!different!methods!for!data!collection!and!representation,!!

evaluate!their!effectiveness!

construct!data!displays!from!given!or!collected!data!

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Learning!Objectives:!!
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By!the!end!of!this!unit!students!will!be!able!to!demonstrate!an!ability!to:!
Collect!and!organise!data!
Use!frequency!tables!and!other!data!recording!tools!
Represent!data!with!and!without!the!use!of!technology!
Discuss!and!compare!data!representations!
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Learning!Intentions:!Written!for!the!students!about!what!they!will!know,!do!and!understand!
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By!the!end!of!this!mathematics!unit!you!should!be!able!to:!
o List!different!ways!to!collect!data!
o Explain!what!a!frequency!table!is!and!how!it!is!used!
o Use!lots!of!strategies!to!test!data!
o Understand!ways!that!we!can!represent!data!visually!
o Discuss!the!relationships,!similarities!and!differences!in!data!representations!
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Content!strands!and!content!descriptors!to!be!taught!!
Data!Representation!and!Interpretation!
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Pose!questions!and!collect!categorical!
or!numerical!data!by!observation!or!
survey!(ACMSP118)!
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Construct!displays,!including!column!
graphs,!dot!plots!and!tables,!appropriate!
for!data!type,!with!and!without!the!use!of!
digital!technologies!(ACMSP119)!
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Describe!and!interpret!different!data!sets!in!
context!(ACMSP120)!
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CrossMCurriculum!Priorities!and!General!capabilities:!

Literacy!

Aboriginal!and!Torres!Strait!Islander!histories!and!
cultures!
Asia!and!Australias!engagement!with!Asia!
Sustainability!

Numeracy!
ICT!Capability!
Critical!and!Creative!Thinking!
Personal!and!social!capability!
Ethical!Understanding!

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Intercultural!Understanding!

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13!

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Learning!Sequence:!The!5E!Approach!
LESSON!1:!Inquiry!Phase:!ENGAGE!
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Teaching!Approaches/!
Strategies!

Learning!experience:!
Time:!
! The!educator!will!explain!to!the!
Providing!experiences!with!a!
20K30!
students!that!they!have!received!an!
context!to!ensure!that!the!
mins!
email!from!Willy!Wonka!
investigation!has!intention.!It!
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! The!teacher!puts!the!letter!up!on!the!
can!also!be!integrated!within!
!
board!and!reads!it!to!the!class.!!
an!English!Unit!to!add!
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! The!teacher!then!explains!that!students! context!
will!be!working!in!groups!of!4!over!the! Students!have!the!
next!few!lessons.!!
opportunity!to!work!
! Students!then!have!time!to!organise!
collaboratively!and!
themselves!into!groups!of!4,!with!help!
individually.!!
from!the!teacher!
Educator!will!assist!in!the!
! The!class!then!has!a!discussion!about!
creation!of!groups!to!ensure!
the!various!ways!that!they!could!get!
they!will!be!productive.!!
data!from!the!class!about!what!people!
Educator!leads!grandK
would!like!in!their!chocolate!bar.!Eg.!a!
conversation!using!openK
frequency!table!using!tally!marks!
ended!questions!to!extend!
! The!teacher!then!explains!that!they!
on!students!thinking.!!
need!to!have!a!think!in!their!groups!
Teacher!will!monitor!student!
about!which!way!they!are!going!to!get!
discussions!and!ensure!that!
their!data.!!
they!are!being!productive.!!
Key!vocabulary:!
Tally!marks,!frequency!tables,!graphs,!survey,!data,!popularity!etc.!!
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Assessment!of,!
for,!as!
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Resources!

Assessment!as!

learning!
Goal!journal!!

(see!explanation!in!!
resources)!!

Letter!from!Willy!
Wonka!
Interactive!
whiteboard!
Whiteboard!
markers!
Goal!journals!

14!

Letter&from&Willy&Wonka&resource:&

Good morning friends,

Im in a bit of a pickle and I need your help!
I am going to create the most
scrumdiddliumptious chocolate bar to ever
hit the planet!
But I dont know what ingredients to put into
my fabulicious chocolate bar to make it the
best in the world!
I need you to find the most popular
ingredients to put into my bar, make an
advertisement and test it.
I want to see information that shows how
successful it could be just to make sure it
will be the very best!

From your good friend,

Willy Wonka