These assessment pointers are for judging standards of student performance in Year 5 Mathematics.

They are examples of what students may demonstrate rather than being a checklist of everything
they should do. For reporting, they are used to make on balance judgments about achievement that
will depend on what has been taught and assessed during the reporting period. They can also be used
for guiding the pitch of assessment tasks, developing marking keys and informing assessment
feedback.

Reporting against the 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 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.

Number and Algebra

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Applies a range of efficient

strategies when solving multistep word problems involving
the four operations, including
those that result in a remainder.
Identifies equivalent forms of
multiplication. Identifies a
common multiple of two given
numbers.

Solves multi-step word

problems involving the four
operations. Multiplies large
numbers by one- or two-digit
numbers. Estimates and rounds
to predict a result prior to
calculating and checks
reasonableness of answers.

2013/37226v6 [PDF: 2013/37704] Published: 21 July, 2014

Identifies and describes factors

and multiples to solve simple
problems involving the four
operations, using a range of
strategies, e.g. distributive law
and arrays to model
multiplication. Checks
reasonableness of answers by
estimating and rounding.

Solves simple addition and

subtraction problems. Uses
multiples of 2, 5 and 10.
Identifies a number to its
nearest 10, 100 or 1000,
e.g. 3700 is closer to
4000 than 3000.

Solves simple addition and

subtraction number sentences.
Identifies the multiples of 2, 5
and 10. Identifies place value of
whole numbers up to 1000, e.g.
the place value of 2 in 923 is 20.

Number and Algebra

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Solves problems involving

addition and subtraction of
fractions with simple unrelated
denominators. Calculates a
number between two decimals
on a number line. Compares and
orders decimals to at least three
decimal places.

Solves problems involving

fractions using a number line,
e.g. number of equal jumps to
reach a value. Orders unit
fractions on a number line and
explains the relationship
between the related
denominators, e.g. , , , ,
the larger the denominator, the
smaller the fractional value.

Orders decimals and unit

fractions and locates them on a
number line, e.g. locates
decimals and unit fractions.
Adds and subtracts fractions
with the same denominator, e.g.
+ = ; =

Identifies decimal numbers and

unit fractions. Adds fractions
with the same denominator.

Identifies decimal numbers to

tenths.

Creates alternative budgets to

satisfy budgetary constraints,
selects an option and justifies
the choice.

Creates simple budgets for a

purpose, explaining how goals
can be achieved, e.g. how many
weeks to save the amount
required or how many cars to
wash to achieve the target.

Explains plans for simple

budgets, e.g. identifies income
and expenses for a time period
and calculates any excess
monetary amount.

Identifies items in a budget, e.g.

pocket money is income, bus
fares is an expense.

Lists items to be purchased and

their cost.

Creates own patterns involving

whole numbers, fractions and
decimals and solves complex
problems.

Continues a pattern to solve a

problem combining fractions
and decimals, e.g. 0.25, , 0.75,

Continues patterns by adding

and subtracting fractions and
decimals, e.g. 1 , 1 , 1 , 2, ?

Continues a pattern by adding or

subtracting unit fractions or
decimals.

Identifies a simple pattern based

on a unit fraction.

Solves problems to find an

unknown quantity and writes
the equivalent number
sentence, e.g. divides the
students in four uneven teams
of 4, 6, 5 and 9 into four even
teams, and writes 24 4 = 6.

Finds unknown quantities in

equivalent number sentences,
e.g. 6 x 5 = 60 ?

Finds unknown quantities in

number sentences, e.g.
256 ? = 32.

Finds unknown quantities in

simple number sentences, e.g.
36 6 = ?

Writes number sentences.

1.0, 1 , ?

Measurement and
Geometry

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Investigates and compares

alternative measures of scale for
a purpose, e.g. metric and
imperial. Selects the appropriate
metric units to solve a problem.
Applies the relationship for
perimeter and areas of
rectangles to solve a problem,
e.g. calculates the maximum
area a farmer can fence a
rectangular paddock with
2000m of fencing.

Selects the appropriate units to

measure length, area, volume,
capacity and mass, e.g. metres
for distance across the oval,
kilometres to home. Uses the
relationship for the perimeter
and areas of rectangles, e.g.
rectangles with different
perimeters can have the same
area.

Uses appropriate units of

measurement for length, area,
volume, capacity and mass.
Calculates the perimeter and
area of rectangles.

Uses scaled measuring

instruments to measure length,
capacity and mass. Calculates
the perimeter of rectangles.

Uses scaled measuring

instruments to measure length.

Plans an event or journey and

expresses it in 12 and 24 hour
time systems.

Converts between 12 and 24

hour time systems, expressing
the time in hours, minutes and
seconds.

Converts between 12 and 24

hour time systems.

Tells the time in a 12 hour time

system, using am and pm
notation.

Tells the time in hours and

minutes.

Constructs and identifies key

criteria of multifaceted threedimensional objects.

Identifies and names threedimensional objects, given one

or more of its features.
Completes nets of threedimensional objects.

Identifies and connects a threedimensional object with its twodimensional representation.

Identifies and sorts some

common three-dimensional
objects, given all of their
common features.

Identifies the common features

of three-dimensional objects
from models.

Creates a grid reference system

and applies it to describe
locations and routes.

Uses a grid reference system to

locate landmarks and describe
routes.

Uses a grid reference system to

locate landmarks.

Locates features on a map from

a legend or key, e.g. the house is
between the lake and the forest.

Identifies a feature on a map,

e.g. the lake, forest.

Applies transformation to
enlarge or reduce a twodimensional shape or image and
compares the resultant image to
its original by describing
translations, reflections and
rotations.

Compares transformations of
two-dimensional shapes to their
original positions by describing
translations, reflections and
rotations.

Describes transformations of
two-dimensional shapes.

Performs a flip, slide or turn of a

two-dimensional shape.

Performs a flip or slide of a twodimensional shape.

Applies line and rotational

symmetry to create a pattern for
a purpose, e.g. textile design.

Applies line and rotational

symmetry to create patterns
from given instructions.

Identifies line and rotational

symmetry.

Manipulates two-dimensional
shapes to find the line of
symmetry, e.g. cutting, folding.

Continues symmetrical drawings

or patterns.

Excellent achievement

High achievement

Satisfactory achievement

Limited achievement

Very low achievement

Measurement and
Geometry

Applies the measurement of

angles to create designs or solve
problems, e.g. floor plan of a
house, amount of turn in a Ferris
wheel or hands on a clock.

Uses a protractor to measure,

construct and compare angles.
Estimates angles before their
measurement.

Measures and constructs

different angles.

Classifies types of angles in

relation to a right angle, e.g.
greater than, less than or the
same as a right angle.

Identifies a right angle.

Statistics and Probability

Assigns probabilities for all

occurrences in simple chance
experiments and verifies that
their sum equals 1, e.g. the
chance of one colour occurring
on a five coloured spinner is 0.2.
Therefore, the sum of all
probabilities is 5 x 0.2 = 1.

Assigns the probability of an

occurrence in simple chance
experiments, e.g. the chance of
selecting a diamond card from a
pack is 1 in 4, or 0.25.

Lists the outcomes of chance

experiments, identifying those
with equally likely outcomes,
and assigns probabilities from 0
to 1, e.g. in one throw of a coin
the probability of a head is or
0.5.

Lists the probability of familiar

chance events occurring from
least likely to most likely, e.g. a
spinner is least likely to spin a
green because it has less green
on it than any other colour.

Lists the possible outcomes of

familiar chance events, e.g. with
this die I could roll a 1, 2, 3, 4, 5
or 6.

Creates, reports and validates

the results of own observation
or survey, including targeted
questions for surveys, effective
data displays and interpretation
of different data sets, e.g.
student use of the oval at
lunchtime, including observation
of games played, student
gender, student year, length of
time spent on oval.

Selects an observation or
completes a survey to collect
categorical or numerical data
and constructs data displays
appropriate for the data.
Compares and uses data
representations for different
data sets for decision making,
e.g. selects the flavour of ice
cream to sell in the canteen
from the data set on past sales
and the data set on student
preferences.

Poses questions to gather data

and constructs data displays
appropriate for the data, e.g.
dot plots for frequency
questions, bar graphs for
quantity questions and symbols
in a pictograph. Compares and
interprets different data sets.

Collects and displays data from

given questions. Interprets
simple data displays.

Tallies data from a given

question. Completes a template
to display data.