Success Criteria – Term 2

NAPLAN Success Criteria (Year 5)

Through working on practise NAPLAN tests:

I am working toward identifying the correct answer by eliminating incorrect answers.

I have identified areas of need and am taking steps to improve my strategies in these areas.

I am working towards identifying what the questions are asking me to do. And explain why.

I am working towards identifying the steps required to solve a question.

I am working towards taking my time to check my answers carefully once I am finished. This includes re-reading the question.

 Year 5 Practise Questions

Year 7 Practise Questions

Measurement (Year 6 & Year 5 once completed NAPLAN criteria)

Mild

• Recognising that some units of measurement are better suited for some tasks than others, for example kilometres rather than metres to measure the distance between two towns.

• Investigating alternative measures of scale to demonstrate that these vary between countries and change over time, for example temperature measurement in Australia, Indonesia, Japan and USA.

• Calculate the perimeter and area of rectangles using familiar metric units
• Construct an object using MAB – investigate the perimeter and area. How do these relate to its dimensions.

Examples

• Be creative! What can you measure in our school? Use these measurements to work out area, perimeter, volume?
• Build a model or draft a scale version of what you have measured. You may need to rename your measurements.
• Design and build something which demonstrates your understanding of measurement.
• Investigate volume using water and different size tubs.
• Use scales to investigate weight and mass and natural materials (leaves, rocks, fruit and vegetables).
• Measure the pH level in the soil.
• Measure the outside temperature – what observations can you make. Graph your results
• Measure the temperature of soil, turtle tank etc.
• Any other ideas you have. Please share with the class!

Spicy

• Connect decimal representations to the metric system

Recognising the equivalence of measurements such as 1.25 metres and 125 centimetres.

• Demonstrate your understanding of this through an investigation listed in the Mild S.C.

• Show your understanding the equivalence between units of measurement.

            For example 100cm = 1000mm

• Demonstrate your understanding of this through an investigation listed in the Mild S.C.

• Investigate what the significance of the prefixes in the units of measurement.

            For example what does the centi mean in the word centimetre.

• Connect volume and capacity and their units of measurement.

For example recognising that 1ml is equivalent to 1cm³

Investigate the volume of places around the school – Turtle tank, water tank, vegetable garden etc. How            would you measure the volume of irregular polyhedra in everyday life?

• Construct simple prisms and pyramids

            What are their measurements? Using these measurements calculate perimetre, area and volume.

Hot

• Establish the formulas for areas of rectangles, triangles and parallelograms and use these in problem solving.

• From your investigations – what is the formula for calculating volume of different polyhedra. How does this link to area?

• Draw different views of prisms and solids formed from combinations of prisms.