Grade 5/6

Term 3 Learning

Welcome to Term 3! 

We have another exciting term ahead.

This term, the children will be learning 'how does science power our lives and why does it matter?'  through our Integrated topic.  We will also be preparing for our whole school musical 'Joseph and the Amazing Technicolour Dreamcoat.'

We have Hoop Time coming up later this term.  We will keep you updated with the dates for these events though our school calendar.

We are looking forward to another wonderful term working with your children.              

Thanks - Catherine, Mharni and Kim
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Religious Education Units

Christian Ethics - Personal / Social 

With Jesus as model, Christians are called to respect the uniqueness and diversity of creation, particularly the poor and marginalised.

By the end of Level Six, students working at standard will be able to:

Identify how the teachings of Jesus are evidenced through Catholic social teaching.

Prayer, Liturgy and Sacraments

A praying and sacramental Church nourishes and celebrates key moments in the lives of its members, the community and the wider world.

By the end of Level Six, students working at standard will be able to:

Explain how through prayer and sacrament the Church nourishes and celebrates the lives of its members.

Numeracy Focus

What will Grade 5/6 be learning in Numeracy this term?

Division

Grade 5: Student will be able to solve division problems using one digit numbers including those that result in a remainder

  • I can transfer times tables facts to more complex problems eg 36 / 6 - 360 / 6
  • I can round and estimate to check for reasonable calculations
  • I can use efficient mental strategies - eg. distributive properties eg 138 / 6 - 120 / 6 and 18 / 6 
  • I can use efficient written strategies - algorithm
  • I can express a remainder as a fraction
  • I can use a calculator to solve and check division equations (?worded problems)
  • I can divide by powers of 10 eg 1400 / 10 (Real life link: converting measurements)

Grade 6: Students will select and apply efficient mental and written strategies to solve division problems, including decimals.

  • I can select and use efficient mental strategies with whole numbers - distributive properties.
  • I can select and use efficient written strategies to solve a division problem with whole numbers (non-zero whole numbers where the results are terminating decimals)
  • I can round and estimate to check for reasonable calculations
  • I can divide decimals by powers of 10 eg 1.4 / 10
  • I can select and use efficient strategies to solve division with decimals - sharing $6.50 between 4 people. . 
  • I can use a calculator to solve and check division equations
  • I can solve a two step worded problems using division with whole numbers and decimals
  • I can find a simple fraction of a quantity where the result is a whole number. (24 items in a trolley, ½ are vegies, ⅓ fruit, what else?)

Fractions and Decimals

Grade 5: Students will represent, order, locate and compare unit fractions and decimal fractions beyond hundredths

Fractions

  • I can compare common unit fractions
  • I can order common unit fractions
  • I can represent unit fractions 
  • I can locate and represent unit fractions on a number line
  • I can add fractions with the same denominator (different strategies: jumps on number line, diagrams as part of shapes)
  • I can subtract fractions with the same denominator
  • I can continue patterns by adding or subtracting fractions

Decimals

  • I can read decimals to thousandths
  • I can write decimals to thousandths (words/numbers)
  • I can compare decimals (how many hundredths in a tenth etc.)
  • I can order decimals 
  • I can represent decimals (decimat)
  • I can locate decimals on a number line
  • I can round to the nearest whole number, tenth, hundredth.

Grade 6: Students will connect fractions with their decimal and percentage equivalents and solve operational problems involving them. Students will compare, represent and locate fractions with related denominators. 

Fractions

  • I can compare fractions with related denominators
    (2/3  and 4/12 which is bigger?)
  • I can represent and locate fractions with related denominators on a number line
  • I can find equivalent fractions
  • I can show equivalent fractions (drawings & models)
  • I can add fractions with the same or related denominator (different strats: jumps on number line, diagrams as part of shapes)
  • I can subtract fractions with the same or related denominator
  • I can find a simple fraction of a quantity where the result is a whole number. (different ways: counters, written methods, digital tech.) 
  • I can continue and create sequences involving fractions (describe the rule)

Decimals

  • I can use rounding & estimating to check the reasonableness of answers for all four processes with decimals
  • I can continue and create sequences involving decimals 

Percentages

  • I can write a common fraction as a percentage (10%, 25%, 50%)
  • I can write a common decimal as a percentage (10%, 25%, 50%)
  • I can connect between equivalent fractions, decimals and percentages  (table or matching task)

BODMAS: Students will Select and apply efficient mental and written strategies and appropriate digital technologies to solve problems involving all four operations with whole numbers and make estimates for these computations.

Probability & Statistics (Chance)

Grade 5: 

List outcomes of chance experiments involving equally likely outcomes and represent probabilities of those outcomes using fractions. Recognise that probabilities range from 0 to 1

Grade 6: Describe probabilities using fractions, decimals and percentages. Conduct chance experiments with both small and large numbers of trials using appropriate digital technologies.

Integrated Inquiry

SCIENCE:

How does science power our lives and why does it matter?

We are learning about Chemical and Physical Science: 

  • The properties of solids, liquids and gases
  • Reversible and Irreversible changes
  • The reflection, refraction and absorption of light
  • Shadows using transparent, opaque and translucent materials
  • The sources of energy and how it is transferred

Literacy Focus

Spelling: 

  • /au/ as in sauce
  • /pp/ as in puppy
  • /ss/ as in dress
  • /or/ as in fork
  • /ar/ /ough/ making the ‘or’ sound
  • /y/ as in pony
  • /a/ as in swan
  • /e/ making the sound ‘e’
  • /a/ as in zebra

OLSAL

  • Intonation (fluency building)

VCOP

  • Vocabulary building

Reading:

  • Daily 5
  • Reciprocal Reading - summarising, predicting, questioning, clarifying. (Novel study)
  • Uninterrupted Sustained Silent Reading (USSR)
  • Figurative Language

Literature:

  • Literature & Contexts
  • Responding to Literature
  • Examining Literature

Writing

  • Poetry
  • Procedures - Science reports
  • Transactional Texts

Handwriting

  • Develop a handwriting style that is becoming legible, fluent and automatic. (9mm - pen)
  • Diagonal joins

    Respectful Relationships

    • Getting Along - consolidating positive coping and problem solving.

    Physical Education

    This term we will be looking at:

    • Badminton
    • Newcombe Ball
    • Bike Safety
    • Modified Games
    • Hoop Time Practice

    Some photos from our excursion to Sovereign Hill last term.