STAGE 3
Term 4 Maths Scope and Sequence
Week
Week 1
MA3-1WM
MA3-16MG
Week 2
MA3-1WM
MA3-16MG
Week 3
MA3-1WM
MA3-17MG
Year 5
Angles
Estimate, measure and compare angles using
degrees
- Identify arms and vertex
- Record using degrees
- Use a protractor
- Discuss complimentary and
supplementary angles
Simon is facing west. He turns 135 degrees
clockwise. Simon then turns anticlockwise until he
faces east. By how many degrees did Simon turn
anticlockwise?
Construct angles using a protractor
- Classify angles in terms of degrees (acute,
obtuse, reflex, right angle)
- Estimate degrees and check
- Compare and identify sizes of angles in 2D
shapes
Position
Use a grid-reference system to describe locations
(ACMMG113)
find locations on maps, including maps
with legends, given their grid references
- describe particular locations on gridreferenced maps, including maps with a
legend, eg 'The post office is at E4'
- Use positional language ( compass ) e.g.
Mary is facing north-west. She makes a
quarter turn to her left. Which direction is
she facing after the turn?
- Floor plan - Sanjeet enters building the
west wall. He leaves building by the door
on the south wall. What is the smallest
number of rooms he has to walk through?
Year 6
Investigate (with digital technologies) angles on
a straight line, angles at a point, vertically
opposite, use the results to find unknown angles
- Identify and name angles
- Embed angles in diagrams and identify
and name
- Identify the vertex and arms formed by
intersecting lines
- Recognise vertically opposite angles in
diagrams
Investigate adjacent angles that form a right
angle, on a straight line and at a point
- Establish that they add up to 90, 180 and
360 degrees
- Find the size of unknown angles in
diagrams (explain how it was
established)
- Investigate vertically opposite angles,
establish they are equal in size
- Use the equality of vertically opposite
angles to find the size of unknown
angles in diagrams – cangles, fangles and
zangles.
Describe routes using landmarks and directional
language (ACMMG113)
- use a given map to plan and show a
route from one location to another, eg
draw a possible route to the local park or
use an Aboriginal land map to plan a
route
- describe a route taken on a map using
landmarks and directional language,
including compass directions, eg 'Start at
the post office, go west to the
supermarket and then go south-west to
the park'
Week 4
MA3-1WM
MA3-3WM
MA3-18SP
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-
Week 5
MA3-1WM
MA3-3WM
MA3-18SP
-
-
-
Week 6
Year 5
MA3-1WM
MA3-3WM
MA3-19SP
Year 6
MA3-1WM
MA3-2WM
MA3-3WM
MA3-19SP
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-
-
Data
Pose questions and collect categorical or
numerical data by observation or survey
Read scale and interpret values on a graph
determine an appropriate scale of manyto-one correspondence to represent the
data in a data display (Reasoning)
mark equal spaces on the axes when
constructing graphs, and use the scale to
label the markers (Communicating)
construct column and line graphs of
numerical data using a scale of many-toone correspondence, with and without
the use of digital technologies
describe and interpret data presented in
tables, dot plots, column graphs and line
graphs, eg 'The graph shows that the
heights of all children in the class are
between 125 cm and 154 cm'
use information presented in data
displays to aid decision making, eg decide
how many of each soft drink to buy for a
school fundraising activity by collecting
and graphing data about favourite soft
drinks for the year group or school
Chance
Play bingo and change the chance of
winning
Rolling dice – what’s the chance of getting
a number higher than … etc
List outcomes of chance experiments
involving equally likely outcomes and
represent probabilities of those outcomes
using fractions and decimals
Hands on: chance of card being pulled,
chance that card will be red change the
odds e.g, take out certain cards,
Use terminology likely, more likely etc
represent probabilities of outcomes of
chance experiments using fractions, eg for
one throw of a standard six-sided die or
for one spin of an eight-sector spinner
A standard six sided dice is rolled once. What is
the probability that the number on the top face is
not 6?
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-
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Read, write and interpret pie, line,
scatter, bar and graphs
Read, write and interpret data including:
mean, mode, median, range (e.g.
information about a sportsperson)
Using prior knowledge from angles to
create pie charts.
interpret side-by-side column graphs for
two categorical variables, eg favourite
television show of students in Year 1
compared to that of students in Year 6
draw, interpret and compare different
displays of the same data set to
determine the most appropriate display
for the data set.
Play bingo and change the of winning.
Recognise that probabilities range from
0 to 1
Using chance in graphs and tables e.g.
who is more likely to win the raffle –
percentage chance.
establish that the sum of the
probabilities of the outcomes of any
chance experiment is equal to 1
A standard six-sided dice is rolled once. What is
the probability that the number on the top face
is a factor of 6?