Thankyou for visiting my website. Feel free to go through the maths quizzes
and activities. If you have any questions you can email
Rosalyn.fuser@students.vu.edu.au
This website was designed to meet the needs of grades 5 and 6 students and
aims to assist students in theirs studies of mathematics. This website aims to
facilitate the students understanding of mathematic concepts and endeavours to
enhance their maths skills, in an interactive and stimulative approach.
This website aims for students to achieve the following CSFII Level 4
outcomes and indicators
CSFII
OUTCOMES 
CSFII
INDICATORS 
4.1 Use
placevalue knowledge to read, write and order negative whole numbers and
decimal numbers from thousandths to millions. 

compare and order decimal fractions with unequal numbers of places (e.g.
3.05, 3.001, 4.4, 3.12)

represent the structure of whole numbers to 7 digits and decimal numbers to
3 decimal places  count
in decimal fractional amounts 
4.2 Compare
and order common fractions 

compare and order common fractions with related denominators 
4.3 Rename
common fractions as decimals and percentages. 

convert a simple common fraction to a decimal and vice versa 
convert a simple common fraction to a percentage and vice versa 
4.1 Recall
automatically basic multiplication and division facts, simple common
fraction facts and frequently used common fraction, decimal and percentage
equivalences 

automatically recall and use multiplication and division facts up to 10 × 10

automatically recall and use simple common fraction addition and subtraction
facts 
automatically recall frequently used common fraction, decimal and percentage
equivalences 
4.3 Use
estimation strategies to check the results of written or calculator
computations. 
 use
frontend estimation to check computations  round
decimals to the nearest whole number to check a computation 
4.1 Use
written methods to add and subtract decimal numbers. 
 add
and subtract decimal numbers with equal numbers of decimal places without
using a calculator 
4.3 Use
models to illustrate the four operations with common fractions, and develop
written methods for carrying out these operations. 
 add
and subtract fractions with small related denominators (e.g. fifths and
tenths) and record these using understood written methods  use
appropriate models to represent products and quotients of simple fractions
(e.g. half of half a pie, how many half pizzas in three pizzas?)  find
fractional parts of discrete collections and quantities 
4.4 Analyse
a problem situation which may involve several different operations, decimal
numbers, negative whole numbers and common fractions; express the problem
symbolically and choose appropriate computational methods to solve it. 
 select
the relevant information to solve a problem or carry out a practical task
and determine whether additional information is required 
restate verbally expressed problems symbolically in terms of the operation
needed 
describe situations which may be represented by given symbolically expressed
number sentences

4.1 Generate
and investigate number sequences which may involve fractions, decimals and
combinations of operations, using a calculator where appropriate. 

describe and verify rules for number sequences which relate each element to
the previous element or elements (e.g. next term in a Fibonacci sequence)
and each element to its position in the sequence (e.g. tenth term of 1, 4,
9, 16, 25, …). 
4.1 Choose
attributes and standard units appropriate to the task. 
 select
the appropriate unit to specify a quantity (e.g. height of a building, area
of a football ground, capacity of a storage tank)

4.1 Measure
and compare the perimeter and area of regular and irregular polygons. 
 see
the need for perimeter in practical situations and calculate it by adding
lengths  devise
and use own short cuts for finding the perimeter of polygons (e.g. multiply
by 5 the length of one side of a regular pentagon; add adjacent sides of a
rectangle and multiply by 2) 
4.2
Investigate the relationship between area and perimeter and calculate the
area of a polygon. 

systematically investigate areas of rectangles in square units, and
generalise that a shortcut method for finding area is to multiply the number
in each row by the number of rows (e.g. rectangles of 12 or 36 square units) 
4.3 Compare,
order and summarise data sets using simple numerical methods. 
 use
simple fractions, decimal fractions and percentages to summarise data (e.g.
22% of Year 5 students ride a bike to school)  find
the lowest and highest values of a data set  find
the middle score, median or scores by ordering a data set 
calculate the mean and find the mode of a data set. 
4.1 Extract
and interpret numerical information contained in tables, data displays and
databases. 

compare summary statistics between and within data sets (e.g. mean heights
of boys and girls) 
4.3 Use and
interpret simple mathematical models. 
 use
multiplicative models when measuring and estimating (e.g. when finding the
perimeter of polygons, areas of rectangles, interpreting percentages or
estimating the number of seats set out in a school hall for a parent
meeting) 