Maths Assessment

Year 5: Term 3ent

1 compare and order fractions with the same and related denominators including mixed
numerals, applying knowledge of factors and multiples; represent these fractions on a
number line (AC9M5N03)

2 solve problems involving addition and subtraction of fractions with the same or related
denominators, using different strategies (AC9M5N05)

3 solve problems involving multiplication of larger numbers by one- or two-digit numbers,

choosing efficient calculation strategies and using digital tools where appropriate; check
the reasonableness of answers (AC9M5N06)

4 solve problems involving division, choosing efficient strategies and using digital tools
where appropriate; interpret any remainder according to the context and express results
as a whole number, decimal or fraction (AC9M5N07)

5 check and explain the reasonableness of solutions to problems including financial

contexts using estimation strategies appropriate to the context (AC9M5N08)

6 use mathematical modelling to solve practical problems involving additive and

multiplicative situations including financial contexts; formulate the problems, choosing
operations and efficient calculation strategies, using digital tools where appropriate;
interpret and communicate solutions in terms of the situation (AC9M5N09)

7 recognise and explain the connection between multiplication and division as inverse
operations and use this to develop families of number facts (AC9M5A01)

8 find unknown values in numerical equations involving multiplication and division using
the properties of numbers and operations (AC9M5A02)

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9 choose appropriate metric units when measuring the length, mass and capacity of
objects; use smaller units or a combination of units to obtain a more accurate measure
(AC9M5M01)

10 connect objects to their nets and build objects from their nets using spatial and
geometric reasoning (AC9M5SP01)

11 acquire, validate and represent data for nominal and ordinal categorical and discrete
numerical variables, to address a question of interest or purpose using software
including spreadsheets; discuss and report on data distributions in terms of highest
frequency (mode) and shape, in the context of the data (AC9M5ST01)

12 plan and conduct statistical investigations by posing questions or identifying a problem

and collecting relevant data; choose appropriate displays and interpret the data;
communicate findings within the context of the investigation (AC9M5ST03)

Adult Guidance

This assessment task covers the most common parts of the Australian Curriculum –
Mathematics that can be covered in term 3 of year 5. The assessment task can be given
to students across a few days to collect the data if you need, to avoid assessment fatigue
of students.

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 Maths Assessment
Total
Year 5: Term 3 Marks

Name: Date:

1 Use the written column method to solve these calculations.

a)
7 2 3

x 2 4

5 1 9 8
b)
x 6

2 1 0 5
c)
x 8

3 marks

2 Draw a line to match the item with the appropriate unit of measure.

reading book mm

tree cm

button m

road km

1 mark


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3 Shrubs were planted in rows of 6. There were 102 shrubs planted altogether.
How many rows of 6 were there?

1 mark

4 30 students were asked to say what their favourite pet was. Here are the
results.
Cat Dog Dog Fish Hamster Dog

Guinea Pig Cat Hamster Dog Dog Fish

Snake Bird Cat Dog Bird Dog

Dog Dog Dog Cat Guinea Pig Cat

Cat Hamster Fish Bird Bird Dog

Represent the information as a tally chart.

Animal Tally Number

3 marks

5 If you wanted as close to 2kg of apples as you could get and each bag of
apples weighs 600g, how many bags of apples could you buy without going
over 2kg?

1 mark

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6 Answer these multiplication word problems, show your working put in the
space provided.

a) As a treat the teacher bought his whole class a pack of trading cards. Each
pack contains 12 cards and he has 27 students in his class. How many
individual cards did he buy?

b) At the dairy farm there are 352 bottles of milk produced each day. After 7
days how many bottles of milk would have been produced?

2 marks

7 This is a glass that holds 120ml. It is 45ml full. How much more liquid
would you need to pour in it to make it full?

2 marks

8 Work out these division calculations by using the written method.

a) 3 4 6 2

b) 7 1 6 1

c) 8 4 5 0
3 marks

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9 Use mental maths strategies to work out the following calculations.

a) 25 x 6 =

b) 40 x 8 =

c) 107 x 3 =
3 marks

10 Complete the missing numbers in these calculations.

38 x = 228

144 ÷ =9

x 28 = 252

45 x 3 =

2 marks

11 Here is a dot plot graph that shows the amount of siblings each member of
the class has.

0 1 2 3 4 5+

a) How many people were surveyed?

b) How many students have 2 or more siblings?

c) How many students have less than 3 siblings?

3 marks

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12 Put these measurements in order smallest to largest.

56km 312m 90mm 60cm 200km 105m

1 mark

13 10 restaurant guests were asked to rate their experience and the food quality
both out of 5. 1 being poor and 5 being excellent.

Here are the results:

Guest number Restaurant Experience Food Quality

1 3 2
2 3 2
3 4 3
4 5 4
5 5 2
6 3 2
7 5 3
8 5 3
9 4 2
10 4 2

a) Which do you think people preferred, the experience or the food quality?

b) Which of these statements best describes the food rating

excellent good average terrible

c) How many people rated the experience as excellent?

d) How many people rated the food as below average?

4 marks

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