Year 5 practice, mapped to the Australian Curriculum.

Factors, multiples and division

Year 5 · 6 questions

Find factors, test divisibility and make sense of remainders.

For parents: By the end of Year 5, your child should be able to find factors and multiples, test whether a number divides evenly, and make sense of remainders.

• AC9M5N02express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another
• AC9M5N07solve 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
• AC9M5A01recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

Area, 24-hour time and angles

Year 5 · 7 questions

Deck areas, timetables in 24-hour time, and angles in degrees.

For parents: By the end of Year 5, your child should be able to choose metric units, work out area and perimeter, convert between 12- and 24-hour time, and measure angles in degrees.

• AC9M5M01choose 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
• AC9M5M02solve practical problems involving the perimeter and area of regular and irregular shapes using appropriate metric units
• AC9M5M03compare 12- and 24-hour time systems and solve practical problems involving the conversion between them
• AC9M5M04estimate, construct and measure angles in degrees, using appropriate tools including a protractor, and relate these measures to angle names

Decimals and percentages

Year 5 · 6 questions

Order decimals with three places and link percentages, fractions and decimals.

For parents: By the end of Year 5, your child should be able to order decimals with more than two places, and link percentages to fractions and decimals.

• AC9M5N01interpret, compare and order numbers with more than 2 decimal places, including numbers greater than one, using place value understanding; represent these on a number line
• AC9M5N04recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents

Mode, line graphs, outcomes and coordinates

Year 5 · 6 questions

Find the mode, read a line graph, list outcomes, and move on a coordinate grid.

For parents: By the end of Year 5, your child should be able to read a line graph, find the most common value, list possible outcomes, and locate points on a grid.

• AC9M5ST01acquire, 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
• AC9M5ST02interpret line graphs representing change over time; discuss the relationships that are represented and conclusions that can be made
• AC9M5P01list the possible outcomes of chance experiments involving equally likely outcomes and compare to those which are not equally likely
• AC9M5SP02construct a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement
• AC9M5SP03describe and perform translations, reflections and rotations of shapes, using dynamic geometric software where appropriate; recognise what changes and what remains the same, and identify any symmetries

Fractions

For Years 3–6 · 6 questions

Share pizzas, lamingtons and kangaroos into equal parts.

For parents: Across Years 3 to 6, your child learns to name unit fractions, find equivalent fractions, and compare and order fractions.

• AC9M3N02recognise and represent unit fractions including
• AC9M4N03find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
• AC9M5N03compare 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

Multiplication

For Years 2–5 · 6 questions

Equal groups, arrays and times tables, with lamingtons and footy tickets.

For parents: Across Years 2 to 5, your child learns to multiply using equal groups and arrays, and recall times tables with their related division facts.

• AC9M2N05multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
• AC9M3N04multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
• AC9M4A02recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator

Point of view and imagery

Year 5 · 6 questions

See a story through one character’s eyes and unpack its similes and personification.

For parents: By the end of Year 5, your child should be able to explain how the point of view shapes a story, and what similes, metaphors and personification add.

• AC9E5LE03recognise that the point of view in a literary text influences how readers interpret and respond to events and characters
• AC9E5LE04examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs

Clauses, adverbials and word origins

Year 5 · 6 questions

Find the main clause, start sentences with adverbials and trace where words come from.

For parents: By the end of Year 5, your child should be able to find the main clause in a sentence, start sentences in different ways, and use word parts and origins to spell new words.

• AC9E5LA05understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect
• AC9E5LA04understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text
• AC9E5LA06understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea
• AC9E5LY09build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations

Reading a persuasive letter

Year 5 · 6 questions

Read a student’s letter to the council and separate facts from opinions and persuasive tricks.

For parents: By the end of Year 5, your child should be able to skim and scan a text for what they need, and tell facts from opinions and persuasive techniques.

• AC9E5LY03explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
• AC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas
• AC9E5LY04navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming

Punctuation

For Years 2–5 · 6 questions

Capitals, full stops, commas and apostrophes help readers understand you.

For parents: Across Years 2 to 5, your child learns to use capitals, full stops, commas, apostrophes and speech marks so readers can follow their writing.

• AC9E2LA10recognise that capital letters are used in titles and commas are used to separate items in lists
• AC9E3LA11understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
• AC9E4LA12understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

Reading comprehension

For Years 3–6 · 6 questions

Read a short story, find the clues and work out what the writer means.

For parents: Across Years 3 to 6, your child learns to find information in a text, read between the lines, and explain what the writer means.

• AC9E3LY05use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
• AC9E4LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts
• AC9E5LY05use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas

Light, particles and survival

Year 5 · 6 questions

Shadows and mirrors, crumbling cliffs, tough Outback animals and the particles in everything.

For parents: By the end of Year 5, your child should be able to explain how light makes shadows and reflections, how living things survive in their habitat, and how solids, liquids and gases differ.

• AC9S5U01examine how particular structural features and behaviours of living things enable their survival in specific habitats
• AC9S5U02describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface
• AC9S5U03identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted
• AC9S5U04explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles

Changing landscapes and science at work

Year 5 · 6 questions

Weathering, deposition and landslides, and how people use science to protect our beaches.

For parents: By the end of Year 5, your child should be able to describe how weathering and erosion change the land, and how people use science to solve problems.

• AC9S5U02describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface
• AC9S5H01examine why advances in science are often the result of collaboration or build on the work of others
• AC9S5H02investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions
• AC9S5I02plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place

States of matter

For Years 3–6 · 6 questions

Solids, liquids and gases, and how heating and cooling change them.

For parents: Across Years 3 to 6, your child learns to describe solids, liquids and gases, and how heating and cooling change them.

• AC9S3U04investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state
• AC9S5U04explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles

Earth and space

For Years 3–6 · 6 questions

Day and night, the Moon’s changing shape, and the planets of our solar system.

For parents: Across Years 3 to 6, your child learns to explain day and night, the moon’s changing shape, and the planets of our solar system.

• AC9S6U02describe the movement of Earth and other planets relative to the sun and model how Earth’s tilt, rotation on its axis and revolution around the sun relate to cyclic observable phenomena, including variable day and night length

Maps and places

For Years 2–5 · 6 questions

Compass points, map keys, scale and the capital cities of Australia.

For parents: Across Years 2 to 5, your child learns to use compass points, map keys and scale, and find Australia’s states, territories and capital cities.

• AC9HS2S02collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
• AC9HS3S02locate, collect and record information and data from a range of sources, including annotated timelines and maps
• AC9HS3K03the representation of contemporary Australia as states and territories, and as the Countries/Places of First Nations Australians prior to colonisation, and the locations of Australia’s neighbouring regions and countries

Mistakes help us grow

For Years 3–6 · 6 questions

Learn from mistakes, try new strategies and talk to yourself kindly.

For parents: Across Years 3 to 6, your child learns to treat mistakes as a way to learn, try a new strategy, and talk to themselves kindly.

A general-capabilities set (no content-description codes).

Feelings and staying calm

For Years 2–6 · 6 questions

Notice your feelings, find ways to calm down and know who can help.

For parents: Across Years 2 to 6, your child learns to notice their feelings, use a few ways to calm down, and know who they can talk to.

A general-capabilities set (no content-description codes).

Researching with good sources

For Years 5–8 · 6 questions

Pick trustworthy sources, search smartly and put ideas in your own words.

For parents: Across Years 5 to 8, your child learns to choose trustworthy sources, search well, and put ideas into their own words.

A general-capabilities set (no content-description codes).

Planning and focus

For Years 5–8 · 6 questions

Break big tasks into steps, plan your time and keep distractions away.

For parents: Across Years 5 to 8, your child learns to break a big task into steps, plan their time, and keep distractions away.

A general-capabilities set (no content-description codes).