What students learn in AC9M5N10
This unit helps students build a clear, usable understanding of And use algorithms involving a sequence of steps and decisions.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- creating algorithms that use multiplication and division facts to determine if a number is a multiple or factor of another number; for example, using a flow chart that determines whether numbers are factors or multiples of other numbers using branching, such as yes/no decisions identifying lowest common multiples and highest common factors of pairs or triples of natural numbers; for example, the lowest common multiple of {6, 9} is 18, and the highest common factor is 3; the lowest common multiple of {3, 4, 5} is 60 and the highest common factor is one
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns
- E1: creating algorithms that use multiplication and division facts to determine if a number is a multiple or factor of another number; for example, using a flow chart that determines whether numbers are factors or multiples of other numbers using branching, such as yes/no decisions
- E2: identifying lowest common multiples and highest common factors of pairs or triples of natural numbers; for example, the lowest common multiple of {6, 9} is 18, and the highest common factor is 3; the lowest common multiple of {3, 4, 5} is 60 and the highest common factor is one
- E3: using the “fill down” function of a spreadsheet and a multiplication formula to generate a sequence of numbers that represent the multiples of any number you enter into the cell; describing and explaining the emerging patterns
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M5N10 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M5N10 — create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns |
| Victoria | Victorian Curriculum F-10 | Year 5 Maths: closest match in Number. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 3 Maths: closest content focus for And use algorithms involving a sequence of steps and decisions... and related outcomes. |
| United States | Common Core / NGSS | Grade 5 Common Core Mathematics/ELA closest topic match for And use algorithms involving a sequence of steps and decisions.... |
| England / UK | National Curriculum | Key Stage 2 / Year 5: closest programme-of-study match for And use algorithms involving a sequence of steps and decisions.... |
| Canada | Provincial and territory curricula | Grade 5 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 3 Maths: closest achievement-objective topic for And use algorithms involving a sequence of steps and decisions.... |
| India | NCERT / CBSE | Class 5 closest NCERT/CBSE topic match for And use algorithms involving a sequence of steps and decisions.... |