25 Feb 2019

Year 5 Update Week 23

5D – Monday and Thursday

5F – Wednesday and Thursday

5C – Wednesday and Friday

Unit of Inquiry   

The big event this week in our UOI has been our Big Business pitches. The students battled with their nerves but overcame them to deliver terrific pitches, impressing the panel with their business acumen. We were proud of the teamwork the students displayed as well as the confident way they presented themselves and their business plan.

Students have continued to develop their abilities to collaborate in the most efficient manner by focusing on time management skills and personal responsibility. They had the opportunity to develop these skills  while working on their products, games and pitches, where they had to allocate roles and be accountable for their part.



Our writing focus this week has been on writing to entertain and inform. We have been working hard in our groups to write and deliver entertaining, engaging and informative pitches. The students have worked hard to use a range of writing tools to ‘hook the audience’ and hold their attention throughout the presentation, whilst using persuasive language techniques to promote their products.

The students have also worked hard to consider the 3 ‘v’s’ (verbal, vocal and visual) when presenting. As a class we have been giving constructive feedback on pitches using success criteria that the students have developed in class.

In reading this week the students continue to develop their ability to synthesise information. They are improving their skills of activating existing knowledge, making connections, gaining new information and combining these to potentially change their thinking.


In maths this week, the Big Business groups have been working on their pricing systems for their products, making predictions about their expected profit. Additionally, they have been working on identifying the appropriate strategies to use when facing an open ended problem connected to money. Students have also worked on their ability to apply their problem solving strategies.

In strand maths we have continued to develop our interpreting skills, using data from graphs with a focus on line graphs. Students are also developing their understanding of reading and developing appropriate scales.

Transdisiplinary Theme – How We Organise Ourselves

Central Idea – There are many factors at work within a workplace

An inquiry into..
  • functioning effectively as a team (function)
  • how the components in a marketplace operate – (price, budget, profit, loss, supply and demand) (causation)
  • research and marketing (reflection)
Concepts : function, causation and reflection
Related Concepts : price, business system, collaboration
Learner Profile : courageous, communicator
Attitudes : co-operation, confidence

Number Maths – Four Operations
Central Idea – Strategies for whole number computation can apply to fractional and decimal computation

An inquiry into.

    • efficient mental strategies that can be used to solve multiplication and division
    • efficient written strategies that can be used to solve multiplication and division
    • The relationships between these strategies and their use across a variety of problems.

Questions we are exploring in this unit:

How can we show multiplication and division of whole numbers?

How can we multiply and divide decimal numbers using a written format?

What are the different ways to multiply and divide?

What mental strategies help us to multiply?

What mental strategies help us to divide?

What is the difference between short and long division?

How many ways can you represent remainders?

When is it best to use short division or multiplication?

When is it best to use long division or multiplication?

How can we add and subtract decimal numbers mentally?

Why do I need to know my multiplication facts?

Strand Maths – Data Handling
Central Idea – Data can be presented effectively for valid interpretation and communication.

An inquiry into… 

    • How data can be collected
    • Using different scales on graphs and charts
    • How data can be interpreted

Questions we are exploring in this unit:

What questions can be posed to give rise to the collection of data?

How are different graphs and charts constructed?

How (and why) are different scales used on graphs?

What is the purpose of mode and mean?

What have we learned that will help us read and interpret the data?

Can the data be interpreted in a different way by someone else?

Writing Focus – Playscripts : For the first few weeks of this UOI we will be looking at Play scripts and will spend some time to write our own/groups scripts ready for our advertisements.

A play script is a piece of writing written for the stage.

  • A play script will include a list of characters (at the very beginning).
  • It may be divided into acts which are then divided into scenes.
  • Each scene will have a description of the setting at the start and then the characters’ dialogue.
  • Dialogue is set out with the character’s name on the left, then a colon, then the dialogue.
  • Stage directions for the actors are written every now and again in italics and brackets.

This image has an empty alt attribute; its file name is writing-playscripts-key-stage-resource-1_1.pngReading Focus – For this unit, our reading comprehension strategies are Synthesising and Questioning.

Synthesising – It’s best to think of synthesising as an ongoing, multi-step process. We want students to stop multiple times to evaluate what they know or think they know about some element of the text. Elements like the topic, the characters, the problem, etc. Each time students stop reading, they reflect, they combine their previous thoughts with new information and they form new ideas.

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Questioning – To aid comprehension, skilful readers ask themselves questions before, during, and after they read.  We can help the children become more proficient by modelling this and encouraging them to use it when they read independently.

Successful reading is not simply the mechanical process of “decoding” text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example:

“What is this story about?”
“What does the main character want?”
“Will she get it?” “If so, how?”

Even after reading, engaged readers still ask questions:

“What is the meaning of what I have read?”
“Why did the author end the paragraph (or chapter, or book) in this way?”
“What was the author’s purpose in writing this?”

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5C  & Music Cass Lam




5D – Evelyn Tung

5F Joseph Chan
Congratulations to all our winners!


  • Read the Weekly Update
  • Mathletics – continue with the set tasks or feel free to try any others that you feel you want to practice.
  • Prodigy – please continue on with your Prodigy online games.
  • 5F & 5C – please continue to use Quizlet to help you learn your spelling words and meanings.
  • Spelling –  The children are sent home their 10 personal words that they need to learn for the week. The will happen on a Monday for 5F, Wednesday for 5D and Friday for 5C. Please, can a parent (or responsible adult) support the children by...testing them (written or oral), getting them to put their words into interesting sentences (written or oral), discussing the meanings of the words, thinking about synonyms and antonyms of that word, discussing words with a similar meaning etc.
  • Reading –  The children will be choosing leveled readers based on their own ability and are expected to read each night for at least 20mins at home with a parent.  The children need to record their reading in their Reading Journals and parents can you please sign your child’s journal each night? Journals need to be returned to school each morning to be checked and will come home each evening (except Friday).  Children may use Big Universe twice a week (only) as their choice of home reading
  • Mandarin Home Learning – All children are encouraged to take a reading book home on the days when they have Mandarin lessons.
    • Ms Lynn – Please complete home learning assigned in Mandarin Matrix.