Skill plan for the National Assessment Program – Literacy and Numeracy - Numeracy Year 5
IXL provides skill alignments with recommended IXL skills for every student. Find the IXL skills that are right for you below!
Strand
Print skill plan
Number
Whole numbers
Students recognise, read, compare, and order whole numbers up to 4 digits. For example, students can generally:
Students recognise, read, compare, and order whole numbers up to 4 digits. For example, students can generally:
recognise different representations of a whole number
Place value
Convert between place values
recognise different representations of a whole number
Place value
Convert between place values
use place value to compare, order or locate numbers on a number line
use place value to compare, order or locate numbers on a number line
multiply or divide by 10 or 100 in place-value contexts
multiply or divide by 10 or 100 in place-value contexts
Fractions and decimals
Students recognise equivalent forms of common fractions and link unit fractions to familiar situations. For example, students can generally:
Students recognise equivalent forms of common fractions and link unit fractions to familiar situations. For example, students can generally:
identify and use equal partitions, and name the parts
identify and use equal partitions, and name the parts
recognise different representations of simple fractions
Simple fractions
Equivalent fractions
recognise different representations of simple fractions
Simple fractions
Equivalent fractions
compare decimals with the same number of decimal places
compare decimals with the same number of decimal places
use common unit fractions to solve routine problems
use common unit fractions to solve routine problems
Calculating
Students recall addition and subtraction facts with one- and 2-digit numbers and link to routine multiplication and related division facts. They add and subtract whole numbers to hundreds and decimal fractions with the same number of decimal places, and multiply one-digit numbers. For example, students can generally:
Students recall addition and subtraction facts with one- and 2-digit numbers and link to routine multiplication and related division facts. They add and subtract whole numbers to hundreds and decimal fractions with the same number of decimal places, and multiply one-digit numbers. For example, students can generally:
recall addition and subtraction facts of small numbers
recall addition and subtraction facts of small numbers
identify and use known number facts to assist calculations
Addition
Subtraction
identify and use known number facts to assist calculations
Addition
Subtraction
multiply small whole numbers
multiply small whole numbers
complete operations with coins and record amounts of money in decimals
complete operations with coins and record amounts of money in decimals
add or subtract common fractions with the same denominators
Addition
Subtraction
Mixed operations
add or subtract common fractions with the same denominators
Addition
Subtraction
Mixed operations
Applying number
Students recognise situations that require the use of addition, subtraction, multiplication or division. For example, students can generally:
Students recognise situations that require the use of addition, subtraction, multiplication or division. For example, students can generally:
recognise the use of a single operation in familiar contexts
recognise the use of a single operation in familiar contexts
use addition or subtraction to solve routine problems
use addition or subtraction to solve routine problems
solve routine problems involving a single operation
solve routine problems involving a single operation
add or subtract decimals in money/measurement contexts
add or subtract decimals in money/measurement contexts
estimate the value of simple computations
estimate the value of simple computations
link the 4 operations to routine situations
link the 4 operations to routine situations
Space
Classification and properties of shapes
Students identify common properties of 2D shapes or 3D objects and use the correct mathematical terms to describe them. For example, students can generally:
Students identify common properties of 2D shapes or 3D objects and use the correct mathematical terms to describe them. For example, students can generally:
identify features of common shapes and objects
identify features of common shapes and objects
summarise features of groups of common shapes or objects
summarise features of groups of common shapes or objects
interpret the spatial language used in describing common shapes and objects
interpret the spatial language used in describing common shapes and objects
Students recognise common shapes and objects presented in drawings and diagrams. For example, students can generally:
Students recognise common shapes and objects presented in drawings and diagrams. For example, students can generally:
interpret drawings of shapes or objects that reflect the size and significant features
interpret drawings of shapes or objects that reflect the size and significant features
recognise different orientations of a shape or different perspectives of an object
recognise different orientations of a shape or different perspectives of an object
identify shapes or objects with given features
identify shapes or objects with given features
visualise simple objects made of unit cubes
visualise simple objects made of unit cubes
Transformations
Students identify shapes and designs that are symmetrical or asymmetrical. They recognise a single transformation used in patterns or arrangements including tessellations. For example, students can generally:
Students identify shapes and designs that are symmetrical or asymmetrical. They recognise a single transformation used in patterns or arrangements including tessellations. For example, students can generally:
identify symmetrical shapes and designs
identify symmetrical shapes and designs
identify the result of a single transformation of a simple shape
identify the result of a single transformation of a simple shape
identify common shapes that tessellate
identify common shapes that tessellate
Location and movement
Students interpret key symbols and conventions used in maps, grids and plans. For example, students can generally:
Students interpret key symbols and conventions used in maps, grids and plans. For example, students can generally:
interpret the symbols for the key compass directions
interpret the symbols for the key compass directions
link the 4 major compass points to a quarter, half, three-quarters and a full turn
link the 4 major compass points to a quarter, half, three-quarters and a full turn
interpret and follow directions
interpret and follow directions
Algebra, function and pattern
Relationships
Students recognise number relationships in familiar contexts. For example, students can generally:
Students recognise number relationships in familiar contexts. For example, students can generally:
identify a familiar criterion used in arranging and sorting shapes or objects
identify a familiar criterion used in arranging and sorting shapes or objects
recognise and describe simple relationships
recognise and describe simple relationships
use simple tables or graphs to predict change
use simple tables or graphs to predict change
Students make links between arithmetic operations based on familiar properties. For example, students can generally:
Students make links between arithmetic operations based on familiar properties. For example, students can generally:
make links between routine multiplication and division facts
make links between routine multiplication and division facts
use known facts to work out related calculations
use known facts to work out related calculations
make changes to computations that maintain equivalence
make changes to computations that maintain equivalence
Equivalence
Students solve simple number sentences arising from familiar situations. For example, students can generally:
Students solve simple number sentences arising from familiar situations. For example, students can generally:
recognise the number sentence that matches a familiar situation
recognise the number sentence that matches a familiar situation
recognise equivalence in familiar contexts (e.g. balance scales)
recognise equivalence in familiar contexts (e.g. balance scales)
solve one-step number sentences involving simple calculations
solve one-step number sentences involving simple calculations
Patterns
Students recognise and describe numerical and spatial patterns. For example, students can generally:
Students recognise and describe numerical and spatial patterns. For example, students can generally:
recognise different representations of the same pattern
recognise different representations of the same pattern
recognise a single relationship between consecutive terms
recognise a single relationship between consecutive terms
continue number patterns requiring one-step calculations
continue number patterns requiring one-step calculations
Measurement, chance and data
Measures
Students compare, measure, and order lengths, areas, volumes, angles and masses selecting and using suitable standard units and appropriate measuring instruments and scales. For example, students can generally:
Students compare, measure, and order lengths, areas, volumes, angles and masses selecting and using suitable standard units and appropriate measuring instruments and scales. For example, students can generally:
choose the appropriate attribute to compare objects
choose the appropriate attribute to compare objects
measure and compare areas of shapes on grids counting whole and half units
measure and compare areas of shapes on grids counting whole and half units
measure and compare volumes counting informal units
measure and compare volumes counting informal units
arrange measurements in order of magnitude
arrange measurements in order of magnitude
make reasonable estimates of a quantity using known measures
make reasonable estimates of a quantity using known measures
Students recognise different recordings of metric measures. They understand relationships between perimeters of familiar shapes and the lengths of their sides. For example, students can generally:
Students recognise different recordings of metric measures. They understand relationships between perimeters of familiar shapes and the lengths of their sides. For example, students can generally:
read measures from simple whole-unit scales
read measures from simple whole-unit scales
Students read times on digital clocks and key times on analogue clocks, and they calculate durations of specific events. Students use calendars and simple timetables and timelines to sequence events. For example, students can generally:
Students read times on digital clocks and key times on analogue clocks, and they calculate durations of specific events. Students use calendars and simple timetables and timelines to sequence events. For example, students can generally:
recognise key times on analogue clocks and read times on digital clocks
recognise key times on analogue clocks and read times on digital clocks
identify equivalent forms of saying and recording a key time
identify equivalent forms of saying and recording a key time
use calendars and timetables to seek specific information
use calendars and timetables to seek specific information
Data
Students identify the possible outcomes for familiar events and predict their comparative likelihood. For example, students can generally:
Students identify the possible outcomes for familiar events and predict their comparative likelihood. For example, students can generally:
make predictions based on data
make predictions based on data
Students read data presented in tables, bar graphs and simple 2-way tables and make simple interpretations. For example, students can generally:
Students read data presented in tables, bar graphs and simple 2-way tables and make simple interpretations. For example, students can generally:
read tabular and graphical displays involving simple whole-number scales
Tables and charts
Graphs
read tabular and graphical displays involving simple whole-number scales
Tables and charts
Graphs
check statements or predictions against data
check statements or predictions against data
identify variation within a set of data
identify variation within a set of data
Working mathematically
Students at the national minimum standard recall number facts, terms, properties of common shapes and recognise common objects in simple diagrams. For example, students can generally:
Students at the national minimum standard recall number facts, terms, properties of common shapes and recognise common objects in simple diagrams. For example, students can generally:
recall properties of numbers, common fractions, measures, familiar shapes and objects
recall properties of numbers, common fractions, measures, familiar shapes and objects
recognise diagrams of common shapes and objects, equivalent forms of whole numbers, common fractions, decimals and simple expressions
recognise diagrams of common shapes and objects, equivalent forms of whole numbers, common fractions, decimals and simple expressions
calculate with whole numbers, common fractions with the same denominators and decimals
calculate with whole numbers, common fractions with the same denominators and decimals
read and interpret information from whole-number scales, tables, simple graphs and pictographs (one-to-one or one-to-two correspondence)
read and interpret information from whole-number scales, tables, simple graphs and pictographs (one-to-one or one-to-two correspondence)
measure length, area, mass and capacity using standard units
measure length, area, mass and capacity using standard units
group shapes, objects or numbers according to a familiar attribute
group shapes, objects or numbers according to a familiar attribute
Students at the national minimum standard apply simple strategies to solve routine problems. For example, students can generally:
Students at the national minimum standard apply simple strategies to solve routine problems. For example, students can generally:
select the correct operation or the missing number in a number sentence
select the correct operation or the missing number in a number sentence
construct and complete number sentence involving one operation
construct and complete number sentence involving one operation
interpret a situation presented in diagrams, tables or simple graphs
interpret a situation presented in diagrams, tables or simple graphs
follow simple instructions and procedures
follow simple instructions and procedures
analyse patterns to identify the rule
analyse patterns to identify the rule
solve routine problems in familiar contexts
solve routine problems in familiar contexts
This document includes IXL skill alignments to the National Assessment Program – Literacy and Numeracy. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are not affiliated with, sponsored by, or endorsed by National Assessment Program. IXL and IXL Learning are registered trademarks of IXL Learning, Inc. All other trademarks and registered trademarks and copyrights are the property of their respective owners.