Year 5 · Mathematics · Number
AC9M5N07
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
The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.
Taught alongside it
The rest of Number in Year 5.
interpret, 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
AC9M5N02express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another
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
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
AC9M5N05solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies
AC9M5N06solve 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
AC9M5N08check and explain the reasonableness of solutions to problems including financial contexts using estimation strategies appropriate to the context
AC9M5N09use 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
AC9M5N10create 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
The same idea, year by year
Where AC9M5N07 comes from and where it goes, for a student working below or above Year 5.
- Year 4AC9M4N01recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals
- Year 4AC9M4N02explain and use the properties of odd and even numbers
- Year 4AC9M4N03find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
- Year 4AC9M4N04count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines
- Year 4AC9M4N05solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits
- Year 4AC9M4N06develop efficient strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder
- Year 4AC9M4N07choose and use estimation and rounding to check and explain the reasonableness of calculations including the results of financial transactions
- Year 4AC9M4N08use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
- Year 4AC9M4N09follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns
- Year 6AC9M6N01recognise situations, including financial contexts, that use integers; locate and represent integers on a number line and as coordinates on the Cartesian plane
- Year 6AC9M6N02identify and describe the properties of prime, composite and square numbers and use these properties to solve problems and simplify calculations
- Year 6AC9M6N03apply knowledge of equivalence to compare, order and represent common fractions including halves, thirds and quarters on the same number line and justify their order
- Year 6AC9M6N04apply knowledge of place value to add and subtract decimals, using digital tools where appropriate; use estimation and rounding to check the reasonableness of answers
- Year 6AC9M6N05solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions
- Year 6AC9M6N06multiply and divide decimals by multiples of powers of 10 without a calculator, applying knowledge of place value and proficiency with multiplication facts; using estimation and rounding to check the reasonableness of answers
- Year 6AC9M6N07solve problems that require finding a familiar fraction, decimal or percentage of a quantity, including percentage discounts, choosing efficient calculation strategies and using digital tools where appropriate
- Year 6AC9M6N08approximate numerical solutions to problems involving rational numbers and percentages, including financial contexts, using appropriate estimation strategies
- Year 6AC9M6N09use mathematical modelling to solve practical problems involving natural and rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and efficient calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made
Planning against AC9M5N07?
Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.