Teaching pack · Year 5 Algebraseegongsik /au
Inverse Operations and Fact Families: a week of ready-to-teach maths
Five days of lessons for Year 5 Algebra. Print this pack and the week is prepared.
AC9M5A01
recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “One array, two operations”, “A family from one array”, “Find the missing factor”, “Does it belong?”, “Which inverse?”.
seegongsik.com/au/y5/algebra/AC9M5A01
Aligned to Australian Curriculum V9 (AC9M5A01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | One array, two operations | Practise the idea with talk, board and worksheet | Board: One array, two operations |
| 2 | A family from one array | Practise the idea with talk, board and worksheet | Board: A family from one array |
| 3 | Find the missing factor | Practise the idea with talk, board and worksheet | Board: Find the missing factor |
| 4 | Does it belong? | Practise the idea with talk, board and worksheet | Board: Does it belong? |
| 5 | Which inverse? | Practise the idea with talk, board and worksheet | Board: Which inverse? |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on inverse operations and fact families. Ask: What did you practise today?
seegongsik.com/au/y5/algebra/AC9M5A01/pack
Day 1 · Teacher planDay 1 of 5
One array, two operations
Children practise “One array, two operations” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one array, two operations in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “One array, two operations”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “One array, two operations”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “One array, two operations” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about one array, two operations.
Day 1 · Worksheet
One array, two operations
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
A family from one array
Children practise “A family from one array” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a family from one array in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A family from one array”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A family from one array”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A family from one array” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a family from one array.
Day 2 · Worksheet
A family from one array
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Find the missing factor
Children practise “Find the missing factor” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain find the missing factor in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Find the missing factor”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Find the missing factor”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Find the missing factor” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about find the missing factor.
Day 3 · Worksheet
Find the missing factor
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Does it belong?
Children practise “Does it belong?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain does it belong? in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Does it belong?”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Does it belong?”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Does it belong?” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about does it belong?.
Day 4 · Worksheet
Does it belong?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Which inverse?
Children practise “Which inverse?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain which inverse? in Year 5 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Which inverse?”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Which inverse?”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Which inverse?” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about which inverse?.
Day 5 · Worksheet
Which inverse?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Inverse Operations and Fact Families
Cut out. Hold up a card and give an example.
One array, two operations
Give an example.
A family from one array
Give an example.
Find the missing factor
Give an example.
Does it belong?
Give an example.
Which inverse?
Give an example.
Store in an envelope labelled AC9M5A01.
Mini-check · End of week
Show what you know: Inverse Operations and Fact Families
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (inverse operations and fact families) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.