Teaching pack · Year 5 Algebraseegongsik /au
Unknowns in Multiplication and Division: a week of ready-to-teach maths
Five days of lessons for Year 5 Algebra. Print this pack and the week is prepared.
AC9M5A02
find unknown values in numerical equations involving multiplication and division using the properties of numbers and operations
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: “Finding an unknown in an equation”, “Multiplication and division undo each other”, “Where the unknown can sit”, “Using fact families to find unknowns”, “Solving with the inverse operation”.
seegongsik.com/au/y5/algebra/AC9M5A02
Aligned to Australian Curriculum V9 (AC9M5A02). 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 | Finding an unknown in an equation | Practise the idea with talk, board and worksheet | Board: Finding an unknown in an equation |
| 2 | Multiplication and division undo each other | Practise the idea with talk, board and worksheet | Board: Multiplication and division undo each other |
| 3 | Where the unknown can sit | Practise the idea with talk, board and worksheet | Board: Where the unknown can sit |
| 4 | Using fact families to find unknowns | Practise the idea with talk, board and worksheet | Board: Using fact families to find unknowns |
| 5 | Solving with the inverse operation | Practise the idea with talk, board and worksheet | Board: Solving with the inverse operation |
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 unknowns in multiplication and division. Ask: What did you practise today?
seegongsik.com/au/y5/algebra/AC9M5A02/pack
Day 1 · Teacher planDay 1 of 5
Finding an unknown in an equation
Children practise “Finding an unknown in an equation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain finding an unknown in an equation 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 “Finding an unknown in an equation”,
- 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 “Finding an unknown in an equation”. 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 “Finding an unknown in an equation” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A02
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 finding an unknown in an equation.
Day 1 · Worksheet
Finding an unknown in an equation
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
Multiplication and division undo each other
Children practise “Multiplication and division undo each other” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiplication and division undo each other 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 “Multiplication and division undo each other”,
- 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 “Multiplication and division undo each other”. 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 “Multiplication and division undo each other” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A02
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 multiplication and division undo each other.
Day 2 · Worksheet
Multiplication and division undo each other
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
Where the unknown can sit
Children practise “Where the unknown can sit” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain where the unknown can sit 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 “Where the unknown can sit”,
- 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 “Where the unknown can sit”. 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 “Where the unknown can sit” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A02
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 where the unknown can sit.
Day 3 · Worksheet
Where the unknown can sit
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
Using fact families to find unknowns
Children practise “Using fact families to find unknowns” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain using fact families to find unknowns 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 “Using fact families to find unknowns”,
- 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 “Using fact families to find unknowns”. 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 “Using fact families to find unknowns” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A02
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 using fact families to find unknowns.
Day 4 · Worksheet
Using fact families to find unknowns
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
Solving with the inverse operation
Children practise “Solving with the inverse operation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving with the inverse operation 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 “Solving with the inverse operation”,
- 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 “Solving with the inverse operation”. 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 “Solving with the inverse operation” on screen for the main block.
seegongsik.com/au/y5/algebra/AC9M5A02
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 solving with the inverse operation.
Day 5 · Worksheet
Solving with the inverse operation
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 Unknowns in Multiplication and Division
Cut out. Hold up a card and give an example.
Finding an unknown in an equation
Give an example.
Multiplication and division undo each other
Give an example.
Where the unknown can sit
Give an example.
Using fact families to find unknowns
Give an example.
Solving with the inverse operation
Give an example.
Store in an envelope labelled AC9M5A02.
Mini-check · End of week
Show what you know: Unknowns in Multiplication and Division
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 (unknowns in multiplication and division) 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.