Teaching pack · Year 5 Numberseegongsik /au
Factors and Multiples: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N02
express natural numbers as products of their factors, recognise multiples and determine if one number is divisible by another
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: “A factor pair is a rectangle”, “Factors come in pairs”, “Multiples run the other way”, “Divisible means no remainder”, “Writing a number as a product”.
seegongsik.com/au/y5/number/AC9M5N02
Aligned to Australian Curriculum V9 (AC9M5N02). 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 | A factor pair is a rectangle | Practise the idea with talk, board and worksheet | Board: A factor pair is a rectangle |
| 2 | Factors come in pairs | Practise the idea with talk, board and worksheet | Board: Factors come in pairs |
| 3 | Multiples run the other way | Practise the idea with talk, board and worksheet | Board: Multiples run the other way |
| 4 | Divisible means no remainder | Practise the idea with talk, board and worksheet | Board: Divisible means no remainder |
| 5 | Writing a number as a product | Practise the idea with talk, board and worksheet | Board: Writing a number as a product |
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 factors and multiples. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N02/pack
Day 1 · Teacher planDay 1 of 5
A factor pair is a rectangle
Children practise “A factor pair is a rectangle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a factor pair is a rectangle 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 factor pair is a rectangle”,
- 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 factor pair is a rectangle”. 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 factor pair is a rectangle” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N02
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 factor pair is a rectangle.
Day 1 · Worksheet
A factor pair is a rectangle
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
Factors come in pairs
Children practise “Factors come in pairs” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factors come in pairs 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 “Factors come in pairs”,
- 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 “Factors come in pairs”. 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 “Factors come in pairs” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N02
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 factors come in pairs.
Day 2 · Worksheet
Factors come in pairs
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
Multiples run the other way
Children practise “Multiples run the other way” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiples run the other way 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 “Multiples run the other way”,
- 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 “Multiples run the other way”. 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 “Multiples run the other way” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N02
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 multiples run the other way.
Day 3 · Worksheet
Multiples run the other way
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
Divisible means no remainder
Children practise “Divisible means no remainder” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain divisible means no remainder 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 “Divisible means no remainder”,
- 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 “Divisible means no remainder”. 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 “Divisible means no remainder” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N02
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 divisible means no remainder.
Day 4 · Worksheet
Divisible means no remainder
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
Writing a number as a product
Children practise “Writing a number as a product” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain writing a number as a product 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 “Writing a number as a product”,
- 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 “Writing a number as a product”. 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 “Writing a number as a product” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N02
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 writing a number as a product.
Day 5 · Worksheet
Writing a number as a product
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 Factors and Multiples
Cut out. Hold up a card and give an example.
A factor pair is a rectangle
Give an example.
Factors come in pairs
Give an example.
Multiples run the other way
Give an example.
Divisible means no remainder
Give an example.
Writing a number as a product
Give an example.
Store in an envelope labelled AC9M5N02.
Mini-check · End of week
Show what you know: Factors and Multiples
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 (factors and multiples) 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.