Teaching pack · Year 5 Numberseegongsik /au
Percentages: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N04
recognise 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
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: “Per cent means out of one hundred”, “One hundred per cent is the whole”, “Percentages, fractions and decimals”, “Comparing relative size with percentages”, “Matching familiar percentages”.
seegongsik.com/au/y5/number/AC9M5N04
Aligned to Australian Curriculum V9 (AC9M5N04). 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 | Per cent means out of one hundred | Practise the idea with talk, board and worksheet | Board: Per cent means out of one hundred |
| 2 | One hundred per cent is the whole | Practise the idea with talk, board and worksheet | Board: One hundred per cent is the whole |
| 3 | Percentages, fractions and decimals | Practise the idea with talk, board and worksheet | Board: Percentages, fractions and decimals |
| 4 | Comparing relative size with percentages | Practise the idea with talk, board and worksheet | Board: Comparing relative size with percentages |
| 5 | Matching familiar percentages | Practise the idea with talk, board and worksheet | Board: Matching familiar percentages |
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 percentages. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N04/pack
Day 1 · Teacher planDay 1 of 5
Per cent means out of one hundred
Children practise “Per cent means out of one hundred” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain per cent means out of one hundred 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 “Per cent means out of one hundred”,
- 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 “Per cent means out of one hundred”. 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 “Per cent means out of one hundred” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N04
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 per cent means out of one hundred.
Day 1 · Worksheet
Per cent means out of one hundred
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
One hundred per cent is the whole
Children practise “One hundred per cent is the whole” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one hundred per cent is the whole 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 hundred per cent is the whole”,
- 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 hundred per cent is the whole”. 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 hundred per cent is the whole” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N04
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 hundred per cent is the whole.
Day 2 · Worksheet
One hundred per cent is the whole
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
Percentages, fractions and decimals
Children practise “Percentages, fractions and decimals” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain percentages, fractions and decimals 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 “Percentages, fractions and decimals”,
- 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 “Percentages, fractions and decimals”. 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 “Percentages, fractions and decimals” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N04
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 percentages, fractions and decimals.
Day 3 · Worksheet
Percentages, fractions and decimals
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
Comparing relative size with percentages
Children practise “Comparing relative size with percentages” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain comparing relative size with percentages 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 “Comparing relative size with percentages”,
- 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 “Comparing relative size with percentages”. 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 “Comparing relative size with percentages” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N04
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 comparing relative size with percentages.
Day 4 · Worksheet
Comparing relative size with percentages
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
Matching familiar percentages
Children practise “Matching familiar percentages” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain matching familiar percentages 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 “Matching familiar percentages”,
- 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 “Matching familiar percentages”. 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 “Matching familiar percentages” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N04
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 matching familiar percentages.
Day 5 · Worksheet
Matching familiar percentages
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 Percentages
Cut out. Hold up a card and give an example.
Per cent means out of one hundred
Give an example.
One hundred per cent is the whole
Give an example.
Percentages, fractions and decimals
Give an example.
Comparing relative size with percentages
Give an example.
Matching familiar percentages
Give an example.
Store in an envelope labelled AC9M5N04.
Mini-check · End of week
Show what you know: Percentages
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 (percentages) 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.