Teaching pack · Year 5 Numberseegongsik /au
Adding and Subtracting Fractions: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N05
solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies
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: “Adding fractions with the same denominator”, “Subtracting fractions with the same denominator”, “Adding fractions with related denominators”, “Subtracting fractions with related denominators”, “Different strategies for the same problem”.
seegongsik.com/au/y5/number/AC9M5N05
Aligned to Australian Curriculum V9 (AC9M5N05). 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 | Adding fractions with the same denominator | Practise the idea with talk, board and worksheet | Board: Adding fractions with the same denominator |
| 2 | Subtracting fractions with the same denominator | Practise the idea with talk, board and worksheet | Board: Subtracting fractions with the same denominator |
| 3 | Adding fractions with related denominators | Practise the idea with talk, board and worksheet | Board: Adding fractions with related denominators |
| 4 | Subtracting fractions with related denominators | Practise the idea with talk, board and worksheet | Board: Subtracting fractions with related denominators |
| 5 | Different strategies for the same problem | Practise the idea with talk, board and worksheet | Board: Different strategies for the same problem |
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 adding and subtracting fractions. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N05/pack
Day 1 · Teacher planDay 1 of 5
Adding fractions with the same denominator
Children practise “Adding fractions with the same denominator” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain adding fractions with the same denominator 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 “Adding fractions with the same denominator”,
- 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 “Adding fractions with the same denominator”. 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 “Adding fractions with the same denominator” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N05
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 adding fractions with the same denominator.
Day 1 · Worksheet
Adding fractions with the same denominator
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
Subtracting fractions with the same denominator
Children practise “Subtracting fractions with the same denominator” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain subtracting fractions with the same denominator 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 “Subtracting fractions with the same denominator”,
- 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 “Subtracting fractions with the same denominator”. 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 “Subtracting fractions with the same denominator” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N05
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 subtracting fractions with the same denominator.
Day 2 · Worksheet
Subtracting fractions with the same denominator
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
Adding fractions with related denominators
Children practise “Adding fractions with related denominators” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain adding fractions with related denominators 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 “Adding fractions with related denominators”,
- 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 “Adding fractions with related denominators”. 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 “Adding fractions with related denominators” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N05
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 adding fractions with related denominators.
Day 3 · Worksheet
Adding fractions with related denominators
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
Subtracting fractions with related denominators
Children practise “Subtracting fractions with related denominators” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain subtracting fractions with related denominators 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 “Subtracting fractions with related denominators”,
- 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 “Subtracting fractions with related denominators”. 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 “Subtracting fractions with related denominators” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N05
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 subtracting fractions with related denominators.
Day 4 · Worksheet
Subtracting fractions with related denominators
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
Different strategies for the same problem
Children practise “Different strategies for the same problem” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain different strategies for the same problem 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 “Different strategies for the same problem”,
- 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 “Different strategies for the same problem”. 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 “Different strategies for the same problem” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N05
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 different strategies for the same problem.
Day 5 · Worksheet
Different strategies for the same problem
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 Adding and Subtracting Fractions
Cut out. Hold up a card and give an example.
Adding fractions with the same denominator
Give an example.
Subtracting fractions with the same denominator
Give an example.
Adding fractions with related denominators
Give an example.
Subtracting fractions with related denominators
Give an example.
Different strategies for the same problem
Give an example.
Store in an envelope labelled AC9M5N05.
Mini-check · End of week
Show what you know: Adding and Subtracting Fractions
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 (adding and subtracting fractions) 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.