Teaching pack · Year 5 Numberseegongsik /au
Multiplying Larger Numbers: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N06
solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient calculation strategies and using digital tools where appropriate; check the reasonableness of answers
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: “Multiplying by partitioning”, “The area model”, “Choosing an efficient strategy”, “Checking the answer is reasonable”, “Solving multiplication problems”.
seegongsik.com/au/y5/number/AC9M5N06
Aligned to Australian Curriculum V9 (AC9M5N06). 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 | Multiplying by partitioning | Practise the idea with talk, board and worksheet | Board: Multiplying by partitioning |
| 2 | The area model | Practise the idea with talk, board and worksheet | Board: The area model |
| 3 | Choosing an efficient strategy | Practise the idea with talk, board and worksheet | Board: Choosing an efficient strategy |
| 4 | Checking the answer is reasonable | Practise the idea with talk, board and worksheet | Board: Checking the answer is reasonable |
| 5 | Solving multiplication problems | Practise the idea with talk, board and worksheet | Board: Solving multiplication problems |
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 multiplying larger numbers. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N06/pack
Day 1 · Teacher planDay 1 of 5
Multiplying by partitioning
Children practise “Multiplying by partitioning” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiplying by partitioning 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 “Multiplying by partitioning”,
- 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 “Multiplying by partitioning”. 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 “Multiplying by partitioning” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N06
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 multiplying by partitioning.
Day 1 · Worksheet
Multiplying by partitioning
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
The area model
Children practise “The area model” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the area model 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 “The area model”,
- 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 “The area model”. 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 “The area model” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N06
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 the area model.
Day 2 · Worksheet
The area model
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
Choosing an efficient strategy
Children practise “Choosing an efficient strategy” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain choosing an efficient strategy 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 “Choosing an efficient strategy”,
- 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 “Choosing an efficient strategy”. 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 “Choosing an efficient strategy” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N06
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 choosing an efficient strategy.
Day 3 · Worksheet
Choosing an efficient strategy
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
Checking the answer is reasonable
Children practise “Checking the answer is reasonable” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain checking the answer is reasonable 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 “Checking the answer is reasonable”,
- 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 “Checking the answer is reasonable”. 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 “Checking the answer is reasonable” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N06
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 checking the answer is reasonable.
Day 4 · Worksheet
Checking the answer is reasonable
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 multiplication problems
Children practise “Solving multiplication problems” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving multiplication problems 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 multiplication problems”,
- 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 multiplication problems”. 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 multiplication problems” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N06
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 multiplication problems.
Day 5 · Worksheet
Solving multiplication problems
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 Multiplying Larger Numbers
Cut out. Hold up a card and give an example.
Multiplying by partitioning
Give an example.
The area model
Give an example.
Choosing an efficient strategy
Give an example.
Checking the answer is reasonable
Give an example.
Solving multiplication problems
Give an example.
Store in an envelope labelled AC9M5N06.
Mini-check · End of week
Show what you know: Multiplying Larger Numbers
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 (multiplying larger numbers) 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.