Teaching pack · Year 5 Numberseegongsik /au
Division: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N07
solve problems involving division, choosing efficient strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction
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: “Dividing by partitioning”, “Division with a remainder”, “Interpreting the remainder”, “Whole number, decimal or fraction”, “Solving division problems”.
seegongsik.com/au/y5/number/AC9M5N07
Aligned to Australian Curriculum V9 (AC9M5N07). 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 | Dividing by partitioning | Practise the idea with talk, board and worksheet | Board: Dividing by partitioning |
| 2 | Division with a remainder | Practise the idea with talk, board and worksheet | Board: Division with a remainder |
| 3 | Interpreting the remainder | Practise the idea with talk, board and worksheet | Board: Interpreting the remainder |
| 4 | Whole number, decimal or fraction | Practise the idea with talk, board and worksheet | Board: Whole number, decimal or fraction |
| 5 | Solving division problems | Practise the idea with talk, board and worksheet | Board: Solving division 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 division. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N07/pack
Day 1 · Teacher planDay 1 of 5
Dividing by partitioning
Children practise “Dividing by partitioning” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain dividing 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 “Dividing 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 “Dividing 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 “Dividing by partitioning” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N07
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 dividing by partitioning.
Day 1 · Worksheet
Dividing 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
Division with a remainder
Children practise “Division with a remainder” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain division with a 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 “Division with a 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 “Division with a 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 “Division with a remainder” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N07
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 division with a remainder.
Day 2 · Worksheet
Division with a 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 3 · Teacher planDay 3 of 5
Interpreting the remainder
Children practise “Interpreting the remainder” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpreting the 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 “Interpreting the 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 “Interpreting the 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 “Interpreting the remainder” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N07
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 interpreting the remainder.
Day 3 · Worksheet
Interpreting the 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 4 · Teacher planDay 4 of 5
Whole number, decimal or fraction
Children practise “Whole number, decimal or fraction” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain whole number, decimal or fraction 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 “Whole number, decimal or fraction”,
- 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 “Whole number, decimal or fraction”. 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 “Whole number, decimal or fraction” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N07
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 whole number, decimal or fraction.
Day 4 · Worksheet
Whole number, decimal or fraction
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 division problems
Children practise “Solving division problems” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving division 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 division 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 division 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 division problems” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N07
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 division problems.
Day 5 · Worksheet
Solving division 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 Division
Cut out. Hold up a card and give an example.
Dividing by partitioning
Give an example.
Division with a remainder
Give an example.
Interpreting the remainder
Give an example.
Whole number, decimal or fraction
Give an example.
Solving division problems
Give an example.
Store in an envelope labelled AC9M5N07.
Mini-check · End of week
Show what you know: 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 (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.