Teaching pack · Year 5 Numberseegongsik /au
Reasonableness and Estimation: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N08
check and explain the reasonableness of solutions to problems including financial contexts using estimation strategies appropriate to the context
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: “Estimating by rounding”, “Estimating products and quotients”, “Is the answer reasonable?”, “Estimating with money”, “Checking a money answer”.
seegongsik.com/au/y5/number/AC9M5N08
Aligned to Australian Curriculum V9 (AC9M5N08). 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 | Estimating by rounding | Practise the idea with talk, board and worksheet | Board: Estimating by rounding |
| 2 | Estimating products and quotients | Practise the idea with talk, board and worksheet | Board: Estimating products and quotients |
| 3 | Is the answer reasonable? | Practise the idea with talk, board and worksheet | Board: Is the answer reasonable? |
| 4 | Estimating with money | Practise the idea with talk, board and worksheet | Board: Estimating with money |
| 5 | Checking a money answer | Practise the idea with talk, board and worksheet | Board: Checking a money answer |
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 reasonableness and estimation. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N08/pack
Day 1 · Teacher planDay 1 of 5
Estimating by rounding
Children practise “Estimating by rounding” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain estimating by rounding 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 “Estimating by rounding”,
- 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 “Estimating by rounding”. 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 “Estimating by rounding” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N08
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 estimating by rounding.
Day 1 · Worksheet
Estimating by rounding
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
Estimating products and quotients
Children practise “Estimating products and quotients” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain estimating products and quotients 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 “Estimating products and quotients”,
- 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 “Estimating products and quotients”. 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 “Estimating products and quotients” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N08
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 estimating products and quotients.
Day 2 · Worksheet
Estimating products and quotients
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
Is the answer reasonable?
Children practise “Is the answer reasonable?” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain is the answer 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 “Is the answer 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 “Is the answer 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 “Is the answer reasonable?” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N08
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 is the answer reasonable?.
Day 3 · Worksheet
Is the answer 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 4 · Teacher planDay 4 of 5
Estimating with money
Children practise “Estimating with money” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain estimating with money 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 “Estimating with money”,
- 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 “Estimating with money”. 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 “Estimating with money” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N08
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 estimating with money.
Day 4 · Worksheet
Estimating with money
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
Checking a money answer
Children practise “Checking a money answer” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain checking a money answer 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 a money answer”,
- 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 a money answer”. 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 a money answer” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N08
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 a money answer.
Day 5 · Worksheet
Checking a money answer
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 Reasonableness and Estimation
Cut out. Hold up a card and give an example.
Estimating by rounding
Give an example.
Estimating products and quotients
Give an example.
Is the answer reasonable?
Give an example.
Estimating with money
Give an example.
Checking a money answer
Give an example.
Store in an envelope labelled AC9M5N08.
Mini-check · End of week
Show what you know: Reasonableness and Estimation
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 (reasonableness and estimation) 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.