Teaching pack · Year 5 Numberseegongsik /au
Mathematical Modelling: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N09
use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate the problems, choosing operations and efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
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: “The modelling cycle”, “Choosing the operation”, “From situation to number sentence”, “Modelling a money problem”, “Interpreting the solution”.
seegongsik.com/au/y5/number/AC9M5N09
Aligned to Australian Curriculum V9 (AC9M5N09). 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 | The modelling cycle | Practise the idea with talk, board and worksheet | Board: The modelling cycle |
| 2 | Choosing the operation | Practise the idea with talk, board and worksheet | Board: Choosing the operation |
| 3 | From situation to number sentence | Practise the idea with talk, board and worksheet | Board: From situation to number sentence |
| 4 | Modelling a money problem | Practise the idea with talk, board and worksheet | Board: Modelling a money problem |
| 5 | Interpreting the solution | Practise the idea with talk, board and worksheet | Board: Interpreting the solution |
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 mathematical modelling. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N09/pack
Day 1 · Teacher planDay 1 of 5
The modelling cycle
Children practise “The modelling cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the modelling cycle 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 modelling cycle”,
- 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 modelling cycle”. 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 modelling cycle” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N09
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 modelling cycle.
Day 1 · Worksheet
The modelling cycle
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
Choosing the operation
Children practise “Choosing the operation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain choosing the operation 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 the operation”,
- 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 the operation”. 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 the operation” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N09
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 the operation.
Day 2 · Worksheet
Choosing the operation
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
From situation to number sentence
Children practise “From situation to number sentence” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from situation to number sentence 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 “From situation to number sentence”,
- 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 “From situation to number sentence”. 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 “From situation to number sentence” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N09
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 from situation to number sentence.
Day 3 · Worksheet
From situation to number sentence
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
Modelling a money problem
Children practise “Modelling a money problem” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain modelling a money 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 “Modelling a money 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 “Modelling a money 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 “Modelling a money problem” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N09
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 modelling a money problem.
Day 4 · Worksheet
Modelling a money 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 □
Day 5 · Teacher planDay 5 of 5
Interpreting the solution
Children practise “Interpreting the solution” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpreting the solution 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 solution”,
- 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 solution”. 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 solution” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N09
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 solution.
Day 5 · Worksheet
Interpreting the solution
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 Mathematical Modelling
Cut out. Hold up a card and give an example.
The modelling cycle
Give an example.
Choosing the operation
Give an example.
From situation to number sentence
Give an example.
Modelling a money problem
Give an example.
Interpreting the solution
Give an example.
Store in an envelope labelled AC9M5N09.
Mini-check · End of week
Show what you know: Mathematical Modelling
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 (mathematical modelling) 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.