Teaching pack · Year 5 Numberseegongsik /au
Number Patterns and Algorithms: a week of ready-to-teach maths
Five days of lessons for Year 5 Number. Print this pack and the week is prepared.
AC9M5N10
create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns
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: “Algorithms: steps and decisions”, “Testing for divisibility”, “Factors and multiples”, “Patterns that emerge”, “Running an algorithm”.
seegongsik.com/au/y5/number/AC9M5N10
Aligned to Australian Curriculum V9 (AC9M5N10). 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 | Algorithms: steps and decisions | Practise the idea with talk, board and worksheet | Board: Algorithms: steps and decisions |
| 2 | Testing for divisibility | Practise the idea with talk, board and worksheet | Board: Testing for divisibility |
| 3 | Factors and multiples | Practise the idea with talk, board and worksheet | Board: Factors and multiples |
| 4 | Patterns that emerge | Practise the idea with talk, board and worksheet | Board: Patterns that emerge |
| 5 | Running an algorithm | Practise the idea with talk, board and worksheet | Board: Running an algorithm |
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 number patterns and algorithms. Ask: What did you practise today?
seegongsik.com/au/y5/number/AC9M5N10/pack
Day 1 · Teacher planDay 1 of 5
Algorithms: steps and decisions
Children practise “Algorithms: steps and decisions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain algorithms: steps and decisions 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 “Algorithms: steps and decisions”,
- 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 “Algorithms: steps and decisions”. 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 “Algorithms: steps and decisions” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N10
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 algorithms: steps and decisions.
Day 1 · Worksheet
Algorithms: steps and decisions
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
Testing for divisibility
Children practise “Testing for divisibility” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain testing for divisibility 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 “Testing for divisibility”,
- 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 “Testing for divisibility”. 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 “Testing for divisibility” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N10
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 testing for divisibility.
Day 2 · Worksheet
Testing for divisibility
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
Factors and multiples
Children practise “Factors and multiples” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factors and multiples 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 “Factors and multiples”,
- 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 “Factors and multiples”. 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 “Factors and multiples” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N10
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 factors and multiples.
Day 3 · Worksheet
Factors and multiples
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
Patterns that emerge
Children practise “Patterns that emerge” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain patterns that emerge 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 “Patterns that emerge”,
- 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 “Patterns that emerge”. 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 “Patterns that emerge” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N10
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 patterns that emerge.
Day 4 · Worksheet
Patterns that emerge
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
Running an algorithm
Children practise “Running an algorithm” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain running an algorithm 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 “Running an algorithm”,
- 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 “Running an algorithm”. 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 “Running an algorithm” on screen for the main block.
seegongsik.com/au/y5/number/AC9M5N10
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 running an algorithm.
Day 5 · Worksheet
Running an algorithm
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 Number Patterns and Algorithms
Cut out. Hold up a card and give an example.
Algorithms: steps and decisions
Give an example.
Testing for divisibility
Give an example.
Factors and multiples
Give an example.
Patterns that emerge
Give an example.
Running an algorithm
Give an example.
Store in an envelope labelled AC9M5N10.
Mini-check · End of week
Show what you know: Number Patterns and Algorithms
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 (number patterns and algorithms) 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.