Teaching pack · Year 6 Numberseegongsik /au
Adding and Subtracting Fractions: a week of ready-to-teach maths
Five days of lessons for Year 6 Number. Print this pack and the week is prepared.
AC9M6N05
solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions
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: “Same denominator”, “Different denominators”, “Making a common denominator”, “Adding fractions”, “Subtracting fractions”.
seegongsik.com/au/y6/number/AC9M6N05
Aligned to Australian Curriculum V9 (AC9M6N05). 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 | Same denominator | Practise the idea with talk, board and worksheet | Board: Same denominator |
| 2 | Different denominators | Practise the idea with talk, board and worksheet | Board: Different denominators |
| 3 | Making a common denominator | Practise the idea with talk, board and worksheet | Board: Making a common denominator |
| 4 | Adding fractions | Practise the idea with talk, board and worksheet | Board: Adding fractions |
| 5 | Subtracting fractions | Practise the idea with talk, board and worksheet | Board: Subtracting fractions |
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 adding and subtracting fractions. Ask: What did you practise today?
seegongsik.com/au/y6/number/AC9M6N05/pack
Day 1 · Teacher planDay 1 of 5
Same denominator
Children practise “Same denominator” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain same denominator in Year 6 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 “Same denominator”,
- 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 “Same denominator”. 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 “Same denominator” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N05
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 same denominator.
Day 1 · Worksheet
Same denominator
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
Different denominators
Children practise “Different denominators” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain different denominators in Year 6 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 “Different denominators”,
- 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 “Different denominators”. 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 “Different denominators” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N05
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 different denominators.
Day 2 · Worksheet
Different denominators
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
Making a common denominator
Children practise “Making a common denominator” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain making a common denominator in Year 6 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 “Making a common denominator”,
- 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 “Making a common denominator”. 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 “Making a common denominator” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N05
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 making a common denominator.
Day 3 · Worksheet
Making a common denominator
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
Adding fractions
Children practise “Adding fractions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain adding fractions in Year 6 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 “Adding fractions”,
- 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 “Adding fractions”. 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 “Adding fractions” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N05
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 adding fractions.
Day 4 · Worksheet
Adding fractions
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
Subtracting fractions
Children practise “Subtracting fractions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain subtracting fractions in Year 6 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 “Subtracting fractions”,
- 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 “Subtracting fractions”. 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 “Subtracting fractions” on screen for the main block.
seegongsik.com/au/y6/number/AC9M6N05
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 subtracting fractions.
Day 5 · Worksheet
Subtracting fractions
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 Adding and Subtracting Fractions
Cut out. Hold up a card and give an example.
Same denominator
Give an example.
Different denominators
Give an example.
Making a common denominator
Give an example.
Adding fractions
Give an example.
Subtracting fractions
Give an example.
Store in an envelope labelled AC9M6N05.
Mini-check · End of week
Show what you know: Adding and Subtracting Fractions
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 (adding and subtracting fractions) 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.