Teaching pack · Year 7 Numberseegongsik /au
Equivalent representations of rational numbers: a week of ready-to-teach maths
Five days of lessons for Year 7 Number. Print this pack and the week is prepared.
AC9M7N04
find equivalent representations of rational numbers and represent rational numbers on a number line
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: “One value, three names”, “Equivalent fractions”, “Converting between the forms”, “Numbers beyond one”, “Match the decimal”.
seegongsik.com/au/y7/number/AC9M7N04
Aligned to Australian Curriculum V9 (AC9M7N04). 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 | One value, three names | Practise the idea with talk, board and worksheet | Board: One value, three names |
| 2 | Equivalent fractions | Practise the idea with talk, board and worksheet | Board: Equivalent fractions |
| 3 | Converting between the forms | Practise the idea with talk, board and worksheet | Board: Converting between the forms |
| 4 | Numbers beyond one | Practise the idea with talk, board and worksheet | Board: Numbers beyond one |
| 5 | Match the decimal | Practise the idea with talk, board and worksheet | Board: Match the decimal |
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 equivalent representations of rational numbers. Ask: What did you practise today?
seegongsik.com/au/y7/number/AC9M7N04/pack
Day 1 · Teacher planDay 1 of 5
One value, three names
Children practise “One value, three names” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one value, three names in Year 7 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 “One value, three names”,
- 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 “One value, three names”. 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 “One value, three names” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N04
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 one value, three names.
Day 1 · Worksheet
One value, three names
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
Equivalent fractions
Children practise “Equivalent fractions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain equivalent fractions in Year 7 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 “Equivalent 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 “Equivalent 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 “Equivalent fractions” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N04
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 equivalent fractions.
Day 2 · Worksheet
Equivalent 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 3 · Teacher planDay 3 of 5
Converting between the forms
Children practise “Converting between the forms” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain converting between the forms in Year 7 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 “Converting between the forms”,
- 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 “Converting between the forms”. 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 “Converting between the forms” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N04
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 converting between the forms.
Day 3 · Worksheet
Converting between the forms
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
Numbers beyond one
Children practise “Numbers beyond one” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain numbers beyond one in Year 7 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 “Numbers beyond one”,
- 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 “Numbers beyond one”. 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 “Numbers beyond one” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N04
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 numbers beyond one.
Day 4 · Worksheet
Numbers beyond one
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
Match the decimal
Children practise “Match the decimal” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain match the decimal in Year 7 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 “Match the decimal”,
- 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 “Match the decimal”. 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 “Match the decimal” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N04
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 match the decimal.
Day 5 · Worksheet
Match the decimal
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 Equivalent representations of rational numbers
Cut out. Hold up a card and give an example.
One value, three names
Give an example.
Equivalent fractions
Give an example.
Converting between the forms
Give an example.
Numbers beyond one
Give an example.
Match the decimal
Give an example.
Store in an envelope labelled AC9M7N04.
Mini-check · End of week
Show what you know: Equivalent representations of rational numbers
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 (equivalent representations of rational numbers) 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.