Teaching pack · Year 7 Numberseegongsik /au
Operations with 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.
AC9M7N06
use the 4 operations with positive rational numbers including fractions, decimals and percentages to solve problems using efficient calculation strategies
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: “A common denominator”, “Sliding between forms”, “Multiplying as a part of a part”, “A percentage of an amount”, “Dividing by a unit fraction”.
seegongsik.com/au/y7/number/AC9M7N06
Aligned to Australian Curriculum V9 (AC9M7N06). 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 | A common denominator | Practise the idea with talk, board and worksheet | Board: A common denominator |
| 2 | Sliding between forms | Practise the idea with talk, board and worksheet | Board: Sliding between forms |
| 3 | Multiplying as a part of a part | Practise the idea with talk, board and worksheet | Board: Multiplying as a part of a part |
| 4 | A percentage of an amount | Practise the idea with talk, board and worksheet | Board: A percentage of an amount |
| 5 | Dividing by a unit fraction | Practise the idea with talk, board and worksheet | Board: Dividing by a unit fraction |
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 operations with rational numbers. Ask: What did you practise today?
seegongsik.com/au/y7/number/AC9M7N06/pack
Day 1 · Teacher planDay 1 of 5
A common denominator
Children practise “A common denominator” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a common denominator 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 “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 “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 “A common denominator” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N06
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 a common denominator.
Day 1 · Worksheet
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 2 · Teacher planDay 2 of 5
Sliding between forms
Children practise “Sliding between forms” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain sliding between 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 “Sliding between 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 “Sliding between 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 “Sliding between forms” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N06
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 sliding between forms.
Day 2 · Worksheet
Sliding between 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 3 · Teacher planDay 3 of 5
Multiplying as a part of a part
Children practise “Multiplying as a part of a part” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain multiplying as a part of a part 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 “Multiplying as a part of a part”,
- 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 “Multiplying as a part of a part”. 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 “Multiplying as a part of a part” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N06
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 multiplying as a part of a part.
Day 3 · Worksheet
Multiplying as a part of a part
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
A percentage of an amount
Children practise “A percentage of an amount” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a percentage of an amount 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 “A percentage of an amount”,
- 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 “A percentage of an amount”. 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 “A percentage of an amount” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N06
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 a percentage of an amount.
Day 4 · Worksheet
A percentage of an amount
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
Dividing by a unit fraction
Children practise “Dividing by a unit fraction” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain dividing by a unit fraction 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 “Dividing by a unit fraction”,
- 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 “Dividing by a unit fraction”. 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 “Dividing by a unit fraction” on screen for the main block.
seegongsik.com/au/y7/number/AC9M7N06
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 dividing by a unit fraction.
Day 5 · Worksheet
Dividing by a unit fraction
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 Operations with rational numbers
Cut out. Hold up a card and give an example.
A common denominator
Give an example.
Sliding between forms
Give an example.
Multiplying as a part of a part
Give an example.
A percentage of an amount
Give an example.
Dividing by a unit fraction
Give an example.
Store in an envelope labelled AC9M7N06.
Mini-check · End of week
Show what you know: Operations with 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 (operations with 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.