Teaching pack · Year 8 Numberseegongsik /au
Terminating and Recurring Decimals: a week of ready-to-teach maths
Five days of lessons for Year 8 Number. Print this pack and the week is prepared.
AC9M8N03
recognise terminating and recurring decimals, using digital tools as appropriate
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: “Two ways a fraction can turn out”, “A terminating decimal”, “A recurring decimal”, “The denominator test”, “Checking with a digital tool”.
seegongsik.com/au/y8/number/AC9M8N03
Aligned to Australian Curriculum V9 (AC9M8N03). 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 | Two ways a fraction can turn out | Practise the idea with talk, board and worksheet | Board: Two ways a fraction can turn out |
| 2 | A terminating decimal | Practise the idea with talk, board and worksheet | Board: A terminating decimal |
| 3 | A recurring decimal | Practise the idea with talk, board and worksheet | Board: A recurring decimal |
| 4 | The denominator test | Practise the idea with talk, board and worksheet | Board: The denominator test |
| 5 | Checking with a digital tool | Practise the idea with talk, board and worksheet | Board: Checking with a digital tool |
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 terminating and recurring decimals. Ask: What did you practise today?
seegongsik.com/au/y8/number/AC9M8N03/pack
Day 1 · Teacher planDay 1 of 5
Two ways a fraction can turn out
Children practise “Two ways a fraction can turn out” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain two ways a fraction can turn out in Year 8 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 “Two ways a fraction can turn out”,
- 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 “Two ways a fraction can turn out”. 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 “Two ways a fraction can turn out” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N03
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 two ways a fraction can turn out.
Day 1 · Worksheet
Two ways a fraction can turn out
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
A terminating decimal
Children practise “A terminating decimal” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a terminating decimal in Year 8 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 terminating 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 “A terminating 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 “A terminating decimal” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N03
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 terminating decimal.
Day 2 · Worksheet
A terminating 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 □
Day 3 · Teacher planDay 3 of 5
A recurring decimal
Children practise “A recurring decimal” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a recurring decimal in Year 8 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 recurring 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 “A recurring 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 “A recurring decimal” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N03
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 recurring decimal.
Day 3 · Worksheet
A recurring 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 □
Day 4 · Teacher planDay 4 of 5
The denominator test
Children practise “The denominator test” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the denominator test in Year 8 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 denominator test”,
- 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 denominator test”. 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 denominator test” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N03
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 denominator test.
Day 4 · Worksheet
The denominator test
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
Checking with a digital tool
Children practise “Checking with a digital tool” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain checking with a digital tool in Year 8 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 “Checking with a digital tool”,
- 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 “Checking with a digital tool”. 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 “Checking with a digital tool” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N03
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 checking with a digital tool.
Day 5 · Worksheet
Checking with a digital tool
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 Terminating and Recurring Decimals
Cut out. Hold up a card and give an example.
Two ways a fraction can turn out
Give an example.
A terminating decimal
Give an example.
A recurring decimal
Give an example.
The denominator test
Give an example.
Checking with a digital tool
Give an example.
Store in an envelope labelled AC9M8N03.
Mini-check · End of week
Show what you know: Terminating and Recurring Decimals
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 (terminating and recurring decimals) 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.