Teaching pack · Year 10 Algebraseegongsik /au
Expanding and Factorising: Two Directions of One Idea: a week of ready-to-teach maths
Five days of lessons for Year 10 Algebra. Print this pack and the week is prepared.
AC9M10A01
expand, factorise and simplify expressions and solve equations algebraically, applying exponent laws involving products, quotients and powers of variables, and the distributive property
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: “Distributive law: one factor meets every term”, “Expanding as an area”, “Factorising is expanding, reversed”, “Exponent laws simplify expressions”, “Solving equations by factorising”.
seegongsik.com/au/y10/algebra/AC9M10A01
Aligned to Australian Curriculum V9 (AC9M10A01). 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 | Distributive law: one factor meets every term | Practise the idea with talk, board and worksheet | Board: Distributive law: one factor meets every term |
| 2 | Expanding as an area | Practise the idea with talk, board and worksheet | Board: Expanding as an area |
| 3 | Factorising is expanding, reversed | Practise the idea with talk, board and worksheet | Board: Factorising is expanding, reversed |
| 4 | Exponent laws simplify expressions | Practise the idea with talk, board and worksheet | Board: Exponent laws simplify expressions |
| 5 | Solving equations by factorising | Practise the idea with talk, board and worksheet | Board: Solving equations by factorising |
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 expanding and factorising: two directions of one idea. Ask: What did you practise today?
seegongsik.com/au/y10/algebra/AC9M10A01/pack
Day 1 · Teacher planDay 1 of 5
Distributive law: one factor meets every term
Children practise “Distributive law: one factor meets every term” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain distributive law: one factor meets every term in Year 10 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 “Distributive law: one factor meets every term”,
- 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 “Distributive law: one factor meets every term”. 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 “Distributive law: one factor meets every term” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A01
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 distributive law: one factor meets every term.
Day 1 · Worksheet
Distributive law: one factor meets every term
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
Expanding as an area
Children practise “Expanding as an area” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain expanding as an area in Year 10 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 “Expanding as an area”,
- 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 “Expanding as an area”. 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 “Expanding as an area” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A01
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 expanding as an area.
Day 2 · Worksheet
Expanding as an area
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
Factorising is expanding, reversed
Children practise “Factorising is expanding, reversed” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factorising is expanding, reversed in Year 10 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 “Factorising is expanding, reversed”,
- 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 “Factorising is expanding, reversed”. 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 “Factorising is expanding, reversed” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A01
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 factorising is expanding, reversed.
Day 3 · Worksheet
Factorising is expanding, reversed
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
Exponent laws simplify expressions
Children practise “Exponent laws simplify expressions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain exponent laws simplify expressions in Year 10 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 “Exponent laws simplify expressions”,
- 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 “Exponent laws simplify expressions”. 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 “Exponent laws simplify expressions” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A01
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 exponent laws simplify expressions.
Day 4 · Worksheet
Exponent laws simplify expressions
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
Solving equations by factorising
Children practise “Solving equations by factorising” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving equations by factorising in Year 10 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 “Solving equations by factorising”,
- 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 “Solving equations by factorising”. 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 “Solving equations by factorising” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A01
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 solving equations by factorising.
Day 5 · Worksheet
Solving equations by factorising
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 Expanding and Factorising: Two Directions of One Idea
Cut out. Hold up a card and give an example.
Distributive law: one factor meets every term
Give an example.
Expanding as an area
Give an example.
Factorising is expanding, reversed
Give an example.
Exponent laws simplify expressions
Give an example.
Solving equations by factorising
Give an example.
Store in an envelope labelled AC9M10A01.
Mini-check · End of week
Show what you know: Expanding and Factorising: Two Directions of One Idea
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 (expanding and factorising: two directions of one idea) 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.