Teaching pack · Year 10 Algebraseegongsik /au
Exponential Relations: a week of ready-to-teach maths
Five days of lessons for Year 10 Algebra. Print this pack and the week is prepared.
AC9M10A03
recognise the connection between algebraic and graphical representations of exponential relations and solve related exponential equations, using digital tools where 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: “Adding versus multiplying”, “The equation becomes a curve”, “From table to graph”, “Solving by matching the base”, “Exponential growth in the real world”.
seegongsik.com/au/y10/algebra/AC9M10A03
Aligned to Australian Curriculum V9 (AC9M10A03). 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 | Adding versus multiplying | Practise the idea with talk, board and worksheet | Board: Adding versus multiplying |
| 2 | The equation becomes a curve | Practise the idea with talk, board and worksheet | Board: The equation becomes a curve |
| 3 | From table to graph | Practise the idea with talk, board and worksheet | Board: From table to graph |
| 4 | Solving by matching the base | Practise the idea with talk, board and worksheet | Board: Solving by matching the base |
| 5 | Exponential growth in the real world | Practise the idea with talk, board and worksheet | Board: Exponential growth in the real world |
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 exponential relations. Ask: What did you practise today?
seegongsik.com/au/y10/algebra/AC9M10A03/pack
Day 1 · Teacher planDay 1 of 5
Adding versus multiplying
Children practise “Adding versus multiplying” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain adding versus multiplying 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 “Adding versus multiplying”,
- 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 versus multiplying”. 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 versus multiplying” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A03
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 versus multiplying.
Day 1 · Worksheet
Adding versus multiplying
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
The equation becomes a curve
Children practise “The equation becomes a curve” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the equation becomes a curve 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 “The equation becomes a curve”,
- 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 equation becomes a curve”. 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 equation becomes a curve” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A03
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 equation becomes a curve.
Day 2 · Worksheet
The equation becomes a curve
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
From table to graph
Children practise “From table to graph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from table to graph 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 “From table to graph”,
- 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 “From table to graph”. 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 “From table to graph” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A03
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 from table to graph.
Day 3 · Worksheet
From table to graph
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
Solving by matching the base
Children practise “Solving by matching the base” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving by matching the base 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 by matching the base”,
- 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 by matching the base”. 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 by matching the base” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A03
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 by matching the base.
Day 4 · Worksheet
Solving by matching the base
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
Exponential growth in the real world
Children practise “Exponential growth in the real world” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain exponential growth in the real world 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 “Exponential growth in the real world”,
- 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 “Exponential growth in the real world”. 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 “Exponential growth in the real world” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A03
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 exponential growth in the real world.
Day 5 · Worksheet
Exponential growth in the real world
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 Exponential Relations
Cut out. Hold up a card and give an example.
Adding versus multiplying
Give an example.
The equation becomes a curve
Give an example.
From table to graph
Give an example.
Solving by matching the base
Give an example.
Exponential growth in the real world
Give an example.
Store in an envelope labelled AC9M10A03.
Mini-check · End of week
Show what you know: Exponential Relations
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 (exponential relations) 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.