Teaching pack · Year 10 Algebraseegongsik /au
Modelling Growth and Decay: a week of ready-to-teach maths
Five days of lessons for Year 10 Algebra. Print this pack and the week is prepared.
AC9M10A04
use mathematical modelling to solve applied problems involving growth and decay, including financial contexts; formulate problems, choosing to apply linear, quadratic or exponential models; interpret solutions in terms of the situation; evaluate and modify models as necessary and report assumptions, methods and findings
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: “Modelling is a cycle”, “Choosing the right model”, “Compound interest, an exponential model”, “Decay: exponential change downward”, “Evaluate against data, then modify”.
seegongsik.com/au/y10/algebra/AC9M10A04
Aligned to Australian Curriculum V9 (AC9M10A04). 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 | Modelling is a cycle | Practise the idea with talk, board and worksheet | Board: Modelling is a cycle |
| 2 | Choosing the right model | Practise the idea with talk, board and worksheet | Board: Choosing the right model |
| 3 | Compound interest, an exponential model | Practise the idea with talk, board and worksheet | Board: Compound interest, an exponential model |
| 4 | Decay: exponential change downward | Practise the idea with talk, board and worksheet | Board: Decay: exponential change downward |
| 5 | Evaluate against data, then modify | Practise the idea with talk, board and worksheet | Board: Evaluate against data, then modify |
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 modelling growth and decay. Ask: What did you practise today?
seegongsik.com/au/y10/algebra/AC9M10A04/pack
Day 1 · Teacher planDay 1 of 5
Modelling is a cycle
Children practise “Modelling is a cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain modelling is a cycle 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 “Modelling is a cycle”,
- 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 “Modelling is a cycle”. 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 “Modelling is a cycle” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A04
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 modelling is a cycle.
Day 1 · Worksheet
Modelling is a cycle
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
Choosing the right model
Children practise “Choosing the right model” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain choosing the right model 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 “Choosing the right model”,
- 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 “Choosing the right model”. 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 “Choosing the right model” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A04
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 choosing the right model.
Day 2 · Worksheet
Choosing the right model
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
Compound interest, an exponential model
Children practise “Compound interest, an exponential model” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain compound interest, an exponential model 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 “Compound interest, an exponential model”,
- 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 “Compound interest, an exponential model”. 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 “Compound interest, an exponential model” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A04
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 compound interest, an exponential model.
Day 3 · Worksheet
Compound interest, an exponential model
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
Decay: exponential change downward
Children practise “Decay: exponential change downward” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain decay: exponential change downward 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 “Decay: exponential change downward”,
- 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 “Decay: exponential change downward”. 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 “Decay: exponential change downward” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A04
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 decay: exponential change downward.
Day 4 · Worksheet
Decay: exponential change downward
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
Evaluate against data, then modify
Children practise “Evaluate against data, then modify” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain evaluate against data, then modify 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 “Evaluate against data, then modify”,
- 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 “Evaluate against data, then modify”. 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 “Evaluate against data, then modify” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A04
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 evaluate against data, then modify.
Day 5 · Worksheet
Evaluate against data, then modify
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 Modelling Growth and Decay
Cut out. Hold up a card and give an example.
Modelling is a cycle
Give an example.
Choosing the right model
Give an example.
Compound interest, an exponential model
Give an example.
Decay: exponential change downward
Give an example.
Evaluate against data, then modify
Give an example.
Store in an envelope labelled AC9M10A04.
Mini-check · End of week
Show what you know: Modelling Growth and Decay
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 (modelling growth and decay) 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.