Teaching pack · Year 10 Algebraseegongsik /au
Experimenting with Functions: a week of ready-to-teach maths
Five days of lessons for Year 10 Algebra. Print this pack and the week is prepared.
AC9M10A05
experiment with functions and relations using digital tools, making and testing conjectures and generalising emerging patterns
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: “Change one number, watch the line”, “Observe, conjecture, test”, “Experimenting with a parabola”, “Generalising a pattern into a rule”, “One counterexample is enough”.
seegongsik.com/au/y10/algebra/AC9M10A05
Aligned to Australian Curriculum V9 (AC9M10A05). 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 | Change one number, watch the line | Practise the idea with talk, board and worksheet | Board: Change one number, watch the line |
| 2 | Observe, conjecture, test | Practise the idea with talk, board and worksheet | Board: Observe, conjecture, test |
| 3 | Experimenting with a parabola | Practise the idea with talk, board and worksheet | Board: Experimenting with a parabola |
| 4 | Generalising a pattern into a rule | Practise the idea with talk, board and worksheet | Board: Generalising a pattern into a rule |
| 5 | One counterexample is enough | Practise the idea with talk, board and worksheet | Board: One counterexample is enough |
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 experimenting with functions. Ask: What did you practise today?
seegongsik.com/au/y10/algebra/AC9M10A05/pack
Day 1 · Teacher planDay 1 of 5
Change one number, watch the line
Children practise “Change one number, watch the line” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain change one number, watch the line 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 “Change one number, watch the line”,
- 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 “Change one number, watch the line”. 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 “Change one number, watch the line” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A05
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 change one number, watch the line.
Day 1 · Worksheet
Change one number, watch the line
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
Observe, conjecture, test
Children practise “Observe, conjecture, test” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain observe, conjecture, test 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 “Observe, conjecture, 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 “Observe, conjecture, 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 “Observe, conjecture, test” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A05
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 observe, conjecture, test.
Day 2 · Worksheet
Observe, conjecture, 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 3 · Teacher planDay 3 of 5
Experimenting with a parabola
Children practise “Experimenting with a parabola” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain experimenting with a parabola 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 “Experimenting with a parabola”,
- 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 “Experimenting with a parabola”. 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 “Experimenting with a parabola” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A05
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 experimenting with a parabola.
Day 3 · Worksheet
Experimenting with a parabola
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
Generalising a pattern into a rule
Children practise “Generalising a pattern into a rule” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain generalising a pattern into a rule 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 “Generalising a pattern into a rule”,
- 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 “Generalising a pattern into a rule”. 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 “Generalising a pattern into a rule” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A05
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 generalising a pattern into a rule.
Day 4 · Worksheet
Generalising a pattern into a rule
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
One counterexample is enough
Children practise “One counterexample is enough” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one counterexample is enough 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 “One counterexample is enough”,
- 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 “One counterexample is enough”. 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 “One counterexample is enough” on screen for the main block.
seegongsik.com/au/y10/algebra/AC9M10A05
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 one counterexample is enough.
Day 5 · Worksheet
One counterexample is enough
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 Experimenting with Functions
Cut out. Hold up a card and give an example.
Change one number, watch the line
Give an example.
Observe, conjecture, test
Give an example.
Experimenting with a parabola
Give an example.
Generalising a pattern into a rule
Give an example.
One counterexample is enough
Give an example.
Store in an envelope labelled AC9M10A05.
Mini-check · End of week
Show what you know: Experimenting with Functions
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 (experimenting with functions) 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.