Teaching pack · Year 10 Measurementseegongsik /au
Logarithmic Scales: a week of ready-to-teach maths
Five days of lessons for Year 10 Measurement. Print this pack and the week is prepared.
AC9M10M02
interpret and use logarithmic scales in applied contexts involving small and large quantities and change
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 rulers for the same numbers”, “Equal steps mean equal multiplying”, “Fitting the tiny and the vast together”, “The Richter scale is logarithmic”, “Reading between the marks”.
seegongsik.com/au/y10/measurement/AC9M10M02
Aligned to Australian Curriculum V9 (AC9M10M02). 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 rulers for the same numbers | Practise the idea with talk, board and worksheet | Board: Two rulers for the same numbers |
| 2 | Equal steps mean equal multiplying | Practise the idea with talk, board and worksheet | Board: Equal steps mean equal multiplying |
| 3 | Fitting the tiny and the vast together | Practise the idea with talk, board and worksheet | Board: Fitting the tiny and the vast together |
| 4 | The Richter scale is logarithmic | Practise the idea with talk, board and worksheet | Board: The Richter scale is logarithmic |
| 5 | Reading between the marks | Practise the idea with talk, board and worksheet | Board: Reading between the marks |
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 logarithmic scales. Ask: What did you practise today?
seegongsik.com/au/y10/measurement/AC9M10M02/pack
Day 1 · Teacher planDay 1 of 5
Two rulers for the same numbers
Children practise “Two rulers for the same numbers” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain two rulers for the same numbers 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 “Two rulers for the same numbers”,
- 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 rulers for the same numbers”. 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 rulers for the same numbers” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M02
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 rulers for the same numbers.
Day 1 · Worksheet
Two rulers for the same numbers
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
Equal steps mean equal multiplying
Children practise “Equal steps mean equal multiplying” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain equal steps mean equal 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 “Equal steps mean equal 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 “Equal steps mean equal 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 “Equal steps mean equal multiplying” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M02
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 equal steps mean equal multiplying.
Day 2 · Worksheet
Equal steps mean equal 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 3 · Teacher planDay 3 of 5
Fitting the tiny and the vast together
Children practise “Fitting the tiny and the vast together” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain fitting the tiny and the vast together 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 “Fitting the tiny and the vast together”,
- 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 “Fitting the tiny and the vast together”. 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 “Fitting the tiny and the vast together” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M02
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 fitting the tiny and the vast together.
Day 3 · Worksheet
Fitting the tiny and the vast together
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 Richter scale is logarithmic
Children practise “The Richter scale is logarithmic” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the richter scale is logarithmic 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 Richter scale is logarithmic”,
- 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 Richter scale is logarithmic”. 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 Richter scale is logarithmic” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M02
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 richter scale is logarithmic.
Day 4 · Worksheet
The Richter scale is logarithmic
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
Reading between the marks
Children practise “Reading between the marks” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading between the marks 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 “Reading between the marks”,
- 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 “Reading between the marks”. 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 “Reading between the marks” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M02
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 reading between the marks.
Day 5 · Worksheet
Reading between the marks
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 Logarithmic Scales
Cut out. Hold up a card and give an example.
Two rulers for the same numbers
Give an example.
Equal steps mean equal multiplying
Give an example.
Fitting the tiny and the vast together
Give an example.
The Richter scale is logarithmic
Give an example.
Reading between the marks
Give an example.
Store in an envelope labelled AC9M10M02.
Mini-check · End of week
Show what you know: Logarithmic Scales
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 (logarithmic scales) 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.