Teaching pack · Year 10 Spaceseegongsik /au
Networks and Connectedness: a week of ready-to-teach maths
Five days of lessons for Year 10 Space. Print this pack and the week is prepared.
AC9M10SP02
interpret networks and network diagrams used to represent relationships in practical situations and describe connectedness
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: “Dots for things, lines for relationships”, “Same network, different drawing”, “Connected means you can reach everyone”, “Degree: how many links meet at a vertex”, “A path is a route along the edges”.
seegongsik.com/au/y10/space/AC9M10SP02
Aligned to Australian Curriculum V9 (AC9M10SP02). 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 | Dots for things, lines for relationships | Practise the idea with talk, board and worksheet | Board: Dots for things, lines for relationships |
| 2 | Same network, different drawing | Practise the idea with talk, board and worksheet | Board: Same network, different drawing |
| 3 | Connected means you can reach everyone | Practise the idea with talk, board and worksheet | Board: Connected means you can reach everyone |
| 4 | Degree: how many links meet at a vertex | Practise the idea with talk, board and worksheet | Board: Degree: how many links meet at a vertex |
| 5 | A path is a route along the edges | Practise the idea with talk, board and worksheet | Board: A path is a route along the edges |
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 networks and connectedness. Ask: What did you practise today?
seegongsik.com/au/y10/space/AC9M10SP02/pack
Day 1 · Teacher planDay 1 of 5
Dots for things, lines for relationships
Children practise “Dots for things, lines for relationships” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain dots for things, lines for relationships 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 “Dots for things, lines for relationships”,
- 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 “Dots for things, lines for relationships”. 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 “Dots for things, lines for relationships” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP02
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 dots for things, lines for relationships.
Day 1 · Worksheet
Dots for things, lines for relationships
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
Same network, different drawing
Children practise “Same network, different drawing” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain same network, different drawing 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 “Same network, different drawing”,
- 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 “Same network, different drawing”. 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 “Same network, different drawing” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP02
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 same network, different drawing.
Day 2 · Worksheet
Same network, different drawing
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
Connected means you can reach everyone
Children practise “Connected means you can reach everyone” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain connected means you can reach everyone 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 “Connected means you can reach everyone”,
- 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 “Connected means you can reach everyone”. 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 “Connected means you can reach everyone” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP02
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 connected means you can reach everyone.
Day 3 · Worksheet
Connected means you can reach everyone
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
Degree: how many links meet at a vertex
Children practise “Degree: how many links meet at a vertex” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain degree: how many links meet at a vertex 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 “Degree: how many links meet at a vertex”,
- 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 “Degree: how many links meet at a vertex”. 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 “Degree: how many links meet at a vertex” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP02
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 degree: how many links meet at a vertex.
Day 4 · Worksheet
Degree: how many links meet at a vertex
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
A path is a route along the edges
Children practise “A path is a route along the edges” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a path is a route along the edges 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 “A path is a route along the edges”,
- 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 “A path is a route along the edges”. 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 “A path is a route along the edges” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP02
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 a path is a route along the edges.
Day 5 · Worksheet
A path is a route along the edges
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 Networks and Connectedness
Cut out. Hold up a card and give an example.
Dots for things, lines for relationships
Give an example.
Same network, different drawing
Give an example.
Connected means you can reach everyone
Give an example.
Degree: how many links meet at a vertex
Give an example.
A path is a route along the edges
Give an example.
Store in an envelope labelled AC9M10SP02.
Mini-check · End of week
Show what you know: Networks and Connectedness
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 (networks and connectedness) 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.