Teaching pack · Year 10 Spaceseegongsik /au
Spatial Algorithms: a week of ready-to-teach maths
Five days of lessons for Year 10 Space. Print this pack and the week is prepared.
AC9M10SP03
design, test and refine solutions to spatial problems using algorithms and digital tools; communicate and justify solutions
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: “An algorithm is an ordered recipe”, “Test it by running it on an example”, “Design, test, refine, repeat”, “A simple rule for a spatial task”, “Steps must be unambiguous”.
seegongsik.com/au/y10/space/AC9M10SP03
Aligned to Australian Curriculum V9 (AC9M10SP03). 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 | An algorithm is an ordered recipe | Practise the idea with talk, board and worksheet | Board: An algorithm is an ordered recipe |
| 2 | Test it by running it on an example | Practise the idea with talk, board and worksheet | Board: Test it by running it on an example |
| 3 | Design, test, refine, repeat | Practise the idea with talk, board and worksheet | Board: Design, test, refine, repeat |
| 4 | A simple rule for a spatial task | Practise the idea with talk, board and worksheet | Board: A simple rule for a spatial task |
| 5 | Steps must be unambiguous | Practise the idea with talk, board and worksheet | Board: Steps must be unambiguous |
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 spatial algorithms. Ask: What did you practise today?
seegongsik.com/au/y10/space/AC9M10SP03/pack
Day 1 · Teacher planDay 1 of 5
An algorithm is an ordered recipe
Children practise “An algorithm is an ordered recipe” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain an algorithm is an ordered recipe 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 “An algorithm is an ordered recipe”,
- 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 “An algorithm is an ordered recipe”. 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 “An algorithm is an ordered recipe” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP03
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 an algorithm is an ordered recipe.
Day 1 · Worksheet
An algorithm is an ordered recipe
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
Test it by running it on an example
Children practise “Test it by running it on an example” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain test it by running it on an example 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 “Test it by running it on an example”,
- 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 “Test it by running it on an example”. 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 “Test it by running it on an example” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP03
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 test it by running it on an example.
Day 2 · Worksheet
Test it by running it on an example
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
Design, test, refine, repeat
Children practise “Design, test, refine, repeat” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain design, test, refine, repeat 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 “Design, test, refine, repeat”,
- 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 “Design, test, refine, repeat”. 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 “Design, test, refine, repeat” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP03
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 design, test, refine, repeat.
Day 3 · Worksheet
Design, test, refine, repeat
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
A simple rule for a spatial task
Children practise “A simple rule for a spatial task” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a simple rule for a spatial task 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 simple rule for a spatial task”,
- 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 simple rule for a spatial task”. 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 simple rule for a spatial task” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP03
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 simple rule for a spatial task.
Day 4 · Worksheet
A simple rule for a spatial task
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
Steps must be unambiguous
Children practise “Steps must be unambiguous” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain steps must be unambiguous 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 “Steps must be unambiguous”,
- 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 “Steps must be unambiguous”. 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 “Steps must be unambiguous” on screen for the main block.
seegongsik.com/au/y10/space/AC9M10SP03
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 steps must be unambiguous.
Day 5 · Worksheet
Steps must be unambiguous
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 Spatial Algorithms
Cut out. Hold up a card and give an example.
An algorithm is an ordered recipe
Give an example.
Test it by running it on an example
Give an example.
Design, test, refine, repeat
Give an example.
A simple rule for a spatial task
Give an example.
Steps must be unambiguous
Give an example.
Store in an envelope labelled AC9M10SP03.
Mini-check · End of week
Show what you know: Spatial Algorithms
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 (spatial algorithms) 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.