Teaching pack · Year 7 Algebraseegongsik /au
Relationships between variables in graphs: a week of ready-to-teach maths
Five days of lessons for Year 7 Algebra. Print this pack and the week is prepared.
AC9M7A04
describe relationships between variables represented in graphs of functions from authentic data
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: “A graph shows a relationship”, “Reading a graph”, “A falling relationship”, “Steeper means faster”, “Matching words to a shape”.
seegongsik.com/au/y7/algebra/AC9M7A04
Aligned to Australian Curriculum V9 (AC9M7A04). 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 | A graph shows a relationship | Practise the idea with talk, board and worksheet | Board: A graph shows a relationship |
| 2 | Reading a graph | Practise the idea with talk, board and worksheet | Board: Reading a graph |
| 3 | A falling relationship | Practise the idea with talk, board and worksheet | Board: A falling relationship |
| 4 | Steeper means faster | Practise the idea with talk, board and worksheet | Board: Steeper means faster |
| 5 | Matching words to a shape | Practise the idea with talk, board and worksheet | Board: Matching words to a shape |
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 relationships between variables in graphs. Ask: What did you practise today?
seegongsik.com/au/y7/algebra/AC9M7A04/pack
Day 1 · Teacher planDay 1 of 5
A graph shows a relationship
Children practise “A graph shows a relationship” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a graph shows a relationship in Year 7 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 graph shows a relationship”,
- 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 graph shows a relationship”. 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 graph shows a relationship” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A04
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 graph shows a relationship.
Day 1 · Worksheet
A graph shows a relationship
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
Reading a graph
Children practise “Reading a graph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading a graph in Year 7 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 a graph”,
- 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 a graph”. 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 a graph” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A04
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 a graph.
Day 2 · Worksheet
Reading a graph
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
A falling relationship
Children practise “A falling relationship” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a falling relationship in Year 7 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 falling relationship”,
- 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 falling relationship”. 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 falling relationship” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A04
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 falling relationship.
Day 3 · Worksheet
A falling relationship
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
Steeper means faster
Children practise “Steeper means faster” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain steeper means faster in Year 7 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 “Steeper means faster”,
- 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 “Steeper means faster”. 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 “Steeper means faster” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A04
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 steeper means faster.
Day 4 · Worksheet
Steeper means faster
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
Matching words to a shape
Children practise “Matching words to a shape” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain matching words to a shape in Year 7 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 “Matching words to a shape”,
- 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 “Matching words to a shape”. 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 “Matching words to a shape” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A04
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 matching words to a shape.
Day 5 · Worksheet
Matching words to a shape
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 Relationships between variables in graphs
Cut out. Hold up a card and give an example.
A graph shows a relationship
Give an example.
Reading a graph
Give an example.
A falling relationship
Give an example.
Steeper means faster
Give an example.
Matching words to a shape
Give an example.
Store in an envelope labelled AC9M7A04.
Mini-check · End of week
Show what you know: Relationships between variables in graphs
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 (relationships between variables in graphs) 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.