Teaching pack · Year 7 Algebraseegongsik /au
Tables of values and the Cartesian plane: a week of ready-to-teach maths
Five days of lessons for Year 7 Algebra. Print this pack and the week is prepared.
AC9M7A05
generate tables of values from visually growing patterns or the rule of a function; describe and plot these relationships on the Cartesian plane
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 rule fills a table”, “Plotting the pairs”, “A growing pattern becomes a table”, “How the constant shifts the line”, “Finding the rule from a table”.
seegongsik.com/au/y7/algebra/AC9M7A05
Aligned to Australian Curriculum V9 (AC9M7A05). 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 rule fills a table | Practise the idea with talk, board and worksheet | Board: A rule fills a table |
| 2 | Plotting the pairs | Practise the idea with talk, board and worksheet | Board: Plotting the pairs |
| 3 | A growing pattern becomes a table | Practise the idea with talk, board and worksheet | Board: A growing pattern becomes a table |
| 4 | How the constant shifts the line | Practise the idea with talk, board and worksheet | Board: How the constant shifts the line |
| 5 | Finding the rule from a table | Practise the idea with talk, board and worksheet | Board: Finding the rule from a table |
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 tables of values and the cartesian plane. Ask: What did you practise today?
seegongsik.com/au/y7/algebra/AC9M7A05/pack
Day 1 · Teacher planDay 1 of 5
A rule fills a table
Children practise “A rule fills a table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a rule fills a table 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 rule fills a table”,
- 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 rule fills a table”. 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 rule fills a table” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A05
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 rule fills a table.
Day 1 · Worksheet
A rule fills a table
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
Plotting the pairs
Children practise “Plotting the pairs” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain plotting the pairs 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 “Plotting the pairs”,
- 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 “Plotting the pairs”. 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 “Plotting the pairs” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A05
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 plotting the pairs.
Day 2 · Worksheet
Plotting the pairs
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 growing pattern becomes a table
Children practise “A growing pattern becomes a table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a growing pattern becomes a table 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 growing pattern becomes a table”,
- 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 growing pattern becomes a table”. 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 growing pattern becomes a table” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A05
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 growing pattern becomes a table.
Day 3 · Worksheet
A growing pattern becomes a table
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
How the constant shifts the line
Children practise “How the constant shifts the line” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain how the constant shifts the line 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 “How the constant shifts 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 “How the constant shifts 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 “How the constant shifts the line” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A05
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 how the constant shifts the line.
Day 4 · Worksheet
How the constant shifts 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 5 · Teacher planDay 5 of 5
Finding the rule from a table
Children practise “Finding the rule from a table” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain finding the rule from a table 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 “Finding the rule from a table”,
- 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 “Finding the rule from a table”. 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 “Finding the rule from a table” on screen for the main block.
seegongsik.com/au/y7/algebra/AC9M7A05
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 finding the rule from a table.
Day 5 · Worksheet
Finding the rule from a table
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 Tables of values and the Cartesian plane
Cut out. Hold up a card and give an example.
A rule fills a table
Give an example.
Plotting the pairs
Give an example.
A growing pattern becomes a table
Give an example.
How the constant shifts the line
Give an example.
Finding the rule from a table
Give an example.
Store in an envelope labelled AC9M7A05.
Mini-check · End of week
Show what you know: Tables of values and the Cartesian plane
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 (tables of values and the cartesian plane) 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.