Teaching pack · Year 8 Algebraseegongsik /au
Linear Expressions: a week of ready-to-teach maths
Five days of lessons for Year 8 Algebra. Print this pack and the week is prepared.
AC9M8A01
create, expand, factorise, rearrange and simplify linear expressions, applying the associative, commutative, identity, distributive and inverse properties
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: “Anatomy of a linear expression”, “Collecting like terms”, “Expanding with an area model”, “Factorising by a common factor”, “The five properties”.
seegongsik.com/au/y8/algebra/AC9M8A01
Aligned to Australian Curriculum V9 (AC9M8A01). 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 | Anatomy of a linear expression | Practise the idea with talk, board and worksheet | Board: Anatomy of a linear expression |
| 2 | Collecting like terms | Practise the idea with talk, board and worksheet | Board: Collecting like terms |
| 3 | Expanding with an area model | Practise the idea with talk, board and worksheet | Board: Expanding with an area model |
| 4 | Factorising by a common factor | Practise the idea with talk, board and worksheet | Board: Factorising by a common factor |
| 5 | The five properties | Practise the idea with talk, board and worksheet | Board: The five properties |
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 linear expressions. Ask: What did you practise today?
seegongsik.com/au/y8/algebra/AC9M8A01/pack
Day 1 · Teacher planDay 1 of 5
Anatomy of a linear expression
Children practise “Anatomy of a linear expression” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain anatomy of a linear expression in Year 8 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 “Anatomy of a linear expression”,
- 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 “Anatomy of a linear expression”. 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 “Anatomy of a linear expression” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A01
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 anatomy of a linear expression.
Day 1 · Worksheet
Anatomy of a linear expression
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
Collecting like terms
Children practise “Collecting like terms” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain collecting like terms in Year 8 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 “Collecting like terms”,
- 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 “Collecting like terms”. 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 “Collecting like terms” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A01
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 collecting like terms.
Day 2 · Worksheet
Collecting like terms
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
Expanding with an area model
Children practise “Expanding with an area model” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain expanding with an area model in Year 8 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 “Expanding with an area model”,
- 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 “Expanding with an area model”. 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 “Expanding with an area model” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A01
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 expanding with an area model.
Day 3 · Worksheet
Expanding with an area model
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
Factorising by a common factor
Children practise “Factorising by a common factor” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factorising by a common factor in Year 8 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 “Factorising by a common factor”,
- 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 “Factorising by a common factor”. 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 “Factorising by a common factor” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A01
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 factorising by a common factor.
Day 4 · Worksheet
Factorising by a common factor
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
The five properties
Children practise “The five properties” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the five properties in Year 8 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 five properties”,
- 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 five properties”. 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 five properties” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A01
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 five properties.
Day 5 · Worksheet
The five properties
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 Linear Expressions
Cut out. Hold up a card and give an example.
Anatomy of a linear expression
Give an example.
Collecting like terms
Give an example.
Expanding with an area model
Give an example.
Factorising by a common factor
Give an example.
The five properties
Give an example.
Store in an envelope labelled AC9M8A01.
Mini-check · End of week
Show what you know: Linear Expressions
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 (linear expressions) 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.