Teaching pack · Year 8 Algebraseegongsik /au
Linear Equations and Graphs: a week of ready-to-teach maths
Five days of lessons for Year 8 Algebra. Print this pack and the week is prepared.
AC9M8A02
graph linear relations on the Cartesian plane using digital tools where appropriate; solve linear equations and one-variable inequalities using graphical and algebraic techniques; verify solutions by substitution
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 line on the Cartesian plane”, “Solving 2x + 3 = R step by step”, “The same equation solved with a graph”, “Solving a linear inequality”, “Checking a solution by substitution”.
seegongsik.com/au/y8/algebra/AC9M8A02
Aligned to Australian Curriculum V9 (AC9M8A02). 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 line on the Cartesian plane | Practise the idea with talk, board and worksheet | Board: A line on the Cartesian plane |
| 2 | Solving 2x + 3 = R step by step | Practise the idea with talk, board and worksheet | Board: Solving 2x + 3 = R step by step |
| 3 | The same equation solved with a graph | Practise the idea with talk, board and worksheet | Board: The same equation solved with a graph |
| 4 | Solving a linear inequality | Practise the idea with talk, board and worksheet | Board: Solving a linear inequality |
| 5 | Checking a solution by substitution | Practise the idea with talk, board and worksheet | Board: Checking a solution by substitution |
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 equations and graphs. Ask: What did you practise today?
seegongsik.com/au/y8/algebra/AC9M8A02/pack
Day 1 · Teacher planDay 1 of 5
A line on the Cartesian plane
Children practise “A line on the Cartesian plane” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a line on the cartesian plane 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 “A line on the Cartesian plane”,
- 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 line on the Cartesian plane”. 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 line on the Cartesian plane” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A02
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 line on the cartesian plane.
Day 1 · Worksheet
A line on the Cartesian plane
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
Solving 2x + 3 = R step by step
Children practise “Solving 2x + 3 = R step by step” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving 2x + 3 = r step by step 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 “Solving 2x + 3 = R step by step”,
- 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 “Solving 2x + 3 = R step by step”. 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 “Solving 2x + 3 = R step by step” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A02
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 solving 2x + 3 = r step by step.
Day 2 · Worksheet
Solving 2x + 3 = R step by step
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
The same equation solved with a graph
Children practise “The same equation solved with a graph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the same equation solved with a graph 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 same equation solved with 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 “The same equation solved with 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 “The same equation solved with a graph” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A02
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 same equation solved with a graph.
Day 3 · Worksheet
The same equation solved with 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 4 · Teacher planDay 4 of 5
Solving a linear inequality
Children practise “Solving a linear inequality” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving a linear inequality 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 “Solving a linear inequality”,
- 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 “Solving a linear inequality”. 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 “Solving a linear inequality” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A02
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 solving a linear inequality.
Day 4 · Worksheet
Solving a linear inequality
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
Checking a solution by substitution
Children practise “Checking a solution by substitution” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain checking a solution by substitution 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 “Checking a solution by substitution”,
- 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 “Checking a solution by substitution”. 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 “Checking a solution by substitution” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A02
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 checking a solution by substitution.
Day 5 · Worksheet
Checking a solution by substitution
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 Equations and Graphs
Cut out. Hold up a card and give an example.
A line on the Cartesian plane
Give an example.
Solving 2x + 3 = R step by step
Give an example.
The same equation solved with a graph
Give an example.
Solving a linear inequality
Give an example.
Checking a solution by substitution
Give an example.
Store in an envelope labelled AC9M8A02.
Mini-check · End of week
Show what you know: Linear Equations and 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 (linear equations and 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.