Teaching pack · Year 8 Algebraseegongsik /au
Mathematical Modelling: a week of ready-to-teach maths
Five days of lessons for Year 8 Algebra. Print this pack and the week is prepared.
AC9M8A03
use mathematical modelling to solve applied problems involving linear relations, including financial contexts; formulate problems with linear functions, choosing a representation; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model
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: “From a real plan to a straight line”, “Reading m and c from the graph”, “One relation, three representations”, “Using the model to answer a question”, “Interpreting and reviewing the answer”.
seegongsik.com/au/y8/algebra/AC9M8A03
Aligned to Australian Curriculum V9 (AC9M8A03). 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 | From a real plan to a straight line | Practise the idea with talk, board and worksheet | Board: From a real plan to a straight line |
| 2 | Reading m and c from the graph | Practise the idea with talk, board and worksheet | Board: Reading m and c from the graph |
| 3 | One relation, three representations | Practise the idea with talk, board and worksheet | Board: One relation, three representations |
| 4 | Using the model to answer a question | Practise the idea with talk, board and worksheet | Board: Using the model to answer a question |
| 5 | Interpreting and reviewing the answer | Practise the idea with talk, board and worksheet | Board: Interpreting and reviewing the answer |
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 mathematical modelling. Ask: What did you practise today?
seegongsik.com/au/y8/algebra/AC9M8A03/pack
Day 1 · Teacher planDay 1 of 5
From a real plan to a straight line
Children practise “From a real plan to a straight line” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from a real plan to a straight line 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 “From a real plan to a straight 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 “From a real plan to a straight 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 “From a real plan to a straight line” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A03
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 from a real plan to a straight line.
Day 1 · Worksheet
From a real plan to a straight 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 2 · Teacher planDay 2 of 5
Reading m and c from the graph
Children practise “Reading m and c from the graph” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading m and c from the 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 “Reading m and c from the 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 m and c from the 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 m and c from the graph” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A03
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 m and c from the graph.
Day 2 · Worksheet
Reading m and c from the 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
One relation, three representations
Children practise “One relation, three representations” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one relation, three representations 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 “One relation, three representations”,
- 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 “One relation, three representations”. 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 “One relation, three representations” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A03
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 one relation, three representations.
Day 3 · Worksheet
One relation, three representations
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
Using the model to answer a question
Children practise “Using the model to answer a question” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain using the model to answer a question 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 “Using the model to answer a question”,
- 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 “Using the model to answer a question”. 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 “Using the model to answer a question” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A03
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 using the model to answer a question.
Day 4 · Worksheet
Using the model to answer a question
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
Interpreting and reviewing the answer
Children practise “Interpreting and reviewing the answer” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpreting and reviewing the answer 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 “Interpreting and reviewing the answer”,
- 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 “Interpreting and reviewing the answer”. 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 “Interpreting and reviewing the answer” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A03
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 interpreting and reviewing the answer.
Day 5 · Worksheet
Interpreting and reviewing the answer
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 Mathematical Modelling
Cut out. Hold up a card and give an example.
From a real plan to a straight line
Give an example.
Reading m and c from the graph
Give an example.
One relation, three representations
Give an example.
Using the model to answer a question
Give an example.
Interpreting and reviewing the answer
Give an example.
Store in an envelope labelled AC9M8A03.
Mini-check · End of week
Show what you know: Mathematical Modelling
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 (mathematical modelling) 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.