Teaching pack · Year 8 Algebraseegongsik /au
Linear Functions: a week of ready-to-teach maths
Five days of lessons for Year 8 Algebra. Print this pack and the week is prepared.
AC9M8A04
experiment with linear functions and relations using digital tools, making and testing conjectures and generalising emerging patterns
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: “Turning the dials on y = mx + c”, “Changing m with c fixed”, “Changing c with m fixed”, “Testing a conjecture”, “Stating the general pattern”.
seegongsik.com/au/y8/algebra/AC9M8A04
Aligned to Australian Curriculum V9 (AC9M8A04). 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 | Turning the dials on y = mx + c | Practise the idea with talk, board and worksheet | Board: Turning the dials on y = mx + c |
| 2 | Changing m with c fixed | Practise the idea with talk, board and worksheet | Board: Changing m with c fixed |
| 3 | Changing c with m fixed | Practise the idea with talk, board and worksheet | Board: Changing c with m fixed |
| 4 | Testing a conjecture | Practise the idea with talk, board and worksheet | Board: Testing a conjecture |
| 5 | Stating the general pattern | Practise the idea with talk, board and worksheet | Board: Stating the general pattern |
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 functions. Ask: What did you practise today?
seegongsik.com/au/y8/algebra/AC9M8A04/pack
Day 1 · Teacher planDay 1 of 5
Turning the dials on y = mx + c
Children practise “Turning the dials on y = mx + c” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain turning the dials on y = mx + c 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 “Turning the dials on y = mx + c”,
- 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 “Turning the dials on y = mx + c”. 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 “Turning the dials on y = mx + c” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A04
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 turning the dials on y = mx + c.
Day 1 · Worksheet
Turning the dials on y = mx + c
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
Changing m with c fixed
Children practise “Changing m with c fixed” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain changing m with c fixed 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 “Changing m with c fixed”,
- 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 “Changing m with c fixed”. 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 “Changing m with c fixed” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A04
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 changing m with c fixed.
Day 2 · Worksheet
Changing m with c fixed
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
Changing c with m fixed
Children practise “Changing c with m fixed” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain changing c with m fixed 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 “Changing c with m fixed”,
- 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 “Changing c with m fixed”. 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 “Changing c with m fixed” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A04
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 changing c with m fixed.
Day 3 · Worksheet
Changing c with m fixed
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
Testing a conjecture
Children practise “Testing a conjecture” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain testing a conjecture 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 “Testing a conjecture”,
- 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 “Testing a conjecture”. 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 “Testing a conjecture” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A04
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 testing a conjecture.
Day 4 · Worksheet
Testing a conjecture
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
Stating the general pattern
Children practise “Stating the general pattern” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain stating the general pattern 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 “Stating the general pattern”,
- 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 “Stating the general pattern”. 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 “Stating the general pattern” on screen for the main block.
seegongsik.com/au/y8/algebra/AC9M8A04
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 stating the general pattern.
Day 5 · Worksheet
Stating the general pattern
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 Functions
Cut out. Hold up a card and give an example.
Turning the dials on y = mx + c
Give an example.
Changing m with c fixed
Give an example.
Changing c with m fixed
Give an example.
Testing a conjecture
Give an example.
Stating the general pattern
Give an example.
Store in an envelope labelled AC9M8A04.
Mini-check · End of week
Show what you know: Linear Functions
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 functions) 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.