Teaching pack · Year 8 Numberseegongsik /au
Operations with Rational Numbers: a week of ready-to-teach maths
Five days of lessons for Year 8 Number. Print this pack and the week is prepared.
AC9M8N04
use the 4 operations with integers and with rational numbers, choosing and using efficient strategies and digital tools where appropriate
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: “One number line for every number”, “Adding and subtracting as movement”, “The sign rules for x and /”, “One worked example of each kind”, “Working in the right order”.
seegongsik.com/au/y8/number/AC9M8N04
Aligned to Australian Curriculum V9 (AC9M8N04). 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 | One number line for every number | Practise the idea with talk, board and worksheet | Board: One number line for every number |
| 2 | Adding and subtracting as movement | Practise the idea with talk, board and worksheet | Board: Adding and subtracting as movement |
| 3 | The sign rules for x and / | Practise the idea with talk, board and worksheet | Board: The sign rules for x and / |
| 4 | One worked example of each kind | Practise the idea with talk, board and worksheet | Board: One worked example of each kind |
| 5 | Working in the right order | Practise the idea with talk, board and worksheet | Board: Working in the right order |
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 operations with rational numbers. Ask: What did you practise today?
seegongsik.com/au/y8/number/AC9M8N04/pack
Day 1 · Teacher planDay 1 of 5
One number line for every number
Children practise “One number line for every number” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one number line for every number 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 number line for every number”,
- 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 number line for every number”. 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 number line for every number” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N04
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 number line for every number.
Day 1 · Worksheet
One number line for every number
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
Adding and subtracting as movement
Children practise “Adding and subtracting as movement” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain adding and subtracting as movement 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 “Adding and subtracting as movement”,
- 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 “Adding and subtracting as movement”. 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 “Adding and subtracting as movement” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N04
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 adding and subtracting as movement.
Day 2 · Worksheet
Adding and subtracting as movement
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 sign rules for x and /
Children practise “The sign rules for x and /” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the sign rules for x and / 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 sign rules for x and /”,
- 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 sign rules for x and /”. 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 sign rules for x and /” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N04
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 sign rules for x and /.
Day 3 · Worksheet
The sign rules for x and /
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
One worked example of each kind
Children practise “One worked example of each kind” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain one worked example of each kind 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 worked example of each kind”,
- 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 worked example of each kind”. 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 worked example of each kind” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N04
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 worked example of each kind.
Day 4 · Worksheet
One worked example of each kind
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
Working in the right order
Children practise “Working in the right order” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain working in the right order 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 “Working in the right order”,
- 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 “Working in the right order”. 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 “Working in the right order” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N04
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 working in the right order.
Day 5 · Worksheet
Working in the right order
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 Operations with Rational Numbers
Cut out. Hold up a card and give an example.
One number line for every number
Give an example.
Adding and subtracting as movement
Give an example.
The sign rules for x and /
Give an example.
One worked example of each kind
Give an example.
Working in the right order
Give an example.
Store in an envelope labelled AC9M8N04.
Mini-check · End of week
Show what you know: Operations with Rational Numbers
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 (operations with rational numbers) 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.