Teaching pack · Year 8 Numberseegongsik /au
Mathematical Modelling: a week of ready-to-teach maths
Five days of lessons for Year 8 Number. Print this pack and the week is prepared.
AC9M8N05
use mathematical modelling to solve practical problems involving rational numbers and percentages, including financial contexts; formulate problems, choosing efficient calculation strategies and using digital tools where appropriate; 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 situation to a number and back”, “The modelling cycle”, “Three percentage moves”, “A 15% discount, worked through”, “Interpret, then review”.
seegongsik.com/au/y8/number/AC9M8N05
Aligned to Australian Curriculum V9 (AC9M8N05). 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 situation to a number and back | Practise the idea with talk, board and worksheet | Board: From a situation to a number and back |
| 2 | The modelling cycle | Practise the idea with talk, board and worksheet | Board: The modelling cycle |
| 3 | Three percentage moves | Practise the idea with talk, board and worksheet | Board: Three percentage moves |
| 4 | A 15% discount, worked through | Practise the idea with talk, board and worksheet | Board: A 15% discount, worked through |
| 5 | Interpret, then review | Practise the idea with talk, board and worksheet | Board: Interpret, then review |
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/number/AC9M8N05/pack
Day 1 · Teacher planDay 1 of 5
From a situation to a number and back
Children practise “From a situation to a number and back” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from a situation to a number and back 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 situation to a number and back”,
- 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 situation to a number and back”. 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 situation to a number and back” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N05
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 situation to a number and back.
Day 1 · Worksheet
From a situation to a number and back
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
The modelling cycle
Children practise “The modelling cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the modelling cycle 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 modelling cycle”,
- 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 modelling cycle”. 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 modelling cycle” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N05
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 modelling cycle.
Day 2 · Worksheet
The modelling cycle
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
Three percentage moves
Children practise “Three percentage moves” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain three percentage moves 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 “Three percentage moves”,
- 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 “Three percentage moves”. 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 “Three percentage moves” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N05
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 three percentage moves.
Day 3 · Worksheet
Three percentage moves
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
A 15% discount, worked through
Children practise “A 15% discount, worked through” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a 15% discount, worked through 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 15% discount, worked through”,
- 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 15% discount, worked through”. 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 15% discount, worked through” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N05
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 15% discount, worked through.
Day 4 · Worksheet
A 15% discount, worked through
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
Interpret, then review
Children practise “Interpret, then review” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain interpret, then review 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 “Interpret, then review”,
- 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 “Interpret, then review”. 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 “Interpret, then review” on screen for the main block.
seegongsik.com/au/y8/number/AC9M8N05
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 interpret, then review.
Day 5 · Worksheet
Interpret, then review
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 situation to a number and back
Give an example.
The modelling cycle
Give an example.
Three percentage moves
Give an example.
A 15% discount, worked through
Give an example.
Interpret, then review
Give an example.
Store in an envelope labelled AC9M8N05.
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.