Teaching pack · Year 9 Algebraseegongsik /au
Index Laws with Integer Exponents: a week of ready-to-teach maths
Five days of lessons for Year 9 Algebra. Print this pack and the week is prepared.
AC9M9A01
apply the exponent laws to numerical expressions with integer exponents and extend to variables
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: “Base and exponent, unpacked”, “Product law: stacking copies”, “Quotient law: cancelling”, “Power law: blocks of blocks”, “The staircase down to zero and below”.
seegongsik.com/au/y9/algebra/AC9M9A01
Aligned to Australian Curriculum V9 (AC9M9A01). 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 | Base and exponent, unpacked | Practise the idea with talk, board and worksheet | Board: Base and exponent, unpacked |
| 2 | Product law: stacking copies | Practise the idea with talk, board and worksheet | Board: Product law: stacking copies |
| 3 | Quotient law: cancelling | Practise the idea with talk, board and worksheet | Board: Quotient law: cancelling |
| 4 | Power law: blocks of blocks | Practise the idea with talk, board and worksheet | Board: Power law: blocks of blocks |
| 5 | The staircase down to zero and below | Practise the idea with talk, board and worksheet | Board: The staircase down to zero and below |
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 index laws with integer exponents. Ask: What did you practise today?
seegongsik.com/au/y9/algebra/AC9M9A01/pack
Day 1 · Teacher planDay 1 of 5
Base and exponent, unpacked
Children practise “Base and exponent, unpacked” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain base and exponent, unpacked in Year 9 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 “Base and exponent, unpacked”,
- 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 “Base and exponent, unpacked”. 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 “Base and exponent, unpacked” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A01
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 base and exponent, unpacked.
Day 1 · Worksheet
Base and exponent, unpacked
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
Product law: stacking copies
Children practise “Product law: stacking copies” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain product law: stacking copies in Year 9 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 “Product law: stacking copies”,
- 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 “Product law: stacking copies”. 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 “Product law: stacking copies” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A01
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 product law: stacking copies.
Day 2 · Worksheet
Product law: stacking copies
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
Quotient law: cancelling
Children practise “Quotient law: cancelling” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain quotient law: cancelling in Year 9 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 “Quotient law: cancelling”,
- 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 “Quotient law: cancelling”. 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 “Quotient law: cancelling” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A01
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 quotient law: cancelling.
Day 3 · Worksheet
Quotient law: cancelling
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
Power law: blocks of blocks
Children practise “Power law: blocks of blocks” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain power law: blocks of blocks in Year 9 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 “Power law: blocks of blocks”,
- 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 “Power law: blocks of blocks”. 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 “Power law: blocks of blocks” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A01
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 power law: blocks of blocks.
Day 4 · Worksheet
Power law: blocks of blocks
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
The staircase down to zero and below
Children practise “The staircase down to zero and below” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the staircase down to zero and below in Year 9 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 staircase down to zero and below”,
- 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 staircase down to zero and below”. 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 staircase down to zero and below” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A01
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 staircase down to zero and below.
Day 5 · Worksheet
The staircase down to zero and below
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 Index Laws with Integer Exponents
Cut out. Hold up a card and give an example.
Base and exponent, unpacked
Give an example.
Product law: stacking copies
Give an example.
Quotient law: cancelling
Give an example.
Power law: blocks of blocks
Give an example.
The staircase down to zero and below
Give an example.
Store in an envelope labelled AC9M9A01.
Mini-check · End of week
Show what you know: Index Laws with Integer Exponents
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 (index laws with integer exponents) 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.