Teaching pack · Year 9 Algebraseegongsik /au
Algebraic Expressions and Quadratic Factorisation: a week of ready-to-teach maths
Five days of lessons for Year 9 Algebra. Print this pack and the week is prepared.
AC9M9A02
simplify algebraic expressions, expand binomial products and factorise monic quadratic expressions
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: “Collecting like terms”, “Area model of a binomial product”, “Difference of squares”, “Perfect square trap”, “Factorising as a number search”.
seegongsik.com/au/y9/algebra/AC9M9A02
Aligned to Australian Curriculum V9 (AC9M9A02). 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 | Collecting like terms | Practise the idea with talk, board and worksheet | Board: Collecting like terms |
| 2 | Area model of a binomial product | Practise the idea with talk, board and worksheet | Board: Area model of a binomial product |
| 3 | Difference of squares | Practise the idea with talk, board and worksheet | Board: Difference of squares |
| 4 | Perfect square trap | Practise the idea with talk, board and worksheet | Board: Perfect square trap |
| 5 | Factorising as a number search | Practise the idea with talk, board and worksheet | Board: Factorising as a number search |
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 algebraic expressions and quadratic factorisation. Ask: What did you practise today?
seegongsik.com/au/y9/algebra/AC9M9A02/pack
Day 1 · Teacher planDay 1 of 5
Collecting like terms
Children practise “Collecting like terms” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain collecting like terms 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 “Collecting like terms”,
- 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 “Collecting like terms”. 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 “Collecting like terms” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A02
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 collecting like terms.
Day 1 · Worksheet
Collecting like terms
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
Area model of a binomial product
Children practise “Area model of a binomial product” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain area model of a binomial product 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 “Area model of a binomial product”,
- 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 “Area model of a binomial product”. 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 “Area model of a binomial product” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A02
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 area model of a binomial product.
Day 2 · Worksheet
Area model of a binomial product
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
Difference of squares
Children practise “Difference of squares” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain difference of squares 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 “Difference of squares”,
- 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 “Difference of squares”. 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 “Difference of squares” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A02
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 difference of squares.
Day 3 · Worksheet
Difference of squares
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
Perfect square trap
Children practise “Perfect square trap” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain perfect square trap 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 “Perfect square trap”,
- 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 “Perfect square trap”. 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 “Perfect square trap” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A02
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 perfect square trap.
Day 4 · Worksheet
Perfect square trap
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
Factorising as a number search
Children practise “Factorising as a number search” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factorising as a number search 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 “Factorising as a number search”,
- 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 “Factorising as a number search”. 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 “Factorising as a number search” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A02
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 factorising as a number search.
Day 5 · Worksheet
Factorising as a number search
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 Algebraic Expressions and Quadratic Factorisation
Cut out. Hold up a card and give an example.
Collecting like terms
Give an example.
Area model of a binomial product
Give an example.
Difference of squares
Give an example.
Perfect square trap
Give an example.
Factorising as a number search
Give an example.
Store in an envelope labelled AC9M9A02.
Mini-check · End of week
Show what you know: Algebraic Expressions and Quadratic Factorisation
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 (algebraic expressions and quadratic factorisation) 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.