Teaching pack · Year 9 Algebraseegongsik /au
Quadratic Functions and Equations: a week of ready-to-teach maths
Five days of lessons for Year 9 Algebra. Print this pack and the week is prepared.
AC9M9A04
identify and graph quadratic functions, solve quadratic equations graphically and numerically, and solve monic quadratic equations with integer roots algebraically, using graphing software and digital tools as 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: “Symmetry and the vertex”, “Roots as x-axis crossings”, “Factorising to exact roots”, “An irrational-root case”, “No crossings”.
seegongsik.com/au/y9/algebra/AC9M9A04
Aligned to Australian Curriculum V9 (AC9M9A04). 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 | Symmetry and the vertex | Practise the idea with talk, board and worksheet | Board: Symmetry and the vertex |
| 2 | Roots as x-axis crossings | Practise the idea with talk, board and worksheet | Board: Roots as x-axis crossings |
| 3 | Factorising to exact roots | Practise the idea with talk, board and worksheet | Board: Factorising to exact roots |
| 4 | An irrational-root case | Practise the idea with talk, board and worksheet | Board: An irrational-root case |
| 5 | No crossings | Practise the idea with talk, board and worksheet | Board: No crossings |
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 quadratic functions and equations. Ask: What did you practise today?
seegongsik.com/au/y9/algebra/AC9M9A04/pack
Day 1 · Teacher planDay 1 of 5
Symmetry and the vertex
Children practise “Symmetry and the vertex” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain symmetry and the vertex 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 “Symmetry and the vertex”,
- 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 “Symmetry and the vertex”. 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 “Symmetry and the vertex” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A04
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 symmetry and the vertex.
Day 1 · Worksheet
Symmetry and the vertex
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
Roots as x-axis crossings
Children practise “Roots as x-axis crossings” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain roots as x-axis crossings 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 “Roots as x-axis crossings”,
- 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 “Roots as x-axis crossings”. 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 “Roots as x-axis crossings” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A04
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 roots as x-axis crossings.
Day 2 · Worksheet
Roots as x-axis crossings
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
Factorising to exact roots
Children practise “Factorising to exact roots” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain factorising to exact roots 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 to exact roots”,
- 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 to exact roots”. 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 to exact roots” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A04
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 to exact roots.
Day 3 · Worksheet
Factorising to exact roots
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
An irrational-root case
Children practise “An irrational-root case” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain an irrational-root case 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 “An irrational-root case”,
- 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 “An irrational-root case”. 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 “An irrational-root case” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A04
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 an irrational-root case.
Day 4 · Worksheet
An irrational-root case
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
No crossings
Children practise “No crossings” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain no crossings 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 “No crossings”,
- 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 “No crossings”. 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 “No crossings” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A04
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 no crossings.
Day 5 · Worksheet
No crossings
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 Quadratic Functions and Equations
Cut out. Hold up a card and give an example.
Symmetry and the vertex
Give an example.
Roots as x-axis crossings
Give an example.
Factorising to exact roots
Give an example.
An irrational-root case
Give an example.
No crossings
Give an example.
Store in an envelope labelled AC9M9A04.
Mini-check · End of week
Show what you know: Quadratic Functions and Equations
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 (quadratic functions and equations) 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.