Teaching pack · Year 9 Algebraseegongsik /au
Modelling Change with Linear and Quadratic Functions: a week of ready-to-teach maths
Five days of lessons for Year 9 Algebra. Print this pack and the week is prepared.
AC9M9A05
use mathematical modelling to solve applied problems involving change including financial contexts; formulate problems, choosing to use either linear or quadratic functions; interpret solutions in terms of the situation; evaluate the model and report methods and findings
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: “The modelling cycle”, “Constant rate means linear”, “Saving toward a goal”, “Maximising a garden\'s area”, “A rocket\'s flight”.
seegongsik.com/au/y9/algebra/AC9M9A05
Aligned to Australian Curriculum V9 (AC9M9A05). 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 | The modelling cycle | Practise the idea with talk, board and worksheet | Board: The modelling cycle |
| 2 | Constant rate means linear | Practise the idea with talk, board and worksheet | Board: Constant rate means linear |
| 3 | Saving toward a goal | Practise the idea with talk, board and worksheet | Board: Saving toward a goal |
| 4 | Maximising a garden's area | Practise the idea with talk, board and worksheet | Board: Maximising a garden's area |
| 5 | A rocket's flight | Practise the idea with talk, board and worksheet | Board: A rocket's flight |
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 modelling change with linear and quadratic functions. Ask: What did you practise today?
seegongsik.com/au/y9/algebra/AC9M9A05/pack
Day 1 · Teacher planDay 1 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 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 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/y9/algebra/AC9M9A05
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 1 · 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 2 · Teacher planDay 2 of 5
Constant rate means linear
Children practise “Constant rate means linear” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain constant rate means linear 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 “Constant rate means linear”,
- 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 “Constant rate means linear”. 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 “Constant rate means linear” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A05
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 constant rate means linear.
Day 2 · Worksheet
Constant rate means linear
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
Saving toward a goal
Children practise “Saving toward a goal” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain saving toward a goal 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 “Saving toward a goal”,
- 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 “Saving toward a goal”. 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 “Saving toward a goal” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A05
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 saving toward a goal.
Day 3 · Worksheet
Saving toward a goal
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
Maximising a garden\'s area
Children practise “Maximising a garden\'s area” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain maximising a garden\'s area 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 “Maximising a garden\'s area”,
- 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 “Maximising a garden\'s area”. 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 “Maximising a garden\'s area” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A05
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 maximising a garden\'s area.
Day 4 · Worksheet
Maximising a garden\'s area
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
A rocket\'s flight
Children practise “A rocket\'s flight” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a rocket\'s flight 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 “A rocket\'s flight”,
- 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 rocket\'s flight”. 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 rocket\'s flight” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A05
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 rocket\'s flight.
Day 5 · Worksheet
A rocket\'s flight
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 Modelling Change with Linear and Quadratic Functions
Cut out. Hold up a card and give an example.
The modelling cycle
Give an example.
Constant rate means linear
Give an example.
Saving toward a goal
Give an example.
Maximising a garden's area
Give an example.
A rocket's flight
Give an example.
Store in an envelope labelled AC9M9A05.
Mini-check · End of week
Show what you know: Modelling Change with Linear and Quadratic Functions
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 (modelling change with linear and quadratic functions) 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.