Teaching pack · Year 9 Algebraseegongsik /au
Transforming Graphs by Varying Parameters: a week of ready-to-teach maths
Five days of lessons for Year 9 Algebra. Print this pack and the week is prepared.
AC9M9A06
experiment with the effects of the variation of parameters on graphs of related functions, using digital tools, making connections between graphical and algebraic representations, and generalising emerging patterns
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: “A family from one curve”, “Sliding up and down (k)”, “Sliding left and right (h)”, “Vertex form meets expanded form”, “Stretch and flip (a)”.
seegongsik.com/au/y9/algebra/AC9M9A06
Aligned to Australian Curriculum V9 (AC9M9A06). 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 | A family from one curve | Practise the idea with talk, board and worksheet | Board: A family from one curve |
| 2 | Sliding up and down (k) | Practise the idea with talk, board and worksheet | Board: Sliding up and down (k) |
| 3 | Sliding left and right (h) | Practise the idea with talk, board and worksheet | Board: Sliding left and right (h) |
| 4 | Vertex form meets expanded form | Practise the idea with talk, board and worksheet | Board: Vertex form meets expanded form |
| 5 | Stretch and flip (a) | Practise the idea with talk, board and worksheet | Board: Stretch and flip (a) |
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 transforming graphs by varying parameters. Ask: What did you practise today?
seegongsik.com/au/y9/algebra/AC9M9A06/pack
Day 1 · Teacher planDay 1 of 5
A family from one curve
Children practise “A family from one curve” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a family from one curve 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 family from one curve”,
- 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 family from one curve”. 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 family from one curve” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A06
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 family from one curve.
Day 1 · Worksheet
A family from one curve
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
Sliding up and down (k)
Children practise “Sliding up and down (k)” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain sliding up and down (k) 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 “Sliding up and down (k)”,
- 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 “Sliding up and down (k)”. 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 “Sliding up and down (k)” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A06
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 sliding up and down (k).
Day 2 · Worksheet
Sliding up and down (k)
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
Sliding left and right (h)
Children practise “Sliding left and right (h)” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain sliding left and right (h) 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 “Sliding left and right (h)”,
- 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 “Sliding left and right (h)”. 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 “Sliding left and right (h)” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A06
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 sliding left and right (h).
Day 3 · Worksheet
Sliding left and right (h)
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
Vertex form meets expanded form
Children practise “Vertex form meets expanded form” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain vertex form meets expanded form 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 “Vertex form meets expanded form”,
- 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 “Vertex form meets expanded form”. 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 “Vertex form meets expanded form” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A06
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 vertex form meets expanded form.
Day 4 · Worksheet
Vertex form meets expanded form
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
Stretch and flip (a)
Children practise “Stretch and flip (a)” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain stretch and flip (a) 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 “Stretch and flip (a)”,
- 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 “Stretch and flip (a)”. 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 “Stretch and flip (a)” on screen for the main block.
seegongsik.com/au/y9/algebra/AC9M9A06
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 stretch and flip (a).
Day 5 · Worksheet
Stretch and flip (a)
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 Transforming Graphs by Varying Parameters
Cut out. Hold up a card and give an example.
A family from one curve
Give an example.
Sliding up and down (k)
Give an example.
Sliding left and right (h)
Give an example.
Vertex form meets expanded form
Give an example.
Stretch and flip (a)
Give an example.
Store in an envelope labelled AC9M9A06.
Mini-check · End of week
Show what you know: Transforming Graphs by Varying Parameters
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 (transforming graphs by varying parameters) 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.