Teaching pack · Year 9 Measurementseegongsik /au
Scientific Notation for Very Large and Small Quantities: a week of ready-to-teach maths
Five days of lessons for Year 9 Measurement. Print this pack and the week is prepared.
AC9M9M02
solve problems involving very small and very large measurements, time scales and intervals expressed in scientific notation
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: “Why we need scientific notation”, “The one-to-ten rule”, “Moving the decimal point (large)”, “Moving the decimal point (small)”, “A timeline of scales”.
seegongsik.com/au/y9/measurement/AC9M9M02
Aligned to Australian Curriculum V9 (AC9M9M02). 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 | Why we need scientific notation | Practise the idea with talk, board and worksheet | Board: Why we need scientific notation |
| 2 | The one-to-ten rule | Practise the idea with talk, board and worksheet | Board: The one-to-ten rule |
| 3 | Moving the decimal point (large) | Practise the idea with talk, board and worksheet | Board: Moving the decimal point (large) |
| 4 | Moving the decimal point (small) | Practise the idea with talk, board and worksheet | Board: Moving the decimal point (small) |
| 5 | A timeline of scales | Practise the idea with talk, board and worksheet | Board: A timeline of scales |
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 scientific notation for very large and small quantities. Ask: What did you practise today?
seegongsik.com/au/y9/measurement/AC9M9M02/pack
Day 1 · Teacher planDay 1 of 5
Why we need scientific notation
Children practise “Why we need scientific notation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain why we need scientific notation 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 “Why we need scientific notation”,
- 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 “Why we need scientific notation”. 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 “Why we need scientific notation” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M02
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 why we need scientific notation.
Day 1 · Worksheet
Why we need scientific notation
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
The one-to-ten rule
Children practise “The one-to-ten rule” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the one-to-ten rule 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 one-to-ten rule”,
- 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 one-to-ten rule”. 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 one-to-ten rule” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M02
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 one-to-ten rule.
Day 2 · Worksheet
The one-to-ten rule
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
Moving the decimal point (large)
Children practise “Moving the decimal point (large)” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain moving the decimal point (large) 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 “Moving the decimal point (large)”,
- 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 “Moving the decimal point (large)”. 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 “Moving the decimal point (large)” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M02
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 moving the decimal point (large).
Day 3 · Worksheet
Moving the decimal point (large)
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
Moving the decimal point (small)
Children practise “Moving the decimal point (small)” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain moving the decimal point (small) 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 “Moving the decimal point (small)”,
- 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 “Moving the decimal point (small)”. 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 “Moving the decimal point (small)” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M02
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 moving the decimal point (small).
Day 4 · Worksheet
Moving the decimal point (small)
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 timeline of scales
Children practise “A timeline of scales” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a timeline of scales 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 timeline of scales”,
- 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 timeline of scales”. 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 timeline of scales” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M02
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 timeline of scales.
Day 5 · Worksheet
A timeline of scales
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 Scientific Notation for Very Large and Small Quantities
Cut out. Hold up a card and give an example.
Why we need scientific notation
Give an example.
The one-to-ten rule
Give an example.
Moving the decimal point (large)
Give an example.
Moving the decimal point (small)
Give an example.
A timeline of scales
Give an example.
Store in an envelope labelled AC9M9M02.
Mini-check · End of week
Show what you know: Scientific Notation for Very Large and Small Quantities
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 (scientific notation for very large and small quantities) 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.