Teaching pack · Year 9 Measurementseegongsik /au
Modelling with Proportion, Rates, Ratio and Scale: a week of ready-to-teach maths
Five days of lessons for Year 9 Measurement. Print this pack and the week is prepared.
AC9M9M05
use mathematical modelling to solve practical problems involving direct proportion, rates, ratio and scale, including financial contexts; formulate the problems and 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: “Four tools, one cycle”, “Direct proportion is a straight line through the origin”, “A rate compares different units”, “Sharing in a ratio”, “Scale shrinks reality”.
seegongsik.com/au/y9/measurement/AC9M9M05
Aligned to Australian Curriculum V9 (AC9M9M05). 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 | Four tools, one cycle | Practise the idea with talk, board and worksheet | Board: Four tools, one cycle |
| 2 | Direct proportion is a straight line through the origin | Practise the idea with talk, board and worksheet | Board: Direct proportion is a straight line through the origin |
| 3 | A rate compares different units | Practise the idea with talk, board and worksheet | Board: A rate compares different units |
| 4 | Sharing in a ratio | Practise the idea with talk, board and worksheet | Board: Sharing in a ratio |
| 5 | Scale shrinks reality | Practise the idea with talk, board and worksheet | Board: Scale shrinks reality |
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 with proportion, rates, ratio and scale. Ask: What did you practise today?
seegongsik.com/au/y9/measurement/AC9M9M05/pack
Day 1 · Teacher planDay 1 of 5
Four tools, one cycle
Children practise “Four tools, one cycle” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain four tools, one 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 “Four tools, one 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 “Four tools, one 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 “Four tools, one cycle” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M05
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 four tools, one cycle.
Day 1 · Worksheet
Four tools, one 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
Direct proportion is a straight line through the origin
Children practise “Direct proportion is a straight line through the origin” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain direct proportion is a straight line through the origin 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 “Direct proportion is a straight line through the origin”,
- 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 “Direct proportion is a straight line through the origin”. 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 “Direct proportion is a straight line through the origin” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M05
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 direct proportion is a straight line through the origin.
Day 2 · Worksheet
Direct proportion is a straight line through the origin
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
A rate compares different units
Children practise “A rate compares different units” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a rate compares different units 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 rate compares different units”,
- 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 rate compares different units”. 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 rate compares different units” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M05
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 rate compares different units.
Day 3 · Worksheet
A rate compares different units
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
Sharing in a ratio
Children practise “Sharing in a ratio” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain sharing in a ratio 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 “Sharing in a ratio”,
- 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 “Sharing in a ratio”. 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 “Sharing in a ratio” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M05
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 sharing in a ratio.
Day 4 · Worksheet
Sharing in a ratio
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
Scale shrinks reality
Children practise “Scale shrinks reality” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain scale shrinks reality 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 “Scale shrinks reality”,
- 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 “Scale shrinks reality”. 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 “Scale shrinks reality” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M05
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 scale shrinks reality.
Day 5 · Worksheet
Scale shrinks reality
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 with Proportion, Rates, Ratio and Scale
Cut out. Hold up a card and give an example.
Four tools, one cycle
Give an example.
Direct proportion is a straight line through the origin
Give an example.
A rate compares different units
Give an example.
Sharing in a ratio
Give an example.
Scale shrinks reality
Give an example.
Store in an envelope labelled AC9M9M05.
Mini-check · End of week
Show what you know: Modelling with Proportion, Rates, Ratio and Scale
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 with proportion, rates, ratio and scale) 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.