Teaching pack · Year 9 Numberseegongsik /au
Real Numbers: Rational and Irrational: a week of ready-to-teach maths
Five days of lessons for Year 9 Number. Print this pack and the week is prepared.
AC9M9N01
recognise that the real number system includes the rational numbers and the irrational numbers, and solve problems involving real numbers using digital tools
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 real number line family tree”, “Folding a repeating decimal into a fraction”, “Repeating versus never-settling tails”, “Pulling the square out of a surd”, “Zoom in and the line stays full”.
seegongsik.com/au/y9/number/AC9M9N01
Aligned to Australian Curriculum V9 (AC9M9N01). 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 real number line family tree | Practise the idea with talk, board and worksheet | Board: The real number line family tree |
| 2 | Folding a repeating decimal into a fraction | Practise the idea with talk, board and worksheet | Board: Folding a repeating decimal into a fraction |
| 3 | Repeating versus never-settling tails | Practise the idea with talk, board and worksheet | Board: Repeating versus never-settling tails |
| 4 | Pulling the square out of a surd | Practise the idea with talk, board and worksheet | Board: Pulling the square out of a surd |
| 5 | Zoom in and the line stays full | Practise the idea with talk, board and worksheet | Board: Zoom in and the line stays full |
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 real numbers: rational and irrational. Ask: What did you practise today?
seegongsik.com/au/y9/number/AC9M9N01/pack
Day 1 · Teacher planDay 1 of 5
The real number line family tree
Children practise “The real number line family tree” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the real number line family tree 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 real number line family tree”,
- 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 real number line family tree”. 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 real number line family tree” on screen for the main block.
seegongsik.com/au/y9/number/AC9M9N01
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 real number line family tree.
Day 1 · Worksheet
The real number line family tree
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
Folding a repeating decimal into a fraction
Children practise “Folding a repeating decimal into a fraction” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain folding a repeating decimal into a fraction 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 “Folding a repeating decimal into a fraction”,
- 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 “Folding a repeating decimal into a fraction”. 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 “Folding a repeating decimal into a fraction” on screen for the main block.
seegongsik.com/au/y9/number/AC9M9N01
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 folding a repeating decimal into a fraction.
Day 2 · Worksheet
Folding a repeating decimal into a fraction
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
Repeating versus never-settling tails
Children practise “Repeating versus never-settling tails” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain repeating versus never-settling tails 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 “Repeating versus never-settling tails”,
- 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 “Repeating versus never-settling tails”. 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 “Repeating versus never-settling tails” on screen for the main block.
seegongsik.com/au/y9/number/AC9M9N01
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 repeating versus never-settling tails.
Day 3 · Worksheet
Repeating versus never-settling tails
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
Pulling the square out of a surd
Children practise “Pulling the square out of a surd” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain pulling the square out of a surd 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 “Pulling the square out of a surd”,
- 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 “Pulling the square out of a surd”. 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 “Pulling the square out of a surd” on screen for the main block.
seegongsik.com/au/y9/number/AC9M9N01
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 pulling the square out of a surd.
Day 4 · Worksheet
Pulling the square out of a surd
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
Zoom in and the line stays full
Children practise “Zoom in and the line stays full” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain zoom in and the line stays full 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 “Zoom in and the line stays full”,
- 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 “Zoom in and the line stays full”. 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 “Zoom in and the line stays full” on screen for the main block.
seegongsik.com/au/y9/number/AC9M9N01
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 zoom in and the line stays full.
Day 5 · Worksheet
Zoom in and the line stays full
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 Real Numbers: Rational and Irrational
Cut out. Hold up a card and give an example.
The real number line family tree
Give an example.
Folding a repeating decimal into a fraction
Give an example.
Repeating versus never-settling tails
Give an example.
Pulling the square out of a surd
Give an example.
Zoom in and the line stays full
Give an example.
Store in an envelope labelled AC9M9N01.
Mini-check · End of week
Show what you know: Real Numbers: Rational and Irrational
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 (real numbers: rational and irrational) 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.