Teaching pack · Year 9 Spaceseegongsik /au
The Enlargement Transformation: a week of ready-to-teach maths
Five days of lessons for Year 9 Space. Print this pack and the week is prepared.
AC9M9SP02
apply the enlargement transformation to shapes and objects using dynamic geometry software as appropriate; identify and explain aspects that remain the same and those that change
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: “Enlarging from a centre”, “The mapping rule”, “Enlarge, reduce, or keep”, “Lengths multiply by k”, “Area multiplies by k squared”.
seegongsik.com/au/y9/space/AC9M9SP02
Aligned to Australian Curriculum V9 (AC9M9SP02). 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 | Enlarging from a centre | Practise the idea with talk, board and worksheet | Board: Enlarging from a centre |
| 2 | The mapping rule | Practise the idea with talk, board and worksheet | Board: The mapping rule |
| 3 | Enlarge, reduce, or keep | Practise the idea with talk, board and worksheet | Board: Enlarge, reduce, or keep |
| 4 | Lengths multiply by k | Practise the idea with talk, board and worksheet | Board: Lengths multiply by k |
| 5 | Area multiplies by k squared | Practise the idea with talk, board and worksheet | Board: Area multiplies by k squared |
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 the enlargement transformation. Ask: What did you practise today?
seegongsik.com/au/y9/space/AC9M9SP02/pack
Day 1 · Teacher planDay 1 of 5
Enlarging from a centre
Children practise “Enlarging from a centre” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain enlarging from a centre 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 “Enlarging from a centre”,
- 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 “Enlarging from a centre”. 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 “Enlarging from a centre” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP02
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 enlarging from a centre.
Day 1 · Worksheet
Enlarging from a centre
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 mapping rule
Children practise “The mapping rule” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the mapping 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 mapping 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 mapping 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 mapping rule” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP02
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 mapping rule.
Day 2 · Worksheet
The mapping 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
Enlarge, reduce, or keep
Children practise “Enlarge, reduce, or keep” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain enlarge, reduce, or keep 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 “Enlarge, reduce, or keep”,
- 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 “Enlarge, reduce, or keep”. 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 “Enlarge, reduce, or keep” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP02
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 enlarge, reduce, or keep.
Day 3 · Worksheet
Enlarge, reduce, or keep
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
Lengths multiply by k
Children practise “Lengths multiply by k” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain lengths multiply by 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 “Lengths multiply by 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 “Lengths multiply by 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 “Lengths multiply by k” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP02
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 lengths multiply by k.
Day 4 · Worksheet
Lengths multiply by 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 5 · Teacher planDay 5 of 5
Area multiplies by k squared
Children practise “Area multiplies by k squared” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain area multiplies by k squared 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 “Area multiplies by k squared”,
- 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 “Area multiplies by k squared”. 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 “Area multiplies by k squared” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP02
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 area multiplies by k squared.
Day 5 · Worksheet
Area multiplies by k squared
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 The Enlargement Transformation
Cut out. Hold up a card and give an example.
Enlarging from a centre
Give an example.
The mapping rule
Give an example.
Enlarge, reduce, or keep
Give an example.
Lengths multiply by k
Give an example.
Area multiplies by k squared
Give an example.
Store in an envelope labelled AC9M9SP02.
Mini-check · End of week
Show what you know: The Enlargement Transformation
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 (the enlargement transformation) 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.