Teaching pack · Year 9 Spaceseegongsik /au
Designing Geometric Algorithms: a week of ready-to-teach maths
Five days of lessons for Year 9 Space. Print this pack and the week is prepared.
AC9M9SP03
design, test and refine algorithms involving a sequence of steps and decisions based on geometric constructions and theorems; discuss and evaluate refinements
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: “Sequence and decision”, “Bisecting an angle, step by step”, “Why it works: SSS congruence”, “Perpendicular bisector”, “Classifying a triangle (a flowchart)”.
seegongsik.com/au/y9/space/AC9M9SP03
Aligned to Australian Curriculum V9 (AC9M9SP03). 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 | Sequence and decision | Practise the idea with talk, board and worksheet | Board: Sequence and decision |
| 2 | Bisecting an angle, step by step | Practise the idea with talk, board and worksheet | Board: Bisecting an angle, step by step |
| 3 | Why it works: SSS congruence | Practise the idea with talk, board and worksheet | Board: Why it works: SSS congruence |
| 4 | Perpendicular bisector | Practise the idea with talk, board and worksheet | Board: Perpendicular bisector |
| 5 | Classifying a triangle (a flowchart) | Practise the idea with talk, board and worksheet | Board: Classifying a triangle (a flowchart) |
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 designing geometric algorithms. Ask: What did you practise today?
seegongsik.com/au/y9/space/AC9M9SP03/pack
Day 1 · Teacher planDay 1 of 5
Sequence and decision
Children practise “Sequence and decision” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain sequence and decision 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 “Sequence and decision”,
- 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 “Sequence and decision”. 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 “Sequence and decision” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP03
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 sequence and decision.
Day 1 · Worksheet
Sequence and decision
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
Bisecting an angle, step by step
Children practise “Bisecting an angle, step by step” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain bisecting an angle, step by step 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 “Bisecting an angle, step by step”,
- 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 “Bisecting an angle, step by step”. 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 “Bisecting an angle, step by step” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP03
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 bisecting an angle, step by step.
Day 2 · Worksheet
Bisecting an angle, step by step
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
Why it works: SSS congruence
Children practise “Why it works: SSS congruence” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain why it works: sss congruence 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 it works: SSS congruence”,
- 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 it works: SSS congruence”. 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 it works: SSS congruence” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP03
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 it works: sss congruence.
Day 3 · Worksheet
Why it works: SSS congruence
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
Perpendicular bisector
Children practise “Perpendicular bisector” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain perpendicular bisector 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 “Perpendicular bisector”,
- 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 “Perpendicular bisector”. 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 “Perpendicular bisector” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP03
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 perpendicular bisector.
Day 4 · Worksheet
Perpendicular bisector
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
Classifying a triangle (a flowchart)
Children practise “Classifying a triangle (a flowchart)” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain classifying a triangle (a flowchart) 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 “Classifying a triangle (a flowchart)”,
- 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 “Classifying a triangle (a flowchart)”. 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 “Classifying a triangle (a flowchart)” on screen for the main block.
seegongsik.com/au/y9/space/AC9M9SP03
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 classifying a triangle (a flowchart).
Day 5 · Worksheet
Classifying a triangle (a flowchart)
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 Designing Geometric Algorithms
Cut out. Hold up a card and give an example.
Sequence and decision
Give an example.
Bisecting an angle, step by step
Give an example.
Why it works: SSS congruence
Give an example.
Perpendicular bisector
Give an example.
Classifying a triangle (a flowchart)
Give an example.
Store in an envelope labelled AC9M9SP03.
Mini-check · End of week
Show what you know: Designing Geometric Algorithms
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 (designing geometric algorithms) 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.