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LESSON PLAN

NAME : Hannah Knight

SCHOOL: Crafers PS

CLASS : Year 6/7 Maths


ACARA REFERENCE :

TIME :

11:30- 12:!5

DATE : 31st August 2015

ACMNA123 Number and place value: select and apply efficient mental and written
strategies and appropriate digital technologies to solve problems involving all four
operations.

ACMNG136 Using units of measurement: convert between common metric units of


length, mass and capacity

ACMNG137 Using units of measurement: solve problems involving the comparison


of lengths and areas using appropriate units

ACTDEP025 Generate, develop, communicate and document design ideas and


processes

for

audiences

using

appropriate

technical

terms

and

graphical

representation techniques.
LESSON AIM:
Students will design a house that will fit on 800m2 and complete the measurements for the
area and the perimeter of the house and individual rooms.
STUDENTS PRIOR KNOWLEDGE
LIKELY MISCONCEPTIONS
Students have

had

previous lessons on

calculating area and perimeter


LESSON OBJECTIVES:
1. Students will design their own house including all the measurements for area and
perimeter
2. Students will have a solid understanding of area and perimeter in every day life
situations
3. Students will design their own house following basic instructions of what needs to be
included
LEARNING OUTCOMES AND DIFFERENTIATION :

ASSESSMENT OF OUTCOMES :

All Students will:


a) Design a house with area and perimeter

a) Finished design of house

measurements

b) Accurate, to scale drawing

b) Have a solid understanding of scale and how their

c) Correct measurement

design fits into their block size

calculations

Most students will:


c) Complete their house designs to a high standard with a
lot of detail in their drawing
d) Push themselves to design a house that is testing their
capabilities to improve themselves
Some students will:
e) Use their prior knowledge to work on perimeter and
area problems that do not fit into regular shapes

INDIVIDUAL STUDENTS (SEN, GIFTED AND TALENTED ETC.):

Use shapes and designs that are not regular shapes eg. Circles and triangles

RESOURCES :

A3 graph paper

Lead pencil

Area and perimeter

Ruler

Measurement

Eraser

Design

Scale

Meters squared

KEY VOCABULARY:

Time

TEACHER ACTIVITY

STUDENT ACTIVITY

Starter
11:30
10 minutes

Bring class in from recess

and settle down to get

though their interest being sparked

attention

through questions and engaging in

Introduce activity on white

prior knowledge

board to support those with

learning difficulties

Students will engage in the task

The students will focus and engage in


introduction

Ask questions to engage


students about about prior
knowledge of perimeter and
area, their understanding
and also spark their interest
in the task

Main 1
11:40
30 minutes

Discuss the requirements


for the planning and design
of their house

Ask students about how


their block could look if it
had to be a total of 800m2

Students will begin to use prior

Using whiteboard I will

knowledge to figure out what the

discuss different ways their

measurements of their block will be

block could look to add up

to add up to 800m2

to 800m2

Students will draw their block to scale

20x40m

with their own measurements and

10x80m

design ensuring it adds up to 800m2

5x160m

Discuss scale and


measurement and allow
students to draw their block
Fitness break

12:10
10 minutes

Main 2
12:20
30 minutes

Once students have designed


their block I will get the class
back together and discuss the
requirements for the house

Students must start to think

Students will begin to design their

about where they want their

house ensuring they know the

house to sit on their block,

requirements of the house design

how big/small, how many


stories, if they want a garden
etc.

I will draw an idea on the


board to show what is required
including a driveway, house
and garden etc.
Plenary

Discuss requirements again


ensuring every student is

12:50
10 minutes

on track

Close the lesson by getting


each student to write their
names on their design and
handing up to the front

LESSON EVALUATION SHEET


In what ways, if any, did the lesson deviate from the lesson plan?
The lesson went pretty much to plan except for the time schedule as the first activity to
a little less time and therefore the students had more time on the actual design.
However, my mentor teacher took over control when it came to discussing the sizes for
the land as she wanted to go into more detail.
How well did students respond to the lesson content, activities and learning
environment?
I felt like the students responded well to the lesson as they were excited and had lots of
ideas of what they wanted their house to look like. This allowed for the students to
come up with a high quality of work and complete the tasks on time.

How well did students meet the planned learning outcomes and how was this
assessed?
The students are well o their way to meet the learning outcome; we will have one more
lesson where they will complete their designs and measurements which will then be
assessed. Todays lesson was merely assessed by seeing the students on their way to
completing their design with their block size measured and to scale and beginning
design on the rooms.
What learning and teaching strategies were used and how did they affect
learning?
The learning and teaching strategies used were to ensure the students were given small
tasks at a time so they stayed on track and also using prior knowledge so they had a
basis of understanding of what they were to do.
I think relating the measurement of area and perimeter to everyday life was a good
strategy to get the kids to further their knowledge and skills in this area.

What strategies were used to maintain class discipline and motivation?


I used the times where they got off task to bring them all back together to move on to
the next task or regain their focus. I also added in a ten minute break in the middle of
the lesson so they didnt get too ratty from sitting down too long.