Purpose and Scope of the Unit of Work:

From this unit of work, Students should be able to solve problems involving surface area and volume for a range of 3 Dimensional shapes and
composite solids. They should be able to recognise perpendicular heights and slants, solving right-angles triangle problems such as finding unknown
sides and angles using Pythagoras theorem and trigonometric functions. Students will be able to formulate proofs and arguments involving congruent
triangles and able properties. They will learn to apply logical reasoning involving congruence and similarity to proofs and use numerical exercises
involving plane shapes.

Outcomes

Key considerations

Overview

- uses and interprets formal definitions and

generalisations when explaining solutions and/
or conjectures
MA5.3-1WM
- generalises mathematical ideas and
techniques to analyse and solve problems
efficiently
MA5.3-2WM
- applies formulas to find the surface areas of
right pyramids, right cones, spheres and related
composite solids
MA5.3-13MG
- uses deductive reasoning in presenting
arguments and formal proofs
MA5.3-3WM
- applies formulas to find the volumes of right
pyramids, right cones, spheres and related
composite solids
MA5.3-14MG
- applies Pythagoras theorem, trigonometric
relationships, the sine rule, the cosine rule and
the area rule to solve problems, including
problems involving three dimensions
MA5.3-15MG
- proves triangles are similar, and uses formal
geometric reasoning to establish properties of
triangles and quadrilaterals
MA5.3-16MG
- applies deductive reasoning to prove circle
theorems and to solve related problems
MA5.3-17MG

Stage 5.3 Key ideas

Construct and interpret the Pythagoras theorem

This unit or work includes content from Stage 5.1,

Stage 5.2 and Stage 5.3.
Teachers should be able to recognise the differences
in learning experience within the classroom and
meet the needs of every student.
Teachers can form groups of students that may need
to:
Comprehensively review related Stage 4 content
before going to Stage 5.1 content
Briefly review related Stage 4 before going to
Stage 5.1 and 5.2 content
Study Stage 5.1 and 5.2 content only

Describe effectively the theorems, formula and

proofs of 2D and 3D shapes
Interpret and critically evaluate shapes in 2D and
3D form to find unknown side lengths and angles
Critically evaluates and applies effect reasoning
when presenting arguments and proofs in
geometric setting
Recognises and uses appropriate formulas for the
solution

Assumed knowledge:
Stage 5.1 and Stage 5.2 Measurement and
Geometry

Content

Teaching, learning and assessment

Area and Surface Area

Solve problems involving the surface areas of right
pyramids, right cones, spheres and related
composite solids (ACMMG271)
identify the 'perpendicular heights' and 'slant
heights' of right pyramids and right cones

Revision:
Area of 2D shapes
Circle key terms: radius, diameter, circumference

apply Pythagoras' theorem to find the slant

heights, base lengths and perpendicular heights
of right pyramids and right cones

Students are given various mediums to evaluate perpendicular heights

and slant heights on various mediums.
- What is a perpendicular height?
- Recognise slant heights on right pyramids and right cones
- Understand slant heights as hypotenuse

The teacher models how to find the slant heights, base lengths and
perpendicular heights of right pyramids and right cones using the
methods:
devise and use methods to find the surface areas
- Pythagoras Theorem: Square Method
of right pyramids
After students are more familiar with the square method, Teacher helps
students to formulate the Pythagoras Theorem formulae.
develop and use the formula to find the surface

areas of right cones:

(Curved surface area of cone=rl where r is the
length of the radius and l is the slant height)
use the formula to find the surface areas of
spheres:
(Surface area of a sphere=4r2 where r is the
length of the radius)

solve a variety of practical problems involving the

surface areas of solids
- find the surface areas of composite solids, eg a
cone with a hemisphere on top (Problem
Solving)
- find the dimensions of a particular solid, given its
surface area, by substitution into a formula to
generate an equation (Problem Solving)

Resources

Explore different types of pyramids:

- What makes a Right Pyramid?
- What is a Oblique Pyramid?
- What is surface area?
- What is Lateral Area?

animated gif of square

method: http://
www.mathwarehouse.com/
animated-gifs/#pythagoreantheorem-animated-gif

(cones, pyramids and

spheres) Using picture
diagrams: http://
www.mathsisfun.com/
geometry/pyramids.html
http://amsi.org.au/
teacher_modules/
Cones_Pyramids_and_Spheres.
html

Students are to find the surface area of various shapes using their
knowledge of area within 2D shapes.
Teacher helps students to recognise patterns in finding the surface area
before introducing the surface area formulae.
- Students are to recognise that surface area has two parts: the base
area and the Lateral Area
Teacher outlines the various ways to find the surface area of composite
solids as well as back tracking and finding its dimensions given the
surface area of the shape.
- The area of the shape of the joined composite solids should not be
calculated.
- Measurement metric system should be the same throughout

Using picture diagrams of

composite solids: https://
www.sophia.org/concepts/
surface-area-of-compositefigures--2

Resources

Teacher helps students recognise that a pyramid/

cone has one-third the volume of a prism/cylinder
with the same base and perpendicular height
through water presentation or animation.
- Through diagrams and visual presentation,
teacher helps students to formulate the volume of
a cone.
Students should be able to find the volume of 3D
shapes by applying the correct formulae which have
been reinforced by the teacher.
- Aware that the measurement should be all the
same

hollow 3D shapes with the same base

VOLUME:
Solve problems involving the volumes of right
pyramids, right cones, spheres and related
composite solids (ACMMG271)
develop and use the formula to find the
volumes of right pyramids and right cones:

Teaching, learning and assessment

Volume of pyramid/cone=1/3Ah where A is the

base area and h is the perpendicular height
- recognise and use the fact that a pyramid/
cone has one-third the volume of a prism/
cylinder with the same base and the same
perpendicular height (Reasoning)
- deduce that the volume of a cone is given by
V=13r2h (Reasoning)

Volume of sphere=43r3 where r is the length

of the radius
- find the volumes of composite solids that
include right pyramids, right cones and
hemispheres,

Teacher shows how the volume of two cones =

volume of sphere (as shown in the youtube video)
- Students understand how the volume of sphere
works
- Prove that the volume of two cones= volume of
sphere

solve a variety of practical problems relating

to the volumes and capacities of right
pyramids, right cones and spheres
- apply Pythagoras' theorem as needed to
calculate the volumes of pyramids and cones
(Problem Solving)
- find the dimensions of a particular solid,
given its volume, by substitution into a
formula to generate an equation, eg find the
length of the radius of a sphere, given its
volume (Problem Solving)

When students are familiar with finding the volume

of shapes, students will be able to progress to
finding the volume of composite shapes.
e.g: find the volume of a cylinder with a cone on top

When students are comfortable with finding the

volume of various 3D shapes and composite
shapes, Teacher aids the students to find
dimensions of solids given its volume.
- Students should be use algebraic techniques to
find specific dimensions.

volume of a cone + animation: http://

www.mathwarehouse.com/solid-geometry/cone/
formula-volume-of-cone.php

Volume of a sphere: https://www.youtube.com/

watch?v=YNutS8eIhEs
Using picture diagrams from: http://amsi.org.au/
teacher_modules/
Cones_Pyramids_and_Spheres.html


Content

Teaching, learning and assessment

Resources

TRIGONOMETRY AND PYTHAGORAS

THEOREM:
Apply Pythagoras' theorem and trigonometry to
solve three-dimensional problems in right-angled
triangles (ACMMG276)
solve problems involving the lengths of the edges
and diagonals of rectangular prisms and other
three-dimensional objects

Revision:
- Pythagoras Theorem
- Trigonometric functions: sine, cosine and tangent
- Bearings
- Properties of 3D shapes

Students should be able to identify:

- What makes a right-angled triangle
- Hypotenuse, adjacent and opposite side lengths

use a given diagram to solve problems involving

right-angled triangles in three dimensions
- check the reasonableness of answers to
trigonometry problems involving right-angled
triangles in three dimensions (Problem Solving)

Teacher explores problems involving cuboids with

students: objects with length, width and height.
(sample questions shown in resources)
- Being aware of the metric units used

Problems involving three-dimensional objects:

http://www.wiley.com/legacy/Australia/PageProofs/
MQ10_AC_VIC/c05TrigonometryI_WEB.pdf

Students should be able to evaluate problems

involving right-angled triangles, bearings, angle of
elevation and depression using using Pythagoras
theorem.
e.g: A person finds the angle of elevation to the top
of a tower 52m tall to be 30. He walks x meters
closer to the tower an finds the new angle of
elevation to be 40. How far did her walk?

Teacher demonstrates how to graph trigonometric

functions using the unit of circle and its exact values
(for students who lack understanding, use a a table
of values and a graphic/calculator)

Graphic/Calculator
graphs should look like this: http://
img.sparknotes.com/figures/A/
ad79275cb59e569b790cb945a4ffc553/triggraphs.gif

draw diagrams and use them to solve word

problems involving right-angled triangles in three
dimensions, including using bearings and angles of
elevation or depression
- check the reasonableness of answers to
trigonometry word problems in three dimensions
(Problem Solving)

Use the unit circle to define trigonometric functions,

and graph them, with and without the use of digital
technologies (ACMMG274)
prove that the tangent ratio can be expressed as a
ratio of the sine and cosine ratios.

Teacher demonstrates to students how trigonometric

ratios work. (shown in the website in resource)
Teacher explains step-by-step in detail how
tan=sin/cos

Trigonometric ratios: http://www.regentsprep.org/

regents/math/algtrig/att1/trigsix.htm

 use the unit circle and digital technologies to investigate the sine,
cosine and tangent ratios for (at least) 0 x 360 and sketch
the results
- compare the features of trigonometric curves, including
periodicity and symmetry (Communicating, Reasoning)
- describe how the value of each trigonometric ratio changes as
the angle increases from 0 to 360 (Communicating)
- recognise that trigonometric functions can be used to model
natural and physical phenomena, e.g tides, the motion of a
swinging pendulum (Reasoning)
investigate graphs of the sine, cosine and tangent functions for
angles of any magnitude, including negative angles

Using unit circle diagram (in resources), teacher

guides students to explore sine, cosine and tangent
ratios.
Teacher will:
- Show various methods to remember exact values
by the table method or triangles.
- Show visual representation to show how
trigonometric ratio changes as the angle increases
using geogebra (unit circle- trig functions).
- Provide scenarios where trigonometric functions
can be used in the real world using animation and
diagrams (in resources).

use the unit circle or graphs of trigonometric functions to

establish and use the following relationships for obtuse angles,
where 0 A 90:
sinA = sin(180A)
cosA =cos(180A)
tanA =tan(180A)
recognise that if sinA0, then there are two possible values for A,
given 0 A 180 (Reasoning)
determine the angle of inclination, , of a line on the Cartesian
plane by establishing and using the relationship m=tan where m
is the gradient of the line

Solve simple trigonometric equations (ACMMG275)

determine and use the exact sine, cosine and tangent ratios for
angles of 30, 45 and 60 L
- solve problems in right-angled triangles using the exact sine,
cosine and tangent ratios for 30, 45 and 60 (Problem Solving)
prove and use the relationships between the sine and cosine
ratios of complementary angles in right-angled triangles
sinAcosA= cos(90A)= sin(90A)
determine the possible acute and/or obtuse angle(s), given a
trigonometric ratio

Using animation, graphic calculators, table

graphing, Teacher shows how to draw trigonometric
functions showing angles of magnitude including
negative angles.
Students should recognise and evaluate the
differences between trigonometric functions.

Unit circle diagram: https://

upload.wikimedia.org/wikipedia/
commons/thumb/4/4c/
Unit_circle_angles_color.svg/2000pxUnit_circle_angles_color.svg.png
Exact values table: http://
moodle.tbaisd.org/file.php/871/Trig_/
Images/trig_ratio_table.gif
Exact values triangles: http://
www.examsolutions.net/mathsrevision/core-maths/trigonometry/
ratios/tutorial-1.gif
Unit Circle - Trig functions: http://
www.geogebra.org/student/m1119379
Trigonometric functions in the real
world: http://www.mathdemos.org/
mathdemos/sinusoidapp/
sinusoidapp.html

Teacher demonstrates the rules of Sine Rule: (resources).

Establish the sine, cosine and area rules for any
triangle and solve related problems (ACMMG273) Students are to use the sine rule and practice questions involving finding
side lengths and angles. Students are to discover:
prove the sine rule:
In a given triangle ABC, the ratio of a side to the sine - The Sine Rule can be used in any triangle (not just right-angled triangles)
of the opposite angle is a constant.
where a side and its opposite angle are known.
- Sine Rules is used to find the length of a side, you need to use the version
of the Sine Rule where the lengths are on the top.
use the sine rule to find unknown sides and angles
of a triangle, including in problems where there are - If you need to find the size of an angle, you need to use the version of the
two possible solutions when finding an angle
Sine Rule where the angles are on the top.
- recognise that if given two sides and a non- Sometimes Sine Rule questions can have two solutions (only when you
included angle, then two triangles may result,
are finding angles)
leading to two solutions when the sine rule is

applied (Reasoning)
Teacher demonstrates the rules of Cosine Rule:
(resources)
Students are to use the cosine rule and practice questions involving finding
prove the cosine rule:
For a given triangle ABC,
side lengths and angles. Students are to discover:
- The Cosine Rule can be used in any triangle where you are trying to relate
a = b + c 2bc(cosA)
cosA= (b + c a)/2bc
all three sides to one angle.
- To find the length of a side, you need to know the other two sides and the
opposite angle:
use the cosine rule to find unknown sides and
angles of a triangle
a = b + c 2bc(cosA)
- If you need to find the size of an angle, you need to use the version of the
prove and use the area rule to find the area of a
triangle:
Cosine Rule where the cos(A) is on the left:
For a given triangle ABC, Area of triangle=1/2absinC
cosA= (b + c a)/2bc

Teacher explains how finding the area of a triangle works using diagram
select and apply the appropriate rule to find
unknowns in non-right-angled triangles
(shown in resources) using step-by-step procedure.
- explain what happens if the sine, cosine and area
rules are applied in right-angled triangles
Students are to practice solving problems where a diagram is not provided.
(Communicating, Reasoning)
e.g: Find the unknown sides and angles in the following trainees ABC where,
<A = 75, <B= 35, a=12.5 cm

solve a variety of practical problems that involve

non-right-angled triangles, including problems
Students are to use appropriate trigonometric ratios and formulas to solve
where a diagram is not provided
two-dimensional problems given.
- use appropriate trigonometric ratios and formulas
to solve two-dimensional problems that require the
use of more than one triangle, where the diagram
is provided and where a verbal description is
given (Problem Solving)

Sine Rule and Cosine Rule:

http://
www.cimt.plymouth.ac.uk/
projects/mepres/step-up/
sect4/index.htm

Area of Triangles without

Right angles: https://
www.mathsisfun.com/
algebra/trig-area-trianglewithout-right-angle.html
Diagram:

- the base is: c

- the height is: b x sinA

Content

Teaching, learning and assessment

PROPERTIES OF GEOMETRICAL FIGURES

Formulate proofs involving congruent triangles and
angle properties (ACMMG243)
construct and write geometrical arguments to
prove a general geometrical result, giving reasons
at each step of the argument, eg prove that the
angle in a semicircle is a right angle

Revision:
- Types of Angles: acute, right, obtuse, straight, reflect, revolution,
complementary, supplementary and adjacent.
- Angles meeting at one point add up to 1 revolution or 360.
- Straight angles add up to 180
- 2 straight lines intersect vertically opposite angles are equal.
- Parallel lines theorems: corresponding, alternate and co-interior angles
- Symbols of reasons in Geometry.
Apply logical reasoning, including the use of

congruence and similarity, to proofs and numerical

Teacher provide steps to help students to write geometrical arguments. Using
exercises involving plane shapes (ACMMG244)
the steps, teacher answers a few example questions with the classroom to
provide better reinforcement of the steps:
1) Diagram: draw one from the information given
write formal proofs of the similarity of triangles in
the standard four- or five-line format, preserving
2) Data: write down relevant known facts which are important
the matching order of vertices, identifying the scale
3) Aim: Write down clearly what you are trying to prove
factor when appropriate, and drawing relevant
4) Construction: constructional lines are necessary for the proof
conclusions from this similarity
5) Proof: logical, well set out proof with reasons given for each step
- prove that the interval joining the midpoints of two

sides of a triangle is parallel to the third side and

Teacher explains congruent Triangles using diagrams.
half its length, and the converse (Communicating,
Students should be able to evaluate:
- What makes a congruent triangle
Problem Solving)
- What are the 4 following tests? SSS, SAS, AAS, RHS
- Write appropriate proofs:
1) Find 3 qual facts about the pair of triangles
2) Give reasons after each fact using brackets
3) Finally state which of the 4 tests given on the opposite page was used to
prove congruency

Teacher shows three different theorems to prove that the midpoints of two sides
of a triangle is parallel to the third side and half its lengths. (Explanations and
diagrams in resources)

Resources

Midpoint theorems: http://

www.algebra.com/
algebra/homework/
Triangles/The-linesegment-joining-themidpoints-of-two-sidesof-a-triangle.lesson

 establish and apply for two similar figures with

similarity ratio 1:k the following:
- matching angles have the same size
- matching intervals are in the ratio 1:k
- matching areas are in the ratio 1:k
- matching volumes are in the ratio 1:k
solve problems involving similarity ratios and areas
and volumes (Problem Solving)

Students should be able to recognise two triangles are similar if:

1) The corresponding angles are equal.
2) The length of corresponding sides are in the same ratio
3) Two pairs of sides are in the same ratio and the angles included between
these sides are equal.

state a definition as the minimum amount of

information needed to identify a particular figure
prove properties of isosceles and equilateral
triangles and special quadrilaterals from the formal
definitions of the shapes:
use dynamic geometry software to investigate and
test conjectures about geometrical figures
(Problem Solving, Reasoning)

- give reasons why a square is a rhombus, but a

rhombus is not necessarily a square
(Communicating, Reasoning)
prove and apply tests for quadrilaterals
solve numerical and non-numerical problems in
Euclidean geometry based on known assumptions
and proven theorems
- state possible converses of known results, and
examine whether or not they are also true
(Communicating, Reasoning)

area of similar figures

Teacher explains how are areas and volumes of similar figures are related to
geogebra: http://
the ratio of the corresponding sides by providing diagrams from the textbook/
www.geogebra.org/
geogebra (resources) to help students visualise and reinforce the idea of ratio. material/simple/id/102991

volumes and surface

area: http://
Teacher explains how theorems work, using diagram from the textbook to
www.geogebra.org/
visually assist students to recognise the details:
material/simple/id/201233
- Triangle Theorems: interior, exterior, isosceles and equilateral and how it

works.
Understanding Year 9 &
- Properties of Quadrilaterals: parallelogram, rhombus, rectangle and square 10 Maths by Warwick
- Polygons: angle sum= (n-2) x180, sum of exterior angles of any polygons Marlin, Chapter 12
adds up to 360.
(Geometry)

Students are to create a flow chart showing the relationships between different
quadrilaterals in groups on a poster.

Using the properties of a rhombus and square, with the diagrams

Rhombus/square
reinforcement (resource), teacher explains why a square is a rhombus, but a
diagram: http://
rhombus is not necessarily a square.
www.eduplace.com/math/
- The properties needed to make a square doesnt satisfy the prop. of a
mw/background/6/09/
rhombus.
graphics/ts_6_9_wi-5.gif

Understanding Year 9 &

10 Maths by Warwick
Marlin, Chapter 21
(Similarity)

Students should be able to recognise:

- if both pairs of opposite angles of a quadrilateral are equal, then the
quadrilateral is a parallelogram
- if both pairs of opposite sides of a quadrilateral are equal, then the
quadrilateral is a parallelogram
- if all sides of a quadrilateral are equal, then the quadrilateral is a rhombus

Content
CIRCLE GEOMETRY
Prove and apply angle and chord properties of
circles (ACMMG272)
identify and name parts of a circle (centre, radius,
diameter, circumference, sector, arc, chord,
secant, tangents, segment, semicircle)

Teaching, learning and assessment

Resources

Teacher goes through the important parts of the circle, defining and identifying
Understanding Year 9 &
the: diameter, radius, chord, segment, arc, sector, semicircle, quadrant, tangent 10 Maths by Warwick
using the the textbook.
Marlin, Chapter 23

(Geometry of the Circle)

Parts of a circle
Using geogebra, teacher allows students to play around with the parts of a
geogebra:
circle where they are able to experiment and identify the parts of the circle on
https://
use terminology associated with angles in circles
their own.
www.geogebra.org/
Students are to note down and observations they see while playing around with
material/simple/id/
identify the arc on which an angle at the centre or
geogebra.
260605
- What is the arc?
circumference stands
https://
- What did you notice about the tangent?
www.geogebra.org/
demonstrate that at any point on a circle there is a - What do you notice about the line from the centre of the circle to the chord?
material/simple/id/
unique tangent to the circle, and that this tangent is

28189
perpendicular to the radius at the point of contact
https://
When students are familiar with the parts of the circle, Teacher introduces
www.geogebra.org/
prove the following chord properties of circles
Angle Theorems:
material/simple/id/
- Angle at the centre is double the angle at the circumference standing on the
149988
prove the following angle properties of circles
same arc
- The angle in a semicircle is a right angle
use dynamic geometry software to investigate
Chord Theorems
- Angles at the circumference of the circle are standing on the same arc are
angle properties of circles (Problem Solving,
geogebra:
- https://
Reasoning)
equal
apply circle theorems to prove that the angle in a
The opposite angles of a cyclic quadrilateral are supplementary.
www.geogebra.org/
semicircle is a right angle (Problem Solving,
Students to are play around with these theorems, reconstructing them and
material/simple/id/
Reasoning)
proving that they work.
102121
- https://
apply chord and angle properties of circles to find
Using geogebra again, Teacher demonstrates how theorems work and how to
www.geogebra.org/
unknown angles and lengths in diagrams
apply it to find unknown angles and lengths given the examples and diagrams
material/simple/id/
from the textbook.
101363
- Chord theorem:
- https://
prove the following tangent and secant properties
- Tangent Theorems
of circles
www.geogebra.org/
- alternate angle theorems
use dynamic geometry software to investigate
material/simple/id/
tangent and secant properties of circles (Problem - intersecting chords theorem
44841
- https://
Solving, Reasoning)
secants and tangents theorem
apply tangent and secant properties of circles to
www.geogebra.org/
find unknown angles and lengths in diagram.
Students should be able to use this to apply tangent and secant properties of
material/simple/id/
circles to find unknown angles and lengths in diagrams.
703065

Tabular Form of Planned Lessons: (15 lessons, 2.5- 3 weeks duration)

Content Outcomes

Lessons

Time Resources

Solve problems involving the surface

areas of right pyramids, right cones,
spheres and related composite solids
(ACMMG271)

- Perpendicular heights of right pyramids and right cones

- Pythagoras Theorem: square method

60
mins

animated gif of square method: http://

www.mathwarehouse.com/animated-gifs/
#pythagorean-theorem-animated-gif

Solve problems involving the surface

areas of right pyramids, right cones,
spheres and related composite solids
(ACMMG271)

- Surface area of shapes

- Finding the surface area of composite solids

60
mins

(cones, pyramids and spheres) Using picture

diagrams: http://www.mathsisfun.com/
geometry/pyramids.html
http://amsi.org.au/teacher_modules/
Cones_Pyramids_and_Spheres.html
Using picture diagrams of composite solids:
https://www.sophia.org/concepts/surface-areaof-composite-figures--2

Solve problems involving the volumes

of right pyramids, right cones, spheres
and related composite solids
(ACMMG271)

- Finding the volume of 3D shapes using formulae

- Finding the volume of a cone and sphere
- Using the formulae to find the volume of a cone and

60
mins

volume of a cone + animation: http://

www.mathwarehouse.com/solid-geometry/cone/
formula-volume-of-cone.php
Volume of a sphere: https://www.youtube.com/
watch?v=YNutS8eIhEs

Solve problems involving the volumes

of right pyramids, right cones, spheres
and related composite solids
(ACMMG271)

- Volume of two cones= volume of two spheres

- Finding the volume of composite solids.

60
mins

Using picture diagrams from: http://amsi.org.au/

teacher_modules/
Cones_Pyramids_and_Spheres.html

sphere affectively

Apply Pythagoras' theorem and

trigonometry to solve threedimensional problems in right-angled
triangles (ACMMG276)

Teacher explores problems involving cuboids with students:

objects with length, width and height.
(sample questions shown in resources)
- Being aware of the metric units used

60
mins

Problems involving three-dimensional objects:

http://www.wiley.com/legacy/Australia/
PageProofs/MQ10_AC_VIC/
c05TrigonometryI_WEB.pdf
http://amsi.org.au/teacher_modules/
further_trigonometry.html

Use the unit circle to define

trigonometric functions, and graph
them, with and without the use of
digital technologies (ACMMG274)

- Discovering exact trigonometric values using the unit

60
mins

Trigonometric ratios: http://

www.regentsprep.org/regents/math/algtrig/att1/
trigsix.htm
Unit circle diagram: https://upload.wikimedia.org/
wikipedia/commons/thumb/4/4c/
Unit_circle_angles_color.svg/2000pxUnit_circle_angles_color.svg.png
Exact values table: http://moodle.tbaisd.org/
file.php/871/Trig_/Images/trig_ratio_table.gif
Exact values triangles: http://
www.examsolutions.net/maths-revision/coremaths/trigonometry/ratios/tutorial-1.gif
Unit Circle - Trig functions: http://
www.geogebra.org/student/m1119379
Trigonometric functions in the real world:
http://www.mathdemos.org/mathdemos/
sinusoidapp/sinusoidapp.html

Establish the sine, cosine and area

rules for any triangle and solve related
problems (ACMMG273)

- Sine Rule

60
mins

Sine Rule and Cosine Rule: http://

www.cimt.plymouth.ac.uk/projects/mepres/stepup/sect4/index.htm

circle.

Establish the sine, cosine and area

rules for any triangle and solve related
problems (ACMMG273)

- Cosine Rule
- Area of Triangles

60
mins

Sine Rule and Cosine Rule: http://

www.cimt.plymouth.ac.uk/projects/mepres/stepup/sect4/index.htm

Area of Triangles without Right angles: https://

www.mathsisfun.com/algebra/trig-area-trianglewithout-right-angle.html

Formulate proofs involving congruent

triangles and angle properties
(ACMMG243)

- Being able to evaluate and write geometrical arguments

Apply logical reasoning, including the

use of congruence and similarity, to
proofs and numerical exercises
involving plane shapes (ACMMG244)

60
mins

Understanding Year 9 & 10 MATHS by Warwick

Marlin

- Congruent Triangles
- Similarity between two triangles
- Writing logical proofs to evaluate learning.

60
mins

Understanding Year 9 & 10 Maths by Warwick

Marlin, Chapter 12 (Geometry)

Apply logical reasoning, including the

use of congruence and similarity, to
proofs and numerical exercises
involving plane shapes (ACMMG244)

- Midpoint Theorems

60
mins

Midpoint theorems: http://www.algebra.com/

algebra/homework/Triangles/The-line-segmentjoining-the-midpoints-of-two-sides-of-atriangle.lesson

Prove and apply angle and chord

properties of circles (ACMMG272)

- Parts of a circle
- Angle Theorems

60
mins

Understanding Year 9 & 10 Maths by Warwick

Marlin, Chapter 23 (Geometry of the Circle)
Parts of a circle geogebra:
https://www.geogebra.org/material/simple/id/
260605
https://www.geogebra.org/material/simple/id/
28189
https://www.geogebra.org/material/simple/id/
149988

and proofs using mathematical terms.

Prove and apply angle and chord

properties of circles (ACMMG272)

REVISION

Teacher goes through important theorems, proofs and

formulae from unit before topic test.

Chord theorem:
Tangent Theorems
alternate angle theorems
intersecting chords theorem
secants and tangents theorem

60
mins

60
mins

geogebra:
- https://www.geogebra.org/material/simple/id/
102121
- https://www.geogebra.org/material/simple/id/
101363
- https://www.geogebra.org/material/simple/id/
44841
- https://www.geogebra.org/material/simple/id/
703065

Lesson Plan to Introduce the unit:

Class: 10 (5.3 class)

Date:

Time: 60 mins

Key Learning Area: Mathematics

Lesson Topic: Hypotenuse side and Pythagoras theorem

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
- Parts of a triangle

Syllabus Outcome(s):
Solve problems involving the surface
areas of right pyramids, right cones,
spheres and related composite solids
(ACMMG271)

Any safety issues to be considered:

- Bags and power cords

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- Recognise perpendicular heights of right pyramids and right
cones
- Comprehend and apply the Pythagoras Theorem effectively.

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.
- Teacher observes students

Resources:
- Understanding Year 9 & 10 Maths by Warwick Marlin
animated gif of square method: http://www.mathwarehouse.com/animated-gifs/#pythagorean-theoremanimated-gif

Lesson Content / Indicators of Learning

(What is Taught):

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)

Settling the class

5 mins

Teacher welcomes class and waits till class gets settled in.
Teacher introduces new unit: Measurement and Geometry.
Teacher gives brief explanation of what students will learn
during the unit:

Resources and Organisation:

INTRODUCTION

Engaging students and preparing them for 10 mins

the upcoming unit

Teacher provides real world scenarios to engage students

e.g: Being able to find unknown sides and angles: You are
making a treehouse and want to make a pulley from the top of
the tree to the bottom, how would you be able to find the
distance of the side slant of the tree?

DEVELOPMENT
Teacher brings in various 3D shapes and shows students how
to find perpendicular height, find slant heights on right pyramids
and right cones. They are to use their rulers and measure the
3D objects and apply these measurements to the formulae to
prove it works.
- Students are to work in groups of 4

- ruler

15 mins

10 mins

15 mins

Teacher guides students to explore different types of pyramids:

- What makes a Right Pyramid?
- What is a Oblique Pyramid?
- What is surface area?
- What is Lateral Area?
Teacher introduces the Pythagoras Theorem proving it using
the Square Method.
After students are more familiar with the square method,
Teacher helps students to formulate the Pythagoras Theorem
formulae.

CLOSURE

5 mins

Revision: What did we learn today?

animated gif of square method:

http://www.mathwarehouse.com/
animated-gifs/#pythagoreantheorem-animated-gif

ASSESSMENT TASK: (TEST)

1. Find the value of the pro numeral in each of the following diagram correct to one decimal place. (2)

2. a) Find the surface area of a cube with side length 9 cm. (2)

b) Find the volume of a cube with side length 9 cm. (2)

3. Find the surface area and volume of the following solids. Give you answers correct to one decimal place. (3)

4. For each figure find the value of x. Give reasons: (3)

5. Find the values of the pro numeral in each figure. Give reasons for your answer.
a) (1)

b) (4)

6. Calculate the value of the pro numeral in the following: (3)

7. By using the cosine rule, find the unknown sides and angles in the following triangles ABC. a= 10 cm, b= 12cm, <c = 60. (3)

Assessment Criteria:

Grades

Marks

Criteria

22-18

Demonstrates extensive knowledge and understanding of right-angled triangles, trigonometry and geometry.
Very High level of competence in the processes and skills involved in using accurate formulae, proof and theorems.
Working is sequenced logically, clear and concise
Indicates high understanding of the practical applications of measurement, geometry and trigonometry.

17-13

Demonstrates knowledge and understanding of right-angled triangles, trigonometry and geometry.

High level of competence in the processes and skills involved in using accurate formulae, proof and theorems.
Working is sequenced clear and concise
Indicates an understanding of the practical applications of measurement, geometry and trigonometry.

13-7

Demonstrates some knowledge and understanding of right-angled triangles, trigonometry and geometry.
Shows some level of competence in the processes and skills involved in using accurate formulae, proof and theorems.
Working is clear
Indicates some understanding of the practical applications of measurement, geometry and trigonometry.

7-0

Demonstrates little knowledge and understanding of right-angled triangles, trigonometry and geometry.
Shows little level of competence in the processes and skills involved in using accurate formulae, proof and theorems.
Shows some working out
Indicates little understanding of the practical applications of measurement, geometry and trigonometry.