Lesson Plan

Topic area: Area and Surface Stage of Learner: 5.1 & 5.2 Syllabus Pages: 326-7, 351-2
Area
Date: 5/3/18 Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:

Worksheets

Outcomes Assessment Students learn about Students learn to

5 questions lesson Composite figures and finding Find the area of composite
MA5.1-1WM starter. their area. figures.
Uses appropriate terminology, Discussion and Drawing the net of a prism Draw the net of a prism and
diagrams and symbols in mathematical questioning. and finding the surface area find its surface area.
contexts Presenting. from that
Worksheet.
MA5.1-2WM
Selects and uses appropriate strategies
to solve problems

MA5.1-8MG
Calculates the areas of composite
shapes, and the surface areas of
rectangular and triangular prisms

ACMMG216
Calculate the areas of composite
shapes

ACMMG218
Solve problems involving the surface
areas of right prisms
visualise and name a right
prism, given its net
visualise and sketch the nets
of right prisms
find the surface areas of
rectangular and triangular
prisms, given their net

MA5.2-1WM
selects appropriate notations and
conventions to communicate
mathematical ideas and solutions

MA5.2-2WM
interprets mathematical or real-life
situations, systematically applying
appropriate strategies to solve
problems

MA5.2-11MG
calculates the surface areas of right
prisms, cylinders and related
composite solids

ACMMG242
Solve problems involving surface area
for a range of prisms, cylinders and
composite solids
Students will be able to work in groups
and collaborate effectively to share
ideas and come up with answers.

Student who breeze through the topic

will be able to tutor those struggling.

Students will be able to complete the 5

questions lesson starter by the end of
the lesson.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT Capability Find the area of composite figures.

Critical and creative thinking Draw the net of a prism and find its surface
Literacy area.
Numeracy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Display their understanding through presentation and discussion
1.3 Figure out different ways of calculating area of composite solids.
1.4 Discover patterns between area and surface area with excel.
1.6 Constant communication during lesson.
2.2 Various resources and activities used.
2.4 Group work involving tutoring from 5.2 to 5.1 students.
3.1 Class builds on from their knowledge of Areas.
3.4 Includes group work requiring everyone to participate.
 Time Teaching and learning actions Organisation Centred
T/S
Intro 5 Questions Starter. (Appendix 1) Teacher: Provide 5 question lesson T and S
Get students to complete the 5 questions to refresh their starter. Walk around and check work.
5-10 mins memory of area and provide them with examples theyre
about to learn. Student: Answer 5 questions.
Walk around checking students work and question their
understanding or provide help where needed. Resources: 5 question lesson starter.
Body Explain the concept of composite figures. Teacher: Explain composite figures T and S
Draw several different figures on the board. providing examples. Mostly S
10-15 Demonstrate 2 ways of calculating composite figures: Encourage students to provide
mins addition and subtraction. methods.
Look for volunteers to draw their own composite figures Divide students into groups and
and discuss ways of finding area. provide worksheets.
Divide into groups making sure each group has both 5.1
and 5.2 students. This way any 5.1 students not quite Student: Participate in discussion.
understanding can receive help from 5.2 that may Complete worksheet.
understand it.
Hand out worksheet of practical problems. (Appendix 3) Resources: Worksheet
Explain the concept of surface area. Teacher: Explain Surface Area. T and S
Open Excel spreadsheet which includes the length of a Show excel spreadsheet and ask for Mostly S
10-15min side of the cube, area of one side and total surface area. values.
See if they see a pattern emerging as they add different
values for the side and develop the formula. Student: Provide values and search
for patterns.

Resources: Excel
Keeping them in the same groups, hand out rectangular Teacher: Hand out rectangular T and S
prisms of various sizes and ask them how they would prisms.
work out their surface area. Explain net.
Show that they can be unfolded to show their net.
10-15min Explain how finding the area of this shape equals the Student: Work out the net of
surface area of the 3D object and get them to work it out rectangular prisms.
as a group.
Resources:
Teacher:

Student:

Resources:
Conclusion Return to lesson starter. Can they all complete it now? Teacher: Start discussion about the T and S
Discuss and ask students for numerous examples for the lesson. Does anyone have any
5-10 need of surface area in the real world. difficulties?
Question their examples and get them to discuss different Start discussion to relate to the real
ways of reaching a solution to some proposed examples. world.
Relate it to composite solids which theyll be learning next
class. Student: Participate in discussion.

Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I will need to observe and record student responses. See what worked and what didnt.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Calculate the area of Show of hands, discussion and presentation of examples.
composite figures.
Drawing the net of a prism Show of hands, discussion and presentation of examples.
and finding its area.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.1, 3.5, 4.1 Listening and participating in discussion.
1.2 Using various activities and showing different methods.
2.1, 2.6, 3.3, Used various teaching strategies and resources.
3.4
1.5, 3.1 Worksheet with varying difficulty of answers. Providing 5.2 students with a
chance to tutor 5.1 students in group work if needed.
2.2, 2.3, 3.2, Using excel to show a pattern and help formulate a formula for surface
4.2 area.
2.5 Show they understand the content and can present ideas to the class
through presentation.
5.1 Constant discussion and answering questions. Speed and accuracy in 5
Questions starter. Presentation of answers to the class.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

None.
References (In APA)

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

NSW Education Standards Authority. (n.d.) Angle Relationships. Retrieved from

http://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/content/761/

Resources Attached:

Appendix 1

5 Question Lesson Starter

What is the area of the following diagrams?

1.

r=3

2.
l=4

w=2

3. Each line is 3 units long.

What is the surface area of the following?

4.

h=2
h=3

w=2
l=3

5. r=2

h=3
Appendix 2

1 G 6
Appendix 3
Lesson Plan

Topic area: Area and Surface Stage of Learner: 5.1 & 5.2 Syllabus Pages: 326-7, 351-2
Area
Date: 6/3/18 Location Booked: Classroom Lesson Number: 2/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:

Worksheets

Outcomes Assessment Students learn about Students learn to

MA5.1-1WM
Uses appropriate
terminology, diagrams and
symbols in mathematical
contexts
Show of hands Triangular prisms and Calculate the surface
with discussion. how to find their net area of various prisms
Worksheets. and surface area.
Presentations. Surface area of
cylinders and other
prisms.

MA5.1-2WM
Selects and uses appropriate
strategies to solve problems

MA5.1-8MG
Calculates the areas of
composite shapes, and the
surface areas of rectangular
and triangular prisms

ACMMG218
Solve problems involving the
surface
areas of right prisms
recognise whether a
diagram represents a
net of a right prism
visualise and sketch
the nets of right
prisms
find the surface areas
of rectangular and
triangular prisms,
given their net
calculate the surface
areas of rectangular
and triangular prisms

MA5.2-1WM
selects appropriate notations
and
conventions to communicate
mathematical ideas and
solutions

MA5.2-2WM
interprets mathematical or
real-life
situations, systematically
applying appropriate
strategies to solve problems

MA5.2-11MG
calculates the surface areas of
right
prisms, cylinders and related
composite solids

ACMMG242
Solve problems involving
surface area
for a range of prisms,
cylinders and composite
solids
Students will be able to
understand enough of surface
area to present it and help
those struggling.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

ICT Capability Learn to recognise the nets of various prisms and

Critical and creative thinking calculate their surface area.
Literacy
Numeracy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, 1.2 Deep 1.5 Metalanguage
skills and ideas. Such pedagogy treats knowledge as understanding 1.6 Substantive
something that requires active construction and 1.3 Problematic communication
requires students to engage in higher-order thinking knowledge
and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms criteria 2.5 Students self
where students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such 2.3 High 2.6 Student direction
pedagogy sets high and explicit expectations and Expectations
develops positive relationships between teacher and
students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students prior knowledge
knowledge and identities, with contexts outside of the 3.3 Knowledge
classroom, and with multiple ways of knowing all integration
cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Display their understanding through presentation and discussion
1.4 Apply what theyve learned to recognise ways of calculating using Pythagoras
Theorem and calculating the surface area of a cylinder.
1.6 Constant communication during lesson.
2.1 Let them know they will be expanding on knowledge for further lessons.
2.2 Constant discussion.
2.3 Let them know they will be expanding on knowledge for further lessons.
3.1 Class builds on from their knowledge of areas and surface area from the previous
3.4 lesson.
Differentiated activities to cater to all students.
Time Teaching and learning actions Organisation Centred
T/S
Intro Wrapping presents activity. Teacher: Display objects T and S
Use a tissue box as an example for 5.1 and give dimensions.
5-10 mins and a poster tube for 5.2 Explain activity.
Given the dimensions of each and the
area of the wrapping paper. How much Student: Complete
wrapping paper would be left over if activity.
there was to be no overlapping.
Resources:
Body Draw the nets of several objects on the Teacher: Draw nets on T and S
board (including a rectangular and board. Question students.
10-15 mins triangular prisms and cylinders) and see Explain right prisms.
if they can identify them as being right
prisms. Question 5.1 and 5.2
What is it that makes them right prisms? students on specific
Pointing at the net of a triangular prism examples.
see if anyone can identify it. Allowing Encourage students to
only 5.1 to answer. Do the same with a come up and provide their
cylinder, but open it up to the whole own.
class.
Ask several students to come up and Student: Discuss right
draw the 3 dimensional object related to prisms. Present examples.
each net. Resources:

10-15 mins 5.1 Teacher: Direct students T and S

Direct students to an online quiz by Khan to Khan Academys
Academy and ask them to complete the webpage. Prompt early
first 3 surface area quizzes. finishers to present.
If any finish early, ask them to present
their answers and reasoning which may Student: Complete
also help any struggling. worksheets and present.

For 5.2 while 5.1 complete the

worksheet. Resources: Khan
Set several objects (i.e. pyramid, and a Academy quiz
cylinder) out the front and discuss the
dimensions or each.
State the dimensions of the pyramid and
ask them to work out the surface area.

For 5.1 Teacher: Provide students T and S

Next provide them with triangular prisms
and rulers and ask then to draw a net of it
10-15 and calculate it surface area.
Get a few to explain their reasoning to
the class.
with triangular prisms and
rulers.
Get a few to present.
Discuss surface area of a
cylinder and ask for ideas.

For 5.2
Begin a discussion on how you would Student: Participate in
 work out surface area of a cylinder as the discussion.
length of the rectangle is not given. Present reasoning.
See if they recognise the length of the
cylinder as being the circumference of
the circles at each end. Resources:
Provide a hint if needed by bringing out
a cardboard cylinder and pull it apart to
its net.
Tell them to notice where the rectangle
lines up to around the circle and ask
them what that is called.
They should know the Formula for
circumference and will be able to work it
out from there.
As an extra challenge draw a tube on the
board and have students calculate its
surface area.
Teacher:

Student:

Resources:
Conclusion Start a conversation relating all this to Teacher: Discuss real T and S
the real world and see if everyone world.
5-10 understands the concepts so far.
Student: Participate in
Discussion.

Resources:

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

I will need to observe and record student responses. See what worked and what didnt.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Find the surface area of Through discussion, online quizes and 5 questions
several prisms. lesson starter.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson
Standards
1.1, 3.5, 4.1 Listening and participating in discussion.
1.2 Using various activities and showing different methods.
2.1, 2.6, 3.3, Used various teaching strategies and resources.
3.4
1.5, 3.1 Worksheet with varying difficulty of answers. Providing 5.2 students
with more difficult content while 5.1 students fill out their worksheet.
2.2, 3.2, 4.2 By structuring similar content from 5.1 and 5.2 to be able to teach
both simultaneously.
2.5 Show they understand the content and can present ideas to the class
through presentation.
5.1 Constant discussion and answering questions. Speed and accuracy in
wrapping paper activity. Presentation of answers to the class.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

Students will be using scissors to cut wrapping paper. I must keep a close eye on all
students.

References (In APA)

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Khan Academy. (2017). Khan Academy. [online] Available at:

https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/basic-geometry-surface-
area/e/find-surface-area-by-adding-areas-of-faces [Accessed 10 Aug. 2017].

Mathworksheets4kids.com. (2017). Surface Area Worksheets. [online] Available at:

https://www.mathworksheets4kids.com/surface-area.php [Accessed 10 Aug. 2017].

NSW Education Standards Authority. (n.d.) Angle Relationships. Retrieved from

http://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/content/761/
Resources Attached:

Khan Academy quiz

https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/basic-geometry-surface-
area/e/find-surface-area-by-adding-areas-of-faces

Cylinder surface area worksheet:

Lesson Plan

Topic area: Area and Surface Stage of Learner: 5.1 & 5.2 Syllabus Pages: 326-7, 351-2
Area
Date: 6/3/18 Location Booked: Classroom Lesson Number: 2/3

Time: 60 minutes Total Number of students: 30 Printing/preparation:

Worksheets

Outcomes Assessment Students learn about Students learn to

MA5.1-1WM
Uses appropriate
terminology, diagrams and
symbols in mathematical
contexts
MA5.1-2WM
Selects and uses appropriate
strategies to solve problems
Hands up Relating surface area Relate surface area and
Discussion and area to the real area to the real world.
Watching world. Calculate the surface
presentations. Calculating the area of composite
SketchUp surface area of solids.
Activity composite solids. Use Pythagoras
Using Pythagoras Theorem to calculate
Theorem to calculate the surface area of
the surface area of triangular prisms.
triangular prisms.

MA5.1-8MG
Calculates the areas of
composite shapes, and the
surface areas of rectangular
and triangular prisms

ACMMG218
Solve problems involving the
surface
areas of right prisms
calculate the surface
areas of rectangular
and triangular prisms
apply Pythagoras'
theorem to assist with
finding the surface
areas of triangular
prisms
solve a variety of
practical problems
involving the surface
areas of rectangular
and triangular prisms

MA5.2-1WM
selects appropriate notations
and
conventions to communicate
mathematical ideas and
solutions

MA5.2-2WM
interprets mathematical or
real-life
situations, systematically
applying appropriate
strategies to solve problems

MA5.2-11MG
calculates the surface areas of
right
prisms, cylinders and related
composite solids

ACMMG242
Solve problems involving
surface area
for a range of prisms,
cylinders and composite
solids
solve a variety of
practical problems
related to surface
areas of prisms,
cylinders and related
composite solids, eg
compare the amount
of packaging material
needed for different
objects
interpret the given
conditions of a
problem to determine
the number of
surfaces required in
the calculation

Students will be able to

understand the topic enough
to be able to present.

Students will be able to work

as groups and divide the
work up into sections,
making it easier for all.

Students will be able to

research relevant information
effectively.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
ICT Capability Be able to relate area and surface area to the real
Critical and creative thinking world.
Literacy
Numeracy

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep knowledge thinking
understanding of important, substantive concepts, 1.2 Deep 1.5 Metalanguage
skills and ideas. Such pedagogy treats knowledge as understanding 1.6 Substantive
something that requires active construction and 1.3 Problematic communication
requires students to engage in higher-order thinking knowledge
and to communicate substantively about what they are
learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms criteria 2.5 Students self
where students and teachers work productively in an 2.2 Engagement regulation
environment clearly focused on learning. Such 2.3 High 2.6 Student direction
pedagogy sets high and explicit expectations and Expectations
develops positive relationships between teacher and
students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more knowledge 3.5 Connectedness
meaningful and important to students. Such pedagogy 3.2 Cultural 3.6 Narrative
draws clear connections with students prior knowledge
knowledge and identities, with contexts outside of the 3.3 Knowledge
classroom, and with multiple ways of knowing all integration
cultural perspective.

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Through research on the topic they will be able to display their understanding of the
1.6 topic.
Constant discussion and questioning throughout the class.
2.2 The class is spent researching followed by discussion and regular questioning.
2.3 By getting them to research I showing I expect them to understand percentages
2.5 already.
Mostly student led class through research and mutual discussion.
3.1 Students are expected to build on their percentage foundations and skills.
3.3 Use of spreadsheets and internet for researching.
3.4 Requires all students to participate as these are things that will affect everyone.
Time Teaching and learning actions Organisation Centred
T/S
Intro 5 questions starter (Appendix 1) Teacher: Display 5 T and S
Get students to complete the 5 questions question lesson starter.
5-10 mins to refresh their memory of area and
provide them with examples theyre Student: Complete lesson
about to learn. starter
Walk around checking students work and
question their understanding or provide Resources:
help where needed.
Body Provide the class with worksheets Teacher: Explain theyll T and S
(Appendix 2) where they will have to use be building on background
10-15 mins Pythagoras Theorem to solve the surface knowledge. Provide with
area. worksheets.
If any finish early, ask them to present Help wherever needed.
their answers and reasoning which may
also help any struggling. Explain the concept of
composite solids.
For 5.2: Encourage students to
Ask the class if anyone is willing to draw draw their versions on the
a rectangular prism on the board and board.
another to draw a cube on the board.
Then draw a composite object of those 2 Student: Complete
and explain the concept of composite worksheet and present
prisms. example.
Draw several composite prisms and right Participate in discussion.
prisms and ask for surface area of each. Answer questions of
After a few minutes of working provide a composite solids.
hint of what the surface area isnt as they
might be calculating the faces that are Resources:
now touching.
Begin a discussion and ask them what the
surface area of these objects are and get a
few to explain their reasoning to the
class.

SketchUp Activity/Assessment Teacher: Open SketchUp T and

Open up Sketchup project displaying a project. S,
20-25 min basic house. (Appendix 3) Using IWB write up some mostly
Using IWB write up some dimensions of dimensions of the house. S
the floorplan and height of the walls. Encourage them to find
Leaving a few unknowns. prices for materials online
Hand out a worksheet filled with and fill out worksheet as
questions on the house (Appendix 4) and groups.
divide class into groups.
Tell them to find prices for paint, carpet
and tiles to see how much it would cost. Student: Research and
answer worksheet.

Resources:
 Teacher:

Student:
Resources:

Teacher:

Student:

Resources:
Conclusion Discuss other ways surface area might Teacher: Start discussion. T and S
apply to the real world and question the
5-10 students on their ideas. Student: Participate in
discussion.

Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

I will need to observe and record student responses. See what worked and what didnt.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Able to relate surface area SketchUp activity
and area to the real world.
Able to calculate the Through discussion and completion of SketchUp
surface area of composite activity
solids.
Able to use Pythagoras Filling out a worksheet and watching presentations.
Theorem to determine the
surface area of triangular
prisms.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Graduate Evidence within this lesson

Standards
1.1, 3.5, 4.1 Listening and participating in discussion. Forming groups to
encourage participation and engagement.
2.1, 2.6, 3.3, Used various teaching strategies and resources
3.4
1.5, 3.1 Creating groups where some who arent as talented can perform other
tasks.
2.2, 2.3, 3.2, Forming groups and getting them to search the internet will keep them
4.2 engaged and will in turn show that that theyve understood content.
2.5 Show they understand the content and are able to present ideas to the
class through presentation.
5.1 Constant discussion and answering questions. Speed and accuracy in
5 questions and answers to final activity.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?

None.

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Resources Attached:

Appendix 1

5 Questions lesson starter

1. Draw the net of a triangular prism

2. If the base of a right prism has the dimensions 3x2 and a height of 9, what
would be its surface area?
3. What is the difference between a right and a non-right prism?
4. If a right angled triangular prism is 3 units high, 5 units long, and 2 units
deep, what would be its surface area?
5. What is the surface area of a cylinder whose base has a radius of 2 and a
height of 15?
Appendix 2
Appendix 3

1. What is the area of the floor (including the deck)?

2. Given that the laundry and bathroom will be using the same tiles, how much
will it cost to tile? Provide the source of your price.
3. Which ares of the house would you carpet? How much carpet are you going to
need and how much will this cost?
4. How many planks of wood are you going to need to build the deck?
5. What is the surface area for the 2 smaller rooms?
6. How much paint are you going to need to paint the exterior of the house?
7. How about the walls and ceiling inside?
8. Once the roof is added the house will have a total height of ______m and the
base of the roof will be ______x_______m. Can you calculate the total surface
area of the house?
Justification

These lessons were combined classes of 5.1 and 5.2 students. As such I needed
to differentiate my teaching to fit activities, group work and content to reach
both groups while still being engaging. I started of my all of my lessons with
either a revision quiz or an activity. These quizzes are a perfect way to, not
only refresh their memories, but they also make the students think and are
simple enough to not take up too much time (Lyon, 2016). Since students who
are motivated and engaged will persist longer with a mathematical task (White,
2001) it is best to start off the class with something light and enjoyable.

Several times through each lesson I call students up to demonstrate their

knowledge of the topic, or just to make sure they were listening. If students
know they are going to present beforehand they will do their best to understand
it thoroughly (possibly to avoid humiliation). In doing this they are deepening
their knowledge and then provide their understanding of the topic while
talking. Of course, they arent all going to be perfect, which is why a teacher is
there to question their reasoning or provide some help. This is also a good way
to assess how much each student understands. Public speaking is also an
important life skill that is best to develop early on.

In the 1st lesson I wrote up my own worksheet that tests the students skills in
recognising many ways to reach the answers. They also increased in difficulty
as I dont want them finishing too soon and become bored, but also make them
simple enough so as to not deter them from attempting all of them. This is also
an excellent way to differentiate between the different learners in the class.
This is important because it enables all students to maximize their gains (Latz,
Speirs Neumeister, Adams & Pierce, 2008) instead of some falling by the
wayside because they arent receiving the right education for them. Because of
the importance in recognising the diverse types of learners I use several
methods to discover how the students learn and how much they know, such as,
worksheets, activities, quizzes and constant discussion through all classes.

Also in the first lesson, I use a spreadsheet that calculates the surface area of a
cube and the area of all its sides. I do this because I want the method and
formula to be hidden. I want them to see a pattern forming from the various
values being plugged in and forming their own method and providing
justification for it. By forming the method themselves theyve displayed higher
order thinking and a deep understanding of the topic. If I had just provided
them with the formula to work out the surface area, many wouldnt have even
listened when I explained the method. We already have a way to get the
answer, why do we need another? some may think.

I finish off this lesson by returning to the 5 question starter. This is a way to review
the success of my teaching methods and the skill level of the students. If there are
some with questions I would be able to finish off the lesson with a bit of revision.
Maybe it isnt even the students fault. Maybe I havent expressed the concepts well
enough. It is only through discussion at the end where I will be able to find this out
and update future lesson plans.

In my 2nd lesson I provide students with yet another quiz. Instead of just using a
worksheet I want to know they can follow instruction and use technology without a
problem. Quizzes can also be quite enjoyable and can give students a sense of
competition where theyre going to try their best. On top of this quizzes can elicit
student participation and engagement to prompt deeper thinking about a particular
question or problem, monitor students understanding of the content, provide students
with instant feedback to help them monitor their own understanding, and even spark
discussion among students as they compare, justify, and modify answers (Carnegie
Mellon University, 2017)

I again assess the students in lesson 2 by having volunteers come to the front and
explain their reasoning and present and example. I finish off the lesson with
discussion again to determine how much of the content has been understood by each
of the students. During the discussion, I try and get students to see examples of this in
the real world. Students often question the need for maths. They dont see it as being
relevant despite it being used all through our lives, but theyve never had anyone
show them. It is always important to try a link math to the real world where
applicable, not only does it answer their question but having scenarios that can
actually quite important to their lives will keep them engaged in the topic.

Following on from this I Spend a lot of time on lesson 3 in the real world. Im trying
to bring their knowledge of area and surface area to decorating and filling a house. I
provide them with a project Ive built using SketchUp, and say I need some help with
the flooring and painting. I have no idea how much this is going to cost me; will you
guys be able to help? In this activity, I again incorporate the use of technology by
getting them to research different prices for different materials. In order to figure out a
price they are going to need to find the area of certain parts of the floor and surface
area of the interior where their knowledge of composite figures and solids will help.
References

Carnegie Mellon University. (2017). What are clickers and how can we effectively
use them? Retrieved 10 August 2017, from
http://www.cmu.edu/teaching/clickers/pdfs/clickers-pedagogicalvalue.pdf

Latz, A., Speirs Neumeister, K., Adams, C., & Pierce, R. (2008). Peer Coaching to
Improve Classroom Differentiation: Perspectives from Project CLUE. Roeper
Review, 31(1), 27-39. http://dx.doi.org/10.1080/02783190802527356

Lyon, S. (2016). Ideas to make revising mathematics engaging | STEM. Stem.org.uk.

Retrieved 10 August 2017, from https://www.stem.org.uk/blog/ideas-make-revising-
mathematics-engaging

White, A. L. (2001). Triple M: Mathematics, motivation andcmiddle school. In C.

Vale, J. Horwood & J. Roumeliotis (Eds.) 2001: A Mathematical Odyssey, (pp.207-
217 ). Brunswick Melb: M.A.V. ISBN 1-876677511