YR9 MATHS - MEASUREMENT

Curriculum Area Measurement

Content Descriptor (from - Calculate areas of composite shapes (ACMMG216)
ACARA)
- Calculate the surface area and volume of cylinders and solve
related problems (ACMMG217)

- Solve problems involving the surface area and volume of right

prisms (ACMMG218)
Achievement standard As a result of engaging with the unit, the students will “calculate
from ACARA areas of shapes and the volume and surface area of right prisms
and cylinders.”
Learning objectives Students will understand how measurement is used in day-to-day
know, understand and do life.

Students will know how to calculate perimeter, area, surface area,

and volume of 2D and 3D shapes.

Students will be able to use their knowledge and skills to solve

real-world problems.
Learner Low-level learners
differences/disabilities in Low-level learners (or students with learning difficulties) are
your class supported through activities which encourage collaboration with
their peers, which allows them to have support and learn from their
peers. Differentiation of activities within the lesson also supports
students with learning difficulties by giving them structured,
achievable tasks that are still an appropriate level of challenge.
The differentiation of the textbook chapter questions also gives
low-level learners scaoffolding and support to achieve the learning
outcomes. Setting expectations of what students should be
achieving within the lesson helps students set goals and work
towards them. Asking students with learning difficulties to repeat
task instructions and key ideas back to the teacher also helps to
ensure they are engaging with the lesson. Positive reinforcement
should also be used, but if this continues to fail then small
individualised deadlines within the lesson may need to be
implemented.

High-level learners
High-level learners (or gifted and talented students) are supported
and extended throughout their participation in class discussions.
Again, the differentiated questions in the textbook provide an
appropriate level of challenge and extend certain students. Gifted
and talented students can be asked to explain their working in
detail to the class, or to teach certain concepts to other students.
Additionally, the teacher should ensure they are asking gifted and
talented students open-ended guiding questions that encourage
the students to think critically and continue developing a deeper
understanding of the content.
Pre-Assessment Students will complete a pre-assessment quiz on an online site
Readiness Task that records the data for each question, and each student. This will
allow me to gauge the readiness level of each individual student in
the classroom. It will also show me what the class knows already,
and if there are any major misconceptions or gaps in the classes
knowledge.
 This information will help inform my lessons. For example, when
differentiating, I will have an idea of what tiers/levels to pitch the
tasks at. I will also have an idea of which topics might need more
time spent on them than others, or if all students have a clear
understanding of a concept already, then I may not have to spend
as much time on it as I had planned.
The pre-assessment that students will complete can be found
here: Quizizz pre-assessment
Assessment Plan Ongoing formative assessment (in form of pre-assessments, exit
(attached in appendices) tickets, informal discussions, questioning, etc.)
Summative assessment – test (appendix A)
UNIT SEQUENCE
Lesson Learning Lesson outline Resources
content
WK3 Pre- - Students complete pre-assessment on Quizizz pre-
MON assessment, Quizizz assessment
(90mins) perimeter - Explicit teaching of perimeter,
(4.1) circumference, and arc length.
- Teacher does examples on board
- Students start working through chapter 4.1
(perimeter).
WK3 Perimeter - Students continue working through textbook Textbook
WED (4.1) chapter 4.1 (perimeter) following their
(45mins) appropriate tier of questions.
WK3 Perimeter - Students continue working through chapter Textbook
THU (4.1) 4.1 (perimeter) following their appropriate tier
(90mins) of questions. Online ‘maths
games’ practice
WK4 Area (4.2) - Explicit teaching of area of basic shapes,
MON area of composite shapes, and area of sector Textbook
(90mins) formula
- Teacher does examples on board
- Students begin working through chapter
4.2 (area) following their appropriate tier of
questions.
WK4 Area (4.2) - Teacher clarifies any misconceptions Textbook
WED - Teacher does examples on board
(45mins) - Students continue working through
chapter 4.2 (area) following their
appropriate tier of questions.
WK4 Area (4.2) and - Students sit at allocated tables Student recording
THU perimeter - Students start working through worksheet (also exit
(90mins) (4.1) review differentiated task stations. Students have ticket)
10 minutes at each station to complete at Task stations tier 1
least 1 question (there are 3 tiers of Task stations tier 2
questions at each station). Task stations tier 3
- Students hand up stations answer
recording sheet as exit ticket
WK5 Surface area - Review answers from task stations, Surface area of real
MON (4.3) address any major misconceptions from objects activity
(90mins) perimeter/area sheet
- Surface area of real-life objects activity
Toblerone, smarties,
pringles
WK5 WED Surface area - Explicit teaching of surface area and
(45mins) (4.3) formulas Textbook
- Teacher does examples on board
- Students begin working through chapter
4.3 (surface area) following their
appropriate tier of questions.
WK5 THU Surface area - Students continue working through Textbook
(90mins) (4.3) chapter 4.3 (surface area) following their
appropriate tier of questions. Cut + paste chain
- Students who finish can go on with cut + activity
paste chain activity
- Students complete exit ticket Exit ticket
WK6 MON Volume and - Explicit teaching of volume and capacity Textbook
(90mins) Capacity (4.4) - Teach does examples on board
- Students start working through chapter 4.4 Volume and
(volume and capacity) following their capacity activity
appropriate tier of questions. sheet.
- Volume and capacity water cups activity
Cups and jugs for
activity
WK6 WED Volume and - Students continue working through chapter
(45mins) Capacity (4.4) 4.4 (volume and capacity) following their Textbook
appropriate tier of questions.
WK6 THU Unit/chapter - Students work through textbook chapter 4 Textbook
(90mins) review review.
WK7 Test - Students undertake summative test on unit Test
WED (perimeter, area, surface area, volume and
(45mins) capacity).
 LESSON PLANS
THURSDAY WEEK 4 LESSON PLAN

Learning Area Measurement – area. Year level 9 Lesson length

90mins

Achievement In this lesson, students are working towards the achievement standard
standard “Students calculate areas of shapes and the volume and surface area of
right prisms and cylinders”.

Learning intentions The aim of this lesson is for students to develop their knowledge and
understanding of finding the area of shapes.

Success criteria As a result of engaging with this lesson all students will be able to find the
area of basic shapes, sectors, and composite shapes. Most students will
be able to work backwards to find dimensions of shapes (when given the
area). Some students will apply this knowledge to solve real-life problems.

Content and sequence Instructional strategies

Introduction Brief overview of lesson overview and learning Teacher-led
11:35 – 11:45 outcomes. instruction/explanation
10 mins
Students stand at their allocated station, and
choose which colour they are going to follow
Main Differentiated task stations Student-centred activity.
11:45 – 12:55 Students begin working through the Teacher walks around
70mins differentiated task stations. Each table has a facilitating assisting any
different task station on it, and each task students who need help,
station includes 3 different ‘tiers’ of questions. and ensuring students
Ideally, each group will have at least 1 student are on track. Teacher
from each different ‘tier’. should also be observing
student progress and
Students are given ~10 minutes at each giving feedback to
station, and ~2 minutes for transition between students.
stations. By the end of the lesson, students Note: Make sure that if
should have completed at least 7 task stations. students finish their
question before the time
Halfway through (after ~40mins) students runs out, they try the next
should be given a 5minute break. ‘level’ of question.
Close Exit card
12:55 – 1:05 Students hand up their task stations worksheet Teacher-led instruction.
10mins as an exit card at the end of the lesson.
Ensure students have
Conclusion names on their
Teacher concludes lesson, refers to learning worksheets. Ensure all
objectives so students are reminded of what students are contributing
they achieved, and where they should be at. to help pack-up.
Class contributes to help pack-up/return room
to its normal setup. Teacher dismisses class.

ICT use Powerpoint slides with instructions to be displayed on board at front of

class.
Assessment and Formative Summative
reporting - Conversations with/observations of N/A
techniques individuals during class
- Class discussions of answers
- Exit ticket

Resources Task stations student recording sheet (appendix B)

(attached as Tier 1 task stations (appendix C)
appendices) Tier 2 task stations (appendix D)
Tier 3 task stations (appendix E)
 MONDAY WEEK 5 LESSON PLAN
Learning Area Measurement – surface area. Year level 9 Lesson length
90mins
Achievement In this lesson, students are working towards the achievement standard
standard “Students calculate areas of shapes and the volume and surface area of
right prisms and cylinders”.
Learning intentions The aim of this lesson is for students to develop their knowledge and
understanding of finding the surface area of real life 3D objects.

Success criteria As a result of engaging with this lesson all students will have an
understanding of the concept of surface area. Most students will be able to
find the surface area of a rectangular prism and triangular prism. Some
students will be able to find the surface area of a cylinder.

Content and sequence Instructional strategies

Introduction Brief overview of lesson overview and learning Teacher-led

1:45 – 1:55 outcomes. instruction/explanation
10 mins

Main Surface area of real objects activity

1:55 – 2:30 Students are in groups of 2-3. Each group is Student-centred activity
35mins given an object (either smarties box, toblerone,
or pringles can). Groups are given 10 minutes
to follow instructions on worksheets and find
surface area of this object. The objects then
rotate, and groups have 10 minutes to find
surface area of 2nd object. Then last rotation
and students have 10mins to find sruface area
of final object.

Explicit teaching of surface area

Discuss answers from surface area activity.
2:30 – 2:40 Teacher explains formulas for calculating
10mins surface area of rectangular prisms, triangular
prisms, and cylinders. Teacher does example
of finding surface area of each type of 3D
shape on board

Independent practice
Students begin working through textbook
chapter 4.3 (surface area).
2:40 – 3:10
30mins
Close Conclusion
3:10 – 3:15 Teacher concludes lesson, refers to learning Teacher-led
5mins objectives so students are reminded of what
they achieved, and where they should be at.
Teacher dismisses class.
ICT use Powerpoint slides with instructions to be displayed on board at front of
class.
Assessment and Formative Summative
reporting - Conversations with/observations of N/A
techniques individuals during class
Resources Surface area of real objects student worksheet (appendix F).
(attached as
appendices)

WEDNESDAY WEEK 5 LESSON PLAN

Learning Area Measurement – surface Year level 9 Lesson length 45mins
area.
Achievement In this lesson, students are working towards the achievement standard
standard “Students calculate areas of shapes and the volume and surface area of right
prisms and cylinders”.
Learning The aim of this lesson is for students to develop their knowledge and
intentions understanding of finding the surface area of 3D shapes.

As a result of engaging with this lesson all students will have an understanding
Success of the concept of surface area. Most students will be able to find the surface
criteria area of a rectangular prism and triangular prism. Some students will be able to
find the surface area of a cylinder.
Content and sequence Instructional strategies
Introduction Brief overview of lesson overview and Teacher-led instruction/explanation.
11:35 – 11:45 learning outcomes.
5 mins

Main Main
11:45 – 12:55 Students continue working through Student-centred work
35mins textbook chapter 4.3 (surface area),
following their usual tier of questions.
Close Conclusion
12:55 – 1:05 Teacher concludes lesson, refers to Teacher-led instruction
5mins learning objectives so students are
reminded of what they achieved, and
where they should be at. Teacher
dismisses class.

ICT use Powerpoint slides with instructions to be displayed on board at front of class.
Assessment Formative Summative
and reporting - Conversations with/observations of N/A
techniques individuals during class

Resources N/A
(attached as
appendices)
 APPENDIX A

YEAR 9 MATHS – MEASUREMENT FORMULAS

Perimeter formulas: Area formulas:

Surface area
formulas:

Volume formulas:

YEAR 9 MATHS – MEASUREMENT TEST

1. Find the perimeter:

a) b) c)

16cm

40cm 32 m
2. Find the
area: 14cm
a) b)
c) Find the shaded area:
50cm
 9.2 cm 19 m 23cm
15cm

12.5 cm 26 m
36cm

3. Find the surface area:

a) b)

21cm

8cm

7cm

4. Find the volume:

a)

2.7m

4.5m
7.3m

b) A cylindrical rainwater tank has a capacity of 15kL. The radius of the rainwater tank is 1.12m.
Find the height of the rainwater tank in metres. Give your answer to 1 decimal place.
 APPENDIX B

TASK STATIONS RECORDING SHEET

Name:

STATION
COLOUR ANSWER(S)
NUMBER

10

11

12
 APPENDIX C
TIER 1 TASK STATIONS

1)
Find the perimeter of the shape. Each square on the grid is 1 cm by 1cm.

2)
Find the arc length of the sector

3)
Find the perimeter of the sector

4)
Here is a figure made of two rectangles.

a. What is the perimeter of the figure?

b. What is the area of the figure?
c. How much greater is the area of the figure than its perimeter?

5)

Find the area and perimeter of each of the two shapes below.
6)
Find the area of the triangle below.

7)
Find the area of the kite below.

8)
Find the area of the sector.

9)
All these shapes have the same perimeter. Find their areas.

A: B: C: D: E:

F: G: H: I:

10)
Find the area of the shape below.
11)

12)
Find the area of the shaded section.
APPENDIX D
TIER 2 TASK STATIONS
1)
The tile pattern below is made from 3 equilateral triangles. The edge of one equilateral triangle is 11 cm.
Calculate the perimeter of the pattern.

2)

3)
Calculate the perimeter and area of the shape below.

4)
Find the area of the triangle below.

5)

6)
Find the area of the shaded section.
7)
Find the area of the shape below.

8)
Sketch and label 3 different trapeziums with an area of 45m2.

9)
Find the area of the shape below.

10)
Find the area of the shaded sections to the nearest whole number.

11)
Sketch 3 different L-shapes that have a total area of 30cm2, marking on each of their lengths.
12)
The area of the shaded section is 6.87cm2. What is the length of the sides of the square?
 APPENDIX E
TIER 3 TASK STATIONS

1)
Draw and label 3 different rectangles with a perimeter of 15cm.

2)
The tile pattern below is made from 2 regular octagons. The perimeter of one regular octagon is 48 cm.
Calculate the distance around the edge of the pattern.

3)
Three equilateral triangles, each with side length 6cm, are put together to make one larger shape.

Jemima says that the perimeter of the larger shape will be three times the perimeter of one of the triangles.
Explain why Jemima is wrong.

4)

5)
Sketch and label 3 different triangles with an area of 60cm2.

6)
Find the area of the shaded section.

7)
8)
The area of the shaded section is 6.87cm2. What is the length of the sides of the square?

9)
Convince me that: there is often two ways to split a compound shape up that both lead to the same answer.

10)
How many rectangular house blocks 16m x 20m would fit in a 15ha subdivision for a housing estate, assuming
20% of the area of the subdivision is used for roads?

11)
A farmer planted a crop in a field 300m long and 500m wide. One month later, seven ‘crop circles’, each with a
diameter of 21m, were found one morning, flattening the crop in the circle. What area of crop remained?

12)
Six circular discs of radius 5cm fit snugly into the bottom of a rectangular box. Find the percentage of empty
space at the bottom of the box, correct to 2 decimal places, if the discs are arranged in:

a. One row of six

b. Two rows of three

Which box is the most efficient container?

 APPENDIX F

SURFACE AREA
Name:

Follow the steps below for each object. You can use graph paper to do your working out, but write
your final answers in the table.

1. Draw the net of your object (include measurements).

2. Find the surface area of your object.

3. Think of a general rule/process for finding the surface area of any object that has the same
shape as your object. From this, try to develop a formula for finding the surface area of any 3D
shape of the same type (e.g. any triangular prism, any cylinder, etc.).

Object 1:

Type of
shape

Net

Surface
area

Formula
 Object 2:

Type of
shape

Net

Surface
area

Formula

Object 3:

Type of
shape

Net

Surface
area

Formula