Assignment 3: Oral Presentation of Lesson Plans

Name & Student Number: Molly Hunter (2166154)

Curriculum (Learning) Area: Mathematics
Specific Topic: Measurement
Year Level: 10

Unit Context
This unit aims to address the Measurement content expected by the Australian Curriculum; explained by the
content descriptor ACMMG242 (Solve problems involving surface area and volume for a range of prisms and
composite solids). The unit consists of 5 weeks and should mainly be filled with revision activities aimed to
cement knowledge gained in previous years however, for this specific class, it was shown to be an area of
weakness and is therefore given more time and attention than it may have in another classroom context. The
unit appears in Term 1 in weeks 1 through to 5 in order to address key background knowledge before
progressing to trigonometry. The unit aims to be visual, hands on, and interactive with a summative
assessment surrounding the surface area of the human body and formative assessment throughout.

Unit Overview
Week 1
Perimeter
Area of 2D Shapes
Lesson 1/2 Introduction to length units
 Including conversions
Introduction to perimeter
 Definition/description
 Formulae for common shapes
Perimeter practice
 Composite shapes
 Review Pythagoras’ theorem as required
 Sectors
Extension
 Finding a minimum perimeter
Lesson 3 Introduction to area
 Area units and conversions
 Area formulae
Area practice
 Area estimation
 Basic shapes
Lesson 4/5 Area review (from last lesson)
Area practice
 Parallelograms, trapeziums, circles, sectors
Introduction to area of composite shapes
 How to ‘break’ shapes into ‘chunks’
Area practice
 Composite shapes
Find composite shapes activity
Area problem solving
Extension
 Heron’s formula
 Maximising area
Week 2
Surface Area (3D)
Surface Area of Composite Shapes (3D)
Lesson 6/7 Perimeter and area review
 Refresh learning from last week
 Clarify misconceptions
 Introduction to surface area
 Definition/description
 3D shapes introduction
 Net discussion
Building a net activity
 Include curved surfaces discussion (formulae)
Surface area practice
Lesson 8 Surface area practice
 Problem solving
Lesson 9/10 Surface area of composite shapes
 Class work
 Individual questions
 Class discussion
Review
Week 3
Volume of 3D Shapes
Lesson 11/12 Introduction to volume and capacity
 Definition/description
 Units of volume
 Units of capacity
Volume formulae
 Uniform cross-section
o Cross section discussion
 Pyramids and cones
 Spheres
Volume/capacity practice
Lesson 13 Volume/capacity practice
 Clarification
Lesson 14/15 Problem solving with volume/capacity
 Contextual problems
Extension
 Maximising/minimising volume
Week 4
Surface Area and
Volume of Composite Shapes
Directed Investigation
Lesson 16/17 Composite shapes introduction
 Discussion of how to approach composite shape questions
Surface area of composite shapes practice
Volume of composite shapes practice
Lesson 18 Problem solving with composite shapes
Review
Lesson 19/20 Directed investigation introduction
 Surface area of the human body
 Technology
Begin planning/working on DI
Week 5
Directed Investigation
Lesson 21/22 Directed investigation draft due at end of lesson
Lesson 23 Discussion of drafts
 Class – common feedback
 Individual – students of concern etc.
Continue work on DI
Lesson 24/25 DI due at end of lesson
 Final clarification and composition of DI
 Lesson Plan (6/7)
Context
This double lesson (100 minutes) appears in week 2 of the unit. Students have already covered the content
surrounding the perimeter and area of 2D shapes and are now ready to move on to surface area. Within this
classroom context, the concept of surface area was not clear from previous learning (seen through a pre-
assessment conducted at the end of their previous years schooling) and is therefore dedicated a whole week
(as seen in the LAP). It is stated in the LAP that this week of lessons will address surface area of 3D shapes
and composite shapes; this lesson introduces surface area. This lesson aims to refresh the learning from last
week (through warm-up problem solving questions) and introduce the concept of surface area through
investigating nets. Differentiation occurs in this classroom continuously however; certain activities are tiered
to meet students at their individual readiness levels. This lesson is working towards the Australian Curriculum
descriptor ACMMG242 (explained in the Unit Context above) and will provide the basis for the stage 1 topics
of geometry and trigonometry.

Lesson Outline Notes

Warm-up Task (problem solving question)
Perimeter and area review of learning
 “You need to build a new pen for a pet lamb.
You have 12 metres of fencing wire and you
can use the side of a building as one side of
the pen. What are the dimensions of the pen
that will give us the largest area for the pet
lamb?”
10-15
Problem solving question based on the learning of last
week. As with the class’ regular routine, warm-up task
is ready and waiting for students as they come in to
the classroom.
Open-ended to allow students to test conjectures
Students during this task may require scaffolding and
prompting in order to be able to complete the task (i.e.
diagrams, use of alternative words, simplifying of the
problem, assistance with the use of technology).
Students are asked to describe and justify their
responses in a class discussion – this particular class
is supportive and encouraging during discussions.
Task also presents an opportunity to clarify any
misconceptions before moving on.

Surface area introduction 30

 ‘Chalk and talk’
o Use interactive whiteboard
 3D shapes introduction
o Interactive whiteboard and 3D
shapes to hand around
 Introduction to the concept of nets
Use interactive whiteboard to provide a description and
definition of surface area. Begin with one surface and
find the area (revision from last week) and add
surfaces using the same method until a rectangular
prism is formed.
Explain that a similar method can be used for all 3D
shapes in order to find the area of their surface. Name
all 3D shapes with assistance from students (some
students were unable to identify any 3D shapes
previously).
Explain again that the surface area is the sum of the
areas of the faces of a three dimensional solid with
plane faces and add that we can ‘flatten out’ 3D
shapes in order to better see their surface area.
Using the 3D shapes (provided by school), remove the
net from inside of the rectangular prism to show the
structure of a net.

Building a net activity 30

 Provide paper, 3D shapes (with the nets
removed), scissors, pencils, and rulers.
Allow students to choose a 3D shape (tiering can occur
here) and construct their own net. Allow them to
attempt the production of a net before providing
prompting (some students may need encouragement
to have a go – it’s okay to make mistakes).

GeoGebra net exploration 15

Allow students to log on to computers and access the
GeoGebra link and explore the nets of 3D shapes. (This
  https://www.geogebra.org/m/ebPKnQXq#m may be an extension task if time is an issue or could
aterial/kZNCfHgE be moved to next lesson or become a homework task.

Extension for students ahead of the class. Will also be

covered in next lesson.
Surface area practice questions
 Time permitting – from Haese book
accessed online by students 10
Summary

Homework:
 Explore nets on GeoGebra
(Appendix 1)
 Complete first set of questions in Pearson
book (complete or 20 minutes equivalent)
(Appendix 2)

Explanation
This lesson aims to introduce the concept of surface area through exploring nets. The warm-up is included to
refresh student knowledge from the past week and to apply their knowledge to a problem-solving situation.
The open-ended nature of the problem solving provides students with the opportunity to explore conjectures,
something that they have not had much experience with in the past and can be easily extended or altered to
meet each student’s readiness levels.
The surface area introduction includes a range of teaching methods. Beginning with a ‘chalk and talk’ type
situation using the interactive whiteboard which allows a group interaction and contribution from students
with visual and verbal cues for learning, students are able to grasp the definition and descriptions of surface
area in an interactive way. This is also the method for introducing the idea of nets which precedes the building
a net activity. This building activity is a hands-on approach to understanding nets and their relation to surface
area, which may help some students in the class who struggle with the idea of 3D shapes. This is then
extended through exploring the GeoGebra resource that explore nets in an interactive way, showing basic nets
and their variations. Time permitting, students may begin to complete practice questions (Appendix 1)
surrounding the surface area of basic 3D shapes. If this is not completed during class time, it becomes a
homework task.
Timing for this lesson is flexible as it is an introductory lesson that aims to bridge students previous learning
with new content. This may require more or less time on certain activities.
Appendices

Appendix 1 – GeoGebra Nets Exploration

(screenshot & link)

https://www.geogebra.org/m/ebPKnQXq#material/kZNCfHgE
Appendix 2 – Practice Questions/Homework Task (Lesson 6/7)