Learning Area: Class /Stage: Stage 3, Year 6 Mentor Teacher Signature:

Maths

Topic: Date and Time: 19/6/20, 11:30am

Measurements and
Geometry - Area

Curriculum Outcomes:    
To use appropriate units of measurement to calculate and measure areas including - squares, rectangles and triangles (MA3-10MG)
Selecting and applying appropriate problem-solving strategies, in undertaking investigations (MA3-2WM)
Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions (MA3-1WM)
 
Content:
Choose appropriate units of measurement for area (ACMMG108)
• Recognise the need for a formal unit larger than the square meter
• Identify situations where km’s are used for measuring area, eg a suburb
• Recognise there are 10 000 square meters in one hectare
Calculate the areas of rectangles and triangles using familiar metric units
• Establish the relationship between the lengths, widths, and areas of rectangles and triangles
• Calculate the areas of a rectangle and triangles in square meters
• Recording calculations used to find the areas of rectangles and triangles
• Applying measurement skills to solve problems involving the areas of rectangles and triangles in everyday situations
Solves problems involving the comparison of areas using appropriate units (ACMMG137)
• Investigate the area of a triangle by comparing the area of a given triangle to the area of the rectangle of the same length and
perpendicular height, eg use a copy of the given triangle with the given triangle to make a rectangle
• Explain the relationship between the base length, perpendicular height and area of a triangle
• Investigate and compare the areas of rectangles that have the same perimeter, eg compare the areas of all possible rectangles with
whole-number dimensions and a perimeter of 20cm

Learning Intention To use the appropriate unit to calculate and measure areas including - squares, rectangles and triangles

Success Criteria Students can use informal methods to calculate the area of a space.
Students can use a formula to work out the area of a space.
Students can use the correct units of measurement when measuring the area of a space.
(students assessment, work samples and discussion)

Differentiation • Students are given support questions (for students that struggle with the task question)
• Sitting in groups of mixed abilities
• Students that need extra guidance will work separately with teacher
• Students are given extended questions as ‘fast finishers’

Classroom • Maths warm up and explanation of task on the floor (in the horseshoe)
organisation
• Students sitting at there assigned desks (mixed abilities) for the task
• Warm up, introduction, modelling and conclusion will be whole class
• Students in need of extra assistance will work with teacher separately
• Task and pre test is individual work

Procedure Engagement/ Introduction:

Warm-up
(5mins) Logic puzzle. As a whole class students are given a logic puzzle to complete with the pressure of a displayed stop watch on
  the screen. The first 5 students to finish are recorded with their times of completion. 2 minutes max allocated for this task.

Learning experiences:
(5mins) Go through Learning Intention, to use the appropriate unit to calculate and measure areas, including areas of squares,
  rectangles and triangles, and Success Criteria,
  • I can use informal methods to calculate the area of a space.
 
• I can use a formula to work out the area of a space.
 
  • I can use the correct units of measurement when measuring the area of a space.
 
Introduction
Introduce a task question, and have a guided discussion about how to answer it. Be clear in explaining that students need to
(5mins) show all working out. Possibly model the structure of working out

Task ‘The area of a triangle is 30cm2. How many different ways can this look in your book? How can you prove your
(30mins) answer?’
10mins each group
Explain Post-test conditions, how to access the test online and allocate the 3 groups, students will do the text in the
 horseshoe and take turns in their groups (in the meantime answering the task question/s)
 
  Extension questions
  ‘Emily wants to build a little fence in her backyard for her new puppy Thanos. She wanted Thanos to have exactly 32m2 of
  grass. What might this area look like. Label all sides of your diagram (in ___ m2). Thanos’ fence does not have to be a
  rectangle. Show all working out’
  &
  ‘Bob the builder was laying concrete for a new shopping center being built in Rouse Hill. He only had enough concrete to lay
  200m2. What might this area look like. Label all sides of your diagram (in ___ m2). The concrete slab cannot be a regular
  shape. Show all working out’
 
  Extension extension
  Tetris game in pairs (demonstrate a game of tetris using https://www.freetetris.org/game.php and explain how to play the
  extension task on grid paper in pairs)
**support for this lesson in appendix 4**
 
Closure: Students will come back to the floor to conclude the lesson. Have a discussion about the task question and post-
(5mins)
test. ‘Was it easy medium difficult?’ thumb assessment.

Resources • Apple tv (extension question displayed, modelling example question)

• MacBooks or ChromeBooks
• Students will need maths books, pencils and rulers
• Question slip for each of the students

Assessment • Post test

• Marking books
• Verbal whole class assessment through discussion

Evaluation • Setting the expectations for the post test worked really well, allocating the groups beforehand was not explicitly
stated, so I had to call out the students' names when groups changed. This transition could have been much
smoother.
• Couldn't assist the students who were working on the task question/s, however collected books and most students
were able to answer the task question. Students did try to come to me for help with a question, which became a
little distracting for the students who were trying to complete the test.
• Using the post test was a great way to see what students understood what they had been learning throughout the
week.
• Technology was not the best easy to test students in smaller groups, students were asking a lot of unnecessary
questions about the tech which took up more time than I had anticipated.