Lesson Plan

Lesson Plan
Topic area: Volumes of prisms and cylinders and unit conversions

(MA4-14NA)
Stage of Learner: Year 7b
Syllabus Pages:
308– 317
Date: 27-11-2019
Location Booked: Room C4

and P17
Lesson Number: 30 /60
Time: 100 min two periods
(0900 – 0950 and 0950-01040)
Total Number of students

30
Printing/preparation
Laptop, iPad, HDMI-to-micro,
URL Summary Sheet
Outcomes
Assessment
Students learn about
Students learn to
 MA4-14MG uses formulas to calculate the volumes of prisms and cylinders, and converts between units of volume
Informal assessment conducted as teacher engages students one-on-one throughout Mathletics and follow-up Lesson.
Calculating Areas of circles, volumes of prisms and cylinders and conversions.
How to establish if an object is symmetrical, as well as how to perform Transformations, Translations, Reflections,
Rotations, and combining these.
Cross Curriculum themes & General capabilities
Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge
as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what
they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such
pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation
/conversion/tmp/scratch/499894590.docx
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’
prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How are the quality teaching elements you have identified achieved within the lesson?
Teaching element Indicators of presence in the lesson
1.5 Metalanguage By exposing students to specific terminology and word problems where they
must interpret verbal parameters, students must demonstrate that they are
capable of not only utilising the proper units but also applying their
knowledge to problems outlining relevant metalanguage
2.3 High Expectations Although all students are expected to complete worksheets, students who
complete them are offered additional work containing word/application
problems.
2.5 Students’ self-regulation Although there are group activities within the lesson plan, students are
expected to quietly work by themselves developing their capabilities to self-
regulate through individual discipline.
3.6 Narrative Students are required to solve word-problems on which they not only need to
interpret the verbal setting but also communicate their answers based upon
each problem’s narrative enquiries.
Time Teaching and learning actions Organisation Centre
d
T/S
Entry  Line and Settle Students Outside Classroom. Teacher and T/S
 Allow students to enter classroom once Students: Quietly
5 mins
settled. Roll-Call enter classroom
Students see how small a cubic centimetre looks T/S

when compared with a cubic metre (100 cm x Teacher: Provides
100 cm x 100 cm). Then estimate the volume of links within
cuboids, such as a packet of food and a tool box. “Resource A”
Students rotate a 3D grid to help them work out
dimensions in centimetres. Student: Participate
http://www.scootle.edu.au/ec/viewing/L167/ind with Computers
Mathletics ex.html
(10 mins) Resources: Laptop,
micro USB –
HDMI cable
This is an interactive resource about
investigating the surface areas and volumes of
rectangular and triangular prisms. The resource
can be used in one of two modes. In the Explore
mode, the student can vary the height, width and
depth of the prism, and the surface area and
Mathletics volume are calculated automatically.
(10 mins) http://www.shodor.org/interactivate/activities/S
urfaceAreaAndVolume/
This is a four-page HTML resource about

solving problems concerning volumes of
prisms. It contains one video and four
questions, two of of which are interactive. The
resource discusses and explains solving
problems concerning volumes of prisms to
reinforce students' understanding.
http://www.amsi.org.au/ESA_Resources/Q249
Mathletics 6/Q2496_2.html
(10 mins)
Students explore changes in area when a shape T/S

is acted on by a scale factor. Examine changes Students: Work and
in volume when an object is acted on by a provide feedback
scale factor. Analyse the changes using whole
numbers. Resources: none
http://www.scootle.edu.au/ec/viewing/L10091/ additional
index.html
Mathletics
(10 mins or
– until 9:45)
Transition  What did you learn and any questions Transition to P17. T/S
5 mins
Intro
Scaffold
10 mins
Students work individually on Worksheet

Individual
Work
titled “Unit 10: Volumes of Rectangular
Prisms” (Extension Students: Work on
15 mins Worksheet titled “Unit 13: Problem Solving
with Volumes)
10 mins Students work above problems on the board
(projected by teacher)
Individual Students work individually on Worksheet 2
Work
15 mins
titled “Volumes and Conversions”
10 mins Students work above problems on the board
(projected by teacher)
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
*Complete after lesson

How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

 MA4-14MG uses formulas to Exercises provided plus the interactive activities within
calculate the volumes of prisms Mathletics require the students to interpret, select, and
and cylinders, and converts use appropriate terminology to properly communicate
between units of volume
concepts covered.
 MA4-3WM: recognizes The Mathletics activities, plus the interactive lesson
and explains following, require students to explain why the relevant
mathematical transformations were accomplished.
relationships using
reasoning
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
1.2, 2.6, 3.2, Engagement levels are maintained by providing relevant problems to
3.3, 3.4, 4.5 their specific learning expectation mixing class participation by students
writing on the board.
1.5 Differentiated teaching is achieved by providing an additional
worksheet to students who may finish the two worksheets the class in
general is expected to complete. This aims to tailor the majority of the
lesson for the lower and middle achievers while additional extension is
provided to those students who may require it.
5.2 Advice and formative assessment are conducted by talking with
individual students through activities
6.3, 6.4 Requesting advice planning lesson plan and feedback after lesson.
Through this lesson plan I am incorporating previous feedback which
recommended that I provide additional work for lower capable
students while also providing work for those who may be able to
achieve those standards with ease.
7.1 Applied proper social interactions with students ensuring to foster a
safe environment where they feel comfortable to suggest new
concepts.
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?
DET approved classroom should provide safe work environment provided normal
behaviours are maintained.
References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
To be filled after feedback from mentor teacher
Resources Attached: See Following Page
Use Microsoft Internet Explorer (Java Friendly)
Type in the following URL’s and Explore!
 http://www.scootle.edu.au/ec/viewing/L167/index.html
See how small a cubic centimetre looks when compared with a cubic metre (100 cm
x 100 cm x 100 cm). Then estimate the volume of cuboids, such as a packet of food
and a toolbox. Students rotate a 3D grid to help them work out dimensions in
centimetres
 http://www.shodor.org/interactivate/activities/SurfaceAreaAndVolume/
This is an interactive resource about investigating the surface areas and volumes of
rectangular and triangular prisms. The resource can be used in one of two modes. In the
Explore mode, the student can vary the height, width and depth of the prism, and the
surface area and volume are calculated automatically.
 http://www.amsi.org.au/ESA_Resources/Q2496/Q2496_2.html
This is a four-page HTML resource about solving problems concerning volumes of prisms. It
contains one video and four questions, two of of which are interactive. The resource
discusses and explains solving problems concerning volumes of prisms to reinforce students'
understanding
 http://www.scootle.edu.au/ec/viewing/L10091/index.html
Students explore changes in area when a shape is acted on by a scale factor. Examine
changes in volume when an object is acted on by a scale factor. Analyse the changes using
whole numbers.
Worksheet 2 – Volumes and Conversions
EXTENSION – FOR THOSE WHO MAY NEEDED

Lesson Plan - Maths Yr7b - Wed 27 Nov - Periods 1 and 2 Rev 0

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Topic area: Volumes of prisms and cylinders and unit conversions

Location Booked: Room C4

Total Number of students

Cross Curriculum themes & General capabilities

Explicit subject specific concepts and skills

Students see how small a cubic centimetre looks T/S

This is a four-page HTML resource about

Students explore changes in area when a shape T/S

Students work individually on Worksheet

*Complete after lesson

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

To be filled after feedback from mentor teacher

Resources Attached: See Following Page

Type in the following URL’s and Explore!

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