Areej Abu Maraseh

19590240

Assignment 2: Curriculum 1B

UNIT OUTLINE
Subject: Mathematics Advanced Course: stage 5.2 Number of Weeks
Unit title: Area and 3-4 lessons per week x 4
Surface Area and Volume Weeks

Key Concepts/ Big Ideas The importance of this learning

Area and Surface Area 5.2
students will be able to define and apply the
appropriate formulas to calculate the spaces, cylinder
sizes and composite solids. Bearings will be applied
to right-angled triangles.
Volume 5.2
Students will be able to define and apply appropriate
formulas to calculate surface areas and volumes of
cylinders and composite solids, applying bearings to
right-angled triangles
Unit context within Scope and Sequence/Purpose
 Solve problems involving areas of composite
shapes by dissecting in triangles,
quadrilaterals, quadrants, half circles and
sectors
 Solve problems with the area of a rectangular
and triangular prism surface
 Conceive and draw different perspectives on
three- dimensional objects
 Conversion between units of volume and
metric size
 Create and use formulas to find amounts of
The skills that the student will acquire through studying this unit are the following:
student will be able to analysis the area of plane shapes, and use methods to calculate the size of
the prism and cylinders.
student will also be competent to calculate the volume of different composite solids, convert
among units of size and capacity, solve a variety of practical problems relating to size and
capacity.
Syllabus Outcomes
A student:
MA5.1-8MG calculates the areas of composite shapes, and the surface areas of rectangular and
triangular prisms
› selects appropriate notations and conventions to communicate mathematical ideas and solutions
MA5.2-1WM
› interprets mathematical or real-life situations, systematically applying appropriate strategies to
solve problems MA5.2-2WM
› calculates the surface areas of right prisms, cylinders and related composite solids MA5.2-
11MG
MA5.2-12MG applies formulas to calculate the volumes of composite solids composed of right
prisms and cylinders
 right prisms and cylinders Related Life Skills outcome: MALS-29MG
 Solve problems comprising size and capacity
Literacy Focus Numeracy Focus ICT Focus Differentiation
Videos are presented to Differentiation is presented through the activities by
Students will have the Students will have the students for realistic considering all of the levels of the students, graduating from
opportunity to share their opportunity to solve scenarios that provide links easy to moderate to more challenging tasks.
thoughts in the discussion problems using to the importance of learning Challenging the students by encouraging them to think and
and to answer questions that mathematical concepts and about the surface areas and draw conclusions, and let them work backswords.
require written answers such techniques, compare volumes to their daily lives. Encourage students to determine all elements needed to
as providing reasoning or alternative solutions, Students will use computers solve the required problem and why they need it.
explaining why. investigate, model, and to use GeoGebra and graphic Peer support is strongly encouraged through group work,
Students will work interpret information. activities. and the teacher makes sure to mix abilities within the same
collaboratively in groups and group.
as a class to present ideas, Encouraging students to solve problems manually and
solve problems, and mind sometimes by the help of ICT technology provided.
mapping. Teacher deliberately chooses students to answer certain
questions or ask them to show their work for the other
students.

Week/ Syllabus Content Teaching and Learning Strategies Resources Differentiation

Sequence including assessment for learning.
Students Activity 1: Introduction to area and Video illustration: Class discussion-
Week assumed prior surface area https://www.youtube.com/watch?v=v- sharing different
1/lesson 1 knowledge: A video about FedEx Express that view the Q7Tmw85Xs&list=PLgiauwawBZP3FDE85_0Mu0Ii8o perspectives
Convert between surface area, volume and its relationship to NO-nNr8
metric units of the real world.
area A class discussion takes place that allows
Establish and use students to discuss and reflect on how
Literacy formulas to find necessary the exact measurements of area
Numeracy the areas of and volume to the FedEx company.
triangles, special students determine the information needed
quadrilaterals and to try questions and what mathematical
circles operations they allow in order to complete
Solve problems corresponding PowerPoint examples on the
involving area relevant video.

The teacher continues the revision,

explaining the conversions of units of
length (km, m, cm and mm), area and
volume (graph 1).
Students are encouraged to take notes and
ask questions. Links between PowerPoint
information and the question of the
problem to be made. Students are then graph 1:
given the opportunity to try the questions In class activities
from the textbook. (Exercise 10-01). that includes a
range of mixed
ability questions.

Individual and
collaborative
efforts at
problem solving.
Source:
NEW CENTURY MATHS for the Australian curriculum 9, Chapter Collaborative
10, pg. 362 Scaffolding
Revision

scaffolding
Textbook
activities for
mixed abilities

Individual efforts
at problem
solving.
 Resource: NEW CENTURY MATHS for the Australian
curriculum 9, Chapeter 10, pg. 366-367
Week Activity 2: Perimeter and circumference Kahoot: Individual and
1/lesson2 This activity would be a revision for https://create.kahoot.it/details/area-perimeter- collaborative
Perimeter and circumference. circumference-review/c1a5cc5e-e7c2-44cd-beb2- efforts at
Literacy Kahoot quiz to test previous knowledge. def82d5f4968 problem-solving.
Numeracy Mind map about the importance of the
ICT perimeter and circumference measurement class activity: Revision
in real word, why we need it? (Cambridge essential mathematics for the Australian scaffolding
Class activity: student to solve different curriculum Gold year 10) Textbook
activities about the perimeter, perimeter of activities for
composite shapes and Circumference from mixed abilities
Cambridge math book. Individual efforts
Students may choose to work in pairs or at problem-
individually. solving.
Exercise 1B Pg. 9
Exercise 1C Pg. 14 Collaborative
 Scaffolding
Class discussion and feedback:
Teacher facilitate discussion and encourage
students to draw conclusions. Class discussion-
Teacher influence students to rap up the sharing different
lesson by summing up conclusions of the perspectives
activity goals.
Peers exchange
knowledge
Cooperative
class work
Week • calculate the Activity 3: Graph 1: Individual and
1/lesson3 areas of Students are to revisit prior knowledge of collaborative
composite figures some shapes and this activity is an efforts at
by dissection into introduction to areas; it goes through Area problem-solving.
Literacy triangles, special of triangle, rectangle, quadrilaterals and
Numeracy quadrilaterals, circles. Revision
ICT quadrants, Teacher lead a PowerPoint that covering scaffolding
semicircles and roles of each area (graph 1,2,3 & 4) and Collaborative
sectors encourages class discussion and then the Scaffolding
 identify students have to complete a pre-test for
different possible diagnostic assessment. Textbook
dissections for a students to attempts the pre-test about activities for
given composite composite areas in order to test their mixed abilities
figure and select knowledge.
an appropriate Individual efforts
dissection to at problem-
facilitate Graph 2: solving.
calculation of the Class
area (Problem
Solving) discussion-
• solve a variety sharing different
of practical perspectives
problems revision
involving the questions for
areas of mixed abilities
quadrilaterals and
composite shapes diagnostic test
for mixed
abilities
 Graph 3:

Graph 4:

Source: New century maths for the Australian curriculum 9

Week1/lesso  apply Activity 4: This activity is a Graph 1: Peers exchange
n4 properties of comprehensive activity to review all knowledge
geometrical lessons during the first week.
Literacy shapes to assist in Case study: bakery shop (original Cooperative
finding areas, eg activity) class work
Numeracy symmetry A lady has a bakery shop she makes pastry
(Problem and cakes. Challenging
Critical and Solving, she made a cupcake in a rectangular tray students
creative Reasoning) (graph 1) of 30 cm long and 24 cm wide,
thinking each cupcake has a diameter of 6 cm. revision
a) How many rows and columns questions for
Personal and would be in the tray assuming that mixed abilities
social there is no space between each
capabilities cupcake? Revision
b) How many circular pieces of scaffolding
cupcakes she will be able to bake Graph 2:
in the tray? Collaborative
The lady has an extra cupcake dough, she Scaffolding
used a circular tray with 18 cm diameter.
a) Along the diameter of the try there Individual efforts
are three cupcakes, how many at problem-
cupcakes the tray will fit? solving.
 b) What would be the radius of each
piece?
The lady made a rectangular piece of
pastry is used to create small circular
pastry (graph 2) for Pizza (Manoash). The
rectangular piece of pastry is 60 cm long
and 48 cm wide, and each circular piece
has a diameter of 12 cm.
a) How many circular pieces of
pastry can be removed from the
rectangle i.e how many Manoash
can the lady make?
b) Find the total area removed from
of pastry correct to two decimal
places.
c) Find the total area remaining,
correct to two decimal places.
Note: students may work individually or in
pairs, students must show their work.
Week 2/ Solve problems Activity 5: Surface area of a prism GeoGebra: Use of GeoGebra
lesson 1 involving surface Finding the surface area of a rectangular https://www.geogebra.org/m/fuqrmxQy to discover the
area for a range and triangular prism. net of various 3D
Numeracy of prisms, The teacher uses GeoGebra to show Graph 1: shapes.
Literacy (ACMMG242) students the dimensions of the Different
ICT • solve a variety prisms in order to calculate the total
of practical surface area (TSF) of a rectangular prism. Cooperative
problems related class work
to surface areas of Students are encouraged to use GeoGebra Challenging
prisms, and change the dimensions of each 3d students
shape and see the effects on the prism.
Students
assumed visualise and Concept map: Concept
prior sketch the nets of Students are encouraged to draw a concept mapping
knowledge: right prisms map for prisms:
Solve • find the surface
problems areas of Graph 2:
involving rectangular and Has 6 faces
areas of triangular prisms,
composite given their net
Cube area= side*side
shapes by
dissection
into TSA= area *6
triangles,
quadrilaterals
, quadrants,
semi circles • calculate the Teacher lead a PowerPoint that covering
and sectors surface areas of range of prisms and their nets (graph 1).
Solve rectangular and Teacher ask students few questions about
problems triangular prisms each prism in order to conclude how to
involving the  apply calculate the TSA.
surface area Pythagoras'
of theorem to assist Part A: Students to answer the Worksheet to
rectangular with finding the WORKSHEET questions about TSA for include questions
and surface areas of different prisms (graph 2) of different
triangular triangular prisms abilities
prisms (Problem
Solving) Part B: Peers exchange
Peter is planning to go camping this year knowledge
solve a variety of so he went to the shops in order to buy a
practical tent, he was wondering which tent has
problems more surface area a or b?? Source: NEW CENTURY MATHS for the Australian curriculum 9,
Personal and involving the Chapeter 10, pg. 390.
social surface areas of
capabilities rectangular and
triangular prisms
Week 2/ Solve problems
lesson 2 involving surface Activity 6: surface area of a prism Individual and
area for a range Teacher divide class into groups of mixed collaborative
of prisms, abilities in order to work together to solve efforts at
cylinders and the questions, students have the choice to problem-solving.
 composite solids work individually or to join a group. Revision
(ACMMG242) scaffolding
• find the surface Group activity: (original activity) Collaborative
Literacy areas of A family just moved to new double story Scaffolding
Numeracy composite solids house with a brick roof, each level is a
Critical and involving right square shape (60 m*60 m) and the top is a Working in
creative prisms and triangle with 5 metre Hight, each side has groups of mixed
thinking cylinders four windows of dimensions 120 cm *150 abilities
• solve a variety cm except the first floor facing side has Peers exchange
of practical two windows and one door( 1.9 m* 0.9 m). knowledge
problems related a) Draw a sketch for the house, students
to surface areas of may use manual drawing or any preferable Cooperative
prisms, cylinders ICT program. class work
and related b) If each square meter of paint will cost
composite solids, $20, how much the house will cost to be Challenging
eg compare the painted from outside, windows and the students
amount of door are not included.
packaging c) How many square meters of paints do
material needed they need to paint the wooden door (1.9
for different m*0.9 m*0.0 m) and all
objects windows(120cm*150cm*5cm)?
d) If the wooden paint will cost $25 per
meter, how much it will coast to paint all
windows and the door?
Week 2/ Calculate the Activity 7: Surface area of a cylinder Graph 1: Peers exchange
lesson 3 surface areas of knowledge
cylinders and Teacher bring to class many different
solve related cylindrical cans with paper labels, and ask Cooperative
Literacy problems students copy the table from graph1 and class work
Numeracy (ACMMG217) answers the questions.
Critical and • recognise the Working in
creative curved surface of Students have the choice to work groups of mixed
thinking a cylinder as a individually or in a couple. abilities
rectangle and so
calculate the area Teacher gives support and feedback and Individual and
of the curved introduces Q and A in order to push collaborative
surface students to conclude how to calculate the efforts at
• develop and use total surface area of a cylinder (graph 2) problem-solving.
the formula to
find the surface Working example: Challenging
areas of closed students
right cylinders:
Surface area of Collaborative
(closed) cylinder Scaffolding
=2𝜋𝑟2+2𝜋𝑟ℎ
Graph 2:
where 𝑟 is the
length of the
radius and ℎ is
the perpendicular
height
Teacher ask students to fill a feedback
slip, about the progress of the unit so far,
suggestions and opinions are appreciated.

Source: NEW CENTURY MATHS for the Australian curriculum 9,

Chapeter 10, pg. 394-396
Week 3/ Activity 8: Graph 1: Individual and
lesson 1 Surface area of a cylinder (Original Source:https://www.onlinemathlearning.com/surface- collaborative
activity): efforts at
Jack has a water heater of dimensions problem-solving.
(1395mm Hight x 640mm width) and he is
thinking to install an insulation of 50 mm Revision
Numeracy thickness. scaffolding
a) Calculate the surface area of the
Literacy water heater before insulation. revision
communicati b) How much of insulation material questions for
on would be needed to cover the mixed abilities
knowledge heater.
and ideas c) How much it will cost Jack to buy Collaborative
the insulation material, knowing Scaffolding
Creative that the price of 1 square is $45. area-cylinder.html
/Higher d) What would be the new Challenging
order dimensions of the heater after Graph 2: students
thinking insulation.
e) Knowing that the Individual efforts
Personal Total surface area of a hollow cylinder= at problem-
and social area of internal curved circle+ area of solving.
capabilities external curved surface + area of the two
rings
Teacher
challenges
students by
introducing a
higher level (see graph 1)
of difficulties Calculate the total area of a hollow
in solving cylinder for the above heater.
problems
 Use formulas to Activity 9: Volume of solids Graph 1:
Week 3/ calculate volumes PowerPoint presentation and in-depth
lesson 2 of prisms and discussion exploring the volume of
cylinders. different shapes:
Numeracy Calculate the  For solids with uniform cross-section,
Literacy volume of the volume equals the area multiplied
ICT composite solids. by the perpendicular height. Source: NEW CENTURY MATHS for the Australian curriculum 9,
Convert between V= A × h Chapeter 10, pg. 397
units of volume - A is the area of the cross-section. Graph 2:
Critical and and capacity. - h is the perpendicular height.
creative Solve a variety of  Volume is measured in cubic unit for
thinking practical example m3 (graph1). Use of GeoGebra
problems related  Detailed example is given using to discover and
Personal and to volume and GeoGebra. (graph 2) compare graphs.
social capacities  Number of cubic units(base)= 3×5= 15
capabilities Area(base)= 3×5= 15 units2
Volume= area (base) ×3(height)= Challenging
15×3=45 units2. students
 Volume of a prism: (original
activity) https://www.geogebra.org/m/TJyUDJ2p
Teacher could bring some wooden
Lego prisms (graph 3) to students in Graph 3: Peers exchange
order to explain that the prism is made knowledge
up of identical cross-sections, and the
volume can be calculated by Cooperative
multiplying the area of each section by class work
the perpendicular height.

 Students to solve practical examples:

Textbook
Source: NEW CENTURY MATHS for the activities for
mixed abilities

Individual efforts
at problem-
 Australian curriculum 9, Chapeter 10, pg. 398 solving.

Activity 10: Volume of a cylinder

Teacher may use the cans from activity 7

to show students how to calculate the Graph 1:
volume of cylinder.
The cylinder is like a “circular prism”
made up of identical cross-sections of
Week 3/ Solve problems circles, volume can be calculated by
lesson 3 involving volume multiplying area or the circle with the
for a range of height.
prisms, cylinders
Numeracy and composite
Literacy solids
(ACMMG242 - Students to solve the following
exercises from textbook:
Exercise 10-08 pg. 400-401 Individual efforts
at problem-
solving.

Textbook
activities for
mixed abilities

Worksheet to
include questions
of different
abilities

Source: NEW CENTURY MATHS for the Australian curriculum 9,

Chapeter 10, pg. 399-400
 interpret the Activity 11: Worksheet (original) Graph 1: Graph 2: Worksheet to
given conditions 1) A wedding cake with seven tiers, include questions
Week 4/ of a problem to each tier is 7 cm in height and the of different
lesson 1 determine the layers have radii of abilities
number of 45,40,35,30,25,20,15 respectively,
surfaces required
find the total volume of the cake.
in the calculation
(Problem
2) My neighbour has a cylindrical
Solving) water tank is used to store rain
water, is 1.8-meter height and 1.2
Solve problems metre diameter.
Numeracy involving volume How many litres can this tank
Literacy for a range of store? Individual and
prisms, cylinders In rainy days it took around 8 hrs to fill collaborative
and composite 2000 litre, how long it will take to fill efforts at
solids the whole tank? problem-solving.
Critical and (ACMMG242
creative 3) A rectangular fish tank is 120 cm long,
thinking 65 cm width and 55 cm height. Find
the volume of the tank. Revision
Personal and If it takes 15 min to fill 200 Litre, how scaffolding
social long it will take you for fill up the Collaborative
capabilities whole tank. Scaffolding
 Note: 1 L = 1000 CM^3 Graph 3:

4) On Saturday night your mum made Challenging

you a popcorn and put it on an students.
isosceles trapezoid bowl, the bottom
base of the bowl is 10cm, the top base
is 20 cm, and the height is 15cm. find
the volume of the bowl, how many ml
of popcorn it will fit in the bowl
ignoring the ones above the surface

Graph 4:

Activity 11: GeoGebra activity (ICT Graph1: Peers exchange

original resource) knowledge.

Week4/lesso Cooperative
n2 - Students to use GeoGebra Drawing class work.
application for the following exercise:
ICT - Teacher to provided a link on how to Challenging
Numeracy use GeoGebra for learning. students.
& Literacy The activity:
a) Find a triangular prism in Working in
GeoGebra and adjust it to the same groups of mixed
dimensions as graph 1, and abilities.
calculate TSA and volume. Use of GeoGebra
b) Find a cylindrical prism in to discover and
GeoGebra and adjust its compare and
dimensions to be similar to the one Graph2: adjust various
Critical and in graph 2, calculate TSA and shapes.
creative volume. Graph 3:
thinking c) Find a rectangular prism in Individual and
GeoGebra similar to graph3, and collaborative
Personal and adjust its dimensions to be exactly efforts at
social the same. calculate the TSA and problem-solving.
capabilities the total volume of the prism
knowing that the dimensions of
each square unit are 1cm× 1cm.
d) Add one more column to the right
and cut two rows from the back, is
the new shape still rectangular?
Find its new volume?
e) Consider the following mail box of
two composite shapes.
- What are the two shapes?
- Calculate the TSA of the
mail box.
- Find the total volume of
the mail box.
Note: teacher will provide a link on how to
use GeoGebra for students. Graph 4:
And students may work in pairs.
- Kahoot Diagnostic test (existing
resource):

Students to do attend the Kahoot quiz.

Kahoot
Source: GeoGebra.com diagnostic test
for mixed
abilities
Source: https://create.kahoot.it/details/volume-and-
surface-area/f0ccfbd3-ab30-4928-b5b6-52c57395229c

GeoGebra manual:
https://wiki.geogebra.org/en/Manual
Week 4/ Activity 12: 60 min Examination
lesson 3 (original resource)

- Teacher will hand in the test papers

and answer any questions within the
reading time.
 Assessment Details

Formative assessment or evaluation is used throughout activities by:

- Teacher notes
- Students' contributions to the discussion of the class and the use of keywords
- Contribute to mind/concept mapping
- The completion of the activities of the working paper and participation in teamwork.
- The ability to provide logic explanations
- Students work together to exchange knowledge to solve practice questions
- Slip feedback
The summative assessment is performed by conducting an examination at the end of the unit.

Evaluation of the Learning and

Teaching

Students develop procedures to solve exercises involving the area, surface area and the volume of
different shapes like triangle, rectangle and cylinder.
students extend these thoughts to include exact calculations of composite shapes.
The main focus of this sub-topic is dealing with problems including areas and volume, considering the
use of the ICT technologies to facilitate learning.
The importance of this learning is that it is necessary to prepare for the 11-year study and apply
problem-solving in real-life circumstances such as architecture, graphing, electronics, construction, and
many others.

Activity 12: Exam (original resource)

Surface Area and Volume Assessment Time: 60 min

Name:

Math class:
Question 1: Multiple Choice Question (20 marks)

1) The perimeter of the following composite shape (see figure) is:

a) 24 m b) 30 m c) 40 m d) 32 m

2) The area of the following (see figure) composite shape:

a) 124 mm b) 145 mm c) 150 mm d) 132 mm

3) The area of the following (see figure) composite shape:

a) 1124 m2 b) 1253 m2 c) 1254.24 m2 d) 1132.56 m2

4) A cylinder of radius 5 cm and height 10 cm has a volume:

a) 570 cm3 b) 785 cm3 c) 429.8 cm3 d) 490 cm3

5) A cylinder without a lid of diameter 4 cm and height 9 cm has surface area:

a) 122.54 cm2 b) 34.1 cm2 c) 54.0 cm2 d) 68.1 cm2

6) A rectangular box 7 cm x 10 cm x 4cm has volume:

a) 70 cm b) 28 m2 c) 280 cm2 d) 460 cm2

7) A rectangular box without a lid (see figure) measuring 5 cm x 7 cm x 6 cm has surface area:

a) 15 cm b) 118 cm2 c) 120 cm2 d) 172 cm2

8) A triangular prism of dimensions (as shown in the figure) has surface area:

a) 150 cm b) 418 cm2 c) 308 cm2 d) 272 cm2

9) A triangular prism of dimensions (as shown in the figure) has volume:

a) 240 m2 b) 315 m2 c) 440 cm2 d) 332 cm2

 10) There are ----- cm3 in a 55.5 Millilitres:

a) 555 cm3 b) 55.5 cm3 c) 0.555 cm3 d) 555.5 cm3

Question 2: (14 marks)

In a wood factory, solid cylinders of identical logs are placed in a rectangular container. The
wooden logs have 15 cm diameter and 90 cm long, the container is 1.5m × .90 m × 1.05 m.

a) Find the surface area of each log correct to two decimal places.
b) Find the volume of each log correct to two decimal places.
c) Find the surface area of the container.
d) Find the volume of the container.
e) Find the number of the logs that can fit in the container.
f) Find the TSA of all logs.
g) Find the total volume of the empty spaces between the logs in the container.
Question 3: ( 6 marks)

Consider the following composite shape that represent a small shed.

a) Calculate the total surface area of the shed, give the answer correct to two decimal places.
b) Calculate the volume of the shed.
c) If you wanted to paint the shed and the paint cost $ 3 per metre squared, how much it will cost you to paint the whole shed, assuming that the door is
included.

Question 4: 10 marks

Tom Bought three similar containers for $ 25, the small one is quarter of the size of the big one, while the middle one is
double the size of the small one. If the diameter of the big container is 16 cm and the height of the small one is 7 cm, find
the following correct to two decimal points:

a) The volume of each of the containers.

b) Surface area of each of the containers.
c) Find the cost of each container based on its size.

Given roles:
Volume of cylinder =

Answers of the Test:

Question 1answes: Multiple Choice Question (20 marks)

1) The perimeter of the following composite shape (see figure) is:

a) 24 m b) 30 m c) 40 m d) 32 m

2) The area of the following (see figure) composite shape:

a) 124 mm b) 145 mm c) 150 mm d) 132 mm

3) The area of the following (see figure) composite shape:

a) 1124 m2 b) 1253 m2 c) 1254.24 m2 d) 1132.56 m2

4) A cylinder of radius 5 cm and height 10 cm has a volume:

b) 570 cm3 b) 785 cm3 c) 429.8 cm3 d) 490 cm3

5) A cylinder without a lid of diameter 4 cm and height 9 cm has surface area:

a) 122.54 cm2 b) 34.1 cm2 c) 54.0 cm2 d) 68.1 cm2

6) A rectangular box 7 cm x 10 cm x 4cm has volume:

a) 70 cm b) 28 m2 c) 280 cm2 d) 460 cm2

7) A rectangular box without a lid (see figure) measuring 5 cm x 7 cm x 6 cm has surface area:

a) 15 cm b) 118 cm2 c) 120 cm2 d) 172 cm2

8) A triangular prism of dimensions (as shown in the figure) has surface area:
 a) 150 cm b) 418 cm2 c) 308 cm2 d) 272 cm2

9) A triangular prism of dimensions (as shown in the figure) has volume:

a) 240 m2 b) 315 m2 c) 440 cm2 d) 332 cm2

10) There are ----- cm3 in a 55.5 Millilitres:

b) 555 cm3 b) 55.5 cm3 c) 0.555 cm3 d) 555.5 cm3

Question 2 answers:

a) Surface area of each log= 2 π × (7.5)2+ 2 π × 7.5 ×90

=353.25 + 4239
= 4592.25 cm2
= 0.4592 m2

b)

Volume of each log= π (7.5) ^2 × 90

= 158.9625 cm3

= 0.01589625 m3

c) Surface area of the container = 2 × (area A) + 2× (area B) + 2× (area C)

= 2(1.5 × 0.9) + 2(0.9 ×1.05) + 2(1.05 × 1.5)

= 2.7+ 1.89+ 3.15

= 7.74 m2
 d) Volume of the container = L × w × h
= 1.5 ×0.9 × 1.05
= 1.4175 m3
e) Horizontally: On the base of length 1.5 m= 150 cm, it can fit 10 logs of 15 cm diameter (10 ×15= 150)
Vertically: with the height of 1.05m= 105 cm, it can fit 7 logs since 7× 15= 105
So total number of logs = 10 × 7= 70 logs

f) TSA of all logs= Surface area of each log × 70= 0.459225 × 70= 32.14575 m2
g) Total volume of the space= total volume of the container – total volume of all logs

= 1.4175 - (0.01589625 × 70)

= 1.4175 – 1.1127375

= 0.03047625 m3

= 304.7625 cm3

Question 3 answers:

a) Total surface area of the shed= TSA of the rectangular prism+ TSA of the triangular prism.

TSA of the rectangular prism= 2(area A) +2(area B) + 2 (area C)

= 2(6×2) + 2(6 × 3) + 2(2×3)

= 72 m2

TSA of the triangular prism = 2(area D) + 2(area E)

Area D(triangle)=1/2 × (6×1.2) = 3.6 m2

Area of E = 2 × hyp (bc)

Using Pythagoras theorem: in triangle bdc (see figure)

(bc)2 = (bd)2 + (dc)2

bc = sqrt ((1.2)2+ (32))

= 3.23 m

Area of E = 3.23 × 2 = 6.46 m2

So, TSA of the triangular prism = 2(3.6) + 2(6.46)

= 20 .12 m2

Total surface area of the shed= 72 m2+ 20 .12 m2

= 92.12 m2

b) Volume of the shed = volume of rectangular prism + volume of triangular prism

= (6 ×2 × 3) + (1/2(6× 1.2)) × 2
= 36 + 7.2
= 43.2 m3
c) Total surface area of the shed = 92.12 m2
The cost of painting each metre squared is $3
So, the total cost of painting the shed = 3 × 92.12
= $ 276.36

Question 4 answers:

Diameter of container A = 16 cm

Diameter of container B = 2 ×4 = 8 cm
Diameter of container c = 16/4 = 4 cm

Height of container A = 4 × 7 = 28 cm

Height of container B = 2 × 7 = 14 cm

Height of container C = 7 cm

a) Volume of container C = π r2 × h
= 3.14 ×22 ×7
= 87.96 cm3

Volume of container B = π × r2 × h

= π× 42 ×14

= 703.72 cm3

Volume of container A = π× r2 × h

= π × 82 × 28

= 5629.73 cm3

b) Surface area of container C= area of two circles + area of rectangle

= 2 π r2 + 2 π rh

= 2 π ×22 + 2 π× 2 ×7

= 113.16 cm2

Surface area of container B = area of two circles + area of rectangle

= 2 π r2 + 2 π rh

= 2 π ×42 + 2 π× 4 ×14
 =452.39 cm2

Surface area of container A = area of two circles + area of rectangle

= 2 π r2 + 2 π rh

= 2 π ×82 + 2 π× 8 ×28

= 1809.56 cm2
c) Since the three-containers are similar and container A is double in size of container B and 4 times bigger than container C. Assume price for
container A is x: x+ x/2 +x/4 = 25

(8x+4x+2x)/8 = 25

14x/8= 25

x= $14.28 approximately $ 14.5

Price of container B= x/2= 14.28/2= $7.14 approximately $7

Price of container A = X/4= 14.28/4= $ 3.57 approximately $ 3.5

End of the Test.

Mathematics test rubric

Name: date:

Grade: Teacher:

Criteria Value
0 25% 50% 75% 100% Mark
 Problem solving No attempt/ Little or no Frequent errors Few errors when No e errors when
minimal attempt understanding of when solving solving problems solving problems
problem is evident problems
Math content No attempt/ Demonstrate a Demonstrate a slight Demonstrate a Demonstrate a ----------
minimal attempt slight or no familiarity and general familiarity strong familiarity
familiarity and applications of math and applications of and applications of
applications of skills math skills math skills
math skills
Math No attempt/ In precisely Poor Reasonable Accurately ----------
communications minimal attempt communications of Communications of Communications of Communications of
answers to answers to problems answers to problems answers to problems
problems and and notions and notions and notions
notions
Presentation No attempt/ The teacher is Solution is hard to The solution is The solution is ----------
minimal attempt unable to track the track at times presented in a presented smoothly
stages taken in the reasonable manner. and reasonably step
solution by step.
Use of No attempt/ No or minimal Some mathematical Mathematical terms Mathematical terms ----------
mathematical minimal attempt mathematical terms are introduced are used correctly. are common and
terminology terminology is used but not used used correctly.
or attempted correctly.
Total: ------

The Rationale: (300-400 words)

The unit of work, Surface Area and volume are designed to meet the results of stage 5.2 of the curriculum for an advanced mathematics year 10
students. This unit allows students to develop their work skills mathematically, numerically, and geometrically. Learning activities have focused
on various areas and aim to improve student skills in numeracy, literacy, information and communications technology, critical and creative
thinking, and personal and social capabilities. Carry out various skills activities aimed at developing a deeper understanding and knowledge of
the process, concepts, purpose of surface area and unit of volume through the adoption of Vygotsky's theory and inquiry-based approach. These
methods focus on critical and creative thinking, collaboration, invention, communication, and problem thinking. Introducing this unit to students
whilst filling in the gaps and building on prior knowledge was a priority, that’s why this unit consists of outcome from both 5.1 and 5.2 stages, in
order to present the full picture without missing any bits and pieces.

Class discussions were adopted collaboratively to support the socio-cultural approach and were presented in problem-solving in order to use
interactions as a learning tool. Teamwork was strongly encouraged according to the famous theory of Vygotsky as students learn better from
their confident peers (Hogan & Tudge, 1999). A group of mixed abilities encourage students to learn from each other by sharing their thoughts
and knowledge and emphasis differentiation. Giving students the option to lead their learning by choosing their preferred methods of gaining
knowledge results in self-organization and more focus on creativity, throughout the interaction with each other whilst receiving support and
feedback from teachers and peers (Lundstrom, 2009).

Several approaches were used together to achieve the objectives of this unit in line with the curriculum, and the most significant approach was
the bloom's- Taxonomy (Krathwohl & Anderson, 2009). Students were working their way through understanding, applying, analyzing,
evaluating and creating through a different set of differentiated activities and scaffolding. Following these approaches and presenting it in a
various pedagogical way that meets the outcomes of the syllabus and ensures all students will get the required knowledge and skills.

References:

AITSL (Australian Institute for Teaching and School Leadership). (2011). Australian Professional Standards for Teachers.

Bootsma, K., Badger, David, author, Hamper, Sarah, author, Boltze, Megan, author, Yen, Robert, author series editor, & Smith,
Deborah, author. (2013). New century maths 9 for the Australian curriculum.

GeoGebra. (n.d.). Retrieved from https://www.geogebra.org/graphing

Greenwood, D., Goodman, J., Vaughan, J., Wooley, S. & Powell, M., (2012). Essential mathematics for the Australian Curriculum year 10.
Cambridge University Press.

Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners (Updated anniversary edition).
Free Spirit Publishing.
Hogan, D. M., & Tudge, J. R. (1999). Implications of Vygotsky's theory for peer learning.

Kahoot. (n.d.). Retrieved from www.Kahootit.com

Krathwohl, D. R., & Anderson, L. W. (2009). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational
objectives. Longman.

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer's own writing. Journal of
second language writing, 18(1), 30-43.

NESA (2017). Mathematics Advanced Stage 6 Syllabus 2017. Retrieved from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-advanced-2017

Greenwood, D., Goodman, J., Vaughan, J., Wooley, S. & Powell, M., (2012). Essential mathematics for the Australian Curriculum year 10.
Cambridge University Press.