Maths

Lesson Plan 1
Class: Year 9 Date: Monday 22nd May 2017 Time: 9:00am 10:00am

Lesson Topic: Surface Area of a Prism (new)

Australian Curriculum Mathematics Links

ACMMG216: calculate areas of composite shapes
ACMMG218: solve problems involving the surface area and volume of right prisms

Lesson Outcomes/Objectives
By the end of this lesson students will be able to:
recognise that the total surface area of a prism is the total area of all the faces of the prism;
understand that partitioning composite shapes into rectangles and triangles is a strategy for
solving problems involving area;
analyse pre-made 3D nets to calculate surface area of prisms; and
solve real-world problems by calculating surface area of prisms.

Students Prior Knowledge

Students are able to:
calculate areas of rectangles, triangles and simple composite shapes;
identify rectangular prisms; and
recognise appropriate units of measurement for area and convert from one to another.

Preparation (e.g. materials, resources, presentation aids etc.):

Pre-constructed nets, worksheet, rulers, calculators, scissors, sticky tape, presents, wrapping
paper, rectangular cake (un-iced), picture of a house

Textbook Reference (where required)

Greenwood, E. et al. (2017). Chapter 6F: Surface Area of Prisms. Essential Mathematics for the
Australian Curriculum Gold (2nd ed.). Port Melbourne, VIC: Cambridge University Press

Methods of achieving the outcomes

Introduction: (5 minutes)
(What will teacher be doing?, what will students be doing?)

Attention grabber: Introduce surface area using real world applications.

unwrapped present (box of chocolates), un-iced cake (students can have some cake after
class), repainting a house.
Questions to ask during introduction:
How much paper would I need to wrap this present? How would I go about finding out?
o total surface area of a solid is the sum of the areas of all the surfaces
How much icing do I need to ice this cake?
How is this different to wrapping a present?
What about the base of the cake?
Is painting a house more similar to the cake or the present
Body of Lesson:
Activity 1 (40 minutes) Pair work: Deconstructing Nets to Calculate Surface Area
 Introduce right prisms, nets and activity (10 minutes)
Hold up pre-constructed net and un-constructed net to facilitate explanation of a net.
o a net is a two-dimensional representation of all the surfaces of a solid
Ask students to identify the different prisms present (testing prior knowledge).
Explain definition of a right prism using pre-constructed nets.
o right prism has a uniform cross-section, two identical ends and the sides are rectangles
at right angles to the base and top
Inform students they are going to deconstruct prisms to form nets and calculate surface
area.
Show Hot Maths widget deconstructing prism as an example of net deconstruction:
https://www.hotmaths.com.au/lessonSection/displayWidgetFullScreen.action?mediaId=45
504
Students to deconstruct nets and calculate surface area using provided worksheet (25 minutes)
Place four different pre-constructed nets and worksheets on each group of desks (i.e. six
students)
Students to work in groups of two and use worksheet to assist in investigation.
Students should be able to deconstruct, calculate surface area and reconstruct at least two
nets.
Learning support: suggest less advanced students begin with cube.
Extension: A few more advanced nets are available. Extension students can attempt
pentagonal prism, hexagonal prism (complicated base area) or pyramid (not a prism).
Questions to ask while monitoring:
How would we simplify the number of calculations we need to carry out? (elicit response
are there any sides that are identical?)
What makes the advanced shapes more difficult? (need to be able to break up into
composite shapes/pyramid is not a prism)
Can you derive a simple formula for working out the surface area of a prism?
Clean up (5 minutes)
Activity 2 (10 minutes) Group discussion: Calculating Surface Area to Solve Real-world Problems
Introduce real-world problem. How much icing do I need to ice my cake?
Questions to ask to elicit discussion:
Why does it matter? (We need to know since we need to buy a certain amount of icing and
we do not want to waste money on icing if we dont need it)
What sort of prism is the cake? Is it a right prism? (rectangular/yes)
Can we draw a net for this cake? (pick student to draw net on the whiteboard)
Why dont I include the base in my calculation? (it is sitting on the surface)
Cut cake in half. How does this impact the amount of surface area? (increase)
Stack cake on top of each other. How does this impact the amount of surface area?
If time permits, assign text book questions 3, 4, 5a, 5c, 7 and 9 on p. 331-334 (to be completed
for homework)
Conclusion: (5 minutes)
Select students to provide brief verbal overview of the main learning points within the lesson,
such as right prisms, nets, total surface area, etc.
Teacher to clarify any areas of misunderstanding
Questions for conclusion:
Any other examples of real world problems where surface area may be applied?
Any shapes that we havent investigated yet? (cylinders for tomorrow)
 Students to complete text book questions 3, 4, 5 (odd only), 7 and 9 on p. 331-334 for
homework (will be checked in class next lesson).
Extension: eager students can attempt questions 10 and 11.
Note: Students can take a piece of cake from introduction as they leave class.
Plan for Evaluation of student outcomes (i.e. How will you know whether students achieved specific lesson
outcomes?
Observe students participation in activity 1
Monitor students verbal answers to questions during all parts of lesson (formative)
Worksheet completed in activity 1 will be collected and marked (summative)
Answers to some homework questions will be revised in the next lesson as a whole group
and students are to correct their own work (formative)

Self-Evaluation (Indicate focus for self-evaluation e.g. teaching strategies, motivational strategies, monitoring of
students or questioning technique: What worked well and why? What did not work well and why? What would I do
differently next time?)

Were the teachers instructions for the investigation clear?

Was there adequate time given to complete the net investigation
Were students engaged and making predictions during group discussion?
 Maths Lesson Plan 2
Class: Year 9 Date: Tuesday 23rd May 2017 Time: 12:00pm 1:00pm

Lesson Topic: Surface Area of a Cylinder (new) & Surface Area of a Prism (consolidating)

Australian Curriculum Mathematics Links

ACMMG216: calculate areas of composite shapes
ACMMG217: calculate the surface area and volume of cylinders and solve related problems
ACMMG218: solve problems involving the surface area and volume of right prisms

Lesson Outcomes/Objectives
By the end of this lesson students will be able to:
recognise that the surface area of a solid is the total area of all the faces of the solid;
understand that partitioning composite shapes into rectangles, triangles and circles is a
strategy for solving problems involving area;
analyse pre-made 3D nets to calculate surface area of cylinders; and
solve real-world problems by calculating surface area of cylinders and prisms.

Students Prior Knowledge

Students are able to:
calculate areas of rectangles, triangles, circles and simple composite shapes;
identify and distinguish between rectangular prisms and cylinders;
calculate surface area of rectangular and triangular prisms; and
recognise appropriate units of measurement for area and convert from one to another.

Preparation (e.g. materials, resources, presentation aids etc.):

Images of cylindrical towers, re-constructed cylinder nets, rulers, calculators, scissors, sticky
tape, cylindrical pipe, bin, tin can with removable label, 5 x cylindrical presents (unwrapped),
wrapping paper

Textbook Reference (where required)

Greenwood, E. et al. (2017). Chapter 6G: Surface Area of a Cylinder. Essential Mathematics for the
Australian Curriculum Gold (2nd ed.). Port Melbourne, VIC: Cambridge University Press

Methods of achieving the outcomes

Introduction: (5 minutes)
(What will teacher be doing?, what will students be doing?)

Attention grabber: Show images of cylindrical buildings. Hold up can, pipe and point out trash
can. See if students can identify type of solid (cylinder). Extend understanding of surface area
to more complex shapes with more real-world applications of surface area:
Painting steel silo to prevent corrosion;
Dreaded wrapping of cylindrical presents;
Labels on tin cans;
(advanced) friction of a piston mechanical engineering applications.
Body of Lesson:
Activity 1 (10 minutes) Revision of Surface Area of Prisms
 Small review of surface area of prism (<10 minutes)
Complete questions 4a, 5c, 7 using Mathematica
Very brief review of area of circle revised last week (<2 minutes)
Key point: radius is half the diameter!!!
Activity 2 (15 minutes) Deconstructing Cylinder Net to Calculate Surface Area
Introduce cylinders and activity (<5 minutes)
Ask students to identify the difference between a cylinder and a prism (testing prior
knowledge). (cylinder does not have rectangular sides, therefore, not a prism)
Explain definition of a cylinder.
o cylinder has a uniform cross-section and two congruent circular faces connected by a
curved surface
Inform students they are going to complete the same activity as yesterday but just
deconstructing a cylinder to form nets and calculate surface area.
Students to deconstruct nets and calculate surface area using provided worksheet (10 minutes)
Place three pre-constructed cylinder nets and worksheets on each group of desks (i.e. six
students).
Students to work in groups of two and use worksheet to assist in investigation, if required.
Learning support: Provide students with worksheet for scaffolding the activity, if required. After
a few minutes of activity show Hot Maths widget deconstructing cylinder to assist those
students who may be struggling:
https://www.hotmaths.com.au/lessonSection/displayWidgetFullScreen.action?mediaId=45502
Questions to ask while monitoring:
How are you going to go about deconstructing the cylinder into the net?
More explicitly, what shape does the curved surface take when deconstructed?
How would we simplify the number of calculations we need to carry out? (elicit response
are there any sides that are identical?)
Can you derive a simple formula for working out the surface area of a cylinder? (write
formula on board once students have completed activity)
Use this time to visually check that homework has been attempted.
Clean up (<5 minutes)
Activity 3 (25 minutes) Wrapping Presents: Calculating Surface Area to Solve Real-world
Problems
Introduce real-world problem wrapping presents.
How much paper do we need to wrap this present?
How would we go about determining this?
Draw students attention to formula derived in activity 2.
Students to investigate and wrap present. One present/wrapping paper placed on each group
of tables (5 groups of 6 students). Groups to allocate tasks.
Tasks required:
o Measuring and recording dimensions of present;
o Calculation of surface area of present and, hence, required paper;
o Measurement of surface area of wrapping paper;
o Wrapping of present.
Clean up (<5 minutes)
Conclusion: (5 minutes)
 Ask student from each group to show their wrapped present.
Questions for conclusion:
Did anyone manage to wrap their present effectively? (probably didnt have enough paper)
If not, why not? (once you start wrapping present, you lose some paper bending and
overlapping)
How would you account for that? (round up the amount of wrapping paper needed)
Students to complete text book questions 1, 4, 5, 6, 8 and 9 (odd only) on p. 338-340 for
homework (will be checked in final lesson of the week).
Extension: eager students can attempt questions 10 and 12.
Plan for Evaluation of student outcomes (i.e. How will you know whether students achieved specific lesson
outcomes?
Monitor students answers to revision of homework (formative)
Observe students participation in activities 2 and 3
Monitor students verbal answers to questions during all parts of lesson (formative)
Answers to the homework will be revised at the end of the week as a whole group and
students are to correct their own work (formative)

Self-Evaluation (Indicate focus for self-evaluation e.g. teaching strategies, motivational strategies, monitoring of
students or questioning technique: What worked well and why? What did not work well and why? What would I do
differently next time?)

Were the teachers instructions for both investigations clear?

Was there adequate time given to complete both investigations? (this lesson may be a bit
rushed)
Did students responses during questioning suggest more revision of surface area may be
required?
 Maths Lesson Plan 3
Class: Year 9 Date: Wednesday 24th May 2017 Time: 9:00am 10:00am

Lesson Topic: Volume of Right Prisms (new)

Australian Curriculum Mathematics Links

ACMMG216: calculate areas of composite shapes
ACMMG218: solve problems involving the surface area and volume of right prisms

Lesson Outcomes/Objectives
By the end of this lesson students will be able to:
recognise that the volume of a prism is the amount of space inside the three-dimensional
object;
understand the difference between volume and capacity;
derive and calculate volume of right prisms.

Students Prior Knowledge

Students are able to:
calculate areas of rectangles, triangles, circles and simple composite shapes;
identify and distinguish between rectangular prisms and cylinders;
calculate surface area of rectangular prisms, triangular prisms and cylinders; and
recognise appropriate units of measurement for area and convert from one to another.

Preparation (e.g. materials, resources, presentation aids etc.):

two different sized transparent rectangular containers, MAB blocks, laptops, calculators

Textbook Reference (where required)

Greenwood, E. et al. (2017). Chapter 6H: Volume. Essential Mathematics for the Australian
Curriculum Gold (2nd ed.). Port Melbourne, VIC: Cambridge University Press

Methods of achieving the outcomes

Introduction: (5 minutes)
(What will teacher be doing?, what will students be doing?)

Attention grabber: How much popcorn can I take into the cinemas?
Show students two different sized containers and pose the question as to which container
would carry more popcorn into the movies.
Questions to ask during introduction
What do we call the amount of stuff we can fit inside the containers?
How would we work out the volume of these containers?
Place MAB blocks within transparent containers to demonstrate how we can calculate volume
of each container.
Body of Lesson:
Activity 1 (25 minutes) Whiteboard Demonstration on Volume
Introduce concept of volume:
Ask students to define volume. Attempt to elicit response:
o volume is the amount of space inside a three-dimensional object.
 Demonstrate how to calculate volume of simple rectangular prism:
Introduce definition of a perpendicular height and consolidate cross-section.
o cross-section is the plane figure formed when you slice a solid figure parallel to one of
its surfaces
o perpendicular height is the dimension that is at right angles to the cross-section
Show by drawing simple prism on the board. Make sure to interact with the students and
elicit responses
Questions to ask during demonstration:
What is the cross-section of the prism?
How do we calculate the area of the at shape?
Which dimension is the perpendicular height?
Can we derive a general formula for the volume of a rectangular prism?
Demonstrate how to calculate volume of simple triangular prism:
Repeat above demonstration for a triangular prism.
Is the formula the same for a triangular prism?
Consolidate by showing Hot Maths widget demonstrating volume calculation of a various prisms
https://www.hotmaths.com.au/lessonSection/displayWidgetFullScreen.action?mediaId=43400
Introduce definition of a capacity.
o capacity is the amount of liquid a container can hold
Questions to ask:
What is the main difference between volume and capacity?
What use could we have for understanding the capacity of a container? (elicit real-world
applications of content to be further explored in the next lesson)
Activity 2 (20 minutes) Using Program to Investigate Changes in Volume
Students are to work on laptops in pairs and utilise program to investigate how changes in
linear dimensions of the solids impacts its volume.
http://www.scootle.edu.au/ec/viewing/L2316/index.html
Questions to ask during activity:
If we double each of the dimensions, do we double the volume?
Why/why not?
Activity 3 (5 minutes) Extension: Egyptian Pyramids
Activity designed for early finishers/advanced students.
Other students can continue using program to investigate changes in volume or participate, if
desired.
Show picture of Egyptian pyramids. Mention that Egyptians knew how to calculate the volume.
Does anyone know or want to guess the formula for calculating the volume of a pyramid?
Show brief video on Egyptian pyramids (1min 48seconds)
http://splash.abc.net.au/home#!/media/1469437/
Why would Egyptian engineers want to know the volume anyway?
Eager students can attempt question 14 on p. 347
Conclusion: (5 minutes)
Questions for conclusion:
What is the general rule for calculating volume of right prisms?
How could we extend this to include cylinders?
(advanced) A solid prism cut in half gives half the volume but not half surface area. Why?
Students to complete text book questions 2, 4 (odd), 7, 8, 10 and 11 on p. 344-347 for
homework (will be checked in final lesson of the week).
 Extension: eager students can attempt questions 12 and 13.
Plan for Evaluation of student outcomes (i.e. How will you know whether students achieved specific lesson
outcomes?
Observe students participation of online application
Monitor students verbal answers to questions during all parts of lesson (formative)
Answers to the homework will be revised at the end of the week as a whole group and
students are to correct their own work (formative)

Self-Evaluation (Indicate focus for self-evaluation e.g. teaching strategies, motivational strategies, monitoring of
students or questioning technique: What worked well and why? What did not work well and why? What would I do
differently next time?)

Were the teachers instructions for both investigations clear?

Were students actively participating in whiteboard demonstration or was it too teacher-
centric?
Was online application engaging for all students?
Did extension activity running concurrently with other activity work effectively?
 James Harris - 10322326

LESSON 1 RESOURCE
Name: _________________

Deconstructing Nets Investigation Worksheet

What solid are you deconstructing?



How many faces does the solid have?



Are any of the faces identical? Which ones?



Draw the net of the solid, once it is deconstructed. (Note: make it large so there is room for
measurements)































Name: _________________

Measure the dimensions on your deconstructed net and mark them down on your drawing
above.


Calculate the area of each face on your net (use the table below to record your information)

Face ID Shape Length (cm) Width (cm) Area (cm2)
1

Calculate the Total Surface Area



















Total Surface Area = _____________ cm2
 6.6 Surface area of prisms

2017 HOTmaths Pty Ltd 3/4 Gold Maths Year 9 - Ch6 Measurement
 6.6 Surface area of prisms

2017 HOTmaths Pty Ltd 4/4 Gold Maths Year 9 - Ch6 Measurement
 James Harris - 10322326

LESSON 2 RESOURCES


 James Harris - 10322326

LESSON 3 RESOURCES

 James Harris - 10322326
References

Australian Curriculum Assessment and Reporting Authority. (2017). Mathematics: F-10 Curriculum.
Retrieved from: http://www.australiancurriculum.edu.au/mathematics/curriculum/f-
10?layout=1

British Broadcasting Company. (2008). Ancient Egyptians knew the Volume of a Pyramid [Video file].
Retrieved from: http://splash.abc.net.au/home#!/media/1469437/

Cambridge University Press. (2017). Cambridge HOTmaths . Retrieved from:
https://www.hotmaths.com.au/dashboard/navigateCourse.action?currentShortcut=2#/1532
/lessonList/

Duchesne, S. & McMaugh, A. (2016). Educational Psychology for Teaching and Learning (5th ed.).
South Melbourne, VIC: Cengage Learning Australia.

Education Services Australia. (2013). Measures: Volumes. Retrieved from:
http://www.scootle.edu.au/ec/viewing/L2316/index.html

Greenwood, E. et al. (2017). Essential Mathematics for the Australian Curriculum Gold (2nd ed.).
Port Melbourne, VIC: Cambridge University Press

School Curriculum and Standards Authority. (2017). Mathematics: K-10 Outline, v8.3. Retrieved
from: http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-
browser/mathematics-v8

SEN Teacher. (2016). Mathematics Printables: Nets (3D Models). Retrieved from:
http://www.senteacher.org/worksheet/12/Nets-Polyhedra.html