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Mikaela Sawyer EDUC4720 213 5819

Tiered Lesson
Name & Student Number: Mikaela Sawyer 213 5819
Curriculum (Learning) Area of Lesson: Maths, Area and Volume
Specific Topic of Lesson: Area of Composite Shapes
Year Level: 9

Lesson Context
This lesson is the second lesson in a maths unit on area and volume. The unit will be conducted over 6 weeks
and will involve 3 lessons a week (including 1 double and 2 single lessons). This lesson will use prior knowledge
to explore the concept of calculating the area of composite shapes and will run for 100mins (double lesson).
The lesson will follow a pre-assessment lesson, where results from a work sheet showing students pre-existing
knowledge and understanding of area and volume will be used to group students. Concepts covered in the
pre-assessment test include; key terms used in area and volume, converting units of measurement and
converting units of volume and capacity, naming shapes (2 dimensional and 3 dimensional), common area and
volume formulas and calculating area, capacity and volume. These are all topics taught in the year 8
curriculum. The test will determine the readiness of students.

This lesson is primarily to ensure that students are ready to move further in this topic and learn the new
concepts that will be taught throughout the unit. The concepts in this lesson may have been introduced in the
previous year and therefore there will be a wide range of readiness levels within the class.

Learning Objectives
As a result of engaging with the lesson, students will.

Understand that:
Composite shapes can be broken down into complex shapes to determine area (ACMMG216)
How the area of composite shapes can be used in everyday life

Know:
Vocabulary associated with finding the area of a shape (for example; length, base, width and height)
Formulae associated with finding the area of specific shapes (for example; squares, rectangles,
triangles, circles, parallelograms, trapeziums, rhombuses and kites)
Appropriate units of area

Be able to (do):
Calculate area of composite shapes using formulae
Apply the concept of finding the area of a composite shape to a real life scenario

Essential Question/s:
How can composite shapes be used in everyday life?

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Pre-assessment of Individual Student Readiness


Pre-assessment occurred in the lesson prior to allow the teacher to review the students answers and form
groups for this lesson. The pre-assessment included a worksheet that established students readiness for the
topic. This included establishing if they had a foundation knowledge and understanding based on what they
would have been taught in the previous year. The year 8 ACARA achievement standard states that by the end
of year 8 students can convert between units of measurement for area and volume. They can perform
calculations to determine perimeter and area of parallelograms, rhombuses and kites. They name the features
of circles and calculate the areas and circumferences of circles (ACARA, 2016).

Based on their responses, students will be placed in 3 groups. The responses will be primarily based on
whether students have an understanding of vocabulary associated with area, naming shapes, matching area
formulae with the corresponding shape and using those formulae to calculate area of certain shapes.
Questions 1,3,4 and 5 is the worksheet.

Group 1 will be students that struggle with these concepts, especially calculating area using formulae.
Group 2 will be students that struggled with these concepts, but still had some understanding of what they
needed to do. These students may have an understanding of the formulae, but have difficulty applying them.
Group 3 will be students that demonstrated a strong understanding of the concepts. They do not need to get
everything right in the worksheet, but have a grasp of what they need to do.
Size of each group will not matter. Students will primarily be placed where the teacher believes they will get
the greatest benefit and will result in higher quality learning. This may mean that students are placed in a
higher group if they are on the borderline of a group.
Refer to Appendix 1 for the Pre-assessment worksheet.

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Lesson Plan
Lesson Introduction Explanation
Warm up activity (Have a go! - area of a The warm up activity enables students to get their
triangle and circle) - Appendix 2 minds ready for the lesson ahead, while
o Take the role while students are consolidating prior knowledge.
doing warm up activity Students will have a clear idea of what is expected
Explain to students aim for todays lesson of them for the lesson.
- written up on the board
o Exploring composite shapes
o 2 activities
o Exit card to leave

Lesson Sequence Within readiness groups, students will explore the


Activity 1: Exploring Composite Area concept of calculating composite area. Groups will
Resources: determine how much direction students will be
3 worksheets Appendix 3 given. This activity will be mainly student centred
(Tomlinson, 2001) with a . Approach (ref).
Group 1 Students will be given a large composite
shape that has lines to show the multiple shapes.
Extension: Another worksheet involving more Students are to calculate the area of the shape
complex shapes (eg. Circles, trapeziums). using appropriate formulae, ruler and showing
Group 2 Students will be given a large composite working out. This can be done individually, in pairs
shapes that has no lines. Students must determine or small groups within their readiness group.
the different shapes that make up the composite Teacher will be available for support if students
shapes. need it. Tasks can be extended if necessary. This is
Extension: Another worksheet involving more essential as readiness can change throughout a
complex shapes (eg. Circles, trapeziums). class or from lesson to lesson as students begin to
Group 3 Students will be instructed to make grasp the concept placed in front of them (Doubet
their own composite shape using only straight & Hockett, 2015) so it is important to continually
lines and find its area. monitor and challenge the students.
Extension: Make another shape, this time they
may use curved lines, as well as straight lines.

Activity 2: Class Discussion


Discuss how students found the areas of their This will consolidate students understanding and
different shapes. What strategies did they use and knowledge about how to calculate area of
why? composite shapes. It will involve students helping
others to understand strategies, rather than the
teacher teaching the content.

Activity 3: Floor Plan Task


Resources: Within readiness groups students will answer the
Floor Plans Appendix 4 questions related to a house floor plan that
3 worksheets with questions Appendix 5 involves calculating the area of composite shapes.
3 worksheets with answers Appendix 6
Students are to answer the questions using
Students will answer the questions based on the appropriate formulae, ruler and showing working
house floor plans. out. This can be done individually, in pairs or small
Extension: groups within their group. Teacher will be
Group 1 + 2: Encouraged to try the harder available for support if students need it. Tasks can
extension questions worksheet be extended if necessary.
Explanation

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Lesson Closure Explanation


Summary of lesson Context Questioning will be used to gauge an
What did we learn today? understanding of where students are at.
What are some strategies for finding the Questioning will also be altered/ differentiated on
area of a composite shape? complexity and vocabulary depending what
student the question will be asked to (Doubet &
Hockett, 2015).
Exit Card (What is the area of Miss Sawyers
umbrella) Appendix 7 The Exit card will provide evidence about the
Students will write answer and working out on a extent of each students learning and if they have
sticky note and stick to the door on the way out. met the learning objectives for the days lesson
(William, 2011). This will also allow the teacher to
plan for the next lesson, so they can better meet
students needs.

Explanation:
This unit is based on a pre-assessment done in the previous lesson. The pre-assessment phase of planning a
unit or lesson is crucial because it facilitates the teachers ability to differentiate by creating a baseline about
student knowledge and understanding (Moon, 2005). The pre-assessment in this unit gives the teacher
appropriate feedback which allows the teacher to determine students readiness. Readiness refers to the
students grasp on learning goals at a certain point in time (Doubet & Hockett, 2015). The pre-assessment may
show that majority of the students struggled with the concepts assessed. If this is the case, this particular
lesson would be pushed back and a couple of revision lessons would be done to ensure that students
readiness is appropriate to begin the new content.

Understanding the students readiness levels allows the teacher to apply tiering to the lesson. This has been
done by creating 3 readiness groups. Separating students into groups based on their readiness to learn allows
them to be placed closer to their zone of proximal development (Vygotsky, 1987). Tiering also allows each
student to work towards the understanding of area of composite shapes whilst undertaking modified
challenges (Tomlinson, 2000). Tomlinson (2014) also explains that tiering is useful as it ensures that students
with different degree of learning proficiency work with the same essential ideas and same key knowledge and
skills. Therefore, it is not only catering for students who struggle, but students who need extension.

Once students were placed in readiness groups, the tasks were differentiated by complexity. Each group had a
different task, but overall were working towards the same learning objective (Doubet & Hockett, 2015). The
tasks have been designed to be respectful by engaging equally and remaining interesting for all students. The
lesson sequence has been designed to cover all the verbs from Blooms taxonomy - remember (warm up
activity), explore/create (activity 1), understand/analyse/evaluate (discussion) and apply (activity 3). This
process allows teachers to present ideas and concepts at many different levels to meet the needs of a variety
of learners (Krathwohl, 2002). For this lesson to be effective, it is essential that the teacher has an
understanding of where students are at throughout the lesson and that instruction and objectives for the
lesson are explicit. As fundamentally differentiation is an instructional model focused on how teachers teach
and how students learn (Tomlinson & McTighe, 2006).

Finally, this lesson has been designed to ensure all students have equal opportunity and support and also a
sense of belonging. This ensures that students are able to participate meaningfully and continue their
development in an inclusive environment for all (Sternberg & Zhang 2005).

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References:

Australian Curriculum, Assessment and Reporting Authority (ACARA) (2015). Foundation- 10 Currciculum:
Maths. Retrieved from: http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

Doubet, K & Hockett, JA (2015). 'Differentiating according to student readiness', in Doubet, Kristina & Hockett,
Jessica A, Differentiation in middle and high school: strategies to engage all learners, ASCD, Alexandria,
Virginia, pp. 173-206.

Krathwohl, D. R. (2002). A revision of blooms taxonomy: An overview. Theory into practice, 41 (4), pp. 212-218

Moon, T. R (2005). The role of assessment in differentiation. Theory into practice, 44(3), pp. 226-233

Sternberg, R. J. & Zhang, L. F. (2005). Styles of thinking as a basis of differentiated instruction. Theory into
Practice, 44(3), pp. 245-253

Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms, 2nd edn, Association for
Supervision and Curriculum Development, Alexandria, Va.

Tomlinson, C. A. (2014). Good curriculum as a basis for differentiation. The differentiated classroom:
Responding to the needs of all the learners (2 ed., pp. 60-79). Alexandria, Virginia; ASCD.

Tomlinson, C. A. & McTighe, J. (2006). Considering evidence of learning in diverse classrooms. Integrating
differentiated instruction & understanding by design (pp. 59-82). Heatherton, VIC.; Hawker Brownlow
Education.

William, D. (2011). 'Eliciting evidence of student achievement', in Wiliam, Dylan, Embedded formative
assessment, Solution Tree Press, Bloomington, IN, pp. 71-105.

Vygotsky, L (1987). Zone of proximal development. Mind in society: The development of higher psychological
processes, 5291

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Appendix 1:

Student Class Date


Name

1. Match the following terms with the appropriate definitions.


Hypothesise to consider or describe as similar
Analyse to seek information by asking a question
Evidence break down, distinguish
Inquire a thing or things helpful in forming a conclusion or
judgment
Assumptions something taken for granted or accepted as true without
proof
Justify formulate, propose, suggest, verify
Compare argue, defend, support

2. Convert these measurements to the units shown in the brackets.

a. 3 m (cm)
b. 1.8 km (m)
c. 0.25 m (cm)
d. 3 L (mL)
e. 4000 mL (L)

3. Name the following shapes:

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4. Match the following shapes with the appropriate formula.


Square V l w h
Rectangle A r2
Circle V side 3
Triangle V r 2 H
Rectangular Prism 1
A bh
2
Cube A side 2
Cylinder Alw

5. Calculate the area of the following shapes:


(a) (b) (c)

4 cm

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6.
Use the table to convert the following units of volume and capacity:
a 7.6 L to cm3 b 5487 mL to L c 4.62 kL to m3

7. (a) Find the volume of the water tank below in m3. (Show all your working
clearly.)

3m

6m

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(b) Find the capacity of the tank.

Appendix 2:

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Appendix 3:

Group 1 (not to scale)

Group 2 (not to scale)

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Group 2 extension (not to scale)

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Appendix 4:

Floor plans House No. 54

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Appendix 4 continued:
Floor plans House no. 56

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Appendix 5:

Questions (1)
1) What is the total area of the living
room in No.54?
2) What is the area of the flower bed
in no. 54s garden?
3) What is the area of the vegetable
patch in no. 56s garden? Questions (3)
4) What is the area of the dressing 7) Which house has the bigger dining
area in no. 56s master bedroom? room? By how much?
5) What is the area of the living room 8) What is the area of the master
in no. 56? bedroom in no. 54 (excluding en-
6) What is the total area of the suite and dressing room)?
ground floor of house no. 54? 9) What area of no. 54s garden is
laid to lawn?
10) What is the area of no. 54s
parking?
11) What area of no. 56s garden is
laid to lawn? Convert your answer
Questions (2)
to cm2.
1) What is the area of the kitchen in
12) Work out the total area of the
No. 54?
ground floor of each house.
2) What is the area of the dressing
Which is bigger? What percentage
area in No. 54s master bedroom?
bigger?
3) What is the area of no. 56s
kitchen?
4) Which house has a bigger living
room? By how much?
5) Which master bedroom has a
bigger en-suite? By how much?
6) Which garden has a bigger patio?
By how much?

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Appendix 6:

Answers (1)
1) 19.5m2
2) 8.75m2
3) 15.75m2
4) 5m2
5) 22.5m2
6) 74.25m2

Answers (3)
7) House 54 by 0.6m2
8) 42m2
9) 30.75m2
10) 42m2
11) 22.625m2 = 226,250cm2
12) House 56 ground floor is 41%
bigger than house 54 ground floor.

Answers (2)
1) 15.5m2
2) 5.5m2
3) 35m2
4) House no. 56 by 3m2
5) Neither, they are both the same
6) House no. 54 by 5.125m2

May be useful:
Living room House 54: 19.5m2; House 56: 22.5m2
Patio House 54: 23m2; House 56: 17.875m2
Dining room: House 54: 19.5m2; House 56: 18.9m2

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Appendix 7:

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