LESSON PLAN FORMAT

The following is a sample of the lesson plan format used by the University.
Lesson Topic/Focus:

Area

Date:

6/11/13

AusVELS Domain(s):

Mathematics

Year level(s):

AusVELS strand (s):

Measurement and Geometry

Lesson duration:

1 hr

AusVELS sub-strand(s):

Using units of measure

AusVELS Dimension(s) or
Religious Education
Guideline:

Calculate the perimeter and area of rectangles using familiar metric units
(ACMMG 109)

Learning Standard(s)/Outcome(s):
Students will be able to use multiplicative skills to calculate the total area of cube solids, segregating
faces from the whole area; including doubling/tripling the areas original size and calculating how much
the area has increased.
At the conclusion of this lesson, the students will know/understand that:
Multiplying is a more effective method than counting area
Multiplying across and down to find the total area of a face
Using the total area of the face to solve the whole area
How to expand shapes equally by a set number and calculate a new area.
At the conclusion of this lesson, the students will demonstrate skills/strategies of:
Be able to use multiplication to calculate total area
Identify what squared means
How to enlarge shapes to increase the area
Assessment:
Students will be assessed by the amount of work that is correct when marked. Selected students
understandings will be assess through conferencing.
Assessment criteria for analysis:
Students can use multiplication, alongside other operations to identify the area of a single face
Students can use multiplication to identify area the total amount of squares on a face
Students can use the single face and multiplication to calculate total area of a square.
Teaching focus:
B.
Being clear with instructions when I am scaffolding ideas.
Background to the learning:
A. CFII Maths book
B. Students have completed a pre-test for prior knowledge; this is the first session.
Lesson resources:
Whiteboard/markers
Grid paper
CSFII Maths book p.g. 244 and 218
Lesson content:
A.
Introduction
5 mins
What do you know about area? discuss the differences between perimeter and area, what
metric unit you use and where you would use area to see it.

B.

Development
20 mins
Model first question as a group;
How many cubes are there on a single face?
How did you work that out?
Could you use another method? Which is quicker?
Can you use the answer for the single face to help you work out total area?
How did you know that? Did anyone work it out differently?
Students will then complete part one.
Part two is explained individually when the problem arises;
What is different about these cubes? Is it easier or harder? Why?
How can we work it out? Are there any ways? (Subtracting from whole or working out in
parts)

C.

Consolidation, practice, extension

20 mins
Students will then work on the doubling side.
Demonstrate with the first question- Showing that 3 doubled is 6, same as 3X6
How long would the vertical line be if it is 2 squares long?
What if the line is diagonal? Does this change anything?
Students will then continue to complete the sheet- discussing when misperceptions arise
How do you start with abstract shapes?
How is cm2 doubled? What does it look like?
Closure
10 mins

D.

What was easier; squares or lines when doubling?

What did you find difficult? What did you find easy?
Which was quicker multiplying or counting individual squares?
Did finding out one face make it easier to calculate the whole area?

Post-lesson review and evaluation:

Student achievement:
To what extent were outcomes achieved? How did the students demonstrate this?
Students were able to recognise that multiplication is an effective method of calculating total area. All
students were able to calculate the total area of a single face; whilst some were able to calculate the
total area of the cubes by finding the single face and multiplying by the amount of faces.
Teaching effectiveness:
What have you learnt from the lesson?
What do you recommend for future lessons?
Comment on your effectiveness in the light of the objectives/outcomes of the lesson
and your self-development focus for the lesson, referring to both strengths and areas
to be addressed.
For some students the task was too easy and I needed to prepare more activities for them to complete. I
ended up drawing shapes on the board from different views to get them to calculate the total amount of
squares. They then were able to draw one for the class to complete.
I also needed to have concrete materials to explain 3D shapes and their total areas. Fortunately there
were MAB right near my teaching area that I could grab when this problem arose.