ACU LESSON PLAN FORMAT

School: Cambridge Gardens Student Teachers: Danielle Hardie Mentor: Mr James Kristof

Class: 4/5 Date: 23.11.17 Time: Start: 12:30 pm

Finish: 1:20 pm

Key Learning Area: Mathematics Lesson Topic: 3D Objects - Volume

Recent Prior Experience: (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
• Ss have recently engaged in lessons on 3D objects, understanding faces, vertices and edges. Ss know the difference between 2D shapes and 3D
objects.
• Ss understand the expectations set by class teachers
• Ss previous maths lesson was on area of a rectangle and have used the length x height formula.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

Stage 2
measures, records, compares and estimates volumes and
capacities using litres, millilitres and cubic centimetres
MA2-11MG
Stage 3
selects and uses the appropriate unit to estimate, measure
and calculate volumes and capacities, and converts
between units of capacity MA3-11MG
By the end of this lesson, the students will:
- Successfully use the volume formula to find the
volume of 3D objects
- Understand what volume represents
- Understand difference between volume and
capacity
- Observation of student understanding
- Questions posed to Ss to link to real
life connections
- Marking of Ss worksheets

(NESA, 2017)
Any safety issues to be considered: Resources:
- Tidy classroom - Volume Worksheets
- Chairs tucked in - Interactive Whiteboard – Dojo points (www.classdojo.com.au)
- Unit blocks are not used - Ss mathematics workbooks
inappropriately.
- Whiteboard and whiteboard markers
- Unit cubes (20 each S)
Lesson Content /
Indicators of Learning (What is
Taught):
INTRODUCTION
Understanding that 3D
objects can have the same
volume but be different
shaped objects
Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(mins)
(How it is taught)
10 mins T will ask Ss if they know anything about volume. T Ss will be seated on the floor
will give a definition.
Ss will move to their desks quietly when
Volume - the amount of space that a substance or instructed.
object occupies, or that is enclosed within a container.
volume is the space taken up by the object itself, 20 unit cubes per S.
while capacity refers to the amount of substance, like a
liquid or a gas, that a container can hold. ... Volume is
measured in cubic units, while capacity can be Ss will return to the floor, placing the
measured in almost every other unit, including liters,
cubes back where they came from.
gallons, pounds, etc.
Be sure to use the same units for
all measurements
volume = length x width x height
T will explain that for our warm up we will be making
as many 3D objects that we can using unit cubes.
Ss will be given 20 unit cubes each. Ss may work in
pairs.
Ss will have a few minutes to do this.
T will ask Ss to share what they found or how many
objects they could make.
DEVELOPMENT

Using the Volume formula 10 mins T will ask one S to draw a rectangular prism on the Ss will be seated on the floor.
to work through a series of whiteboard. T will revise the length, width and height of
questions the rectangular prism. T will use Ss knowledge of area T will use whiteboard and whiteboard
to help with explanation. markers to show example.

20 mins T will introduce Ss to the volume formula, explaining

length, width and height. T will give some examples to
Ss. T will explain this formula is used for cubes or
rectangular prisms only. 2 variations of volume worksheets and area
sheets from previous lesson for Ss with
Ss will then be handed a worksheet one at a time and additional assistance in learning
instructed to move back to their desks with year 4 Ss
going first, followed by year 5 Ss.
As Ss work on their worksheets, Ts will roam closely to
ensure all Ss are focused and working through the
questions.

Calculators
Ss completing the harder worksheet of the two, will be
instructed to use mental strategies to complete the first
multiplication of the formula, and then are able to use
the calculator to finish off the question.
All Ss will be able to check their answers using a
calculator when finished.

DIFFERENTIATION

Ss of different levels will be completing different

worksheets suited to their ability. Ss who require further
assistance will be assisted by the Ts in the classroom by
working one-on-one. Year 4 will have a different
worksheet to Year 5, and some individual Ss may be
given a different worksheet suited to their ability.
CLOSURE

Mathletics volume 5-8 mins Ss will be instructed to move back to the floor with their Ss will be seated on the floor.
interactive activity names on their worksheets and placed in a neat pile at the
front of the room.
T will briefly explain how to play the Mathletics game Mathletics (Volume of Rectangular prisms 1)
and then Ss will work in small groups to answer a
question. Ss will be recorded how long they take and
group with quickest time will receive 5 dojo points each.
APPENDIX