Assignment 2 & 4 Unit Plan & Lesson

Plan
Teaching and Learning Plan
Names: Jayden Fischer, Maddy Anderson & Kieren Student Numbers: 2108733, 2095564, 2108166
Brown
Unit Overview
Curriculum Area: Measurement & Geometry Year level: 9
Content Descriptor (from Using Units of Measurement:
ACARA)
Calculate areas of composite shapes (ACMMG216).
Calculate the surface area and volume of cylinders and solve related problems
(ACMMG217).
Solve problems involving the surface area and volume of right prisms
(ACMMG218).
Class Context The class has 26 students, 15 girls and 11 boys. It is a private school and
students are generally very well behaved. Students were introduced to area in
year 8 and will be building on this concept within the unit.
Learner Most students in the class are at a year 9 standard however, a small number of
differences/disabilities in students are still at a year 8 level and a few more students are at an advanced
your class level (year 10). One student in the class has mild dyslexia and another suffers
from anxiety though there are no physical disabilities in the class.
Achievement standard As a result of engaging with the lesson, the students will.
from ACARA.
Students calculate areas of shapes and the volume and surface area of right
prisms and cylinders.
Learning objectives Understand:
know, understand and do. Students will understand the geometrics of composite shapes, cylinders
and right prisms.

Know:
Students will know the formulae required to solve the are of composite
shapes.
Students will know the formulae required to solve surface area of right
prisms and cylinders.
Students will know the formulae required to solve volume of right
prisms and cylinders.

Be Able To:
Students will be able to apply correct formulae to solve problems.
Students will be able to calculate the surface area of right prisms and
cylinders.
Students will be able to calculate the volume of right prisms and
cylinders.
Students will be able to calculate the area of composite shapes.
Pre-Assessment Readiness In order to pre-assess the students, prior to the first lesson students will be
Task given a pretest. This test will give insight into what the students understand,
Appendix A know and have the skills to complete.

The goal of this pre-assessment in twofold. Firstly, by gaining an understanding

of students misconceptions, it will be possible to address these and aid the
students in this way. Secondly, students will be grouped at various points in the
plan, including at times being grouped by readiness.

This assessment of students levels of readiness will be achieved through the

use of open questioning. By asking the students open questions, the questions
will give more insight into the student's readiness. This is as open questions
allow for students to demonstrate various levels of readiness in every question
as opposed to only being able to provide the correct or incorrect answer in a
closed question.

Assessment Plan Formative:

Observation: Students will be continually monitored by the classroom
teacher. This will enable the teacher to make planning decisions in
response to how students are progressing with a particular technique,
problem, concept or stand.

Summative:
Assignments: At the conclusion of each sub-strand within the unit,
students will be assessed on what they have learned during that time.
These will come in different forms such as tests or worksheets, but all
occur at the end of the targeted sub-stand. These assessment pieces
will give students and teachers a greater understanding of student
understanding, knowledge and readiness heading into the next task.
Teaching Resources
Lesson Sequence
Content Descriptor: Calculate areas of composite shapes.
Lesson 1 Revisit area formulas for basic composite shapes (i.e. squares, rectangles,
triangles)
Students brainstorm when people might need to calculate the area and
perimeter of different objects and why this is important, e.g. for buying carpet
for houses, tillers working out the number of tiles to order for a job, builders
when building houses.

Students measure the area of objects in their surroundings, such as desks,

classrooms, the oval or the playground. Discuss which measuring tool is the
best to use to measure different areas and objects, e.g. a trundle wheel for
measuring larger areas, a ruler or tape measure for measuring tables.

Investigate the relationship between:

length, width and area. Students use the formula to calculate area.
Lesson 2 Cover formulas for complex composite shapes (i.e. circles, parallelograms,
rhombus, kites)
Go to website to practice finding the area of various composite shapes
The website deconstructs each shape which in turn helps students to see how
the shapes fit together; for example, a parallelogram is a rectangle with a
triangle at each end, what formula should be used for each shape, how the
formulas interact with the numbers given, and when the two (or more) areas
should be added or subtracted.

http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.
SHAP&ID2=AB.MATH.JR.SHAP.AREA&lesson=html/object_interactives/composi
te_figures/use_it.html

Work through examples of calculating area of composite shapes by dividing

them into 2 or more common shapes, such as rectangles, triangles and squares.

Lesson 3 Continuation of practicing finding the area of composite shapes.

In this lesson students will begin by drawing their own shape and then
estimating the area. In partners they will then compare what method they used
to find the area of their shape.

Next, in groups students will be given a worksheet with a variety of shapes on

it. They are required to cut them out and create a new shape. They then have
to find the area of each shape and the area of the whole shape.

Students will need to use the area formulas they have learnt in the previous
lessons and apply them to a multiple of shapes.

Lesson 4 Assessment:
Students will work individually to find the area of the given shapes.
See appendix B.

Content Descriptor: Calculate the surface area and volume of cylinders and solve related problems.
Lesson 5 Inquiry:
Students will begin with a discussion around different sized cans of the same
drink. Students will be prompted to discuss: the cost for volume, as well as the
companys fairness. (Students will work in small groups, each group having 3
different sized cans from the same company. Each group though may have a
different set of cans from another group. E.g. Coke, Mother, Red bull, etc.)

Students will also be given assessment (Appendix D) at the beginning of this

week, at the end of each lesson the assessment will be returned to the
educator for safekeeping and to gain insight into students readiness.

Over these lessons students will compare 3 measurements to test the fairness
of the company. These measurements are: the given volume on the can, a
measured volume through practical, as well as a theoretical volume using
equations.
 Lesson 5 involves students using their previous knowledge of measuring volume
to fill the cans with water and measure the amount of water present. This will
give students the practical measurement. Students will be able to compare this
value to the given value and discus.

Students will be prompted through discussion that through measuring the

lengths of various places on the can students will be able to find the theoretical
volume.

Students will then take measurements of the height, diameter and

circumference of the cylinder.

Lesson 6 Continued inquiry.

Students will now use their previous knowledge of calculating the area of a
circle in an attempt to devise a possible way to find the volume of the cans.
Students through little prompting will make the connection that once they have
the area of the circle, then they can work out the volume using the height of
the can.

Students will complete these calculations and will find the theoretical values for
the volumes of their cans. They will then compare these volumes to the
measured and the given volumes. Students will discuss if they found that the
companies were fair. As well as this, students will be given the cost of each can
and discus which can they would purchase and why.

Before the lesson ends, a new idea is brought forward about the cost of making
the cans. The idea will be that in this experiment we assumed that the surface
area and the volume increased at the same rate. However, this may not be
true. With more surface area there would be more costs to making the product
due to the cost of the metal. Students then devise ways to measure the surface
area.
Lesson 7 As this lesson begins students immediately begin attempting to measure the
surface area of the can. Students will record the formula they used in their
book.

Students will then have the time to make final decisions about if the company is
being fair, which can they would buy and why the cans are priced as they are.

Students who have completed all these tasks will continue onto the extension
questions
Lesson 8 Students will catch up on any sections they have missed and will continue onto
the extension activities.

The students will be required to finish this assessment piece before the start of
the next lesson, students can negotiate taking the task home or times that they
could attempt the assignment.
Content Descriptor: Solve problems involving the surface area and volume of right prisms.
Lesson 9 Right Prisms:
Students will be introduced to right prisms in relation to what they have
previously learned, in particular, cylinders.
 Introduction to right prisms and what they are.
Evaluate student knowledge on prisms and revisit important
information from the year prior.
Establish relationship between right prisms and cylinders.

Surface Area:
Establish relationship between the processes used to solve the surface
area of cylinders and right prisms.
Revisit area formulae of various polygons.
Introduce new processes required to solve surface area of right prisms.
Complete related surface area questions to show students
understanding.

Lesson 10 Volume:
Establish relationship between the processes used to solve the volume
of cylinders and right prisms.
Revisit volume formulae used on cylinders.
Introduce new processes required to solve volume of right prisms.
Complete related volume questions to show students understanding.

Right Prisms:
Students will be given the opportunity extend their understanding with
extension questions, or take the time to reiterate what has been covered.
Lesson 11 Practical Task:
Students are to complete a practical task involving the surface area and volume
of right prisms. The task will involve a small worksheet for the students to
complete and a practical task in which the students can complete outside of the
classroom.
Students will be provided with worksheets and resources to complete
the task.
Divide students into groups based on readiness levels.
Monitor student behaviour and assist students where needed.
Lesson 12 Assessment 3:
Students are to complete a written assessment task to test their understanding
of the surface area and volume of right prisms.
See Appendix F
Students are given the entire period to complete the assessment task.
 Lesson Plan
Name: Maddy Anderson Student Number: 2095564
Curriculum Area: Measurement & Geometry Year Level: 9
Lesson Number: 3 Length of Lesson: 45 minutes
Lesson Context This lesson will take place in the calculating areas of composite shapes section of
the unit. This lesson is a consolidation lesson where students will participate in an
activity to practice what they have learnt in previous lessons and apply it with
minimal assistance and support from the teacher.
Students will estimate the areas of highly irregular shapes and will use a process of
decomposition to calculate the areas of irregular polygons.
Learning objective (from Understand:
Unit Overview) for this How composite shapes are formed
particular lesson How composite shapes can be broken down into multiple shapes in order
to find their area

Know:
Mathematical language shape names
Area formulas for composite shapes

Be Able To:
Compose and decompose a variety of shapes
Apply the correct formula to any composite shape

Resources For students:

Polygon worksheet
Scissors
Grid paper
Pencil
Ruler

Pre-Assessment There will be no specific pre-assessment for this lesson. However, students will
have been assessed through observation in previous lesson to ensure this lesson is
at an adequate level of challenge.
Lesson Sequence Intro: (15 minutes)
* the teacher should be asking prompting questions throughout the lesson to
guide student learning.
The initial activity should be a free-draw for the students; that is, they should
create a random shape on a blank piece of paper.
To ensure that students do not draw a square, triangle, or some other common
shape, you may wish to model this by drawing an irregular shape on the board.
Once all students have drawn a shape, ask them to estimate the area of their
shape using any method they choose. Some students may overlay centimeter grid
paper on top of the shape and then count squares. Others may draw squares,
rectangles, and triangles within their shape and calculate the area of each
polygon. Still others may compare their shape with other objects for which they
know the exact dimensions and area, such as index cards or coins.
 Allow students to compare their shape with a partner and discuss how they
estimated the area. After sharing with a partner, have several students share their
process with the entire class.

Main: (25 minutes)

Next, distribute copies of the Polygons Activity Sheet (Appendix C), and have
students cut out the shapes.
In groups, ask students to create a design with their shapes. The design should
have no overlaps or gaps; in other words, sides should touch to form an irregular
figure. (Because students will be handling these figures and moving them around,
you might want to copy them onto more durable paper.) Ask each group to
discuss how they would determine the area of the figure that they created.
Rather than arranging paper shapes, students can instead use the Patch Tool to
create a design. Note that the Patch Tool is mobile-friendly. A printed or saved
copy can be used for measuring and calculating the area. (Alternatively, students
can determine the area by considering the area of a triangle to be one unit, and all
other shapes can be described in a relative manner; for instance, a blue
parallelogram is equal to two triangles, so its area is two units.)
As a class, discuss the process of determining the area of each shape and then
adding the areas. Students should calculate the area of each shape and record it
directly on each shape, and then they should determine the total area of their
figure by adding the area of all shapes that comprise their design.

Conclusion: (5 minutes)
Explain to students that composition is the act of putting pieces together to form a
whole, as they did with the shapes to create a design. Conversely, decomposition
is the act of breaking something down into smaller parts, which is what they did to
find the area of the entire design. Tell them that they will use a process of
decomposition to determine the area of a larger space.

Check for understanding Checking for understanding in this lesson will be done in a variety of ways. The
first will be by the students; as the students share their work with a partner and
work in groups they will be able to work together to consolidate their
understandings and will be able to ask each other anything they are confused
about.
Questioning throughout the lesson will ensure students are working with the
correct information and any complications may be resolved.
Any further misconceptions may be addressed in the conclusion of the lesson.

Justification Developing Understandings through Guided Questioning:

In order to create quality curriculum, it is important to have a lesson that has an
understanding in mind (Wiggins & McTighe, 2011). An understanding is the grasp
of big ideas which are transferable and require deeper thinking and analysis
(Wiggins & McTighe, 2006). Guided questioning allows further understanding of
 skills and concept within a classroom setting. These guided questions break the
concept or skill down to gain different knowledge through critical thinking and
inquiry (Krathwohl, 2002).
Student centered:
This lesson also takes on a student centered approach. Students are able to work
collaboratively and encourage each other to engage in deeper learning. This allows
the teacher to view students progress from a more holistic perspective and gives
them more time with students who are further behind in the unit and challenge
students who are progressing beyond the rest of the class. Through a student
centered approach where a conclusion of the lesson and learning is provided
students are also able to reflect on their learning which will aim to increase
engagement in the following lessons (A J Stefani, Clarke & Littlejohn, 2000).

References Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview.

Theory into practice, 41(4), 212-218.

A J Stefani, L., Clarke, J., & Littlejohn, A. (2000). Developing a Student-

Centered Approach to Reflective Learning. Innovations In Education &
Training International, 37(2), 163-171.
http://dx.doi.org/10.1080/13558000050034529

Wiggins, G., & McTighe, J. (2011). Essential questions and understandings.

In G. Wiggins, & J. McTighe, The Understanding by Design guide to
creating high-quality units (pp. 70-88). Alexandria, Virginia; ASCD.

Wiggins, G. & McTighe, J. (2006). Crafting understandings. In

Understanding by design (2nd ed., pp. 126-145). Upper Saddle River, NJ:
Pearson Education

Lesson Plan
Name: Kieren Brown Student Number: 2108166
Curriculum Area: Measurement & Geometry Year Level: 9
Lesson Number: 5 Length of Lesson: 45 minutes
Lesson Context This lesson is the first of the transition to working with cylinders. This lesson acts
as a beginning into an inquiry study, which will mean that students will be
encouraged to engage in a lot of discussions. As well as this, the students will be
encouraged to draw on their knowledge from the previous group of four lessons.
Especially their knowledge surrounding circles.
Learning objective (from Understand:
Unit Overview) for this It is possible to compare theoretical, measured, and given dimensions
particular lesson The importance of collaboration
Know:
Specific Math Vocabulary
The process of measuring
How to collaborate
 Be Able To:
Create a conjecture
Measure Volumes
Measure distances
Collaborate

Resources For Students:

Worksheet (Appendix D)
Stationery
String
Ruler
Sink with Water
Pre-Assessment No pre-assessment is provided for this specific lesson. Students will however be
assessed through the previous 4 lessons of work and how they achieved will be
considered before this lesson.
Lesson Sequence Introduction (5 minutes)
As students enter class, there will be three cans on each desk (grouped with 4
seats around) and a note on the board that states students must organise
themselves into groups of 4 and start to discuss quietly anything interesting they
find about the cans.

Class Discussion 1 (5 minutes)

Students discuss as a class what their table group was thinking. Students will then
be given worksheet 2.

Worksheet 2 (30 minutes)

Students undertake the worksheet at their own pace. Students will have plenty of
opportunities to discuss with their table groups, as well as asking for assistance
from the educator.

Conclusion (5 minutes)
Students discuss at their table what they discovered this lesson, anything
interesting they found and what their thoughts are right now.

Check for understanding Worksheet:

Attached as Appendix D, Students will work through as much of this worksheet as
possible, before returning for safe keeping and a checkup. Students are
encouraged to think and discuss the questions in the worksheet in great depth.

Justification This lesson is designed in such a way that students will enable themselves to meet
the requirements to to accomplish the students learning needs. This is done
through the use of a student centered approach. That approach being of an
inquiry base.
One of the goals to using this student centered learning is that learning becomes a
lifelong process (1). This means that rather than students simply completing their
school work at school and their homework at home, instead they will be able to
constantly think about their problems and contemplate how they can solve them.
This is due to students no longer are dependent on instructions, rather, solve
problems that they encounter.
 As well as this, student centered learning has proven to increase students
achievements and increase their engagement (2). This is made possible by
students pursuing answers to their questions, even extending outside their
comfort zones.
References Nanney, B. (2004), Student-centered Learning, Georgia State University,
accessed 5 April 2016,
<http://ollyusofalhaj.ipgkti.edu.my/sumber/resosbestari/PENDEKATAN/scl/
7%20SCL-Nanney.pdf>
Overby, K. (2011), Student-Centred Learning, ESSAI, accessed 5 April 2016,
<http://dc.cod.edu/cgi/viewcontent.cgi?article=1375&context=essai>

Lesson Plan
Name: Jayden Fischer Student Number: 2108733
Curriculum Area: Measurement & Geometry Year Level: 9
Lesson Number: 11 Length of Lesson: 45 minutes
Lesson Context This lesson will take place during the surface area and volume of right prisms
section of the unit plan. This is the third of four lesson on the subject and takes
place after students have shown they can confidently complete questions on
the topic.
Learning objective (from Understand:
Unit Overview) for this Students will understand the geometrics of right prisms.
particular lesson
Know:
Students will know the formulae required to solve volume and surface
area of right prisms.

Be Able To:
Students will be able to calculate the volume and surface area of basic
objects objects found in everyday life.
Students will be able to estimate the volume and surface area of
different objects found in everyday life.

Resources For Students:

Worksheet (Appendix E)
Pencil & Eraser
Clipboard
Pre-Assessment There is no specific pre-assessment for this task. Teachers will make judgments
on readiness levels based on how students performed in the previous two
lessons when exposed to the material.
Lesson Sequence Introduction (2 minutes)
Students will be welcomed into the class, and asked immediately to line up at
the front of the class to be grouped. Students will then be put into groups
based on their readiness and each group directed to collect a specific
worksheet based on that readiness. Within these larger readiness groups,
students will then split into groups of 2-3 in order to complete the task. The
worksheets will serve as the students guide for the lesson, and the teacher
will simply be there to assist students in their discovery.
 Practical Task (35 minutes)
As per the worksheet, students will complete the required tasks and questions
by the end of the class while in groups of 2-3. The practical task requires
students to calculate the volume and surface areas of various objects inside and
outside of the classroom. The tasks between readiness levels will be different
from one another, as presented on the worksheets (Appendix E). Like
mentioned above, teacher will serve as facilitators during the task, only being
relied upon as a last resort. While working in these groups, students will apply
the 3B4ME method of problem solving, which requires students to see three of
their peer when having trouble with a question, before seeking help from the
teacher.

Conclusion (8 minutes)
Students will return back to the classroom if they are still outside and put back
in their readiness groups. It is during this period of the class that students will
have time to compare answers and processes with other students before being
given some solutions. The teacher will again supervise the student-discovery
learning before handing out the appropriate solution sheets to use to mark
their own work.

Check for understanding Worksheet:

Students will hand back their completed worksheets at the completion of the
class. This will give the teacher an understanding of what students have
learned, and if they understand the processes and skills involved with the topic.

Justification Student-Centred Learning:

Student-centred learning holds students responsible for their own successes in
the classroom, shifting the teacher into the role of a facilitator rather than a
resource (ONeill & McMahon, 2005). This ties in directly with one of the
principles of differentiation, shared responsibility for learning (Le Lant, 2016).
Holding students accountable for their education heightens student motivation
and reduces the chances of problems arising from behavioural matters
(Brandes, 1996). To begin the lesson, students are informed by the teacher of
what is required, from that point on learning becomes their responsibility as
they are to research, interpret and present information to the rest of the class
in groups. Students are given the opportunity at multiple points of the task to
take control of their learning.

Differentiation By Readiness:
The groups in which the students will be working in will be selected using
differentiation by readiness as indicated by the pre-assessment task.
Students will be grouped with others of the same readiness level (high,
medium OR low) to ensure that each student has an equal opportunity
to learn and advance their learning within the lesson. This will also give
the teacher another opportunity to measure the readiness levels of each
student for the following lessons. While working in these groups,
students will abide by an alteration of the 3B4ME concept. Instead
thinking, consult and ask, students will simply ask 3 different students
for help before approaching the teacher when trying to solve a problem
 (Salton, 2013).

References Brandes, D., & Ginnis, P. (1996). A guide to student-centered learning:

Nelson Thornes.
Le Lant, C. (2016). EDUC4720_4721_9406 Differentiation for
Diverse Learners Lecture 1, Part 1, Feb, 2016. Flinders University.
ONeill, G., & McMahon, T. (2005). Student-centered learning:
What does it mean for students and lecturers.
Salton, E. (2013). 3B4ME. Three Before Me. Independent
learning. Retrieved from http://www.tesaustralia.com/teaching-
resource/3B4ME-Three-Before-Me-Independent-learning-
6328352/
Appendices

Appendix A (Pre-Assessment)

Write anything of interest about the following shapes. Mention area, perimeter, or any
special cases of that shape that you know of.
Find the area and perimeter of the following 2D shapes

6cm

6cm

6cm
Find the surface area and volume of the following 3D shapes

each side has length 10cm

triangle sides have length 3cm rectangle has length 10cm

square base sides have length 5cm, triangle sides have length 20cm

r = 8cm, length of cylinder is 30cm

Mention any formula that aided you, or other formula that you know relate to area or
perimeter.
Appendix B
Appendix C

Polygons NAME ___________________________

Appendix D

Before beginning this task my conjecture is __________________________

This is because.

LESSON 1

The three cans my group have been given are: ___________________________________,

__________________________________ & ____________________________________

The measurements given on these cans are:___________, __________ & _____________

By measuring the cans volumes, the cans volumes were _____________, _____________
& ____________

Comparing the measured volume to the theoretical volume, do you think that the
companies are being fair? Has this measurement affected your conjecture?

Measurements of cans
For can 1
1. Height_______________________________
2. Diameter_____________________________
3. Circumference_________________________
For can 2
4. Height_______________________________
5. Diameter_____________________________
6. Circumference_________________________
For can 3
7. Height_______________________________
8. Diameter_____________________________
9. Circumference_________________________

LESSON 2

Through use of a formula, what were the volumes of the cans? (Show all working)
Can 1
Can 2

Can 3

What formula was used?

How do these volumes compare to the measured and given volumes? Does this alter your
conjecture?

Is the company fair? Why/why not?

Which of the cans would you purchase? Which is best value? Explain.

How does the cost of making cans affect your earlier thoughts?

Are there any other costs that could affect the cost of cans?

Devise a plan to determining surface area.

LESSON 3

Using your plan, what were the surface areas of the cans? (Show all working)
Can 1

Can 2

Can 3

FINAL DECISIONS

Was your conjecture accurate? Why/Why Not?

Was the company fair? Explain

Why are the cans priced as they are? Which would you purchase or suggest to be
purchased?

For 3 imaginary cans, one of a very tiny size, one of a giant size, and one of a size that
would suit you well, determine the volumes and surface area.

Tiny Can
Height ________________, Radius_________________

Giant Can
Height________________, Radius___________________

Ideal Can
Height_________________, Radius____________________
Comment on the realistic-ness of the cans above, could they be created? How would they
be priced?
 Appendix E

Exploring Right Prisms

EXPLORER, your mission is to venture into the school yard and complete the
following tasks in order free yourself from the curse of Mad Mathematics Magician. In order to earn
your freedom, you must complete the checklist below. Good luck.

Form groups of 2 -3 [ ]
Collect a 30cm ruler and a 1m ruler [ ]
Explore the school yard [ ]
Complete the problems [ ]
Return to classroom before the bell [ ]

Journey to Freedom
Task 1
What is the formula to solve the volume of a
Before you leave on your rectangular prism?
journey, you must ensure you have packed the
following.

What is the formula to solve the volume of a

triangular prism?

What are the steps required to solve the surface

area of a right prism?

Task 2 Your quest begins, follow the instructions to release yourself from the curse.
*These tiers will appear on different worksheets rather than the same one.

Tier 1 Tier 2 Tier 3

Complete the following. Complete the following. Complete the following.

The sports box located outside The bench seat next to the The swimming pool has the
PO3 has the following canteen has the following following dimensions
dimensions: dimensions: (remember to account for
changing depths):
Length 1200cm Length - ___________
Height 80cms Height - ___________ Length - ____________
Width 70cms Width - ____________ Height - ____________
Width - _____________
Calculate the following: Calculate the following: Calculate the following:
What is the surface area of the What is the surface area of the What is the surface area of the
sports box? bench seat? swimming pool?

What is the volume of the What is the volume of the What is the volume of the
sports box? bench seat? swimming pool?

Find 1 more object in the school Find 2 more objects in the Find 2 more objects in the
yard and estimate the volume of school yard and estimate the school yard and estimate the
it. volume of it. volume of it.

Task 3 Return to the classroom

1. Find explorers with the same worksheet
as yourself.
to release yourself from the curse. 2. Check your processes and answers with
your companions.
3. Mark each others work with the provided
solutions.
4. Hand work sheet into the Mad
Mathematics Magician.
5. BE FREE!

Appendix F
Measurement Right
Prisms
Name:
Volume
Surface Area
Question 1 : Complete the following.
a) Define SURFACE AREA. b) Define VOLUME.

(1 mark) (1 mark)
Question 2: Complete the following.
a) Write down the steps to solve the b) Write down an equation to solve the
SURFACE AREA of a right prism. VOLUME of a right prism.

(2 marks) (2 marks)
Question 3: Using this right prism, complete the following. SHOW WORKING OUT.

a) Find the SURFACE AREA. b) Find the VOLUME.

 (6 marks) (3 marks)
c) What is the relationship between SURFACE AREA and VOLUME?

(2 marks)
Question 4: Using this right prism, complete the following. SHOW WORKING OUT.

a) Find the SURFACE AREA. b) Find the VOLUME.

 (6 marks) (3 marks)
c) Is it possible to calculate the surface area of a right prism with only the volume? In 1-2
sentences, justify your answer.

(2 marks)
Question 5: Determine the dimensions of a right prism that has the capacity of 1250
cm2. Use these dimensions to calculate the surface area of the right prism.

Please show:
a) Calculations showing how you determined the the dimensions.
b) A labelled 3D drawing of the right prism.
c) Calculations for determining the SURFACE AREA of the right prism.

(4 + 4 + 4 + 4 = 16 marks)