Lesson Plan
Topic: Area Stage of Learner: year 8
Date:
Time: 60 minutes
Outcomes
Syllabus outcomes
› communicates and
connects mathematical
ideas using appropriate
terminology, diagrams and
symbols MA4-1WM
› applies appropriate
mathematical techniques to
solve problems MA4-2WM
› uses formulas to calculate
the areas of quadrilaterals
and circles, and converts
between units of area
MA4-13MG
Cross Curriculum themes & General capabilities
Syllabus Pages:
Location Booked: Lesson Number: 1 /
Total Number of students: 22 Printing/preparation
Assessment Students learn about Students learn to
Lesson assessment
 Derivation and  Derive and
Formative assessment. investigation of the investigate the area
Class discussion area of rectangle of rectangle and
Individual and group
and square. square.
task.
 The perimeter of  Students understand the
rectangles and that rectangles can have
different perimeter for the
of square
same area but square
 Solving problems have the same perimeter
for a particular area
involving perimeter
through the use of
and area of square practical activity.
and rectangles in
real life.  Solve problems
 Communication of involving perimeter
mathematical ideas and area of square
using appropriate and rectangles in real
terminology and life.
diagrams and
symbols.



 The conversion
factor of a unit of
area.
 Calculation of
Perimeter and area
of different shapes.
 Application of the
perimeter and area
in real life.
Explicit subject-specific concepts and skills
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing a deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.1,1.2,1.3 In a performance-based task such as Hands-on activity students construct the knowledge of
perimeter and area and understand the perimeter of rectangles can be different for the
same area of rectangles but the perimeter of the square remains same for a particular area.
This task focuses on the key concept of perimeter and area and understands the difference
between the two concepts.
2.2,2.3,2.4,2.5 Perform based task such as hands-on activity, Think pair share, Jigsaw cooperative learning
activity not only actively engage students in the learning process but also provide social
support for students learning need.
3.1,3.3 Warm-up questions at the start of the lesson provide a link between old and new
knowledge of perimeter and area. In the homework task, one of the questions involves
parents contribute to the children learning.
 Time Teaching and learning actions Organisation Centered
T/S
Intro Teacher introduce the topic Area to the class and test the Teacher: Teacher welcome students T and S
prior knowledge of the students on the topic by direct to the class and take roll call and
students to answer Warm up questions provided in the move around the classroom to make
5min worksheet and questions are displayed in the powerpoint sure all students are on the task.
slide.
Student: Students answer the roll
Students work on problems. call and place home worksheet in the
tray provided and work on the
warm-up questions.

Resources: Powerpoint slide 2and

worksheets-1,2
Body Class discussion: Teacher provides the extra time Teacher: Encourage students to S
required for students to complete the task and ask answer and solve problems on the
10min students to work on board voluntarily and discuss the board.
answers.
Student: Participate in the discussion
Teacher emphasis on using mathematical language in and correct their answers.
Maths class and inform students to prepare vocabulary
chart for each lesson. Resources: Worksheets-1,
The teacher explains to students how to read the Powerpoint slide 3
abbreviation by using vocabulary chart.

Hands-on activity: Performance-based task Teacher S

25 min Teacher ask students in a pair to draw as many rectangles
as possible in square grid paper but should have the same
area.
 The teacher provides a hint for students who
need support to carry out the task. Students are
asked to consider the factors of numbers such
as 36.
 This hint help students to construct as many
rectangles as a number of factors of 36.
 Students are asked to calculate the perimeter
of each rectangle and find out whether the
perimeter is same or different for all
rectangles?
Teacher walk around the classroom
to make sure all students are
engaged in the activity and provide
support to students learning need.
Student: Students actively engage in
the task.
Resources: Powerpoint slide 4,5
Grid paper
Ruler
Pencils

Think-pair-share:
 A student draws the rectangles and find out the
perimeter of each rectangle and discuss in a
pair and a student from each pair share their
findings to the class.
 Teacher inform students to measure the length
of the sides of the rectangle in grid paper and
hence derive the formula for the area of the
rectangle.
 Teacher asks students to calculate the area of
the rectangle drawn in the grid paper by
counting the number of a square grid. Students
derive the formula from the length of the sides
of the rectangle as area A=lengthx breadth and
verify the answer.
 Teacher asks students to derive the formula for
the area of a square and ask students to draw
as many squares in grid paper.
 Students draw a square from the property of
square that all sides are equal and calculate the
 perimeter and area of the square by counting
the square grid and arrive at the formula, area
A=s2 as all sides of the square are equal.
 Class discussion:
 what conclusion can you draw in finding the
area and perimeter of the square and
rectangle?
 Students analyses rectangles can have different
perimeter for the same area whereas square
has the same perimeter for a particular area
and share their findings with the class.

 Extension activity: Students have a choice to

choose the number between 1 to 50 as an area
of the rectangle and draw a maximum number
of rectangles from the factors of a chosen
number. Mention which has the largest
perimeter and which has the smallest
perimeter.

 Students are asked to find which number

between 1 to 50 would give the most number
of rectangles.

Jigsaw cooperative learning activity: Teacher: Moves around the S

15 min The teacher provides students with 6 problems based on classroom to keep students
perimeter and area. on the task.
Students in a group of 6 work on the problem by sharing
one question each. Then each student solved the same Student: Students work in a group to
problem from each group form another group to discuss solve problems and share
their ideas.
the answer and they correct themselves and get back to
their original group and share with the group and then
Resources: Powerpoint slide
share to the class. Worksheet 2
Extension activity: The groups who finished their work Tablets
are asked to research individually to list the application of
perimeter and area in real life and share to the class.
The groups who are unable to complete extension
activity in the class are asked to complete at home.

Conclusion Teacher revises on the outcomes of the lesson and asks Teacher: Hand over the homework T
students to fill the Positive, Minus and Interesting (PMI) sheet while collecting PMI
5min worksheet to know the feedback of the students on the worksheet.
lesson.
Student: Complete the PMI
worksheet and hand over to the
teacher and collect the homework
sheet.

Resources: Powerpoint slide 12

PMI worksheet
Home worksheets
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have found that conceptual understanding of the concept is very important for students to
build knowledge and As a teacher, I need to design activities that lead students to gain
conceptual understanding on the topic. While planning the lesson I understood it takes
more time than usual robot learning but I felt it worth it.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA4-13MG Warm up questions, Performance-based task, Think-pair
share activity. Jigsaw cooperative learning activity, Students
feedback through communications and PMI worksheet
MA4-1WM Students communicate mathematical ideas by drawing
rectangles and squares in grid paper. Students use
vocabulary chart to list mathematical terminology and
practice reading abbreviations of metric units.
MA4-2WM Derive the formula for the area of square and rectangles
and find the perimeter of rectangles and square and
compare in the Performance-based task in a hands-on
activity and think-pair-share activity. Apply the
mathematical technique to solve problems in Jigsaw
cooperative learning activity.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 The lesson is designed to cater to students of variable ability. The scaffold in terms of
Differentiate questions in the learning process is provided to all students that help them to achieve their
teaching learning goal. The extension activity is provided for higher ability students who finish the
to meet the original task earlier and the teacher encourages other students to complete the extension
specific activity at home.
learning needs of
students across
the full
range of abilities
2.5 The vocabulary chart help students to list the mathematical terminology. The teacher
Literacy and teaches students to read abbreviations and explain the terminology from the chart which
numeracy supports student’s literacy achievements. Students calculate the perimeter and area of the
strategies rectangles and square and able to make a conclusion on the concepts.
2.6 Students research using a computer on the concept. ICT is integrated to expand learning
Information and opportunity for students to understand content is relevant and meaningful.
Communication
Technology (ICT)
3.5 Activities such as think-pair-share, jigsaw cooperative learning and class discussion
Use effective encourage students to communicate their mathematical ideas and correct themselves from
classroom the feedback of peers and teacher that supports students to achieve their learning goal.
communication
3.7 One of the question in Homework provides an opportunity for parents to involve in their
Engage Children’s learning.
parents/carers
in the educative
process

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

 Skemp, R. (1989). Mathematics in the primary school. London: Routledge.

 Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Brussels:

International Academy of Education.

 Sullivan, P. (2011).Teaching mathematics using research informed strategy. Victoria,

Australia: Australian Council for Educational Research Press.

 NSW Syllabus of the Australian Curriculum. (2018).Mathematics K-10

Syllabus.Retrieved from

 https://schoolsequella.det.nsw.edu.au/file/11d529c0-1544-4620-80c1-
153baefcebee/1/NSWDOE_Teaching%20Measurement_Stage%204.pdf

Resources Attached:
You must list all the resources that you have created or found in this space.
Worksheet 1
 Warm up questions

1.Convert the following:

a) 1m to …………….mm
b) 73cm to ………………...m
c) 80 cm to ……….mm

2.Define perimeter and area in your own words and mention the units.

3.Calculate the perimeter and area of the following shapes.

8cm
6cm
Perimeter=……………… Perimeter=………………
Area =…………………… Area=………………

4.Can you give 1 simple,1 complicated and 1 weird example for perimeter and area?

5.Draw some letters of the alphabet on a square grid paper so that each letter
has an area of 8cm2
 Worksheet 2 for lesson 1

1.calculate the perimeter and area of the following shape.

2. 10cm
2cm
3cm 4cm
3cm

2cm

3. The area of a rectangular kitchen is 80 square metres.The kitchen is 8 metres wide. How
long is it?

4.A square field has sides that are 75 metres long. What is the field’s perimeter?
5.If the area of a rectangle is 28cm2 and the perimeter is 22 cm. What are its dimensions?

6. A rectangular lawn is 18 meters by 29 meters. It would cost $8 per meter to install a fence
around the lawn. How much would it cost to put a fence around the lawn?
 Home worksheet 1

1. Calculate the perimeter and area of the following shape.

2. Find the area ABEF region of the shape and the perimeter of the shape ABCDEHGFA.
Given the area of BCDE is 50cm2and that of FEHG is 10cm2.

A B 10cm C

F D
G E 2cm
H

3. A bakery is 14 meters wide and 18 meters long. The baker wants to put a wooden shelf
around the inside of the bakery. The wooden shelving costs $ 21 per meter. How much will
the baker’s shelf cost?

4. The area of a rectangular vegetable patch is 42 square meters. The perimeter is 28metres.
What are the dimensions of the vegetable patch?
5. Discuss with your parents about area and perimeter and gather information about the
application of perimeter and area in your parent's everyday life (either at a job or at home).

6. What facts would you use to support the view that the Perimeter and area could not be the
same?

7. How would you improve the measurement of the perimeter to use time efficiently?
8. Extension activity:
 Research on the application of perimeter and area in everyday life.
 Using square grid paper design your own minimum 5 shapes and find the perimeter
and area of each shape and verify the area by using the formula.
 Using computer prepare a vocabulary chart that includes mathematics terminology
that you learned or used in this lesson. The Vocabulary chart needs to bring to the
class every day and need to add on vocabulary words that you come across in the
following lessons.
 PMI Class Record of Mathematics Arguments
Student Plus Minus Interesting
(Strengths of the (Weaknesses of the (Including new questions for
argument) argument) consideration)

 2017 Template from Mathematics Formative Assessment- 50 More Practical Strategies for Linking Assessment,
Instruction, and Learning (Page Keeley and Cheryl Rose Tobey)

Topic area: Area
Date:
Time: 60 minutes
Outcomes
Syllabus outcomes
› communicates and
connects mathematical
ideas using appropriate
terminology, diagrams and
symbols MA4-1WM
› applies appropriate
mathematical techniques to
solve problems MA4-2WM
› uses formulas to calculate
the areas of quadrilaterals
and circles, and converts
between units of area
MA4-13MG
Cross Curriculum themes & General capabilities
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Lesson Plan 2
Stage of Learner: year 8 Syllabus Pages:
Location Booked: Lesson Number: 2 /
Total Number of students: 24 Printing/preparation
Assessment Students learn about Students learn to
Lesson assessment
 Understand the
 Importance of importance of a
Formative assessment:
Class discussion standard unit of standard unit of
Think-pair-share
measurement. measurement.
activity  Different units are  Use different units for
Outdoor activity used for measurement of
measurement of large and small areas.
small and large
area.  Convert units of the
area from the chart,
 Conversion of area outdoor activity and
units through the google earth.
performance-based
 recognise the
task and finding the
conversion factors for
area and perimeter
of the places using area units are the
squares of those for
Google earth.
the corresponding
 The mathematical linear units
terminology used in
 Read units
the topic and
abbreviation of abbreviations and
familiar with the
units.
mathematical
 Application of the terminology using
concept area in real vocabulary chart.
life.
 Find the perimeter
and area of the
different places using
Google earth.
Explicit subject-specific concepts and skills
 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing a deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.1,1.2 Students in outdoor activity visualise the length of 1meter in terms of foot steps and the
size of one square meter. This activity provides students with conceptual understanding.
1.5 Mathematical terminologies are revised using the vocabulary chart.
Students in class discussion,think-pair-share and outdoor activity and Google earth activity
1.6 share their findings and mathematical ideas to the class.
2.2,2.3,2.4 Students in the group and in pair engage in the outdoor activity and google earth activity
respectively.
2.5 The student's high expectation is seen in the outdoor activity where students explore the
conversion of units of length and area visually and able to measure in terms of footsteps.
3.1 The lesson is developed from the background knowledge of students in the conversion of
units and area.
3.2 The outdoor activity supports Indigenous students learning as they learn more effectively
from nature and also supports nonindigenous students due to visualisation of the length
and area.
3.3 Warm up questions, worksheets, and class discussion provide a link within the topics.
 Time Teaching and learning Organisation Centered
actions T/S
Intro Teacher displays the warm-up Teacher: Teacher welcome students and takes roll call. T/S
questions in the powerpoint slide
5min and takes the roll call. Student: Students hand over the home worksheet and take
their seats.
Students work on problems.
Resources: Powerpoint slide1, 2,3
Worksheet 1
Body Class discussion: Teacher clarify Teacher: Teacher support students to work on board. T/S
the student doubts in the
5 min homework from students who Student: Students communicate, explain and solve
have solved the problem and problems.
discuss the warm-up questions.
Resources: whiteboard
Powerpoint slide 2,3
Worksheet 1
10min Class discussion: Teacher pose S
question to students what could Teacher: Move around the classroom to make sure
alternative methods are used to students are on task and explain the concepts of conversion
measure the perimeter and area? of units.
Students share their answer
Students: Participate in class discussion and work on
problems.
Teacher asks students to list the
conversion of units of length to
review the previous lesson of Resources: Powerpoint slides 4,5,6,7,8,9,10,11
length and encourage students to Vocabulary chart
find the conversion of a unit of
Area and students understand unit
of area is the squares of the linear
units from example.
Students follow the instruction
and write the answers in the
tabular column.
Teacher discuss the answer using a
powerpoint slide and use
vocabulary chart to focus students
on reading abbreviations such as
m2 as a square meter(s), not as
meter squared or meter square(s).
The chart also includes the list of
measurement units such as meter,
square meter, kilometer, square
kilometer, hectare, distance, and
area.
Students work on a few problems
to practice skills to convert the
units.

22min Outdoor group activity: S

Students in a group of 4 are taken
outside the classroom and are
asked to measure the one meter in
the schoolyard using a measuring  Teacher: Forms a group, in every 4 students to
tape and count the number of carry out this task and ask students to conduct
footsteps required to complete measurement outside of the class in such a way
one meter. Then students count that should not affect other classes. Teacher
the number of steps taken to observe students make sure students are on task.
complete the meter and record
 the numbers as 1m= ___ steps.
Similarly, students measure the
one square meter in terms of steps  Student: Carry out the task outside of the
and mark the area. classroom and enter the classroom quietly and
This activity help students to participate in class discussion. Students work on
experience and visualize in land problems.
how far are the meter and the size
of the one square meter area and  Resources: Powerpoint slides- 12
then estimate the Kilometer and
square kilometer in terms of
footsteps using the relation
1Km=1000m and 1m=_____
steps.so 1km= 1000x no of
footsteps.
Class discussion:
 Teacher poses a question
to students whether
they came up with the
same measurement or
different?
 Did they encounter
difficulties when
measuring?
 Can you measure the
perimeter of school in a
centimeter or
footsteps?
Students understand the
difficulties in measuring without
standard units as a measurement
of 1meter in footsteps differ from
each student in a group. This
activity help students to
understand the importance of
using standard units to measure
and compare the quantity.
Students realise the importance of
the study of the conversion of
units as the same unit can’t be
used to measure large or small
areas as they understood the
measurement of the perimeter of
the school in footsteps or
centimeter is not practical.

15min Think-pair-share:
Google earth activity:
The teacher explains how to use
google earth to measure the
perimeter and area of the places.
 Students in the group
use google earth to view
the map of the school.
They use google earth
ruler to draw and
measure the perimeter
and area of the school in
meter and square meter
and convert it into
kilometer, square
kilometer, and hectare.
https://earth.google.com/web/
S
 Teacher: Teacher makes sure students are using
computer ethically for learning.
 The teacher took print out of the aerial image of
the school map in case if there is an internet or
computer problem.
 Students: Students use the internet ethically and
safely to access Google earth and participate in
the discussion.
 Resources:
 School map
 Computer
 Power point slides 13,14
  Teacher asks students to
explain the significance. Powerpoint slides 13
 of this information in
real life.

Extension activity:
 Students practice the Reference
skills of measuring https://geology.com/google-earth/
distance, perimeter, and
area using local features
school, their home,
shopping centers, train
and bus station, park
and medicare center.
 Explain how this
information is useful in
everyday life.

Conclusion Teacher asks students to complete Teacher: Make sure students off their devices and T
3min the Look back template to handover the home worksheet to students.
highlight what they learned from
this lesson and how they learned Student: Students off their computer device. Hand over the
it. Look Back template to the teacher and collect the home
Teacher inform students to worksheet.
complete their activity at home if
they are unable to complete a Resources:
class. Look Back template
Home worksheet
Students listen to the teacher and
off their computer devices and
complete the Look Back template.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
During research, I found the conversion units and measurement of length and area can be
thought differently in outdoor activity. I found more interesting to introduce this activity in
the lesson as it develops students conceptual understanding in measurement. In addition,
this activity supports many quality teaching elements as I have listed above.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA4-1WM Students communicate the concept of measurement in
length and area in outdoor activity, perimeter, and area of
places in Google Earth think-pair-share activity. Students
use vocabulary chart to list mathematical terminology and
practice reading abbreviations of metric units.
MA4-2WM In the outdoor activity, students understand the length of a
MA4-13MG meter and size of a square meter and understand the
importance of standard units. Students solve problems to
understand the conversion of units and understand
different units are used for larger and smaller area
measurements. Students practice the skills of measurement
of perimeter and area using Google Earth.

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.4 The outdoor activity supports Indigenous and non Indigenous students to collaboratively
Strategies for participate in the activity.
teaching
Aboriginal and
Torres
Strait Islander
students
1.5 The lesson is designed to cater to students of variable ability. The scaffold in terms of
Differentiate questions in the learning process is provided to all students that help them to achieve
teaching their learning goal. The extension activity is provided for higher ability students who
to meet the finish the original task earlier and the teacher encourages other students to complete the
specific extension activity at home.
learning needs of
students across
the full
range of abilities
2.5 Communication of mathematical ideas in the activities and vocabulary chart to focus on
Literacy and mathematical terminology and abbreviations. Students solve problems to understand the
numeracy conversions of units.
strategies
2.6 Google earth activity is integrated into the lesson to provide students with visualisation
Information and of the large and small area of local places. Students need to access the internet to
Communication complete the homework sheet.
Technology (ICT
3.5 Activities such as think-pair-share, outdoor activity, and class discussion encourage
Use effective students to communicate their mathematical ideas and correct themselves from the
classroom feedback of peers and teacher that supports students to achieve their learning goal.
communication
5.1 Students learning is assessed through the formative approach in outdoor activity,think-
Assess student pair-share activity, diagnostically in warmup questions worksheet to know the students,
learning Google earth activity to asses how students integrate technology to understand the large
and small area of their local places. Students feedback in Lookback template help teacher
to assess students learning and modify future lesson according to students need.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Students are informed to must wear a hat, sunscreen and school shoes for outdoor
activity to avoid hazards from exposure to UV rays and any accidental injury to
students feet.
Students are informed to use internet ethically and safely.

References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.

 Skemp, R. (1989). Mathematics in the primary school. London: Routledge.

 Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Brussels:

International Academy of Education.

 Sullivan, P. (2011).Teaching mathematics using research informed strategy. Victoria,

Australia: Australian Council for Educational Research Press.

 NSW Syllabus of the Australian Curriculum. (2018).Mathematics K-10

Syllabus.Retrieved from

 https://schoolsequella.det.nsw.edu.au/file/11d529c0-1544-4620-80c1-
153baefcebee/1/NSWDOE_Teaching%20Measurement_Stage%204.pdf
  http://www.amsi.org.au/teacher_modules

 https://www.mathsisfun.com

 https://education.nsw.gov.au/student-wellbeing/health-and-physical-care/sun-safety

 http://www.bbc.co.uk/bitesize/ks3/maths/measures/use_of_measure

Resources Attached:
You must list all the resources that you have created or found in this space.
 Worksheet 1
Warm-up questions -2

1. A shop in the mall is 6 meters by 15 meters. How much would it cost to recarpet the shop
with carpet that costs $2.00 per square meter?

2. What is the perimeter of one of the rectangle?

42cm 16cm

3. Draw a diagram of a figure that has an area of (3cm x 4cm)- (2cmx2cm).

4. A commercial flower garden which has the shape of an ‘L’ has an area of 2
hectare. What might be the perimeter?
5. What alternative method can you propose to measure the distance in meter?
 Vocabulary chart
2
Area

1. Students able to communicate using the following mathematical

language.

 Length  Kilometer
 Breadth  Square meter
 Width  Square kilometer
 Side  Distance
 Meter  Area

2. The abbreviation m2 is read as ‘Square meter(s)’ and not

‘meter(s)squared or meter (s)square.

3. The abbreviation cm2 is reads as ‘Square centmeter(s)’ and not

‘centimeter(s)squared’ or
‘centimeter(s) square’.

4. ‘Square units’ are used to record the answer if the units are not
provided in an area question.
 Home worksheet 2

1. Convert to the following units.

a. 98km2 to cm2

b. 350 cm2 to km2

c. 6000mm2 to km2

d. 8560 m2 to ha

e. 4.5m2 to mm2

f. 0.64 km2 to cm2.

g. 0.088 m2 to mm2

h. 0.0036 m2 to cm2

i. 53 000 000 m2 to ha

j. 0.00073 ha to m2

2.Calculate the area of a rectangular farm of 4000 square km, with a width of
2
50 km and length of 80 km. As 1 km = 100 ha, how many hectares would this
be?
2. What could be the average farm size in your state? Conduct
research to check your estimation. Which state has a large farm
area and a small farm area in your country? Can you give a
reason? The areas are measured in hectares. How many square
kilometers in this area?

3. How do you think the large farm areas are sustaining in the
country?
watch the video on how technology is used in mapping the area
of huge farms using the following link
http://education.abc.net.au/home#!/media/86350/
and explain the applications of mapping technology.

4. Use the link https://maps.six.nsw.gov.au/ to look up minimum 5

tourist places in Sydney. List the places in the order of largest to
smallest area of the places by measuring perimeter and area of
the places. Convert the area into hectare.
 Lesson Plan

Topic area:Area Stage of Learner: Syllabus Pages:

Date: Location Booked: Lesson Number: 3 /

Time: 60 minutes Total Number of students:24 Printing/preparation

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Derivation of the formula for  Derive the formula for
area of triangle, area of triangle,
parallelogram, trapezium, parallelogram, trapezium,
 communicates and
rhombus and kite. rhombus and kite.
connects mathematical
ideas using appropriate  Understand the
Importance of using formula transformation of one
terminology, diagrams to calculate the area of an
and symbols MA4-1WM shape to another shape
object in real life. and thus help students to
 applies appropriate derive the formulas of
mathematical different shape.
techniques to solve  Use Google earth and
problems MA4-2WM Geogebra
 uses formulas to
calculate the areas of
quadrilaterals and
circles, and converts
between units of area
MA4-13MG

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

 Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing a deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Individual and group hands on activity provide students deep understanding of derivation of
formula.
1.3 Students construct and deconstruct the shape of paper cut to transform from one shape to
another shape and then arrive at the derivation of formula.
1.5 Students maintain vocabulary chart and add the name of the shapes parallelogram,
trapezium, rhombus and perpendicular height to the chart.
1.6 Collaborative learning group activity students communicate with each other about the
concepts and ideas and share their finding to the class.
2.2 Students engage in the hands-on activity in Individual and group task and Geogebra activity
to derive the formula.
2.4 Collaborative learning group activity provides social support for students need.
3.1 Warm-up questions provide students link between previous knowledge and new knowledge
on the concept area.worksheet 1
3.3 Students work on problems to apply their knowledge in solving problem.worksheet 2
3.5 In home work, students apply their knowledge to calculate the cost required to return the
garden.
 Time Teaching and learning actions Organisation Centered
T/S
Intro Teacher asks students to work on warm-up questions. Teacher: Teacher welcome students and T/S
Students work on problems. takes roll call.
5min
Student: Students answer the roll call
and place their home worksheet on the
table and take their seats.

Resources: Powerpoint slide 2

Worksheet 1
Body Hands-on activity: Individual task: Teacher asks Teacher: Teacher move around the S
10min students to work individually to derive the formula for classroom to make sure students are on
the area of a triangle using a rectangle paper cut. task and to provide guidelines for
 The teacher provides support for the students need.
students in need to do the task by drawing
diagonal to the rectangle. Student: Students work on the task
 Further, ask students to use scissor carefully
to cut along the diagonal of one of the Resources: Powerpoint slide 4
Rectangle paper cut
rectangle. and make them understand that
two right angle triangles make one
rectangle.
 Teacher asks students to derive the formula.

Students show that Area of the triangle is equal to the

half of the area of the rectangle. A = (1/2) base x
height.
Collaborative learning group hands-on activity: Teacher: Forms a group in every 3
25min Teacher ask students in a group of 3 to derive the students and guide students to derive
formula of area of the parallelogram, trapezium, the formula of different shapes.
rhombus, and kite using a paper cut.
 5 to 10 min is provided for each group to Student: work in a group of 3
develop a plan and then discuss with the
teacher to carry out the task. Resources: Power point slides 3,4,6,7,8
 Teacher guide students by providing a hint Parallelogram paper cut
in the learning process. Teacher shows in Trapezium paper cut
Rhombus paper cut
the paper how trapezium can be shown as
made up of two triangles with the different
https://www.geogebra.org/m/ggpaFhA4
base by drawing a diagonal line and thus
encourage students to derive the formula. https://www.geogebra.org/m/Hb94J3S6
 Similarly, the teacher asks students to show
in the paper that parallelogram is a type of
rectangle.
 The teacher provides time for students to
think and guide students who are in need to
draw a vertical line to produce right-angled
triangle at the other end of the
parallelogram and rearrange to obtain the
shape of a rectangle and ask them to derive
the formula.
 Students derive the formula and teacher
inform students to read the formula as base
multiply by perpendicular height. The word
perpendicular height is added to the
vocabulary list.
 Teacher asks students to use Geogebra tool
to derive the formula for trapezium and
Rhombus and provide students with
trapezium and rhombus paper cut to work
at home.
 One of the students from each group explain and
derive the formula on a whiteboard with the diagram.
Teacher displays the notes in powerpoint after the
discussion of each formula of the shape to support
students need to make sure all students understand
the derivation of formula.
Students listen to the teacher and make notes.

Extension activity:
 Research where we would use the formula
to calculate the area of an object in real life?

Class discussion:
 Which type of activity you liked the most
and why?

15min Individual task: Teacher: Provide worksheet for

The teacher provides an activity for students to students to do the task.
calculate the area of various shapes using the
formulas. Student: Students work on the problem
individually.
Students work on problem individually.

Resources: Worksheet 2
Class discussion:
 Why do you want to know the area of any
shape or object?
 Where else you will use a formula to find
the area in everyday life.

10min

Conclusion Teacher recollects the lesson. Teacher: Hand over the home T
Students recollect what they learned and complete worksheet and collect the 3-2-1
5min the 3-2-1 reflection template. reflection template.

Student: Hand over the 3-2-1 reflection

template and collect the home
worksheet.

Resources: 3-2-1 reflection template

Home worksheet

Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
I found interesting to include performance-based task such as hands-on activity to
derive the formula for the area of various shapes. This helps students to understand
how the shapes can be transformed to another shape and hence support them to
understand the derivation of the formula of each shape instead of just remembering.
Used GeoGebra tool to expand the student learning opportunity and understanding.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MA4-1WM Teacher makes students read the area formula of each
shape in words and represent in the symbol. for example
area A=b x h for a parallelogram. Students add
perpendicular height to the vocabulary chart.
MA4-2WM Students apply the formula to calculate the area of
different shapes and composite shapes .worksheet 1
MA4-13MG Students understand the transformation of shapes from the
paper cut of various shapes and derive the formula for the
triangle in individual task and parallelogram, trapezium,
rhombus and kite in a collaborative learning activity. The
students explain by drawing diagram on the whiteboard
and use GeoGebra tool to derive the formula for trapezium,
rhombus or kite.

Other considerations

Complete the table below by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.5 The lesson is designed to cater to students of variable ability. The scaffold in terms of
Differentiate questions in the learning process is provided to all students that help them to achieve their
teaching learning goal. The extension activity is provided for higher ability students who finish the
to meet the original task earlier and the teacher encourages other students to complete the extension
specific activity at home.
learning needs of
students across
the full
range of abilities
2.5 Communication of mathematical ideas in the activities and students maintain vocabulary
Literacy and chart and add the name of the shapes parallelogram, trapezium, rhombus and
numeracy ‘perpendicular height’ to the chart and they communicate using mathematical language.
strategies Students work on problems in worksheet 1 and 2 to apply their knowledge.
2.6 Students use Geogebra tool to find the area of trapezium and rhombus and research work
Information and as an option is provided in the home worksheet.
Communication
Technology (ICT
3.5 Collaborative learning group activity, students communicate with each other about the
Use effective concepts and ideas and share their finding to the class
classroom
communication
5.1 Students learning is assessed through the formative, formal and informal approach in
Assess student Individual task and group task. Students communication of mathematical ideas,
learning performance in the task and students feedback in 3-2-1 reflection helps the teacher to
assess students learning and modify future lesson according to students need.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Students are informed to use scissors carefully to avoid any accidents and use
internet ethically and safely.

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

 Skemp, R. (1989). Mathematics in the primary school. London: Routledge.

 Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Brussels:

International Academy of Education.

 Sullivan, P. (2011).Teaching mathematics using research informed strategy.

Victoria, Australia: Australian Council for Educational Research Press.

 NSW Syllabus of the Australian Curriculum. (2018).Mathematics K-10

Syllabus.Retrieved from

 https://schoolsequella.det.nsw.edu.au/file/11d529c0-1544-4620-80c1-
153baefcebee/1/NSWDOE_Teaching%20Measurement_Stage%204.pdf

http://www.amsi.org.au/teacher_modules

 https://www.mathsisfun.com
Resources Attached:
You must list all the resources that you have created or found in this space.
 Worksheet 1
Warm-up questions
1. Convert 0.00486cm2 to square kilometer.

2. What would you measure in mm2,cm2,m2,km2,ha?Give one example of each.

3. Calculate the area of the shaded region.

8cm

10cm

4. Calculate the area of the composite shape

5. Can you able to calculate the area of the following shape? give reason.

8cm

12cm
 Work sheet 2

 Calculate the area of various shape using the formulas of

different shape.

1. 3cm
4cm 8cm

3cm

8.5cm
2.

8.5cm

12cm

(Note: Draw a shape on plane shapes and calculate the area of different shape.)
8m 2m
3.

7m

12m

6m

5m
5m
5m
 4. 4m 6cm

8m

4m

12m

5. Find the area of the shape of the backyard and what is the cost of
tiling it if the cost of the tile per square meter is $32.

10m

6m
 Extension activity:

6. What facts would you use to support that all triangles in

the diagram have the same area?

b
 Home work sheet

1. Calculate the area of the following shapes.

1.

4cm

2. Find the Area of the shaded region and calculate the cost required to tiling it at
$28 per square meter.

4.3m

5.6m

8.8m
 3. calculate the area of your garden or any other garden
by using the formula of different shapes.

 Step 1: Take a photograph of your garden or any

other garden and get the photocopy on paper.
 Step 2: Draw shapes on the photocopy of the garden
to calculate the area of a garden.
 Step 3: Measure the perimeter of the garden and
choose the scale to specify in the copy of the
garden.
 Stpe4: Use the formulas of a different shape to
calculate the area of the garden.

1. Calculate the cost required to re-turf the garden either by

visiting your local Bunning warehouse store or farm
supply store.
2. In the store, take advice or research to calculate how
much will cost if seeds are used to grow grass in a garden.
(Remember you need to calculate first how many pockets
of seeds required for your garden. Take the advice in
stores)
3. Which options do you prefer seeds or turf to your
garden? Justify your choice.
 3-2-1 Reflection

Three things I learned from the lesson:

1.

2.

3.

Two things I am still struggling with:

1.

2.

One thing that will help me tomorrow:

1.

 2005 Template from Science Formative Assessment- 75 Practical Strategies for Linking Assessment,
Instruction, and Learning (Page Keeley)
 Look Back for lesson 2
What I Learned: How I learned it:
1.

2.

3.

4.

5.

 2005 Template from Science Formative Assessment- 75 Practical Strategies for Linking Assessment,
Instruction, and Learning (Page Keeley)
I have developed three lesson plans on the topic ‘Area’ in Measurement and geometry

for year 8 secondary school students based on the NSW syllabus. As the mathematics

K-10 NSW syllabus focuses on developing working mathematical skills such as

fluency, understanding, communicating, problem-solving and reasoning ( NSW,2018

), I found the relational as well as an instrumental approach are essential to design

lesson plans to support students to achieve the goal. The instrumental approach is

used in all three lessons where students work on problems and use efficient methods

to produce answers. This helps students to develop fluency as they develop skills to

solve problems (Numeracy progression). As the students feel success in producing the

right answers they restore self-confidence which is more easily achievable in

instrumental mathematics than relational (Skemp,1989). However, relational approach

is used to develop other proficiencies as it builds up a conceptual structure called

schema that enable students to produce an unlimited number of solutions to solve

challenging problems in real life (Skemp, 1989) and make their learning meaningful.

The lessons are designed to build on students prior knowledge of the area and

perimeter and developed a more conceptual understanding of the concept. In all three

lessons, warm-up questions are used as a starter in order to utilise the prime learning

time efficiently and productively at the beginning of the lessons when students

receptive and concentration levels are high ( starter and planeries). The daily routine

is set in the lessons that students need to work on the starter as soon as they enter the

classroom. Thus the starter at the beginning of the lesson helps to limit the discipline

issues and make students work immediately and it also provides feedback for the

teacher what students know, can do and able to do which help the teacher to develop

future lessons. ( starter and planeries)

In the first lesson, the students explore the concept of perimeter and area of a

rectangle through a relational approach by drawing rectangles as many as number of

factors of a given number and then students analyse whether the perimeter of

rectangles is the same or different by counting the square unit in grid paper and

understand the area of the rectangle is obtained by multiplying length and breadth of

the rectangle. Though it is easier to learn that area of a rectangle =base x height, the

hands-on activity allows students to explore why the formula of a rectangle is so. The

relational understanding support students to relate the area of the rectangle to the area

of triangle, trapezium, square and rhombus ( Skemp, 1989). Keeping this in mind, the

third lesson is designed in such a way that the students derive the formula for a

triangle, parallelogram, trapezium, and rhombus by relating to the area of the

rectangle. In a hands-on activity, students in individual and, group task enable to

understand how these shapes are interrelated and remember them as a part of a whole.

As a result the students take less time to derive the formula due to conceptual

understanding (Skemp,1989). However, students also need to know the formula for

each shape as they are not able to derive the formula in each time while solving the

problems.

The second lesson is designed on the conversion of units of area, where students

apply their prior knowledge to convert the unit of length and understand unit of area is

the square unit of linear length and work on problems on the conversion of the unit.

Thus instrumental approach is applied in the lesson to develop fluency on the topic.

The outdoor activity applied the relational approach where students in a group

visualise the length of a meter by counting the number of footsteps and the size of the

area by marking 1m by 1m in the schoolyard. This activity explore students the

importance of standard units in measurement as the number of footsteps for a meter

is found to be different for each student and understand that the same unit is not used

to measure large and small areas as they realised in school yard that it is not practical

to measure the perimeter or area of a school in the footsteps and larger units are
required. Thus the students in relational approach will be motivated to explore new

idea due to conceptual understanding (Skemp, 1989) and they can able to apply their

learning to changing and challenging environment ( mastery learning).

In all three lessons a vocabulary chart is maintained and students read the

abbreviations and mathematical terminology from the chart.This help students to learn

literacy component of the lesson through explicit telling and modeling ( Anthony &

Walshaw, 2009 ). In addition , the numeracy skills of the students are enhanced

through the relational and instrumental approach to understand and apply

mathematical skills and concepts to real-life problems. The technological tools such

as Geogebra, Google earth, internet, and computers are used in three lessons for

mathematical investigation and modeling activities. This technological tool help

students to link their learning with real life and make their learning more relevant and

meaningful ( Anthony & Walshaw, 2009)

In reference to the structure of Japanese mathematics lesson, the students will be

given the opportunity to think individually first so that they will have their ideas to

share in pair and group (Sullivan,2011). As a result, lessons are embeded with

individual task and think-pair-share, jigsaw cooperative learning and collaborative

learning activities to support students thought, language, and reasoning process

(Kristinsdo as cited in Vygotsky) which help them to take an active role in the

activities.

According to Vygotsky’s concept of the ‘zone of proximal development’ in all three

lessons, the scaffold instruction in terms of questions is provided to support students’

learning need to achieve the learning goal( Vygotsky). These questions also help the

teacher to assess students the knowledge and explore their thinking(Anthony &

Wilshaw, 2009 ). Attempt have made to include content specific open-ended

questions in the discussion, warm-up questions, worksheets, and home worksheet to

challenge and explore students underlying thinking and create a rich classroom

discussion (Sullivan,2011).

Differentiated lessons are developed by providing scaffolding instruction for variable

students need and an extension activity is included to provide a challenging task for

higher ability students who complete the original task earlier (Sullivan,2011). The

problems are challenged in steps applying bloom and solo taxonomy in order to

provide an opportunity for all students in learning and prepare students for the future

to solve the problems related to real life. Furthermore, the teacher encourages other

students to do an extension activity at home as students to be able to take help from

parents to complete the task. In reference to the implication of ACARA document and

Mathematics K-10 NSW syllabus, an attempt was made to develop a pedagogy that

provides an opportunity for all students in the learning (Sullivan,2011).

References

 Skemp, R. (1989). Mathematics in the primary school. London: Routledge.

 Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics.

Brussels: International Academy of Education.

 White,A.,L.What Place Does Mastery Learning Have In School Mathematics.

Retrieved from https://vuws.westernsydney.edu.au/bbcswebdav/pid-3605452-
dt-content-rid-27301628_1/courses/102087_2018_2h/MasteryLearning.pdf

 Sullivan, P. (2011).Teaching mathematics using research informed strategy.

Victoria, Australia: Australian Council for Educational Research Press.

 NSW Syllabus of the Australian Curriculum. (2018).Mathematics K-10

Syllabus.Retrieved from

http://syllabus.nesa.nsw.edu.au/assets/mathematicsk10/downloads/mathematic

sk10_full.pdf
 https://schoolsequella.det.nsw.edu.au/file/11d529c0-1544-4620-80c1-
153baefcebee/1/NSWDOE_Teaching%20Measurement_Stage%204.pdf

 Pedagogy and Practice:Teaching and Learning in Secondary Schools Unit 5:Starters

and plenaries
 Vygotsky’s Social cultural theory-Mathematical Education
https://sites.google.com/site/mathematicseduc/contemporary-theories-and-
methodologies-in-mathematics-education/vygotsky-s-sociocultural-theory

s © NSW Education Standards Authority (NESA) for and on behalf of the Crown

in right of the State of New South Wales, 2012. Crown

right of the State of New South Wales, 2012.