Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Area
Level of schooling: Year 5/6
School and class context: A year 5/6 classroom with 24 students

What is the learning focus?

Concept(s):
- Identify the length and width of a rectangle
- Use the area formula
- Find the perimeter
- Convert between metric units

Key manipulative / algorithmic skills being developed

Manipulating the Area formula

How will the students engage with this learning? (Provide here an outline of a learning experience with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s):
Engagement experience/ Activity 1:
- Read out worded problem to students (Appendix 1).
- Give students 10 minutes of silent struggle time to read questions and try to identify key values and words
- Students are to answer questions to the best of their ability
- Receive feedback from students – one thing they thought they did well and one think they need help with

Exploratory /Explore & Explain Learning Experiences:

Learning experience 1: Exploring prior knowledge task

- Explore the prior knowledge task as a class
- Read out each question and have 3 students show their strategies on the board
- Have students give feedback about the strategies

Learning experience 2: Explicit teaching phase

- Introduce the concept of area
- Identify learning intentions
- Explain what area is and what unit of measurement is used
- Introduce the area formula
- Explain the meaning of the squared symbol
- Show video (stop at 3:50)
https://www.mathantics.com/section/lesson-video/area

Learning Experience 3: Applying the area formula

- Activity (Appendix 2):
- Using your centimeter grid paper draw various sized rectangles
- Label the width and length of the rectangle
- count inside the rectangle how many centimeter squares there are
- Use the formula (A= L x W) to check your answer
- If you are feeling confident, use the formula first then check your answers by counting the squares

- Encourage the students who typically struggle to first draw the rectangle to size, and then see how many unit

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 blocks fit inside the shape. This will assist their conceptual understanding.
- Those who aren’t fluent with their times tables to have access to calculators

- Resources needed:
- Unit cubes
- Grid paper
- Calculators

Investigations /Problem solving/Elaboration Learning Experiences:

- Students are to complete a worksheet which incorporates previously learnt knowledge such as converting
measurement and finding the perimeter (Appendix 3).
- They can work collaboratively with a friend and use calculators where needed
- The activity involves problem solving eg: needing to first find the perimeter before calculating the area
- Once students have finished they may play the area game on splash maths
https://www.splashmath.com

After views & reflection/ Evaluation learning Experience

- After engaging in the lesson students are given an evaluation sheet to complete (Appendix 4). This is to gain
an insight into what concepts they still needs further practice with and what areas they are feeling confident
in.

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Concept(s): Student self Assessment Formative Anecdotal notes Oral
Identify the length Observations Work samples
and width of a Questioning
rectangle Contribution to discussion

Use the area formula

Find the perimeter

Convert between
metric units

Links with the ACARA Framework

Strand: Measurement and Geometry Sub- Strand:
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Calculate perimeter and area of They use appropriate Fluency Critical and creative
rectangles using familiar metric units of measurement Problem solving thinking
units (ACMMG109 for length and area Numeracy

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Student Resources (resources that engage students with the learning)
- Splash Maths
- Youtube videos
- Calculators
- Grid paper
- Unit blocks
-

Teacher Evaluation (Reflection: How effective have you been?)

To consider:

What worked? During the explicit teaching phase the use of the video allowed students to visualise what
the area of a shape is. The hands on materials especially the unit blocks supported the
students conceptual understanding as they again could visualise how many cm squared fit
inside the shapes.

What didn’t work? I did not predict that some students would be unable to use a ruler correctly. I incorrectly
assumed that students would know to measure from the 0 on the ruler. I also should’ve
provided more support to EALD students as some were disengaged.

Was it worth learning? The unit plan was extremely worthwhile as it builds a strong basis for the next learning
Why and why not? progression which is calculating volume and mass. It developed their basic measurement
skills and knowledge of area and squared metric units.

How were the skills The skills which they had learnt previously about how to calculate area and convert metric
integrated into other units was essential in order to complete the worksheet. They were able to see how area is
learning areas? reliant on knowing how to measure various lengths and manipulate them using the
formula.

How was the learning The students had the opportunity to share they computation strategies when explaining
shared with others? the prior knowledge task, as well as whilst working collaboratively to complete the
worksheet.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 1:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 2:
Level 1 Level 2

Length = 5cm width= 5cm Length = 4.5cm width= 4.5cm

Length = 7cm width= 12cm Length = 7cm width= 7.5cm
Length = 13cm width= 3cm Length = 13.2cm width= 3.8cm
Length = 4cm width= 4cm Length = 4.6cm width= 4cm
Length = 9cm width= 7cm Length = 9.4cm width= 7.8cm
Length = 2cm width= 6cm Length = 2.6cm width= 6.7cm

Appendix 3:

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 Perimeter and Area Worksheet

1.) Find the perimeter:

2.) Find the area using the 3.) Find the perimeter and area:
formula:
A=LxW
13cm

7cm

4.) Find the missing side 5.) Find the missing side length when the
length if the perimeter is area is 36 m2
20cm

6m
3cm

?cm

6.) Find the perimeter and area 8.) Find the perimeter and area:
in millimetres: 4cm

4cm

4cm
8cm

4cm
7.) Convert the perimeter and
area into centimetres
8cm

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 4:

Name:

If 1 is really bad and 10 is really good, circle the number that best describes how you felt
during this task?

1 2 3 4 5 6 7 8 9 10

What did you find the most challenging?

_________________________________________________________________________________________
_________________________________________________________________________________________
_______________________________________________

What did you feel good about?

_________________________________________________________________________________________
_________________________________________________________________________________________
_______________________________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.