Unit Outline

Level 10
Measurement and Space
Using Units of Measurement
This unit of works covers the expected learning of student in year 10 concerning measurement.
Over the 15 lesson period it is expected that they cover the appropriate topics to make sure that at
the end of the chapter students, according to Ausvels by the end of year 10 students should be able
to Solve problems involving surface area and volume for a range of prisms, cylinders and
composite solids. This leads students into year 11 Math and adds to their understanding of volume
and surface area, especially of shapes that would not be considered regular. Students are encouraged
through out the unit to better their understanding of interpreting composite shapes both 2D and 3D.
The unit is set so that each lesson relates to the previous one, making sure to revisit what they have
previously learnt so that it is not forgotten. Class tasks and investigations are placed through out the
unit so that students are encouraged to really think about what has been covered as well as giving
the teacher an idea of where students are in their understanding and learning. The teacher being able
to use these as an informal form of formative assessment. The unit is based on the text, Pearson
Mathematics 10-10A and lessons are set out so that as much enquiry learning is encouraged as
possible, along with the use of group work and large classwork tasks to encourage student
understanding and questioning. The classroom would best be set out so that students sit in small
groups, as group work is encouraged, as it has been concluded that paired or group work that
allows for collaborative emergence may result in more sophisticated, improvised, mathematical
performance than could be achieved by individual students. (Gervasoni, A., Hunter, R., Bicknell,
B., & Sexton, M. 2012, p. 194)
The assessment has been created so that students are encouraged to show a wide range of skill
required by the chapter, and previous knowledge. Each group task that is not chapter work should

be taken in the form of formative assessment, which is designed to be integral to the learning and
teaching process, can lead to significantly improved performance. ( Jones, S. 2003, p. 275) The
summative assessment created for students at the end of the chapter covers surface area, capacity,
volume and area. As well as their understanding of how formulas and changing numbers can change
the original answer as well as as asking them to give a written explanation for why this occurs. The
questions aim to show their development into Blooms Taxonomy and how developed they are on
what they have been taught.

Lesson

Lesson Topic

Sequence

Alternative

Lesson AusVELs Standards

Sequence

Introduction Lesson.

ACMMG242

Area

ACMMG242

Surface areas of prisms and cylinders 3

ACMMG242

Investigation

ACMMG242

4 Real Math- Real world questions

ACMMG242

Volume of prisms and cylinders

ACMMG242

Half Time

ACMMG242

Surface Area of Tapered Solids and 6

ACMMG242

Spheres
9

Volume of tapered solids and spheres 9

ACMMG242

10

Investigation

10

ACMMG242

11

Applications of Volume

11

ACMMG242

12

Revision

12

ACMMG242

13

Assessment

Up to teacher at

14

Assessment

time.

15

Assessment

In all lessons, the following equipment will be assumed to be available:

Whiteboard & Markers
Projector
Graphics calculators for teacher & students (including projection of a graphing program for

whole-class viewing)
Dotted paper

Expected Prior Knowledge

Addition, subtraction, multiplication and
division.
Basic index laws.

Knowledge Taught in Unit

Find the area of composite shapes.
Calculate surface area and volume.
Calculate the capacity of pyramids,

Unit conversions.

cones

Ability to substitute numbers into a

understanding the relationship between

formula.

and

spheres,

as

well

as

the volume and capacity.

Have an understanding of how to

calculate basic area, perimeters and
circle functions (eg. Arc length).
Pythagoras theorem.

Teachers please note that examples are not to be from the text book, it is encouraged that
students are involved in the creation of the example so that each is random and not
repeated.

Lesson 1.

Refer to Appendix 1

Students will complete the Recall section of the chapter of work, on their own. After which as a
class we will go through the questions to make sure there is an understanding of previous years of
work, that they will need to be able to understand in order to complete the chapter that they are
about to under go. Doing this as a class we can also question how students may have reached their
different answers, if it was done in a different way, giving students a wider look at the different
approaches that can be used to reach answers.

It is expected that students, using a different coloured pen write notes on their own work to show
that they have understood if they have gone wrong somewhere, and what they need to do to fix it.

For the teacher this would be used as a formative assessment, as it would be asked that students
complete this on a separate piece of paper, and marked by themselves. Handing the work in at the
end of the class to give the teacher an idea of each student's ability. The teacher should then make
note of where students may struggle later in the chapter, so that they are able to make sure they offer
extra help.

The task should be returned the following lesson. This lesson is simply there as orientation, a way
of introducing a new chapter and refreshing their minds on previous work they will have completed
that links to the chapter or unit of work to come.

Lesson 2

This lesson looks at the area of composite shapes and how students are to find them.

To start the lesson the students would be shown a composite shape on the whiteboard or projector
and asked how they might go about finding the area with the information provided.
As the teacher you may prompt them however not give them the answer or way of going about
obtaining the answer. Questions you might use are;

1. What shapes are you able to see in this larger shape?

2. Should I be making any markings on the paper?
3. What do you know about the lengths of this shape?

Showing them more shapes with increased difficulty until they have a clear understanding of how
to complete the questions given. None of the shapes shown should be in the text book, all should be
thought up originally, or if the shape is similar to that of one in the text it should have different
number values. Students are to copy out the shape, and as a class work out the answer, the class
answer recorded on the board either by a student or the teacher.
After which they are to complete set questions, during which time as the teacher, you walk around
the room, watching student's progress and helping when needed.

By the end of the class students should have a clear understanding of how to find the area of
composite shapes. The teacher, while walking around as students complete questions should have
some idea of how students may find it more difficult.

Lesson 3

Equipment needed: class set of one unit building blocks.

Students are given building blocks of one unit, placed in to groups they are asked to construct a 3D
shape and then try and work out the surface area.

Once

this

is

done,

as

class,

asking

the

question

of

what

is

surface

area?

Create a class definition that you all agree on.

If students still do not have an understanding of surface area prompt students on what they have just
completed, if they could work it out.
Students should be encouraged to as a class choose to create more shapes together, however on the
board.
Ask a student to come up and draw a 3D shape.
To the students:
Do they add a dome?
Do they add a triangular base or a base of another shape?
How does this affect the surface area?

Eventually when they have a strong understanding give them questions, however at the end of the
class use a more difficult question, and in groups they are to attempt to solve this, reporting their
answers back to the class.

Lesson 4

Refer to Appendix 2

Completing a class investigation, students will be separated into groups to complete the
investigation. At the end they will come together and as groups present their theory on the
investigation. If this is completed with enough time, as a class they will complete the extended
question, attempting to give proof of their answer.

The investigation researches their understanding of the area of 2D shapes and surface area as well
as their understanding of what they are learning. Giving an idea of how well they are understanding
what they are completing in previous chapters.

Lesson 5

Refer to Appendix 3

Lesson 5 will be completed as a class task, students working alone to complete the question, and
then reporting back. Before class, the teacher should come in and draw the diagram given up on the
board with the required information.

After having a class discussion about the given measurements on the diagram and how they
understand them, they will be asked to independently complete the question, and after each question
report back to the class with how they selected to complete the question. As a class they have to
agree on the answer given before the next, and if any other methods are used they are also to be
presented. The class is to continue this way. Promoting group work, class discussion and the
students own understanding of how what the chapter content can come together in questions.

Lesson 6

With lesson 6 not only looking at the volume of a prism or cylinder but also the capacity at the
beginning of the class introduce students to volume, beginning with easy questions of each prism
(rectangular, triangular and cylinder) push students in the direction of noticing the relationship
between how you work out the volume of each prism or cylinder. If they do not notice from the
examples of working out the equations, set three questions on volume, one of each 3D shape and
ask again.
Students should discover for themselves the link between finding the area of the base and
multiplying by the height.
Once students have a grasp on finding the volume introduce them to calculating the capacity once
they have found the volume.

After this students are to complete set questions.

Lesson 7

Refer to Appendix 4

This lesson marks half way through the chapter, students are to complete the questions provided by
the selected text. If the book does not provide one the teacher should use resources to either find
one or create one. This gives the teacher an idea of where the students may be struggling with what
they have learnt so far, allowing students to go back and work more on their weaker points with the
help of the teacher.

This is also used as a formative assessment to give the teacher an idea of how students are going at

this point in time.

Lesson 8

At the start of the class ask the students what they remember as the meaning for surface area.
Then drawing up the 3D image of a cone, pyramid and sphere.
Ask students how they think that they would first try and tackle this, as the teacher you should
recognise that the cone and sphere are different to what they normally see as both have their own
formula.
The cone for the tapered part, and the sphere as it is one curved surface with only one face.
First looking at the pyramid ask students what they think they should do. If they are unable to
recognise what shapes are involved ask a student to come up to the board and draw the net of a
pyramid.
Does this help them?
Moving on to the cone, students should recognise how to calculate the base, however there will
need more guidance needed to find the tapered area. Complete different examples with students
until as a class they are able to recognise how to calculate the area.
The sphere is one formula, introduce students to the formula and ask them where they think certain
parts come from.
Once students have a clear grasp on that, we introduce them to 3D composite shapes. Drawing up
different 3D composite shapes on the board get students to try and complete the questions on their
own before coming back together as a class. Go through the work with the students, don't show
them how to complete the questions get them to tell or show you. After a grasp of all this is clear
students are to complete set questions before taking what is left home for homework.

Lesson 9

Introducing students to the volumes of cones, sphere's and composite 3D shapes first questions
them why these 3D shapes are different to the ones we have looked at previously.
After this introduce them to the formulas needed to calculate the volumes of a pyramid, cones and
sphere. Completing worked examples together on the board.
Make sure when creating the examples that they show different difficulties, so that students are
introduced to different types of questions.

We then introduce students to composite volumes, much like composite shapes.

Drawing up a 3D composite shape on the board bring the questions to students, how they think they
would complete this?
If they aren't sure initially of what they are meant to do to complete the question, remind them of
how they found the area of a composite shape or the surface area.
If still they don't know what to do ask them which shapes they see and how they would find the
volume of these shapes.
Once the volume has been found, then ask how they would reach the full answer?
Do a few of these examples as well, one the students have an understanding, give them questions of
the text and walk around helping students.

Lesson 10

Refer to Appendix 5

Equipment needed: thin cardboard, glue and scissors

This lesson is another investigation.

Working in small groups students are to complete the investigation working together and then
reporting back to the class. Making sure that they agree on their answers and showing different
types of working out.

Lesson 11

This lesson covers the Applications of volume. Looking at density, mass and concentration.
For year 10 students this is an advanced topic so a directed lesson would be needed.
As the teacher you should explain and work with the students to explain the meaning of mass,
density and concentration. Make sure to draw up and explain the density triangle and how it is used.

Be sure to use plenty of examples not found in the book, ask students for the answers, don't just
show them how. As this is an advanced topic it is important that students show an understanding of
what they are learning before told to go on and work alone on questions.

Lesson 12

This lesson is to be used as revision for students. The teacher during the unit of work should be
taking notes on where students are struggling and from there be able to suggest where students may
need to focus in order to not only improve their own results but also learning. The chapter review
that is at the end of year 10 math books should be used as it is a direct link to the required content
area that needs to be known, and each book used to Australian schools should be linked to Ausvels.

Assessment Task- Student version

1. a) Which 3D shapes do you see?

b) Find the volume of the following shape?

c) What is the capacity of the glass if liquid only goes into semi sphere?
For larger version of image please refer to Appendix 6

2. Daniel is creating a glass vase. The vase is shaped as a rectangle with a semi- circle on each
end. Each semi circle has a radius of 2.351cm exactly and the base has a total length of
10cm

a) Draw the shape of the vase base, labelling all lengths.

b) Find the area of the base.

c) If the vase has a capacity of 1 Litre, what is the height of the vase.
d)

If Daniel were to not include the semi- circles on either end what is the volume of the

new vase of the height remains the same?

3. Choose two variables of different value to represent the radius and height of a cylinder.

a) Find the surface area of the cylinder.

b) Triple the height of the original cylinder and double the radius. What is the new surface
area?
c) Double the height of the original cylinder and triple the radius. What is the new surface
area?
d) Why are the answers to b) and c) different?

Assessment Task- Teacher Prompts

1. a) Which 3D shapes do you see?

Are any of the shapes shown twice?
b) Find the volume of the following shape?
Are any shapes shown twice with the same measurements?
Do you need to do any extra working out to find the needed measurements?
c) What is the capacity of the glass if liquid only goes into semi sphere?
How do you find the capacity?
What do you need first to find the capacity?
Which part of the 3D shape is the question referring to?

2. Daniel is creating a glass vase. The vase is shaped as a rectangle with a semi- circle on each
end. Each semi circle has a radius of 2.351cm exactly and the base has a total length of
10cm

a) Draw the shape of the vase base, labelling all lengths.

Do you have all the lengths labelled?
How many shapes are there in this question?
b) Find the area of the base.
How many shapes do you have to calculate the area of?
Are you able to create one larger shape from two parts?
c) If the vase has a capacity of 1 Litre, what is the height of the vase.
If you can work out the volume are you able to work backwards?
If the capacity is 1 Litre what's the volume?
What unit of measurement should you be using?

d) If Daniel were to not include the semi- circles on either end what is the volume of the
new vase of the height remains the same?
What are you removing?
Does the affect the base area?
How would this affect the volume? (If they answer yes to previous question)

3. Choose two variables of different value to represent the radius and height of a cylinder.

a) Find the surface area of the cylinder.

Is there a formula to find this?
What is the meaning of surface area?
Which shapes do you see?
b) Triple the height of the original cylinder and double the radius. What is the new surface
area?
Have you tripled the height and doubled the radius?
Did you redo the equation or just change the numbers?
c) Double the height of the original cylinder and triple the radius. What is the new surface
area?
Have you doubled the height and tripled the radius?
Did you redo the equation or just change the numbers?
d) Why are the answers to b) and c) different?
What do you see is the difference between your answers?
If you changed the numbers again do you think they would change the result?
Why?

Assessment- Answer Version

3.

a) Students need to have selected two different numbers, and use the correct formula.

Teacher should quickly check the answer to make sure all working out is correct. Students should
also have provided proof of all working out.
b) and c) Teacher needs to make sure that students have correctly changed the numbers and then

provided the correct result according to changed numbers.

d) Students should recognise that numbers when multiplied change formulas and answers
differently according to which number is changed.

References

Gervasoni, A., Hunter, R., Bicknell, B., & Sexton, M. (2012). Powerful pedagogical actions
in mathematics education. In Research in Mathematics Education in Australasia 2008
2011 (pp. 193-218). SensePublishers.
ASSESSMENT, F. O. S. (2003). SELF-EFFICACY IN MATHEMATICS AND
STUDENTS'USE

OF

SELF-REGULATED

LEARNING

STRATEGIES

DURING

ASSESSMENT EVENTS. International Group for the Psychology of Mathematics

Education.