LIHS PEX Lesson Plan Ben Cheetham
Class: 8MTH4 Room: A22
Previous Lesson Content:
Dividing into a quantity
Explicit Success Criteria:
- Measure distances on a map using a given ratio
- Convert between different units using a scale
- Use ratios to copy drawings to scale
TIME: LESSON ELEMENT & PURPOSE:
5 mins Clasroom Entry and Introduction:
10:42 - Move into the classroom
10:47 and settle after recess.
Students may be restless.
- Connect todays lesson to
yesterdays.
- Run down of the lesson.
15 mins Scale Drawing Intro
10:47 - Connect ratios to scale.
11:02 - Draw map in scale of
classroom
- Paired scale drawing
activity.
5 mins Using a scale drawing
11:02 - Take measurements from a
11:07 scale drawing and use a
scale to calculate size.
Time: P3: 10:42-11:34
Current Lesson Content:
Scale Drawings
BOARD / VISUAL:
Gridlines on board using
projector.
Draw scale version of the
classroom including 3 key
features. Box = 2 steps.
Objective: Create a scale map
by measuring and scaling.
Uluru slide of powerpoint.
Use green pen for the
calculations, and then
formalize in blue.
Resources: Scale Drawing Sheets,
Gridpaper.
Future Lesson Content:
Introducing Rates
TEACHING FOCUS / INSTRUCTIONS: STUDENT ACTONS:
Get students to line up outside the Line up in corridor
classroom before coming in, give
clear instructions before entering. Enter classroom.
Come inside quietly, and take a
seat. Dont need anything on your
desk
Need someone to pace out the Measure the classroom, work
room for us and then well use the in small groups to locate
scale to draw the map things in the classroom and
then add them to the class
Dont stress to much about strict map at the front.
accuracy, its an important
conversation but will be more
valuable if a student brings it up.
Focus on the relationship between Discuss what the scale means
the grid and what it means in real and rationalise answers to
life. questions.
Discussion question Why would
we want a drawing to be in scale?
LIHS PEX Lesson Plan Ben Cheetham

Objective: Work out how big

something is based on a scale
drawing.
20 mins Using and recreating scale drawings. Uluru with scale so that Some students will probably find this Complete sheets to find the
11:07 - - Select a scale drawing and students can add their own a lot easier than others. size of well-known landmarks
11:27 then use it to determine size images to the picture. and then draw them on the
- After finding the size of an Extension Find your own object board to compare with
object convert it to a Objective: Convert between with dimensions, and calculate the others.
different scale and draw it different scales to compare scale, then add to the board to
alongside other objects in things. compare with the others.
the same scale.
Make sure students put their names
next to their drawings to assess who
completed the work, and who didnt.
7 mins Concluding Uluru with student additions. General questioning, give praise for Cleaning up the classroom,
11:27 - Cleaning up the classroom. good work. Use the created scale making sure theres no paper
11:34 - Looking at final results and picture to have a discussion about left on the floor.
discussing findings. relative size.
AITSL Standards: 1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students ; 1.5 - Differentiate teaching to meet the specific
learning needs of students across the full range of abilities ; 2.3 - Curriculum, assessment and reporting ; 2.4 - Understand and
respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous
Australians ; 3.1 - Establish challenging learning goals ; 3.4 - Select and use resources ; 5.1 - Assess student learning ; 5.2 -
Provide feedback to students on their learning.
Differentiation: The lesson is differentiated by the activities which students can complete. It is accessible for all students, and scaffolded so that
all students can engage with the content, however there is also opportunities for students to extend themselves by conducting
their own research and applying the content to their own areas of interest.
Assessment: Assessment will be done mostly through questioning, however since students will be asked to give a response it will be possible
to assess students by the calibre of the responses that they give.
General Capabilities / There is a good opportunity to address Aboriginal and Torres Strait Islander perspectives within this lesson, but it needs to be
Cross Curriculum handled genuinely and in response to discussions in class etc. There are also opportunities for students to use ICT to conduct
Priorities / Quality their own research for extension activities, and this needs to be an area where they are given support and guidance in effective
Teaching Framework: use.