Unit of Work Plan

Year Level and Unit Title Year 8 and Measurement

Duration 5 * 50 mins
Key Question Understand about different

Rationale - knowledge about geometrical shapes and its area or volume computation is going to
be useful in daily life.

Host Key Learning Areas Curriculum Outcomes

 Mathematics
 Choose appropriate units of measurement
Minor Learning Areas for area and volume and convert from one unit to
 another (ACMMG195)
 Find perimeters and areas of parallelograms,
trapeziums, rhombuses and kites (ACMMG196)
 Investigate the relationship between features of
circles such
as circumference, area, radius and diameter. Use
formulas to solve problems
involving circumference and area (ACMMG197)
 Develop formulas for volumes of rectangular and
triangular prisms and prisms in general. Use
formulas to solve problems
involving volume (ACMMG198)

Outcomes
Students understand about different geometrical shapes and how its area and volume are computed.

PRIOR LEARNING OUTCOMES FUTURE LEARNING

Knowledge about area of rectangles,
Familiar with computing area and Areas of composite shapes, surface
triangles, surface areas in problem
volume for 2D, 3D shapes. area of cylinders, right prisms.
solving.

PRODUCT & ASSESSMENT

Key assessment /culminating task A test will be carried out to assess students learning.
Culminating Event Understand about commonly seen geometric shapes.
Other

Knowledge Focus
Declarative Knowledge Procedural Knowledge
(What do I want my learners to know?) (What do I want my learners to be able to do?)
Have a thorough knowledge about commonly seen 2D or Compute area and volume of commonly seen 2D or 3D
3D shapes. shapes.

VOCABULARY CONCEPTS
Area , perimeter, volume, circumference, surface area How area and volume are related in a circle,
circle, rectangle, triangles, quadrilaterals, prisms understand relationship between area of rectangles and
triangles to other quadrilateral shapes, surface area of 3d
objects, volume of prisms.

Specific Student Needs and Adjustments

Consider ways to profile learner needs, list specific considerations and requirements
Specific student needs Adjustments and considerations
Students at a very low level in their learning. Given very basic low level works and supported by
integration aide staff.
International students where English is not their first When new terms are introduced try to emphasise them
language. couple of times.

Key Resources for Unit - Year 8 oxford edition textbooks

REFLECTIVE TOOL
Aspects of relevance to this unit
1. 2. 3. 4.
5.
Attitudes & Acquire & Integrate Extend & Refine Use knowledge
Habits of Mind
Perceptions Knowledge Knowledge Meaningfully
ClassroomClimate Declarative Comparing Decision Making  Persisting
 Clarity & precision
Acceptance by teacher/s
Construct meaning Classifying Problem Solving  Managing impulsivity
& peers
 Data through senses
Comfort &Order Organise Abstracting Investigation  Understanding/empathy
 Creating, imagining, innovating
Classroom Tasks Store Inductive Reasoning  Thinking flexibly
 Wonderment & awe
Value & Interest Procedural Deductive Reasoning  Meta cognition
 Responsible risk taking
Ability & Resources Construct Models Constructing Support  Striving for accuracy
 Past knowledge, new situations
Clarity Shape  Interdependent thinking
 Question/pose problems
 Continuous learning

Learning Journey – sequence of lessons/strategies

Lesson Check for learning/

Main Resources
sequence Learning Experiences Main DoL focus Assessment
Focus

Investigation of circumference of a circle circumference Year 8 oxford edition Formative

textbooks assessment,
Lesson 1 Checking students
work, Summative
assessment
Calculation of circumference of a circle circumference Year 8 oxford edition Formative
textbooks assessment,
Lesson 2 Checking students
work, Summative
assessment
Area of rectangles and triangles .. area Year 8 oxford edition Formative
textbooks assessment,
Lesson 3 Checking students
work, Summative
assessment
 Area of other quadrilaterals area Year 8 oxford edition Formative
textbooks assessment,
Lesson 4 Checking students
work, Summative
assessment
Area of a circle area Year 8 oxford edition Formative
textbooks assessment,
Lesson 5 Checking students
work, Summative
assessment
Surface area Surface area Year 8 oxford edition Formative
textbooks assessment,
Lesson 6 Checking students
work, Summative
assessment
Volume of prisms Volume Year 8 oxford edition Formative
textbooks assessment,
Lesson 7 Checking students
work, Summative
assessment
Area and volume conversions Units of Year 8 oxford edition F Formative
measurement textbooks assessment,
Lesson 8 Checking students
work, Summative
assessment

UNIT TIMETABLE
(Weekly overview – brief detail only – use to determine time-frame etc)
WEEK BEG. MON TUES WED THURS FRI

Session 1 Session 2
Week 1 Session 3
Session 4 Session 5 Session 6 Session 7
Week 2 Session 8
Session 9
Week 3

Teacher Evaluation and Reflection

How effective was this unit?
Students
Level of Engagement
low high
Challenge for students
low high
Achievement/progress towards goals
low high
All learners catered for
no yes
Future teaching suggestions:
What information did this unit provide about the future teaching/learning needs of these students?
Understanding of basic shapes are important when students learn about composite shapes. Real world situations can
have more composite shapes to deal with.
Teacher Professional Goals
Achievement/progress towards goals
low high
What have you done so far that has been effective?
What kind of help would be useful to you?
What might your next steps be?

Unit
Ease of use (plan)
difficult easy
Duration/Session times

too long/short appropriate length

too many appropriate amount

Activities

unrelated to outcomes addressed the outcomes

Resources

difficult to find easily found

difficult to use easy to use

difficult for students to use appropriate for students

Assessment

difficult to carry out easy to carry out

allowed for range of
unrelated to outcomes student responses

Suggested changes adaptations/modifications:

If you were to use this unit again, what changes would you make?