Lesson+3+(Week+9)



Hey Pip :) I still cant believe i didnt save that stuff arghhh! ANyways ive written it again, and moved your introductory activity 1 that you just wrote to the introduction, if that makes sense. DO you think that is ok?  ill make the worksheet for the swimming pool activity tomorrow and upload it so you can see.  Yay! We are nearly done !! Woooohooooooo x  thanks. yes so annoying about all the stuff you wrote. i will upload the objects i chose for volume and measurement in metres or centimetres, and the sheet for decimal notation now so you can have a look.  okay the first work sheet with volume objects, I will cut out and make into little cards to match, and have an area for them to stick on either cubic metre or cubic centimetre.  the second work sheet they can complete by themselves. yay i think we may just be done!!!  I JUST UPLOADED THE LESSON PLAN IF ITS FINAL. HAVE A LOOK.  ﻿﻿Hey Pip! Looks awesome :) So on Tues this is what we should bring:  Pip  Nat  Yay done!!  I fixed some grammar errors up and uploaded the final :) //MS3.3// Selects and uses the appropriate unit to estimate and measure volume and capacity, including the volume of rectangular prisms. //Applying Strategies// Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations. //Communicating// Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions //Reasoning// Gives a valid reason for supporting one possible solution over another //Reflecting// Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 3 content. |||| **Assessment:** Formative: Summative:
 * Introduction Worksheet and cards
 * Your awesome Textas!!
 * Decimal Notation Worksheet
 * Plastic sticks, Tape
 * Actiivity 3 and 4 worksheet
 * Test your understanding worksheet
 * =__**Lesson 3: The Volume and Capacity of a Rectangular Prism**__= ||
 * Aim: To reflect on students’ prior understanding of length and area, and then introduce the cubic metre as a unit to calculate larger areas of volume. ||
 * **Outcomes:**
 * Working Mathematically**
 * Thorough observation of students’ participation in discussion and group interaction throughout the lesson using an observational checklist. Writing more detailed comments of individual students’ understanding when they are solving problems and recording data.
 * The completed ‘test your understanding worksheet’ and recording sheet will be used to assess students’ understanding and achievement of the lessons outcomes. ||
 * **Teaching and Learning** || **Indicators** || **Significant Questions** || **Resources** ||
 * **Introduction: How to measure the volume of various objects either using cubic metre of cubic centimetre.**

**Aim:** for students to gain a thorough understanding of the use of measurement of volume, and to gain spatial awareness by using either the cubic metre or cubic centimetre to find the volume for objects.

Students work together as a completing a picture matching activity. The activity involves matching various pictures such as an apple, a blue whale, a cruise ship, a pineapple, etc. to whether they would use cubic metres or cubic centimetres to work out the volume of these objects that vary in size and shape. || * Identifies that there are different ways to measure the volume of objects either using metres or centimetres || * Why do you think it is important to measure in cubic centimetres?
 * Why do you think it might be important to measure in cubic metres?
 * What other objects do you think might be measured in cubic metres to record the volume?
 * What other objects do you think might be measured in cubic centimetres to record the volume?
 * What have you discovered about ways to measure volume using the cubic metre or cubic centimetre? || * Worksheet
 * Pens ||
 * **Activity 2: Make a cubic metre model (Nat)**

**Aim:** for students to construct a model of a cubic metre and use this to indentify situations where cubic metres are used to measure volume.

Students will work collaboratively to make a skeletal model of a cubic metre using plastic sticks and tape. They will then check their dimensions using a metre ruler.

Once students have made their cubic metre model they will identify situations where cubic metres are used to measure volume. Students will discuss how many cubic centimetres there are in one layer. || * Identify situations where cubic metres are used to measure volume
 * Recognises a need for a unit larger than the cubic centimetre || * Can you think of situations where you would use cubic metres to measure volume?
 * How many cubic centimetres are their in one layer of the cubic metre model?
 * How many cubic centimetres are there in ten layers? How did you discover this? || * Materials to build model: plastic sticks, tape
 * A metre ruler ||
 * **Activity 3: Swimming pool construction (Nat)**

**Aim:** for students to estimate and measure the volume of a swimming pool in cubic metres.

Students will be given a proposal for the construction of a swimming pool in the school, and will work collaboratively to estimate then measure the volume. They will be given the depth of the swimming pool, however will need to decide on the length and width of the swimming pool, using the cubic metre model.

Once students have decided on the dimensions of the swimming pool, they will be required to calculate the volume. || * Estimates the number of cubic metres in a variety of objects e.g swimming pool (//Applying Strategies)//
 * Uses the abbreviation for cubic metre
 * Uses the cubic metre as a formal unit for measuring larger volume || * Can you estimate how many cubic metres you think the volume of the swimming pool will be?
 * What are some ways we can accurately measure the volume of the swimming pool?
 * Can you explain why it may be easier to measure in cubic metres rather than cubic centimetres? || * Worksheet
 * Pens
 * Cubic metre model
 * Markers ||
 * **Activity 4: Claustrophobia (Pip)**


 * Aim:** to use the cubic metre models and estimate how many students will fit in a cubic metre.

Students will estimate then measure how many students will fit in the cubic metre model. They will arrange themselves inside the metre cube several different ways before they record the final results.

They will then estimate how many students will fit in the swimming pool by using this information and the volume measured in the previous activity. || * =====Estimates how many students will fit into the cubic metre models.===== > > ===== ===== || * How many students do you think will fit in a cubic metre?
 * Recording estimation using cubic metre as a formal unit eg. m³
 * Estimate how many students will fit in the pool.
 * How will you work out how many students will fit in the swimming pool?
 * || * Worksheet
 * Pens
 * Cubic metre model
 * Markers ||
 * **Activity 5: Decimal Notation (Pip)**

Aim: Students fill in worksheets that convert measurements of capacity and volume using decimal notation to three decimal places, as well as using the formal unit of measuring in either litres, millilitres, centimetres, or metres. || * Convert measurements from various units, to either smaller or larger units, by using decimal notation
 * students convert measurements of volume and capacity to three decimal places. || * which unit of measurement is bigger, litre or millilitre?
 * Is metre or centimetre a bigger unit of measurement?
 * how do we convert measurements into either smaller or larger units?
 * why is it important to use decimal notation? || * Worksheet
 * Pens ||
 * **Conclusion: Test your understanding**


 * Aim:** to demonstrate understanding about the key concepts covered in the lesson.

Students will individually complete the worksheet “What have you discovered about volume and capacity?” Once finished, the group will discuss any questions that may arise relating to the lesson. || * Reflects on different concepts about volume and capacity (//Reflecting)//
 * Recognises the differences between volume and capacity
 * Understands the correct units to measure volume and capacity || * What did you learn from this lesson?
 * Which activity taught you that?
 * Which activities did you like or dislike? Why? || * Test your understanding worksheet (see appendix 2)
 * Pens