FORWARD PLANNING DOCUMENT

TERM/WEEKS: TERM 2, WEEK 5 & 6 YEAR LEVEL: 7 LEARNING AREA/TOPIC: MATHEMATICS, MEASUREMENT & GEOMETRY

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: The class has a projector located at the front of the classroom, the teacher owns a laptop, each student has access to an iPad
(with the Maths300 app and the Volumize app) and all devices are connected to the Wi-Fi.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 5, Establish the  Able to decipher the ‘base’ Diagnostic: 1. Introduction/‘hook’: Quizizz activity:
Lesson 3. formulas for and ‘height’ of a triangle in Quizizz activity  Referring to a fictional map, students are to answer a set Quick 5 questions to
areas of order to solve for its area. assesses students of Quizizz questions regarding distances between two gauge student’s
rectangles, understanding of understanding of spatial
 Decipher the effects of points.
triangles and estimating and concepts. E.g. Which is
parallelograms, changing the area of a measuring  Hook the students using the Simpson’s YouTube video closer: a) art block and
and use these in triangle through altering distances and regarding google street view. math block, b) math
problem- its side lengths. coordinates. o Question: Year 7s, who here has used google block and English block,
solving (ACMMG1  Collaboratively investigate maps? What does it say once you’ve put in two c) science block and
59) shortest distances in Formative: locations down? (Transition question) English block.
 Understanding of
conjunction with the area
distance and [optional]
of a triangle. 2. Body:
shortest paths Use a fictional map for
 Appreciate the real-world  Get students to access the online collaborative worksheet the Quizizz activity and
activity.
context of finding an area (Google doc) and to keep the tab open for this activity. project it onto the board
 Understand the
using a local map and  Using Google Maps, students are to group together and as the students answer
real-world the Quizizz questions.
realising the ecological answer a set of worksheet questions regarding distances
context of
sustainability of travelling between two points.
sustainability
a ‘small area’. o Questions: How far is it from your house to the
through reducing YouTube:
school in km? Etc. Google Maps Prank –
the area of travel.
 Have the students upload their answer in the shared The Simpson’s funny
 Uploaded moment (show only the
Google Doc and display their answers on the projector.
answers on the first 2 minutes)
 Instruct students that they are to imagine that had to
shared google https://www.youtube.co
carpool with another group member to school, making
doc. m/watch?v=rOIYlDnuF1Y
sure they travel in a triangular path as they return back
home. Have students document the path taken to travel
from their house to their group member’s house, from Google Maps:
their group member’s house to the school and from the Using the Perth map,
school back home. students are to use this
 Have the students upload their answer in the shared in their first activity
involving shortest
Google doc.
distances and area of a
triangle
  Introduce the area of a triangle formula and get students https://www.google.co
to calculate the area of the triangle formed in their travel m/maps/place/Perth+W
path. A/@-
32.0376668,115.401077
 Again, have the students upload their answer in the
4,9z/data=!3m1!4b1!4m
shared Google doc and compare with one another the 5!3m4!1s0x2a32966cdb
area. Get students to pick up a different friend for their 47733d:0x304f0b535df5
carpool and repeat the process of finding the area. 5d0!8m2!3d-
 Students are to experiment with different pathways and 31.9505269!4d115.8604
to assess whether altering the sides of the triangle will 572
affect the area.
 State to the student that the smaller the area is, the less Google Docs:
fuel you are using to get to and from school. Used when students are
 Once the activity has concluded, students are to proceed to tabulate their answers
with book work applying the new formula of calculating on a shared document
the area of a triangle using base and height. and discuss their findings
as a class.
Conclusion:
 Students will then conclude with a reflection about the
relationship between the sides of the triangle and area in
pairs.
 Write homework in their diary.

Week 6, Establish the  Apply the formulas of Formative: Introduction/ ‘hook’: Maths300: Area of a
Lesson 1. formulas for triangle and parallelogram  The students’  Students are to investigate the Maths300: Area of a Triangle
areas of in problem – solving. ability to Triangle game individually before a class discussion is Students are to explore
rectangles, the effects of changing
 Able to find the area of a calculate the conducted.
triangles and the ‘base’ and ‘height’ of
triangle using angles. triangulated area
parallelograms, a triangle to alter its
and use these in  Able to decipher the between major area.
Body:
problem- parallelogram into its cities.
 Inform the students that they are to be ‘mathematics
solving (ACMMG1 ‘base’ and ‘height’ and  The students’ Google Maps:
spies’ for this lesson.
59) solve for the area. ability to Using the map of the
 Students are to scan the QR code on the projector world, students are to
 Appreciate the real-world calculate the area
using their iPad to access their ‘mission’. The QR code get distances between
context of finding an area of the
is linked to a math investigation word document major cities for their
by using a world map. parallelogram in
involving areas and parallelograms. main activity.
their ‘mission’
 The students will receive a mission that instructs
them to use google map to triangulate broken
  The Socrative satellites above three ‘major cities’ and to document QR Code:
quiz the areas of the triangulations. Students are to use a QR
 Students will need to walk around the classroom and code to receive their
mission. This is used to
scan one of the many random QR code which will
get everyone’s attention
task them with the three major cities they need to simultaneously.
triangulate.
 After students have fixed their satellites in their three They are also to use the
major cities, they are tasked in fixing a fourth broken QR codes to get their
satellite (which forms a parallelogram) and to assigned major cities to
triangulate. This gets
calculate the new area.
students to get up from
 Once the activity is done and have been discussed, their seats and keep
students will move on to bookwork, applying the two them awake.
new formulas to calculate area of triangles using
angles and area of parallelogram. Socrative exit game:
Mainly to assess the
students’ understanding
Conclusion: of the lesson content
 The class will end with a quick Socrative quiz and to be able to record
regarding the areas of triangles and parallelogram a collective data.
where students will work individually. The quiz will
also have one question regarding area of a rectangle
which will act as a diagnostic question for the next
lesson (lesson 2).
 Students are to write their homework in their diaries.

Week 6, Calculate  Realise the connection Diagnostic: Introduction/ ‘hook’: QR Code:

Lesson 3. volumes of between solving for the The recap of the  Recapitulation of last two lessons’ formulas to find Students are to use a QR
rectangular area and volume of a 2D last two lessons to the area of a triangle, rectangles and parallelogram code to receive their
prisms (ACMMG1 gauge whether through a class discussion. mission. This is used to
and 3D rectangle.
60) students get everyone’s attention
 Able to estimate the  Introduce the students to the volumize app and let
remember what simultaneously.
volume of an organic they learned them explore the app for 5 minutes on their iPads.
shape by deconstructing it regarding finding Volumize App:
into geometric shapes. area. Students are to use this
Body: app to create an
 Able to apply the volume  Students are to scan two QR coded on the projector
Formative: estimate of the volume
formula for rectangular
 Their on their iPads to start their second ‘mission’ of the of their heads using
prisms in problem-solving. week. The first QR code leads to the investigative rectangular prisms.
understanding of
estimation of
 Appreciate the use of volume when worksheet for the lesson and the second QR code
rectangular prisms in using the sends the student to the Volumize app. Khan Academy:
estimating the volume of Volumize app.  Students are informed that they are tasked to create Homework worksheet
https://www.khanacade
3D objects.  Students’ a clone of themselves for a secret mission. The first
my.org/math/basic-
understanding of step to cloning is to figure out the volume of their geo/basic-geo-volume-
the volume head using the Volumize app. sa/volume-rect-
formula through  Using the Volumize app, students will have to break prism/a/volume-of-
bookwork and down their organic head shape into rectangular rectangular-prisms-
class discussions. components and figure out the total volume. review
 Socrative exit  Students are to discuss with the person next to them
Socrative quiz:
quiz. their technique and approach in using rectangular A quick quiz to close the
prisms to fit the shape of their heads (did they use lesson, getting the
vertical or horizontal prisms and why?) students to apply the
 QUESTION: does this give an accurate calculation formula for volumes that
of the volume of your heads? It is more of an they learned in problem-
solving situations.
estimate.
 Once the activity is done and the discussion has
ceased, students will pay attention to the board as
we explore the volume of a rectangular prism. They
will then continue to do bookwork applying what
they have learnt from their ‘mission’ and from the
board.

Conclusion:
 Hand out Khan Academy worksheet for homework.
 Socrative exit quiz.
 Estimate the volume of the teacher’s desk as a class
on Socrative and the student who gets the closest
volume will get a reward.