Unit Plan B

Grade 9 Academic Mathematics
LESSON #1
Measurement and Geometry
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be reviewing Pythagoras Theorem. Students will be investigating
how to get the equation of Pythagoras Theorem. They will then solve problems involving the
application and uses of Pythagoras Theorem
OVERALL EXPECTATIONS
Solve problems involving the measurements of two-dimensional shapes and the surface
areas and volumes of three-dimensional shapes
SPECIFIC EXPECTATIONS:
I.
Relate the geometric representation of the Pythagorean theorem and the algebraic
representation + =
II.
Solve problems using the Pythagorean theorem as required in applications
LEARNING GOALS:
I WILL recognize a right angle triangle and know when to use Pythagorean theorem
I WILL solve problems using Pythagorean theorem
ASSESSMENT STRATEGIES:
Diagnostic (for) assessment for each student as they will complete a quiz for me to assess
their prior subject knowledge
Formative (for) assessment for each student as to their engagement in doing the work,
using anecdotal observations
LESSON OUTLINE:
INTRO
1. Diagnostic assessment
BODY
2. Introduction investigation to derive Pythagorean theorem
3. Problem based lesson involving examples of how to solve problems using Pythagorean
Theorem
CONCLUSION
4. Seatwork where students will complete a worksheet
RESOURCES:
Textbook - Nelson Principles of Math 9, 2008
https://www.youtube.com/watch?v=CAkMUdeB06o
Worksheet from Pre-Algebra with Pizzazz pages 156-157
LESSON #2
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be looking at problems involving composite shapes. Students will
be calculating the perimeter and area of composite shapes, which is a figure that can be
divided into more than one basic figure with an emphasis on enhancing literacy skills. This
lesson also places an importance on an interior design and constriction application
I.
Relate the geometric representation of the Pythagorean theorem and the algebraic
representation 2 + 2 = 2
II.
Solve problems involving the areas and perimeters of composite two-dimensional
shapes (i.e., combination of rectangles, triangles, parallelograms, and circles)
LEARNING GOALS:
I WILL identify a problem that involves a figure made up of more than 1 shape
I WILL solve for the area and the perimeter of a composite shape
Formative (for) assessment for each student as to their engagement in the Jigsaw activity
and how well they perform explaining concepts to their classmates, using anecdotal
observations
Formative (as) assessment for each student as to their completion of yesterdays
homework as I will go around and check to see who completed it
LESSON OUTLINE:
INTRO
1. Check yesterdays homework for completion
2. Warm-up questions based on yesterdays work about Pythagorean Theorem
3. Hand out a large composite shape and have students break into smaller figures for
visual learners to see a composite shape and how it can be broken into smaller ones
BODY
4. Problem based on how to solve a composite shape with an application to interior design
and construction for a real life application to peak students interest in a future career
5. Jigsaw activity based on how to solve a composite shape in various ways where
students explain to others how they solved the given example
CONCLUSION
6. Frayer Model where students discuss a composite shape and explain their findings to
the class, to enhance student understanding and literacy
7. Worksheet with problems about composite shapes with an application to design and
construction that will be collected tomorrow to view students understanding
RESOURCES:
http://www.edugains.ca/resources/LearningMaterials/TIPS/tips4rm/grade9applied/Unit1_Mea
surement2d3d.pdf
Frayer model idea came from Think Literacy: Cross-Curricular Approaches, Grades 712 Mathematics, Grade 10-12 page 22-25
LESSON #3
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be doing an investigation into the optimum area and perimeter of
rectangles. They will be applying their math knowledge using a variety of tools in order to see
that the optimum area and perimeter is a square
Determine, through investigation, the optimal values of various measurements
I.
Determine the maximum area of a rectangle with a given perimeter by constructing a
variety of rectangles, using a variety of tools, and by examining various values of the
area as the side lengths change and the perimeter remains constant
II.
Determine the minimum perimeter of a rectangle with a given area by constructing a
variety of rectangles, using a variety of tools, and by examining various values of the
side lengths and the perimeter as the area stays constant
III.
Pose and solve problems involving maximization and minimization of measurements of
geometric shapes and figures
LEARNING GOALS:
I WILL determine the maximum area of a rectangle with a given perimeter
I WILL determine the minimum perimeter of a rectangle with a given area
I WILL determine and realize that in order to optimize a rectangle, I achieve a square
Formative (for) assessment for each student as to their engagement in the activities
performed to determine the optimal area and perimeter, using anecdotal observations
Formative (as) assessment for each student as to their completion of yesterdays
homework as students need to present their homework before admittance into class
LESSON OUTLINE:
INTRO
1. Check yesterdays homework for completion
2. Warm-up questions based on yesterdays work about composite shapes
BODY
3. Frozen Skating Rink worksheet, with geoboards, to teach lesson on optimizing area,
with a city planning curricular approach
4. Doggy Day Care worksheet, with geoboards, to teach lesson on optimizing perimeter,
with a construction curricular approach
CONCLUSION
5. Seatwork where students will complete pg. 432 #4, 6, 7, 10 in textbook
RESOURCES:
http://www.edugains.ca/resources/LearningMaterials/TIPS/tips4rm/grade9applied/Unit2_
MeasurementOptimization.pdf
LESSON #4
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be looking at and solving problems involving the surface area and
volume of prisms. Students will be deriving formulas and determining the optimum values of
this shape and should be able to use the equation given to solve problems
Determine, through investigation, the optimal values of various measurements
I.
Identify, through investigation with a variety of tools, the effect of varying the
dimensions on the surface area [or volume] of square-based prism and cylinders, given
a fixed volume [or surface area]
II.
Develop, through investigation, the formulas for the volume of a pyramid, a cone, and
a sphere
III.
Solve problems involving surface area and volumes of prisms, pyramids, cylinders,
cones, and spheres, including composite figures
LEARNING GOALS:
I WILL understand the equation for surface area and volume and understand where
they come from
I WILL use the surface area and volume formulas to solve problems involving a prism
Formative (for) assessment for each student as to their engagement in the popcorn
activity performed for the surface area and volume of prisms, using anecdotal
observations
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about optimal area and perimeter of a
rectangle
BODY
2. Popcorn Prisms activity where students determine a more optimal volume of a
rectangular prism. Do this by folding a sheet of paper the long way and another the
short way and see which one holds more popcorn, along with other questions (HOTS of
Blooms Taxonomy)
3. Show class the net of a rectangular and triangular prism and explain how you achieve
the volume and surface area formula of the prism based on the shapes of the net
CONCLUSION
4. Seatwork where students complete pg. 515 #1a, 2b, 3, in textbook and read pg. 514
5. Show What You Know of two questions dealing with todays work that students must
present before the start of tomorrows class
RESOURCES:
http://illuminations.nctm.org/uploadedFiles/Content/Lessons/Resources/6-8/PopcornAS-Prisms.pdf
LESSON #5
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be looking at how to obtain the optimum volume of a rectangular
prism through an investigation and use of the graphing calculator. Students will use their
knowledge gained and help from the graphing calculators to determine the greatest volume
possible in a rectangular prism when given a certain surface area
Determine, through investigation, the optimal values of various measurements.
I.
II.
Pose and solve problems involving the maximization of measurements of geometric
shapes and figure
III.
LEARNING GOALS:
I WILL see the relationship and varying effects of a rectangular prism when given a
surface area and trying to find the greatest possible volume
I WILL use the graphing calculator and other techniques to solve problems involving
optimization of rectangular prisms
Formative (for) assessment for each student as to their engagement in the activity
involving prisms with the use of graphing calculators, using anecdotal observations
Formative (as) assessment for each student as I provide feedback on their entry slips that
they give me. This provides a way for them to see what needs to be fixed to do better (if
necessary), and I get to see where the students are in terms of their learning
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about the calculation of the surface area
and volume of rectangular prisms
BODY
2. Pose the following problem, We have a surface area of 6002 to sell popcorn in a
square based prism. What dimensions will create the greatest possible volume?
3. As a class we are going to solve this problem, using graphing calculators. We will have
a height from 1-20 cms and re-arrange the volume formula to solve for the height
4. Multiple steps and procedures need to be done, which you will go over with the
students step-by-step on a graphing calculator on the smart board
CONCLUSION
RESOURCES:
LESSON #6
Wade Shasky
DATE:
MAIN IDEA OF LESSON

volume of a cylinder. Students will be deriving formulas and determining the optimum values
of this shape and should be able to use the equation given to solve problems
I.
II.
a sphere
III.
LEARNING GOALS:
I WILL understand the equation for surface area and volume and understand where
they come from
I WILL use surface area and volume formulas to solve problems involving a cylinder
Formative (for) assessment for each student as to their engagement in the lesson
performed for the surface area and volume of cylinders, using anecdotal observations
LESSON OUTLINE:
INTRO
1. Warm-up question based on work about optimal dimensions of a rectangular prism
2. Derive the formula for the area of a circle. State we need to determine the area of a
circle to determine how many pizzas we need to order for a party
3. Give out circles, and have them cut into pieces and lay them across, interlapping them
so it starts to form a rectangle
4. By showing this, you can use the length of the rectangle, which is r, and the width
represents r, then we have = 2 thus deriving the area of a circle
BODY
5. Derive volume formula of cylinder by saying if we stack circles on top of each we
achieve a height, thus multiplying height by the area of a circle we have the volume
6. Show students video found in references which shows the net of a cylinder and by
doing this explain and show how we get the surface area formula of a cylinder
CONCLUSION
7. Seatwork where students will complete pg. 515 #1c, 2d, 5 in textbook
8. Exit Slip for students to complete based on todays lesson before leaving class
RESOURCES:
http://www.mathopenref.com/cylinderarea.html
LESSON #7
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be looking at how to obtain the optimum volume of a cylinder
through an investigation and use of the graphing calculator. Students will use their knowledge
gained in this unit and help from the graphing calculators to determine the greatest volume
possible in a cylinder given a certain surface area
I.
II.
shapes and figure
III.
LEARNING GOALS:
I WILL see the relationship and varying effects of a cylinder when given a surface area
and trying to find the greatest possible volume
I WILL use the graphing calculator and other techniques to solve problems involving
optimization of cylinders
Formative (for) assessment for each student as to their engagement in the optimization
activity involving cylinders with the use of graphing calculators, using anecdotal
observations
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about the calculation of the surface area
and volume of a cylinder
BODY
2. Pose the following problem, We have a surface area of 6002 to sell popcorn. We
want to determine what dimensions will create the greatest possible volume, and will it
be greater than the square based prism?
3. As a class we are going to solve this problem, using graphing calculators. We will write
down a height from 1-20 cms and re-arrange the volume formula to solve for the
height
4. Multiple steps and procedures need to be done, which you will go over with the
students step-by-step on a graphing calculator on the smart board
CONCLUSION
RESOURCES:
LESSON #8
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be participating in a review period to practice skills of what they
have learned so far in the unit. This lesson is to give the students an opportunity to ask
questions and work with other classmates to better understand the material in the lesson. Once
this is done, a quiz will be administered to the class for the teacher to assess the students
knowledge of the subject matter.
I.
shapes and figure
II.
shapes (i.e., combinations of rectangles, triangles, parallelograms, trapezoids, and
circles)
III.
LEARNING GOALS:
I WILL solve for the perimeter and area of a composite shape
I WILL use the surface area and volume formulas to solve problems involving prisms
and cylinders
Formative (for) assessment for each student as to their engagement in the review activity
practising their knowledge, using anecdotal observations
Summative (of) assessment for each student as the quiz they write will be marked,
counting towards their overall grade
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about optimal dimensions of a cylinder
BODY
2. Students will be partaking in a review period to practice skills and prepare for a quiz.
3. The review is a Placemat Activity where students will be in groups of 4. Teacher asks a
question and EVERY student will solve the question in their section of the placemat
4. Once every student has solved their answer, as a group they write a final answer in the
middle of the page and the teacher comes around to check their answer
5. If the group is correct, they get the next question, if not, they continue to work
6. The game is over once all questions have been answered, about 6
CONCLUSION
7. Students will complete a quiz for the teacher to mark and asses how well the students
understand what has been taught
RESOURCES:
Placemat activity was adapted from idea that came from Think Literacy: CrossCurricular Approaches, Grades 7-12 Mathematics, Grade 10-12 page 66-71
LESSON #9
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be looking at and solving problems involving the surface area of
pyramids and cones. Students will be looking at these shapes and should be able to use the
equation given to solve problems involving these calculations
I.
II.
Determine through investigation, the relationship for calculating the surface area of a
pyramid
III.
LEARNING GOALS:
I WILL understand the equation for surface area of pyramids and cones and understand
how they were formulated
I WILL use the surface area formula to solve problems involving a pyramid
I WILL use the surface area formula to solve problems involving a cone
Formative (for) assessment for each student as to their engagement in the lesson being
conducted, using anecdotal observations
LESSON OUTLINE:
INTRO
1. Hand back to students quizzes that they completed yesterday with marks and feedback
2. Go over the solutions with the students so they know where they may have gone wrong
and so they can learn from their mistakes
BODY
3. Show students the net for a square based pyramid and ask them what they notice.
4. They should notice that we have the number of triangles equal to the number of sides
as the base and they can easily calculate the area of one triangle and then just multiply
that by the number of triangles to make up the peak
5. Then calculate the area of the base, add that with the triangles, and you have the
formula for the surface area of a pyramid
6. Now show the net of a cone and go over with students how to achieve the formula for
the surface area of a cone
CONCLUSION
7. Seatwork where students will complete Pg. 454 # 2-5, 7ab, 13 in textbook
RESOURCES:
LESSON #10
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be looking at and solving problems involving the volume of
pyramids and cones. Students will be looking at these shapes and should be able to use the
equation given to solve problems involving these calculations.
I.
II.
a sphere
III.
LEARNING GOALS:
I WILL understand the equation for volume of pyramids and cones and understand how
they were formulated
I WILL use the volume formula to solve problems involving a pyramid
I WILL use the volume formula to solve problems involving a cone
Formative (for) assessment for each student as to their engagement in the warm up and
activities being conducted to derive the volume formulas, using anecdotal observations
LESSON OUTLINE:
INTRO
1. Warm-up question based on yesterdays work about the surface area of pyramids where
we will calculate the surface area of the great pyramids in Egypt for a Historical
application, as you can give a story of how they were built
BODY
2. First, we are going to derive the formula for a pyramid
3. Start by showing the class a square based pyramid and a cube. The bases will be of the
same dimensions and ask, How many pyramids can we fit in this cube?
4. Once you get some guesses, get a student to fill up the pyramid with rice and pour it
into the cube. Get the student to see that 3 pyramids fill the cube, which is why the
volume formula is 1/3rd that of a cube
5. Repeat the steps with a cone and a cylinder and students will see that the cone volume
formula is 1/3rd that of a cylinder, for the visual learners
6. Solve some problems involving the calculation of the volume of pyramid and cones
CONCLUSION
7. Seatwork where students will complete Pg. 464 # 1-3, 6-10 in textbook
8. Show What You Know of two questions dealing with surface area and volume of a
pyramid and a cone that students must present before the start of tomorrows class
RESOURCES:
Pyramids of Egypt story found at http://www.touregypt.net/featurestories/pyramids.htm
LESSON #11
Wade Shasky
DATE:
MAIN IDEA OF LESSON

volume of spheres. Students will be deriving formulas of this shape and should be able to use
the equations given to solve problems
I.
a sphere
II.
LEARNING GOALS:
I WILL understand the equation for surface area and volume of sphere and understand
how they were formulated
I WILL use the surface formula to solve problems involving a sphere
I WILL use the volume formula to solve problems involving a sphere
activities conducted to derive the formulas for a sphere, using anecdotal observations
Formative (as) assessment for each student as I provide feedback on their entry slips that
they give me. This provides a way for them to see what needs to be fixed to do better (if
necessary), and I get to see where the students are in terms of their learning
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about volume of pyramids and cones
BODY
2. Start by having students read aloud, Eureka! The Story of Archimedes and the
Golden Crown for reading literacy and historical connections to the lesson
3. Ask the students what this means and how it may relate to the volume of spheres. Once
you get some answers, show the students a video, second link in resource section
4. Explain that this is how the volume for a sphere was derived
5. Now go over the surface area formula for a sphere by explaining it is 4 times the area
of a circle because it encompasses 4 cross-sections going through the diameter
6. Solve some problems involving the calculation of the volume and surface area of a
sphere
CONCLUSION
7. Seatwork where students will complete Pg. 470 # 2, 6, 7, 9a, 14 in textbook
RESOURCES:
Archimedes story found at http://www.longlongtimeago.com/once-upon-a-time/greatdiscoveries/eureka-the-story-of-archimedes-and-the-golden-crown/
https://www.youtube.com/watch?v=h4j8l3p22e8
LESSON #12
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be participating in a review period to practice skills of what they
have learned since the last quiz. This lesson is to give the students an opportunity to ask
questions and work with other classmates to better understand the material in the lesson. Once
this is done, a quiz will be administered to the class for the teacher to assess the students
knowledge of the subject matter.
I.
LEARNING GOALS:
I WILL use the surface area and volume formulas to solve problems involving
pyramids, cones, and spheres
Formative (for) assessment for each student as to their engagement in the review activity
practising their knowledge, using anecdotal observations
Summative (of) assessment for each student as the quiz they write will be marked,
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about surface area and volume of
spheres, by looking at the dimensions of planets for a science application
BODY
2. Students will be participating in a review period to practice skills and prepare for a quiz
3. The review is a Scavenger Hunt Activity. Create 6 groups of students and hand out to
each group 1 of 8 questions you have created. EVERY student in the group will have to
try and solve the questions and the group needs to find a consensus of what they
believe is the answer
4. The group will then get up and try to find that answer posted around the room on an
envelope, where the next question is hidden.
5. There will be extra answers around the class to make it more challenging for students
6. The game is over once all 8 questions have been answered
CONCLUSION
7. Students will complete a quiz for the teacher to mark and asses how well the students
understand what has been taught
RESOURCES:
Scavenger Hunt activity was adapted from idea that came from
http://handsonaswegrow.com/32-ways-kids-can-go-on-scavenger-hunts/
LESSON #13
Wade Shasky
DATE:
MAIN IDEA OF LESSON

volume of composite 3D shapes. Students will be applying their knowledge to solve problems
involving 3D composite shapes, which is a figure that can be divided into more than one basic
figure
I.
LEARNING GOALS:
I WILL identify a problem that involves a 3D figure made up of more than 1 shape
I WILL solve for the surface area of a 3D composite shape
I WILL solve for the volume of a 3D composite shape
the RAFT activity conducted, using anecdotal observations
LESSON OUTLINE:
INTRO
1. Hand back to students quizzes that they completed yesterday with marks and feedback
2. Go over the solutions with the students so they know where they may have gone wrong
and so they can learn from their mistakes
BODY
3. Go over some examples of problems that involve 3D composite shapes, while keeping
the students involved and asking them questions on how to solve the problems
4. Then tell students we will be doing a RAFT activity. Students will partner up and
pretend they are composite shapes
5. As a group, they will be these composite shapes and create a comic strip, using
Bitstrips, describing an application of 3D composite shapes to someone. An example
could be, a silo talking to a farmer on how much paint he needs to cover the silo, to
incorporate technology and literacy into the classroom
6. The students need to describe a problem and in their comic strip and they must describe
the math on how to solve the given problem
CONCLUSION
7. Allow students to work on their comic strip, which they will continue and present
tomorrow
RESOURCES:
http://www.bitstripsforschools.com/
RAFT idea from Susan Robinson
LESSON #14
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be completing their Bitstrip comics they started on yesterday. Then
students will present their ideas to the class to work on their oral communication skills
I.
LEARNING GOALS:
I WILL solve for the surface area of a 3D composite shape
I WILL solve for the volume of a 3D composite shape
I WILL present my ideas clearly and effectively about 3D shapes
the RAFT activity conducted, using anecdotal observations
Summative (of) assessment for each student to the quality of work and understanding
they provided in their Bitstrip and how effectively they communicate their ideas to the
class, using a rubric
LESSON OUTLINE:
INTRO
1. Warm-up questions based on yesterdays work about 3D composite shapes
BODY
2. Allow students time to finish working on their Bitstrip comic that they started working
on yesterday
CONCLUSION
3. Have students present their comic strip to the class and explain their problem and the
math required to solve the problem involved in the comic strip
4. Put up the students work around the class to display their creative ideas
RESOURCES:
http://www.bitstripsforschools.com/
RAFT idea from Susan Robinson
LESSON #15
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be practising their acquired knowledge in the unit in order to solve
problems in a group activity. Then students will solve EQAO multiple choice questions to help
them prepare for EQAO which they need to write this year
I.
II.
LEARNING GOALS:
I WILL apply all my knowledge to solving problems that I was taught this unit
I WILL apply my knowledge and solve the EQAO multiple choice questions
Formative (as) assessment for each student as I collect their student answer sheet for the
multiple choice EQAO questions and mark them. I will give the answers back to them
marked so they can see how well they performed and I will have an idea as well
Diagnostic (for) assessment to determine where students feel they are still struggling and
need help through a self-assessment
LESSON OUTLINE:
INTRO
1. Warm-up question that is a composite 3D shape of an Exploratorium for science
BODY
2. Students will be participating in a I haveWho has cooperative activity. The
game works by giving out to groups of students cards that have an I have(answer) and
a Who has(question)
3. This activity works by the teacher reading a Who has part of one of the cards. The
students must listen, working on their auditory skills, to solve the question that is asked
4. The group who has the answer in the I have section will yell out the answer and then
read the Who has section on their card, working on their oral communication skills
5. The game is over when all the cards have been answered or the class gets bored
6. Next, hand out to students some multiple choice EQAO questions with an answer sheet
they need to fill. This will provide students with practice and get them accustomed to
how they need to complete the EQAO test
CONCLUSION
7. When the EQAO is handed in, give the student a Self-Assessment checklist of all the
items they learned this unit. The idea is for the students to check off if they know the
material, need help, or have no idea for ideas of questions to ask in review period
8. If still time, have students work on questions that have been assigned already
RESOURCES:
http://www.eqao.com/en/assessments/grade-9-math/assessment-docs/g9-academicquestion-bklt-2015.pdf page 10
LESSON #16
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be practising their acquired knowledge in the unit in order to solve
an EQAO short answer question to help them prepare for EQAO which they need to write this
year. Then students will have time to work on problems and ask questions
I.
LEARNING GOALS:
I WILL apply my knowledge and solve the EQAO short answer question to the best of
my ability
Formative (for) assessment for each student as to their engagement in the take up of the
short answer EQAO questions and the rest of the lesson, using anecdotal observation
Formative (as) assessment for each student as I collect their work on the short answer
EQAO question and mark them. I will give the answer back to them marked so they can
see how well they performed and I will have an idea as well
LESSON OUTLINE:
INTRO
1. Hand back to students their multiple choice answer sheet marked
2. As a class take up the questions so that the students have all the answers
BODY
3. Hand out to students the short answer EQAO question. This will provide students with
practice and get them accustomed to how they need to complete the EQAO test
CONCLUSION
4. When the EQAO is handed in, assign to students the review work to help them prepare
for the unit test, so assign Pg. 484 #1, 2, 5, 7, 9-11, 14-21, 23-25
5. Just before the end of the class tell the students a little story to get them to listen and
think about an interesting problem, Three friends go to a restaurant and the bill comes
out to $30. They each pay $10. The manager reviews the bill and tells the waiter that
they were charged $5 too much. So the bill was actually $25, so the waiter needs to
give $5 back to them. The waiter says to himself, these people think the meal cost them
$30 so why not take some for himself. The waiter takes $2 and then gives each person
$1 back. Therefore, they have each paid $9 for their meal (since they originally paid
$10 and got a dollar back). So 9x3=27 and the waiter kept $2 for himself, so 27+2=29.
So where did the extra $1 go?
RESOURCES:
http://www.eqao.com/en/assessments/grade-9-math/assessment-docs/g9-academicanswer-bklt-2015.pdf page 8
LESSON #17
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will have a work period to practice and ask questions pertaining to
what was taught in this unit, as they have their unit test tomorrow. First, the EQAO short
answer will be taken up as a class and a review Jeopardy game will be played
Determine, through investigation, the optimal values of various measurement
I.
shapes and figures.
II.
Solve problems using the Pythagorean theorem, as required in applications.
III.
shapes
IV.
LEARNING GOALS:
Formative (for) assessment for each student as to their engagement in doing the seatwork
and Jeopardy game, using anecdotal observations
LESSON OUTLINE:
INTRO
1. Hand back to students their short answer EQAO question marked
2. Take up the question with the EQAO marking scheme so the students have the answer
BODY
3. Split the class into two teams. Play Jeopardy with the class on the smartboard with
questions that would help them review for the test, which are ones that students feel
they struggle with the most, based on their self-assessment
4. Keep score so that there is a winning team, since students love friendly competition
CONCLUSION
5. Let students have the rest of the class to do the review work from the textbook assigned
yesterday, while asking you for help, which was Pg. 484 #1, 2, 5, 7, 9-11, 14-21, 23-25
RESOURCES:
Jeopardy template for Smartboard found at
http://exchange.smarttech.com/search.html?q=%22jeopardy%22
LESSON #18
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be writing the unit test for the unit just taught. This unit test deals
with problems involving 2D and 3D shapes where they will calculate the surface area and
volume of various shapes and figures. This test will also deal with optimization
I.
shapes and figures.
II.
Solve problems using the Pythagorean theorem, as required in applications.
III.
shapes
IV.
LEARNING GOALS:
I WILL apply all my knowledge to solving problems that I was taught this unit by
completing the unit test to the best of my ability
Summative (of) assessment for each student as the unit test they write will be marked,
LESSON OUTLINE:
INTRO
1. Have students come into classroom and take their seats
BODY
2. Hand out and let the students complete the unit test
CONCLUSION
3. If students finish the test early have them sit quietly at their seat and hand them a
worksheet if they want something to work on
RESOURCES:
Worksheet found at http://geometrylhs.weebly.com/uploads/1/3/5/3/13533473/prealgebra_pizzazz.pdf page 142
LESSON #19-21
Wade Shasky
DATE:
MAIN IDEA OF LESSON

In this lesson, students will be completing an assessment task. This task is meant to implement
higher order thinking in students and challenge their skills. The students will have a few days
to complete the exemplar task
I.
II.
shapes and figures
III.
LEARNING GOALS:
I WILL apply my knowledge of optimal values and measurements to solve the task
I WILL use surface area and volume of a cylinder to help me solve this problem
I WILL solve this problem and apply my knowledge to the best of my ability
Summative (of) assessment for each student as the assessment task they write will be
marked, counting towards their overall grade, using a rubric
LESSON OUTLINE:
INTRO
1. Explain to students that they will be performing an assessment task
BODY
2. Hand out to students the problem, which asks them to design a perfume bottle in a
cylinder with a surface area of at most 150 2 and it must hold at least 100 mL of
perfume
3. They have 3 classes to work on this assignment and complete it
CONCLUSION
4. Collect the assignment at the end of each day
5. On the last day, if students are done early, have them sit quietly at their desks working
on a worksheet that you hand out to them which deals with what students will be
learning in the next unit, which deals with angles of 2D shapes
RESOURCES:
This activity, along with exemplars and a rubric, is from the Ontario Curriculum
Exemplars Grade 9 found in library or at
file:///C:/Users/Owner/Downloads/MPM1D_Exemplars_Perfume_Bottle.pdf
Worksheet can be found at http://www.mathworksheets4kids.com/quadrilateral/angle1.pdf with an answer key

Unit Plan B

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Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

Grade 9 Academic Mathematics

Measurement and Geometry

MAIN IDEA OF LESSON

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