Teaching Mathematics in Middle and

Upper Primary - EDUC5505

Assignment One

Sandy Luc
2053 0304

LESSON PLAN 1 - UNITS OF MEASUREMENT

Year Level/s:

Year 5

Curriculum Area:
(e.g. Mathematics)

Mathematics

Date:

19/8/2013

Time Period:

9:30 - 10:15

Australian Curriculum Links (Mathematics)

Measurement & Geometry
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Specific Lesson Learning Goals
1) Children will be able to distinguish and explain the differences between length, capacity and mass
2) Children will be able to identify the correct unit of measurement to measure different objects
3) Children will be able to read and interpret different units of measurement with accuracy
Students Prior Knowledge:
Understand that different objects have different units of measurement
Exposure to the physical concept of measurement (e.g. length of their ruler, amount of water in their bottles) and
recognise that certain objects can have each or all of these characteristics
Knowledge of and proficiency with using different equipment for measurement of different objects (ruler, tape
measure, scales, measuring jug)
Preparation: (classroom layout, resources, groupings)
Students participate in a class activity, work as groups then move onto individual work
Teacher to group students according to ability levels (decided from prior observations and formative
assessment), then assign a number to each student to facilitate class discussion later
Measurement Flashcards (see appendix 1.1)
Smartboard with internet connection
Blank Bingo cards (3x3 grid paper) and counters
Proficiencies
Understanding: Students are describing units of measurement, connecting them to what they represent and are
comparing and ordering the mass, capacities and lengths of different objects
Fluency: Students are choosing appropriate units of measurement according to the object they are given,
estimating the approximate values of these and check reasonableness of this with group members
Problem solving: Students are communicating with each other to make appropriate choices to solve the given
question
Reasoning: Students are asked to compare and justify their answers
Differentiation
High ability students
Ask about the composition of units
e.g. How long is a metre? How many centimetres forms a metre?
Lower ability students
Teachers carry out ability grouping when forming groups. Teacher to present this group with more basic objects
and provide assistance with examples and scaffolding.

Time:
3 mins

Lesson Progression
1) Introduction
Engage students by asking the class to stand up and arrange
themselves in height order. Ask how they decided where to stand.
Establish that today's lesson's focus is on the area of
measurement.

Comments/notes

2 mins

2) Pick out students who had similar heights from observation. Ask
how these students decided on how to arrange themselves, elicit
from students that they used estimation. Pose the question of
situations where estimation is acceptable and unacceptable.

Facilitate class
discussion

7 mins

3) Lesson Steps
Seat students. Randomly assign all children with picture cards that
have a picture of an object on them with the words "The capacity of
a...", "The weight of a..." or "The length of a...".
4) Tell students they are to find other students that have pictures of
the same category, then hold their picture and arrange themselves
in ascending order of their object's length/capacity/mass by
estimating.
Each group takes turns presenting themselves to the class and
children are asked if they agree or disagree, and explain any
disagreements.

2 mins

5) Show video: http://www.bbc.co.uk/learningzone/clips/readingscales/3143.html, which explains how different equipment is used

for measuring different things.

10 mins

6) Form children into 3 groups. Assign each group with the words
"length", "capacity" and "mass". Tell groups to discuss what the
word means, give examples of the units that measure these and
where they exist/where the children have seen them. Assign a
number from each group to share the group's findings with class.
Units to focus on: mm, cm, m, km, g, kg, mL, L.

Encourage students to
be critical in their
response

Ask if children have

any questions

Ensure to group
children with similar
ability

Focus question
When do you choose one unit over another to measure
something?
15 mins

7 mins

7) Guided practice
Give each group an item (e.g. a chocolate bar). Children are to
decide on the unit(s) used to measure the item, justify its suitability
and present examples of other objects that are measured using this
unit. Teacher to pick a number and the corresponding child from
each group shares their group's information.

Provide guidance or
challenge the students
as required

8) Conclusion
Conclude lesson with a "Units Bingo" game. Distribute blank bingo
cards and counters. Instruct children to choose the units and write
each unit of measurement into an empty space on their bingo
cards.

Write units of
measurement on
whiteboard for
efficiency

9) Teacher to then randomly call out statements to which students will

have to use their learnt knowledge to cross off the correct units on
the bingo card e.g. "What unit should I use to measure the length of
a basketball court?" Children try to get 3 in a row to call Bingo.

Can draw answers out

of hat to ensure
fairness

Informal Assessment of Student Outcomes

What will you assess?

How will you assess? What evidence will you collect?

Children's ability to compare different lengths, masses

and capacities

Observation of how students complete the given task

and whether instructions are followed

Children's ability to recognise the different units of

measurement explain the differences between each
of them

Listen to responses to focus questions that students

give and how answers are justified
Making anecdotal notes on different children's
understanding

Appendix 1.1 - Measurement Flashcards

The length of a...

The length of a...

The length of a...

The length of a...

The length of a...

The length of a...

The length of a...

The length of a...

The weight of a...

The weight of a...

The weight of a...

The weight of a...

The weight of a...

The weight of a...

The weight of an...

The weight of a...

The capacity of a...

The capacity of a...

The capacity of the...

The capacity of a...

The capacity of a...

The capacity of a...

The capacity of a...

The capacity of a...

LESSON PLAN 2 - PERIMETER

Year Level/s:

Year 5

Curriculum Area:
(e.g. Mathematics)

Mathematics

Date:

20/8/2013

Time Period:

9:30 - 10:15

Australian Curriculum Links (Mathematics)

Measurement & Geometry
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
Specific Lesson Learning Goals
1) Children will be able to describe the meaning of "perimeter"
2) Children will be able to identify the different dimensions of an object (length, width and height)
3) Children will be able to calculate the perimeter of rectangular objects
Students Prior Knowledge:
Knowledge of and proficiency with using different equipment for measurement of different objects (ruler, tape
measure)
Perform basic calculations involving the operations of addition and multiplication
Prior use of trundle wheels
Preparation: (classroom layout, resources, groupings)
Pair students up according to how teacher perceives children's understanding
Lesson starts from inside the classroom, moves to outdoor settings and concludes in the classroom
1cm grid paper
Tissue box
Smartboard with internet connection
Tape measures
School Measurements worksheet (2 versions) - Appendix 2.1 and 2.2
Trundle wheels
Proficiencies
Understanding: Students are identifying the different dimensions of objects and describing how these are
obtained
Fluency: Students calculate the perimeter of objects and choose appropriate and efficient ways to achieve this
Problem solving: Students are using learnt knowledge and applying it in authentic contexts
Reasoning: Students are estimating reasonable figures to find solutions to given problems
Differentiation
High ability students:
With regards to outdoor activity, ask the students to make an estimate of the perimeter by taking steps around
the perimeter of the court/oval etc., then measure the approximate length of their step. Use this finding to
estimate the approximate perimeter. These students will have a slightly modified worksheet which incorporates
space to record their estimations (See appendix 2.1)
Lower ability students
Ask students to work in pairs. One student measures the length of the oval/court using trundle wheel, the other
student measures the width of the court. This provides extra scaffolding and allows the 2 students to assist each
other while other students will complete the activity independently.

Time:
3 mins

Lesson Progression
1) Introduction
Perform a quick revision of previous lesson on units of
measurement. Play online "Measures" game with class on
Smartboard, available at
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/
measures/index.htm

5 mins

2) Introduce the terms "length", "width" and "height". Ask if students

can guess where these words are derived from, and whether they
look similar to other words they know. Students to discuss by
"Think Pair Share" method. Establish that the words are nouns
from the adjectives "long", "wide" and "high", and demonstrate by
using a tissue box.

5 mins

3) Lesson Steps
Instruct each child to choose one object in the classroom and
measure these dimensions, then record the measurements in their
Maths books. Teacher to use the answers as quick formative
assessment of children's understanding.

Comments/notes
Give opportunity for all
students to contribute

Ask if children have

any questions

Provide guidance if
needed

2 min

4) Once seated again, introduce "Perimeter". Show snippets from

Perimeter video from
www.brainpopjr.com/math/measurement/perimeter/ to highlight
concept.

Show relevant parts of

video only

10 mins

5) Distribute grid paper to students and tell them they will be working
out the perimeter of their own names. Ask the children to write their
names onto the grid paper, using one grid for each letter so that a
rectangle is formed. Calculate the length and width of their name
and find the perimeter. Stress that each grid is 1cm in length.

Demonstrate with
example of own name
on board so that
students are clear on
instructions

6) Ask children to guess who they think has the longest perimeter.
How did they get to their answer?
Focus questions:
Besides addition of all 4 sides, can they think of any other methods
of calculating perimeter?
Do we have to measure all the sides of a rectangle to find
perimeter?

Facilitate class
discussion

Guide students to
correct answers, do
not simply give correct
answers

Establish other ways of calculating and ask children to write in their

books e.g. adding width to height and double, or twice the length
plus twice the width.
15 mins

5 mins

7) Distribute worksheets and trundle wheels and take children

outdoors on schoolgrounds. Instruct children to investigate
perimeters of things around the school (oval/playground/courts).
Students do this activity either independently or with another child,
depending on children's understanding.
8) Conclusion
Bring children back to the classroom. Briefly reflect on how the
outdoor activity strengthened or challenged their understanding,
and any difficulties they encountered.
9) Conclude with quick whole class game. Teacher to give instructions
such as "Make me a rectangle with a perimeter of 16 children",
ensuring each child has a turn.

Assist students as
necessary

Engage students with

reflection, prompt if
necessary

Informal Assessment of Student Outcomes

What will you assess?

How will you assess? What evidence will you collect?

Children's ability to recognise the dimensions of

different objects and measure them correctly with
appropriate equipment

Observation of how students complete the given

tasks and whether instructions are followed

Children's ability to calculate perimeter using different

strategies
Children's ability to correctly use vocabulary such as
dimension, length, width and height

Making anecdotal notes on students' understanding

Listen to responses to focus questions that students
give
Making sure every child has the opportunity to
physically participate in the perimeter calculation
activity
Collection of completed worksheets

Appendix 2.1 - School Measurements

School Measurements
Area

Estimate

Actual

Grass
oval

Length

Length

Width

Width

Length

Length

Width

Width

Length

Length

Width

Width

Length

Length

Width

Width

Length

Length

Width

Width

Length

Length

Width

Width

Basketball
court

Playground

Assembly area
building

Whole school

Choose your own

Perimeter

Appendix 2.2 - School Measurements

School Measurements
Area

Measurement

Grass
oval

Length

Width

Basketball
court

Length

Width

Playground

Length

Width

Assembly area
building

Length

Width

Whole school

Length

Width

Choose your own

Length

Width

Perimeter

LESSON PLAN 3 - AREA

Year Level/s:

Year 5

Curriculum Area:
(e.g. Mathematics)

Mathematics

Date:

21/8/2013

Time Period:

9:30 - 10:15

Australian Curriculum Links:

Measurement & Geometry
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
Specific Lesson Learning Goals
1) Children will be able to describe area and explain its practical applications
2) Children will be able to calculate the area of rectangles via various strategies
Students Prior Knowledge:
Understand that different objects have different units of measurement based on their dimensions
Perform basic calculations involving the operations of addition and multiplication
Knowledge of and proficiency with using geoboards
Preparation: (classroom layout, resources, groupings)
Spare worksheets related to content that has been learnt in class for students who finish earlier and have a
better grasp of the concept
Smartboard with internet connection
Geoboards and rubber bands
Lets Investigate worksheet (appendix 3.1)
Farmer Jack & Jill's Sheep worksheet (appendix 3.2)
Grid paper
Proficiencies
Understanding: Students are identifying and describing practical applications of area in real life
Fluency: Students are using the ability to recall of formulas associated with area to create rectangles with certain
dimensions
Problem solving: Students are interpreting information to deduce formulas and using it to find different solutions
to problems, such as maximisation of area given a figure for perimeter
Reasoning: Students are comparing information from tables and investigating patterns to formulate a method to
calculate area and solve problems
Differentiation
Geoboard Activity
High ability students
In addition to focusing on area, incorporate perimeter into the activity as well
For example, instruct students to create as many rectangles as possible with a perimeter of 10 units on the
geoboard, or as many rectangles as possible with an area of 12 units squared.
Lower ability students
For those who require scaffolding, give simpler tasks. Modify the difficulty of the tasks by instructing them to
make smaller rectangles and provide clear demonstration if students are unclear.
Worksheet Activity
Extension activity for high ability students: Challenge students with "Farmer Jack and Jill's Sheep" worksheet

Time:
3 mins

2 mins

5 mins

Lesson Progression
1) Introduction
Start with a quickfire revision activity to recap previous lesson on
perimeter. In their Maths books, ask children to draw as many
rectangles as they can with a perimeter of 24cm. Ensure all lengths
and widths are labelled and include a written calculation to
demonstrate how each shape's perimeter is found.

Comments/notes
Collect Maths books
after class to assess
understanding

2) Hold up a notepad or exercise book up against the whiteboard for a

brief moment. Ask children to estimate how many textbooks are
needed to cover the entire whiteboard. Establish that this would be
a time-consuming task to physically arrange the books onto the
whiteboard to find the answer, and there mightn't be enough books.
Tell the class that today's lesson will help solve this.
3) Lesson Steps
Explain that we are working out the "area" of the whiteboard with
that task. Define area. Conduct "Think Pair Share" on students.

Listen to and facilitate

discussions

Focus questions:
Why is area important?
What are some real life examples where you would need to find
area?
In a rectangle, what do you notice about the relationship between
the lengths of the sides?
10 mins

4) Use "Percentage Paint" tool from http://www.oswego.org/ocsdweb/games/PercentPaint/ppaint.html to draw rectangles on

Smartboard. Construct a table next to rectangles to display their
dimensions and resulting area in tabular form (see appendix 3.3).
Ask children if they can see any patterns and discover the formula
to find area. Children copy this table into their maths books.
5) Demonstrate that the formula is Area=LengthxWidth and show this
from information obtained from the table. Highlight the significance
of the unit used to describe area (units squared) e.g. Ask whether
centimetre or metre squared is more suitable to describe area of a
netball court. Stress the significance of this and the big difference it
makes!

10 mins

6) Distribute geoboards to students. Give different instructions based

on students' level of ability (as described in "Differentiation" above)
as well as general statements e.g. make a rectangle with the
smallest/largest possible area, another with 10 square units etc.

Provide guidance if
needed

Provide clear
explanation on how
table is interpreted
Ask if children have
any questions

Modify instructions
accordingly

Focus questions:
Can 2 shapes have the same perimeter but different areas?
Can 2 shapes have the same area but different perimeters?
Is there a relationship between the perimeter and area of a shape?
10 mins

7) Hand out worksheet (appendix 3.1) for students to complete, with a

focus on the concept of rectangles of the same area having
different dimensions. High ability students/fast finishers complete
2nd worksheet (appendix 3.2)

5 mins

8) Conclusion
Conclude area lesson with Area Bingo.
Distribute grid paper to students. Instruct them to draw 5
rectangles, each with varying areas from 1cm2 to 18cm2. Teacher
to call out random dimensions one at a time until a student has all
of their rectangles covered correctly.

Give early finishers the

prepared worksheet

Keep a checklist to
check for
understanding and
fairness

Informal Assessment of Student Outcomes

What will you assess?

How will you assess? What evidence will you collect?

Children's ability to demonstrate an understanding of

area; how to calculate it and its practical use

Listen to responses to focus questions that students

give

Children's ability to read and interpret information

presented on a table, and answer questions based on
data interpretation

Observation of how students complete the given task

and whether instructions are followed
Collection and marking of completed answers in their
Maths workbooks from quick formative assessment
activity
Collection and marking of completed worksheets

Appendix 3.1 - Area and Perimeter investigation

Let's Investigate!
A rectangle has area 36cm2

(Not drawn to scale)

1. Complete the table below to give the possible whole number

dimensions of the rectangle:
Length

Width

1cm
2cm
3cm
4cm

2. Which rectangle has the largest perimeter?

..cm by ..cm
3. What is the perimeter of the rectangle with the smallest
perimeter?
..cm

Appendix 3.2 - Area and perimeter problem solving

Farmer Jack & Jill's Sheep

Farmer Jack needs to build a fence for his sheep.
He builds a rectangular enclosure like this:

4m + 20m + 4m +20m

His daughter, Jill, builds another fence for her sheep.

She builds a rectangular enclosure like this:

7m + 17m + 7m + 17m

How much fencing has Farmer Jack used?

How much fencing has his daughter Jill used?
Show your working.

Farmer Jack says to his daughter Jill, "That's not fair. Your sheep have
more grass to eat than my sheep do".
Jill replies, "That can't be true. Mine can't have more grass because we
both used the same amount of fencing".

Is Jill correct? Do Farmer Jack and Jill's sheep have the same amount of grass to eat?
Show your working.

Farmer Jack has 48 metres of fencing and wants to find out the biggest rectangular fence he can
make so that his sheep have the greatest amount of grass to eat. Can you help him?
Show your working.

Appendix 3.3 - Percent Paint tool and table of dimensions

"Percent Paint" tool from website

Examples of rectangles drawn by teacher

Table of dimensions

Rectangles

Length (unit)
2
3
3
4
5
8

Width
(unit)
1
2
3
2
3
3

Area
(units squared)
2
6
9
8
15
24

LESSON PLAN 4- APPLIED PERIMETER AND AREA

Year Level/s:

Year 5

Curriculum Area:
(e.g. Mathematics)

Mathematics

Date:

22/8/2013

Time Period:

9:30 - 10:15

Australian Curriculum Links (Mathematics)

Measurement & Geometry
Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)
Specific Lesson Learning Goals
1) Children will be able to apply knowledge of area and perimeter in a practical context
Students Prior Knowledge:
Understand that different objects have different units of measurement
Able to select appropriate units of measurement depending on context
Knowledge of the strategies used to calculate perimeter and area of rectangles
Perform basic calculations involving the operations of addition and multiplication
Preparation: (classroom layout, resources, groupings)
Introduction with whole class activity, move onto individual work and concludes with partnered activity
Teacher to pair students according to ability levels (decided from prior observations and formative assessment)
Post-it notes
Matching Dimensions flashcards (appendix 4.1)
Grid paper
Dice
Proficiencies
Understanding: Students are making connections between units of measurement, perimeter and area and
representing these in real life contexts
Fluency: Students are given tasks involving quick calculation and recall of prior knowledge (such as matching
activity and concluding game) and measurement vocabulary (dimension, width, area, etc)
Problem solving: Students are making choices to create and design their own backyard, which combines
calculation of both area and perimeter
Reasoning: Students are drawing upon ability to transfer and apply their prior knowledge to solving tasks that
involve measurement
Differentiation
High ability students
Give Area and Perimeter Jigsaw Activity to complete (appendix 4.2)
Lower ability students
Backyard design activity: Give an example backyard plan to provide guidance for them to construct their own.
They are allowed to use this pro-forma and change the dimensions

Time:

10 mins

Lesson Progression
1) Introduction
Revise previous lessons with a physical movement activity for
students. Give each student a sticky post-it note that they attach to
themselves when they go find the other 2 students they "belong"
with. Teacher to facilitate discussion and check off group matches.

Comments/notes

Make observations
and listen to
discussions

Sticky post-it notes will include:

-Pictures of rectangles with labelled dimensions
-A number that represents a perimeter
-A number that represents an area
10 mins

20 mins

2) Lesson Steps
When students are seated, consolidate the introductory activity by
giving students the "Matching Dimensions" flashcards that have
been pre-cut. Students are to match the cards and glue this into
their maths books (This gives children the opportunity to also
complete other groups' rectangles besides their own group)
3) Distribute grid paper to students. Explain to class that they are to
use all learnt knowledge about units of measurement, area and
perimeter to design their own backyard. Brainstorm possible things
to include in their backyard, and instruct students to use the grid
paper to clearly mark all dimensions, and calculate area and
perimeters.
(See example backyard design in appendix 4.3)

Provide guidance if
needed

Ask if children have

any questions
Provide guidance if
needed

Focus questions
What are some different ways to describe the size of your
backyard? Answers could include:
-Measuring the length & width
-Find the distance all the way around the outside edge of the
backyard
-Find the amount of space inside the garden
Students to complete the activity for homework if unfinished
5 mins

4) Conclusion
Students to pair up to play "Area War".
Each pair of students to play with 2 dice and 1 sheet of grid paper.
Children will take turn rolling the dice and drawing rectangles on
the grid paper based on their rolls, where the numbers represent
the dimensions of their rectangles.
Students aim to fill up as much area as possible, and the child who
claims the most "land" at the end of the game is victorious.

Give early finishers the

Area & Perimeter
Jigsaw activity

Pick a student to play

with and demonstrate
an example on the
board

Informal Assessment of Student Outcomes

What will you assess?

How will you assess? What evidence will you collect?

Children's ability to recall and use measurement

vocabulary in their discussion and written work

Observation of how students complete given tasks

and whether instructions are followed

Children's ability to transfer knowledge and apply it in

a practical sense and create a backyard with realistic
measurements

Listen to responses to focus questions that students

give
Making anecdotal notes
Collection and marking of completed tasks in their
Maths workbooks

Appendix 4.1 - Area and perimeter matching flashcards

RECTANGLE

PERIMETER

AREA

16 cm

15 cm2

14 cm

6 cm2

18 cm

20 cm2

18 cm

14 cm2

22 cm

30 cm2

5cm
3cm

6cm
1cms

4cm

5
cm

2cm

7cm

5cm
6
cm

RECTANGLE

PERIMETER

AREA

22 cm

28 cm2

22 cm

18 cm2

26 cm

42 cm2

20 cm

21 cm2

30 cm

56 cm2

7cm
4cm

9cm
2cms

6cm

7cm

3cm

7cm

7cm
8
cm

Appendix 4.2 - Area and perimeter jigsaw

Appendix 4.3 - My Backyard Design

My Backyard Design (example)

Storage Shed
Length & Width: 4m & 2m

Perimeter: 12m
Area: 8m2
Kennel
Length & Width: 1m & 2m
Perimeter: 6m
2

Area: 2m

Sandpit
Length & Width: 3m & 3m

Perimeter: 12m
Area: 9m2

16m

Patio
Length & Width: 4m & 7m

Swimming Pool

Perimeter: 22m

Length & Width: 4m & 6m

Area: 28m2

Perimeter: 20m
Area: 24m2

Fencing

10 m