EDUC5462

Maths Curriculum 1 Assessment 2

James Harris 10322326

YEAR 9 MATHS PROGRAM

Theme: Sustainable Water Supplies
Areas: Measurement;
Time: 3 weeks
Lessons: 12 (4 x 1 hour classes per week)
Assessments: 1 formal test;
2 investigation reports (1 small, 1 large);
Ongoing homework questions.
Textbooks: EM9: Cambridge Essential Mathematics for the Australian Curriculum
Gold (primary textbook)
Year 9 Achievement Standard:
According to the Western Australian Curriculum: Mathematics, by the end of this learning
program, students:
Calculate areas of shapes and the volume and surface area of right prisms and cylinders;
Perform calculations to determine perimeter and area of quadrilaterals;
Name the features of circles and calculate the areas and circumference of circles;
Makes sense of the mean and median to describe and interpret data; and
Construct back-to-back stem-and-leaf plots.







Guide to Program
DIFFERENTIATION Indicates material that can be differentiated to allow for students of varying levels.
(LIT) Indicates embedded literacy capability within activity.
(NUM) Indicates embedded numeracy capability within activity.
(ICT) Indicates embedded ICT capability within activity.
(CCP) Indicates embedded cross-curriculum priority within activity.

Major summative indicated in bold.
ASSESSMENT Other summative in italic.
Formative in plain text.

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

Outcomes
Lesson

AC Teaching/learning activities to achieve each lesson Materials, resources and

Specific Objectives Assessment Opportunities
outcome/objective safety notes

Understand that water is a non- Introduction to Topic Student: observe student participation in
renewable resource; Introduce thematic topic of Sustainable Water Supplies using PPT presentation Laptop with MS Word activity;
Identify shapes existing in the real- and statement matching exercise to generate class discussion and awareness Camera phone monitor students verbal
world serve functional purposes. regarding global water availability; (CCP) Teacher: responses throughout class
Introduce learning topic of Measurement. Ask students to share previous Computer and projector discussion.
ACMMG217, ACMMG218

knowledge about perimeter, area, volume, etc. in pairs. Give them time to
ACHGK063, ACMMG216,

PPT presentation providing

discuss and then share and compile on the whiteboard. statement matching exercise to
Activity: Scavenger Hunt students work in pairs to find three examples outside generate discussion
and inside the classroom of 2D and 3D shapes (that relate to the topics) and Additional containers and shapes
1 photograph the shapes. Students upload photos into word and use insert for scavenger hunt
shapes function to highlight composite features of the shapes identified. (ICT)
Seating plan
(NUM)
Class Discussion: ask students why they selected their shapes and how we can
relate them to the topics of measurement and sustainable water supplies.
Active Closure: introduce electronic diary. Students to answer key questions for
the lessons in diary.

H/W: students to get a copy/photograph of their last two household water bills
for the next lesson.
WEEK 1

Appreciate that water usage in Your Use of Water Student: observe student participation in
society varies depending on the Introduction video explaining water use across the world. Change units for Water bill from home activity;
availability of water; students from gallons to litres for greater understanding. Worksheet monitor students verbal
Calculate mean, mode, median, https://www.youtube.com/watch?v=2pXuAw1bSQo [3:28] Mini-whiteboard responses throughout class
lower quartile and upper quartile Activity/discussion: Students to brainstorm activities that use water in the Teacher: discussion.
(revision); household, in pairs. Give them time to discuss and then share and compile on Spare water bills for students who
ACMSP283, ACMSP282

Construct stem-and-leaf plots the whiteboard. Get students to estimate how much water each activity uses. forget/cant access water bills
(revision); Activity: Household Water Use students to utilise their water bills to complete
Calculate the average use of water worksheet and calculate total water use for two bill cycles, average water use
2 per person in a typical Australian per bill, average water use per day and average water use per day per person in
home. their household. (NUM) (LIT)
Discussion: compile students results on whiteboard and ask questions to elicit
discussion regarding range of results. Get students to calculate class mean,
median and mode of water use per day per person. Construct stem-and-leaf plot
of results on the whiteboard by questioning students plot characteristics. (NUM)
Compare student values with the typical water usage of people in remote
communities where water is scarce. (CCP)
Active Closure: students answer cloze passage using mini-whiteboard.

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

Investigate challenges to water Investigation: Walking for Water Student: observe student participation in
availability; Introduction: Introduce investigation and Tanzania Project. Show video Investigation worksheet investigation;
Describe the differences in https://www.youtube.com/watch?v=LPPA_rz6UXA (watch until 5:00) (ICT) 5 litre buckets, water supply, stop monitor students verbal
peoples access to water between Note: relate water situation to remote Australian communities also. (CCP) watch responses throughout class
countries; Investigation: Water Carrying get students to estimate how long they think it discussion;
ACHGK063, ACSSU222, ACMMG195

Teacher:
Scale length measurements and will take the to carry ten litres of water 5 km. In groups of four, students use Tape measure Assessment 1 Mini-investigation
use appropriate units of buckets and stop watch to work out the average time taken to carry 10 litres of Laptop with Excel worksheet to be completed for
measurement for length. water 50 m and 100 m (each student to take turns as water carrier and calculate homework and collected in lesson
average). Students proceed to complete table on worksheet to extrapolate how 5. (NUM) (LIT)
long it would take to walk 500 m or 5 km. (NUM) (LIT)
3 Class discussion: Teacher compiles student average into Excel spreadsheet and
compute average student walk time for 50/100 m. Question students to elicit
steps required to calculate walk time for 5 km walk. (ICT)
Elicit discussion regarding ways to decrease the walk time. Possible ideas:
o Create a shorter walking path from water source to village;
o Pipe the water source to the village.
o Create a new water supply (like a tank) closer to the village;
Active Closure: students answer key questions using mini-whiteboard.

H/W: Flipped classroom students to watch four 5-minute videos revising

perimeter/circumference and area of 2D shapes.
WEEK 1

Calculate area and perimeter of 2D Revision: Perimeters and Areas of Shapes Student: observe student participation in
shapes using formulas; Introduction: Visual proof of area of a circle EM9, Chapter 6A-6D investigation;
Investigate relationship between https://www.youtube.com/watch?v=whYqhpc6S6g [1:19] Tic-tac-toe worksheet monitor students verbal
circumference, area and diameter DIFFERENTIATION: Tic-Tac-Toe Activity: Students choose to complete two to Laptops responses throughout class
of circles; three revision activities from nine possible options (NUM). Options include: Teacher: discussion.
Solve real-world problems using o Exploring area of rectangles using MAB blocks; MAB blocks,
perimeter and area of 2D shapes. o Exploring circumference of circles by unrolling tape;
Sticky tape
o Exploring relationship of circumference and area of circles by breaking circles
into equal triangular segments;
ACMMG196, ACMMG197

o Exploring area of shapes using GeoGebra (ICT);

o Exploring area of circles using inscribed polygons;
o Calculations involving areas and circumference of circles;
4 o Calculations involving areas and perimeters of non-curved shapes;
o Exploring perimeter of famous landmarks;
o Exploring square pegs in round holes and round pegs in square holes.
Active Closure: Students use electronic diary to answer key questions for the
lesson.

H/W: Students to complete assorted EM9 questions from Chapter 6A to 6D.

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

Understand that partitioning Areas of Composite Shapes Student: observe student participation in
composite shapes into rectangles Introduction: Take students with notepads and pens outside to school play area. EM9, Chapter 6E activity;
and triangles is a strategy for Ask students to draw the approximate shape of the play area (oval, basketball Cardboard composite shapes, monitor students verbal
solving problems involving area; courts, etc.). Ask students how they would estimate the total area they have scaffolded worksheet, scissors, responses throughout class
Calculate the area of composite drawn. coloured pencils/highlighters discussion;
shapes; o Homework peer marking (back in classroom) Teacher: homework peer marked and
Solve real-world problems by Activity: Calculate Area of Composite Shapes Students provided with cardboard Aerial photography of the school checked by teacher.
calculating area of composite showing composite shapes. Students work in pairs to calculate areas of the Metre ruler
shapes. composite shapes by cutting the composite shapes into rectangles, triangles or
curved shapes and calculating individual areas.
ACMMG216

DIFFERENTIATION:
5 o Support: provide scaffolded worksheet for guiding students through the
activity. Provide less advanced composite shapes for students who are having
difficulty;
o Extension: provide more advanced composite shapes with complex curved
surfaces.
Class Activity: How large is the school play area? Project image of the school onto
the whiteboard and get students to break down the school into composite
shapes. As a class calculate the play area of the school. Why would we want to
calculate this area?
Active Closure: students answer key questions using electronic diary.
WEEK 2

H/W: Students to complete EM9 questions 2, 3, 4 (odd only), 5, 7, 8 and 9 (odd)

on p. 325-329 for homework (will be checked in class next lesson).

Define the total surface area of a Surface Area of Prisms Student: observe student participation in
prism as the total area of all the Introduction discussion about real-world problems involving surface area; how EM9, Chapter 6F activity;
faces of the prism; much icing do we need for a rectangular cake? Polydron kit, worksheet for monitor students verbal
Analyse 3D nets to calculate o Homework peer marking activity, rulers responses throughout class
surface area of prisms; Demonstration: demonstrate deconstruction of nets using Hot Maths widget Rulers, calculators, sticky tape discussion;
Solve real-world problems by https://www.hotmaths.com.au/lessonSection/displayWidgetFullScreen.action? homework peer marked and
calculating surface area of prisms. mediaId=45 504 (ICT) Teacher:
Laptop, link to Hot Maths checked by teacher.
ACMMG216, ACMMG218

Activity: Deconstruction of Nets students are to work in pairs with Polydron kits Wrapping paper, present worksheet completed in activity to
to construct and deconstruct nets and calculate the surface area by breaking the be collected and marked.
Un-iced rectangular cake, icing
Polydron shapes up into composite shapes to calculate individual areas and
6 summing them up. A worksheet is provided for scaffolding, if required; (NUM)
DIFFERENTIATION:
o Support: suggest less advanced students begin with cube and move onto to
more difficult nets;
o Extension: provide more advanced nets for advanced students.
Group Discussion: Calculating Surface Area to Solve Real-world Problems How
much icing do I need to finish my cake? Question students to elicit discussions
relating surface area concepts to real-world application.
Active Closure: students answer cloze passage using mini-whiteboard.

H/W: Students to complete EM9 questions 3, 4, 5 (odd only), 7 and 9 on p. 331-

334 for homework (will be checked in class next lesson).

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

Recognise that the surface area of Surface Area of Cylinders Student: observe student participation in
a solid is the total area of all the Introduction PPT slideshow of structures that are cylindrical. Include water EM9, Chapter 6G activities;
faces of the solid; tanks to highlight relevance to theme! (ICT) Pre-constructed nets, worksheet monitor students verbal answers
Analyse pre-made 3D nets to o Homework peer marking for activity, rulers to questions through class;
calculate surface area of cylinders; o Elicit definition of a cylinder from students; Rulers, calculators, sticky tape, homework peer marked and
Solve real-world problems by Activity: Deconstruction of Cylindrical Nets students are to work in pairs to rectangular presents. checked by teacher.
ACMMG216, ACMMG217

calculating surface area of deconstruct nets and calculate the surface area by breaking the net up into its Teacher:
cylinders. composite shapes to calculate individual areas and summing them up. A Laptop, PPT slideshow with
worksheet is provided for scaffolding, if required; (NUM) cylindrical structures
7 Activity: Wrapping Presents students estimate and then attempt to calculate Wrapping paper.
how much wrapping paper they require to wrap a rectangular present. Students
cut their calculated amount of paper and then proceed to attempt to wrap the
present.
Active Closure: students answer key questions using electronic diary.

H/W: Students to complete EM9 questions 1, 4, 5, 6, 8 and 9 (odd only) on p.

338-340 for homework (will be checked in class next lesson).


WEEK 2

Understand that the volume of a Volume and Capacity of Prisms Student: observe student engagement with
prism is the amount of space Introduction How much popcorn can I take into the cinemas? Use empty Laptops online application;
inside the three-dimensional containers and MAB blocks to demonstrate how to calculate capacity of each EM9, Chapter 6H monitor students verbal
object; container. Confirm capacity using measuring jug and popcorn (make popcorn Volume worksheet responses throughout class
Recognise the difference between before class): discussion;
Teacher:
volume and capacity; o Elicit definition of volume and capacity from students; homework peer marked and
Popcorn maker, popcorn,
Derive and calculate the volume of o Homework peer marking.
ACMMG216, ACMMG217

measuring jug checked by teacher.

right prisms. Activity: Deriving Volume of a Prism students work in pairs to complete
MAB blocks, empty containers
worksheet and derive relationship between prism dimensions and volume by
using interactive volume applet.
8 http://www.shodor.org/interactivate/activities/SurfaceAreaAndVolume/ (ICT)
Activity: Scaling Volumes students work in pairs on laptops to investigate how
changes in linear dimensions of prisms impacts its volume.
http://www.scootle.edu.au/ec/viewing/L2316/index.html (ICT)
Active Closure: students answer key questions using mini-whiteboard.

H/W: Students to complete EM9 questions 2, 4 (odd), 7, 8, 10 and 11 on p. 344-

347 for homework (will be checked in class next lesson).

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

Understand that the volume of a Volume and Capacity of Cylinders and Prisms Student: observe student participation in
prism or cylinder is the amount of Introduction: How to guess the number of jellybeans in a jar! EM9, Chapter 6I investigation;
ACMMG216, ACMMG217, ACMMG218 space inside the three-dimensional o Homework peer marking Investigation worksheet, Assorted monitor students verbal
object; Discussion: whiteboard derivation of volume of a cylinder. Revise concept of containers, measuring jugs, tape responses throughout class
Recognise the difference between volume and capacity as related to prisms. Elicit students to view similarity of measure discussion;
volume and capacity; prisms and cylinders and infer volume of cylinder. Teacher: homework peer marked and
Derive and calculate the volume of Investigation: Estimating, Calculating and Confirming Capacity working in Jar filled with jellybeans checked by teacher.
prisms or cylinders. groups of three, students are provided with a variety of shapes, a water source
9 and a measuring jug. Students are required to make an estimate of the capacity
of the container, take measurements using the tape measure to calculate the
actual volume and then use the measuring jug to confirm the capacity by using
measuring jugs to fill the container with water. (NUM) (LIT)
Active Closure: students answer key questions using electronic diary.

H/W: Students to complete EM9 questions 2, 3 (odd), 4 (even) 5, 7 and 9 on

p. 348-351 for homework (will be checked in class next lesson).

connect the volume and capacity Bringing it all Together: Which Solution Should We Implement? Student: observe student participation and
WEEK 3

of 3D shapes to solve real-world Introduction: Re-introduce Tanzanian village from lesson 3 with a PPT slideshow Investigation Worksheet verbal responses during
problems; Investigation: What is the most effective way to alleviate the village water discussions while completing
solve practical real-world supply? Teacher: investigation;
problems involving surface area of o Students are tasked with investigating a number of different solution options PPT slideshow; Assessment 2 Theme
ACMMG216, ACMMG217, ACMMG218

3D shapes. and using measurement concepts learnt to determine the most viable Investigation worksheet to be
solution. Solutions include water tanks of different shapes and sizes, that may completed for homework and
or may not need to be painted, new walking tracks from existing water collected in two weeks. (NUM)
sources that require pavement or installation of pipes to deliver water (LIT)
requiring excavation of in-situ material. Students work through investigation
and decide on what they think will be the most effective solution.
10 o Students can communicate with one another while working on the
investigation to aid in the development of ideas but work final work to be
submitted is individual.
o Students wont finish the investigation in class and are required to take home
to complete.
Active Closure: students answer key questions using electronic diary.

H/W: Students should be studying for their test tomorrow. Investigation

worksheet is due in two weeks.

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

Measurement Test Student: Assessment 3 Measurement

ACMMG216,
ACMMG217,
ACMMG218
Activity: 15-minute Mathematica revision N/A test (LIT) (NUM)
11 Activity: 40-minute test (LIT) (NUM) Teacher:
Mathematica revision slideshow
Student tests

connect the volume and capacity Excursion: Mundaring Weir Student: observe student participation in
WEEK 3

of 3D shapes to solve real-world Introduction: Students meet at school for bus trip to Mundaring Weir Backpacks with standard excursion activities;
ACMMG216, ACMMG217,

problems; Activity: No. 1 Pump Station tour of the first team pump station at Mundaring classroom stationery; monitor students verbal
explore how human management Weir opened in 1903. Activities include the Water Corporation Waterwise Lunch. responses throughout excursion;
ACSSU222

of water impacts the water cycle; school program Permission slips Student worksheets to be collected
12 explore the effects of contact Activity: Calculate the capacity of the Mundaring Weir students are given aerial Teacher: following excursion.
along the Darling Scarp. photography of Mundaring Weir. Students need to break down calculation into Student worksheets, aerial
numerous steps, initially working out area of C.Y. OConnor lake by breaking photography of Mundaring Weir;
down complex shape into numerous composite shapes and summing composite Excursion list
areas. Assumptions must be made about average depth of the weir to calculate
Day program
capacity.

Year 9 Water Supplies and Measurement

EDUC5462 Maths Curriculum 1 Assessment 2
James Harris 10322326

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Year 9 Water Supplies and Measurement