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# Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level:8 Time:11:30-12:20 Date: 13/3/15

## Convert between common metric units of length, mass

and capacity
Connect decimal representations to the metric system

## Strand/Topic from the Australian Curriculum

Investigate the relationship between features of circles such

circle

## to solve problems involving circumference and

area (ACMMG197)
Choose appropriate units of measurement for area
and volume and convert from one unit to
another(ACMMG195)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

## Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures
Proficiencies:(Mathematics only)

## Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

## Recognise Pi as an irrational constant for all circles

Compute the area of a circle given its radius or diameter
Formulate strategies for solving real world problems

## Webquest page for student learning

o Make sure Youtube videos are operational
o All links and images are correct
Adequate computer access for students available

## Provision for students at educational risk:

Extension: Research into composite circle shapes
Assistance: Computer near front if require additional IT
help / listening troubles.
Allow for printouts of some activities if unable to use
computer for periods of time.

## LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Time

## Motivation and Introduction:

lesson 3.

Resources/References
Align these with the
segment where they will be
introduced.
http://ictmaths.weebly.co
m/lesson-3.html

## Introduction to topic of circles with Guangzhou Circle Building example as

motivation.
Set prior knowledge, outline learning
Lesson Steps (Lesson content, structure, strategies & Key Questions):

15

19

24

32

## Geogebra exercise following prior set up Weebly Webquest guide.

Key questions: Why is circumference undefined when diameter is 0?
What do column A and B relate to?
What do you notice about the values in column C?
Formula to link the circumference to diameter

https://www.geogebra.or
g/

Introduce watch pi video. Discuss learnt topics of how pi relates and what it is.
(Greek symbol, irrational number constant)

Area of a circle video. Reinforce learnt topics of how the area of a circle is
approximated as rectangle.
.
Students are to add the equation for the area of a circle to their word
document from previous lessons using the equation tool.

m/watch?
v=7Mz7xU3zZvk&t=45
m/watch?
v=YokKp3pwVFc

Using the Guangzhou Circle Building study, students work out total area of its
face, use estimation strategies to determine hollow circle area. Able to create
the area for an annulus.

45

## Backyard investigation. Students are to create a table in excel with important

data for each point. (Radius, area, circumference or perimeter.)

Image:
http://static.dezeen.com/
2014/01/GuangzhouCircle-doughnut-shapedskyscraper-by-JosephdiPasquale_dezeen_15_1
000.gif

## Lesson Closure:(Review lesson objectives with students)

Ask students what they learnt, key prompts: Area, circumference, strategy for
estimating lengths, able to identify pi.
50

## Transition: (What needs to happen prior to the next lesson?)

55

Students to complete any activities they didnt finish in this lesson to be ready
for composite shapes lesson next time. If done, take 3 pictures of circles that
they encounter in their life with labels.
Assessment: (Were the lesson objectives met? How will these be judged?)
Formative assessment in Guangzhou Circle Building answers and backyard
activity excel table.