Area and Volume 

KLA(s):	Mathematics	KLA Head:	Ms Jones	
Subject(s):	Mathematics	Subject Head:	Mr Smith	
Year Level(s):	9	Topic:	Area and Volume	
Duration:	3 Week(s)	Term(s):	2	
Author:	Mr Black	Team:	Mr Black	
	
UNIT OVERVIEW	
	
IDENTIFYING CURRICULUM	
Students will calculate surface area and volumes of prisms. We will use a spreadsheet to find surface areas and volumes. 	
SCOPE	
	
Sequence of Learning Experiences	
No.	Length	Description	
LE1	3 weeks	Calculating surface area and volume	
ASSESSMENT ACTIVITIES	
Type	Activity	Description	
Written	Assignment	Use a spreadsheet to find minimum surface area and a maximum volume.	
OTHER NOTES	
Students will calculate surface area and volumes of prisms. We will use a spreadsheet to find surface areas and volumes. 	

UNIT RATIONALE	
	
ENVIRONMENT	
Classroom climate:	Help students understand that attitudes and perceptions related to classroom climate influence learning 
Help students develop their ability to use their own strategies for gaining acceptance from their teachers and peers 
Have students identify their own standards of comfort and order 	
Classroom tasks:	Help students understand how specific knowledge is valuable 
Help students be clear about the directions and demands of the tasky	
HABITS OF MIND	
Characteristics:	Gather data through all senses - Use your natural pathways! Pay attention to the world around you Gather data through all the senses; taste, touch, smell, hearing and sight.
Thinking interdependently - Work together! Being able to work in and learn from others in reciprocal situations. Team work.	
Development:	Use in class activities to introduce and explore determined habits of mind which align with specific organisers for this course of study.	
LITERACY	
Organiser	Sub-organiser	Year	Indicator	
Reading and Viewing	Textual Features	9	Make and support meaning within and across texts by knowing and understanding textual features that: structure texts including hybrid texts, represent ideas and relationships including statements; questions and commands of different lengths to create particular effects; a range of clauses; extended noun and verb groups; modal nouns; verbs and adverbs to intensify, appreciate, evaluate and make judgments; theme and rhyme; and active and passive voice, represent ideas visually through diagrams, maps, graphs, photographs, cross-sections, perspective and gaze and signal relationships between ideas, including a range of connectives and conjunctions that compare, contrast, sequence, extend ideas and show relationships such as problem and solution	
NUMERACY	
Organiser	Sub-organiser	Year	Indicator	
Measurement	Measurement of attributes	9	Identify the area of a shape Identify the amount of space inside a prism and the capacity of a prism	
ICTs	
Area	Skill	
Spreadsheets	Enters data (labels, values) in a cell	
Spreadsheets	Uses sum formula and undertakes basic calculations	
Spreadsheets	Investigates formulas, create 'if statement' formulas	
Spreadsheets	Interprets data from an existing spreadsheet	
Spreadsheets	Generates complex graphs eg. bar, column, line, scatter	

CURRICULUM FOCUS	
SEQUENCING LEARNING	
Mathematics: Year (8-9)

Students build on their existing understandings of mathematical concepts and can relate mathematics to real-life and purely mathematical situations. Through engagement in familiar and unfamiliar, and simple and complex, mathematical investigations they understand that mathematics is a way of thinking, reasoning and working that is used to develop solutions to questions, problems and issues posed by themselves and others. They recognise the application of mathematics in a large number of fields that provide career opportunities.

LEARNING EXPERIENCE	
LE1 (3 weeks) 	
Calculating surface area and volume	
DIMENSION 2 STRATEGIES	
Declarative Knowledge	Process	Teaching Guide	
Constructing meaning:	Help students to understand what it means to construct meaning 
Three-minute pause 
Opportunities for students to discover new information independently 		
Organise and store:	Generalisations 
Symbols and substitutes 		
Actvities used to help Acquire and integrate:	By completing exercises in the text book. By completing an assignment requiring the calculation of volume and surface area of a water tank.		
Procedural Knowledge	Process	Teaching Guide	
Constructing models:	Help students to understand the importance of constructing models 
Written and/or graphic representations of skill or process being learnt 
Teach students to mentally rehearse the steps involved in a new skill or process 		
Shape and internalise:	Help students understand the importance of internalising procedural knowledge 
Help students understand the importance of shaping procedural knowledge 
Help students establish a practice schedule 
Demonstrate and create opportunities for students to practice using the important variations of the skill and process 		
DIMENSION 3 STRATEGIES	
Process	Teaching Guide	
Comparing and Contrasting 	Students will compare the the volumes and surface area of different cylinders with different heights and radii. They will draw a graph to make this comparison easier.
	
DIMENSION 4 STRATEGIES	
Process	Teaching Guide	
Investigation 	Students will investigate how maximum volume differs to minimum surface area	

ASSESSMENT OVERVIEW	
	
Task	Learning Experience	Assessable Element	A	B	C	D	E	
AA1 - Assignment	 - Calculating surface area and volume	Communicating						

RESOURCES	
No resources for this unit