10:00 am

In a Think-Pair-Share activity, the teacher asks the students to think about some examples of the uses of volume in daily life and how do they define volume in their own word. Students record these in their workbook. (AFL)

In Stage 4 students would have been introduced formally the way of calculating volume, which is, applying appropriate volume formula to calculate prisms and cylinders. Hence, the next time students are to learn about volume is in this teaching program (Stage 5.2) so we will begin by activating students' prior knowledge through key vocabulary.

10:05 am

Activity 1: 'Sticky Situations' - revisiting key ideas

Description of task:

The teacher hands out to each student a stack of sticky notes and instructs students to write or draw one key concept and/or terminology that is related to volume on one sticky note and for each thing they could recall, they write on another sticky note. This is an individual task that aims for the teacher to assess students' prior knowledge on the topic. (AFL)

After 5 to 10 minutes, students form into groups of 3 or 4 students and group them into categories that they think fit best together. Next, students are asked to select concepts and/or terminologies that they think is the most important as a group and these will be discussed why as a whole class. (Communicating, Reasoning)

Question(s) the teacher can ask students:

• How are you categorising your key terms? What are your main headings?
• What did you have to think about while doing this activity?

10: 25 am

Activity 2: 'Vocal Vocabulary' - revisiting key vocabulary

Description of task:

In this part of the lesson, students are selected at random to participate in a showdown of who can explain vocabulary that they have previously learnt in Stage 4.

The teacher selects 4 random students to participate in-front or in the middle of the class and open up Quizlet (group activity). Students can go in a clockwise or an anti-clockwise direction, wherein, each student will look at the word on the flashcard and explain what the word means. However, it is like 'Hot Potato' where each student can only have 10-20 seconds to come up with an answer. Students have the opportunity to draw if they cannot express it in words and attempt to explain it.

If a student cannot explain a word then it goes to the next person, and if the student know then the game proceeds as normal until it reaches the person who had previously missed out on the word - he/she has to define the word they could not explain before and a new word. If all students do not know, the teacher then explains it to the whole class. After each student has one turn, another group of 4 randomly chosen students go up until all students have participated. (Communicating)

Question(s) the teacher can ask students:

• Why did you get it mixed up with this term?
• Which of these terms are you finding it the hardest to remember? and why?

Using the worksheet given, create a mind-map to show how these terms are linked together. Students can draw by hand or use Coogle.com

Students can refer to this tutorial video on how to use SketchUp. (assumed knowledge but if they need revision)

Youtube video: https://www.sketchup.com/

Students are to revise the following concept and bring these to the next lesson (if possible)

• Volume formulae of known solids
• Calculator, pencils and students' workbook
• Laptops (if there isn't a computer room available)