Embedded Files
Syllabus indicators:
Syllabus indicators:
Students:
- Draw (in two dimensions) prisms, and solids formed from combinations of prisms, from different views, including top, side, front and back views
- Find the volumes of prisms with uniform cross-sections
Working Mathematically:
Working Mathematically:
- Students:
- Distinguish between solids with uniform and non-uniform cross-sections (Reasoning, Understanding)
- Recognise that the cross-sections of prisms are uniform using Sketchup as a visual representation (Understanding, Fluency)
- Compare the surface areas of prisms with the same volume (Problem Solving, Reasoning, Communicating)
Teaching and learning resources:
Teaching and learning resources:
Lesson goals:
Lesson goals:
By the end of the lesson, students should be able to:
- Use SketchUp to explain volume and cross-sectional areas
- Calculate volume of prisms and cylinders by applying the formula
- Draw 3-D solids (using Isometric dot paper)
Assumed knowledge:
Assumed knowledge:
Students can: (S4)
Lesson Sequence
Lesson Sequence
INTRODUCTION
INTRODUCTION
Revision
Revision
10:00 am
10:00 am
Description of the task:
The teacher checks yesterday's homework and pick out one mind-map example from a student to revise/refresh yesterday's lesson.
Transforming 2-D shapes to 3-D solids (LIT)
Transforming 2-D shapes to 3-D solids (LIT)
10:05 am
10:05 am
Introduction: 2- dimensional shapes and cross-sections
Description of the task:
A warm up activity for that the teacher asks students to identify common 2 -dimensional shapes and generate them into a 3-Dimensional shapes using a isometric dot paper (for students who have trouble drawing on blank paper) and label key features where appropriate and the teacher can ask students to build more layers as they work along i.e. step 4 and 5. Further, the teacher can ask students to label the features e.g: faces, vertices, edges, if in Lesson 1 students struggled with these terms. (AFL) (Communicating, Understanding)
Question(s) teacher can ask students:
- Can you/anyone add another layer to this? How can I add more layers to this so that the picture is fuller and more specific to what we are learning?
- Can you explain the characteristics/features in e.g. Step 3?
- Do you think the characteristics/features in Step 3 apply for the solid in Step 4 and 5?
Designed for teachers only.
Teachers use these shapes to ask students to generate to 3-D solids as shown below.
Step 1
Step 2
(Designed for teachers only.)
This is an example that the teacher can go through with the aid of students. This work is to be left on the board so students can add more steps into their workbook if needed. (AFL)
Source: Google images
Step 3
Step 4
Step 5
BODY
BODY
Activity 1: SketchUp (ICT)
Activity 1: SketchUp (ICT)
10:15 am
10:15 am
Activity 1: Volume and Cross-sectional area - ICT learning and in a computer lab (or laptops)
Description of the task:
The teacher instructs students to go onto SketchUp and signup to use the program for today's lesson. The goal of today's lesson is for students to record their working out using Snipping Tool or Prt Sc (Print Screen), that is, step-by-step of snaps of how a student generate a volume of a shape and how they split it up to generate its cross-sectional area. Students are expected to describe in words using the snaps so that anyone, when reading their work, will be able to replicate the steps and get to the same conclusion. (Understanding, Communicating)
Students will use SketchUp to generate different examples of right prisms e.g. cube, rectangular prisms, triangular prisms; and cylinders. They will investigate and explore how SketchUp works and using the tools provided, generate the cross-sectional area of these solids. (Understanding)
During this time, the teacher walks around to ensure students have support with the ICT and answering their questions. (AFL)
This is an extra resource to help students who is struggling to understand cross-sections. (Below)
Extra: Use PlayDoh and slice it is another way to help students.
Activity 2: Calculating Volume
Activity 2: Calculating Volume
10:30 am
10:30 am
Activity 2: Calculating Volume
Description of the task: Part I
On SketchUp, students use the solids that were made in the first half of the lesson to zoom into the size (big or small) that they want and choose a starting unit of measurement, whether it be cm or m, and calculate the volume of these solids using the volume formula. The teacher makes it clear that students are to redraw the solids in their book with full working out and that the teacher will come around to check. This is an individual task. (AOL) (Problem Solving)
Students can use the tape measure button and change the length unit to cm, m, or mm instead of inches.
Description of the task: Part II
Investigate if it is possible to have the same surface area but different volume. The teacher asks students to predict first. (Problem Solving, Reasoning, Understanding)
Question(s) the teacher can ask students:
- Where can this information be useful?
Designed for students.
Source: Cambridge HotMaths + Google SketchUpCONCLUSION
CONCLUSION
Consolidation
Consolidation
10:45 am
10:45 am
The teacher reiterate the key learning ideas for this lesson .
EXIT CARD
EXIT CARD
Draw a cylinder with any measurement of choice and calculate its volume. Correct to the nearest 3 decimal places.
Homework
Homework
The teacher sets this homework task for students to do and hand it in the next lesson.
Slicing-and-dicing.pdfPreparation for next lesson
Preparation for next lesson
The teacher asks students to take a picture of any street/road on their way home and in the picture, there must be objects (i.e. house, car, trees, bike) are in the picture and bring it to the next lesson.
Lesson evaluation questions
Lesson evaluation questions
- Were the students having difficulties navigating/using the Google SketchUp? If so, how did I work around the situation and what was the result?
- Was it an effective use of technology for this lesson? Were they engaged?
- Have students fully understand the cross-sectional area?
- Did the investigative task benefit student learning?
- Were the students able to achieve the learning goals?
- What considerations should I take into account so the next lesson can be improved ?
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