10:00 am

Description of the task:

The teacher asks students to take out their homework from the previous lesson. If there are common questions students got wrong. Asks students for feedback and revisit these questions.

10:10 am

Introduction: Composite Solids Around Us

Description of the task:

The teacher and students go around the school and investigate the solids they see around them. This lesson aims for students to draw relevancy to the mathematics that they are learning and for the teacher to see if students can use appropriate units e.g. a tree is in metre not centimetre. The teacher asks students to take photos of real-life objects that are made up of right prisms and/or cylinders and using appropriate equipment such as a measuring tape or by estimation to measure the dimensions of the objects to calculate their volume. (Problem Solving, Fluency)

Or the teacher can use the classroom as a learning space wherein students' stationary, school tables and desks, and windows are all made up of solids that they have learnt and asking students estimate or measure the dimensions and calculate the volume of these object.

When the class returns to the classroom, the teacher gets students to form into group of 3 or 4 to share their finding and discuss 2 questions as follow:

Key discussion questions:

• Explain why you chose that units of measurement
• What did you find, through this investigation, about the composition of the solids of the real-world objects?

This allows time and opportunity for the other peers to check each other working out and give feedback. The teacher walks around to check if students have any questions or problems and using this time to collect some of students' example and share this with the class. (AFL)

10:30 am

Activity 1: Converting between units of volume (REVISION)

Description of the task:

In Stage 4 students should know how to convert between units of volume as one of the core learning goals in the syllabus document. However, it would be ideal for teachers to revise this through this game. (AFL) (Problem solving, Fluency, Reasoning)

Instructions:

This can be play in a pairs or in groups of 3. One student will pick up a question and if he/she can answer it and is correct then he/she can roll a dice and move on the board. The goal is to get from the starting point to the finishing point.

As an extension, the teacher can ask students to make their own versions with different questions and they can exchange their set of questions to other students in another class or in a revision class.

Question (s) the teacher can ask students:

• What useful skills have you gained by learning how to convert between different units?
• Write about one or two ways you think you could apply converting units to a real life situation

10:50 am

Activity 2: Volume and Surface Area Wheel Foldable

Description of the task:

To summarise all the formulae students have learnt, this activity is designed to help students have a study material. The teacher instructs the students to work independently so each can have their own copy. Before the class ends, students exchange their wheel to another person to check if all the information are correct. Students can leave space for cone, sphere and rectangular pyramid for S5.3. (Understanding)

11:00 am

EXIT CARD

Convert 68.3 L to cubic centimetre (show full working out)

The teacher asks student to revise volume of known solids:

• rectangular prism
• cylinders
• triangular prism