Lesson 4

Introduction to Volume of Composite Solids

60 minute lesson

Syllabus indicators:

Students:

Solve problems involving the volumes of right prisms (ACMMG218)
Solve problems involving volume for a range of prisms, cylinders and composite solids( ACMMG242)

Working mathematically:

Students:

Communicate key vocabulary in a coherent and appropriate context (Communicating)
Dissect composite solids into two or more simpler solids to find their volumes (Reasoning, Problem Solving)
Identify known solids that make up the shadow of the composite solids (Understanding, Reasoning)

Teaching and learning resources:

Polydron/ 3D solids
Individual and whole class
Students' workbook/ A4 paper
Pens, pencils and rulers for those who forget their stationary
Calculators

Lesson goals:

By the end of the lesson, students should be able to:

Draw and identify known solids that make up a composite solid
Calculate volume of composite solids

Assumed knowledge:

Students can:

Draw the structure of right prisms and solids
Calculate volume of right prisms and cylinders (S4)
Draw cross-sectional area (S4)

Lesson Sequence

INTRODUCTION

Revision

10:00 am

Description of the task

The teacher asks for students homework and revise the conversions below.

Source: Mathletics

Source: Mathematics Conceptual Narrative

10:05 am

Introduction: warm-up activity + Homework check up

Description of the task:

The teacher checks for homework and revise last lesson.

The teacher begins the lesson by showing students different images of chocolate but with different shapes and volumes (an example on the left)

Question(s) the teacher can ask the students:

Can you design the shape and dimensions for a chocolate moulding for one of these fixed volumes of chocolates? (hint: students starts thinking about dimensions of possible known shapes e.g. rectangular prism, cylinders, pyramids, spheres etc) (AFL) (Reasoning)

BODY

Activity 1: Volume of Composite Solids

10:15 am

Description of the task:

From yesterday's lesson, Lesson 3, one of the extension task is for students to explore if there were any objects that are made up of two or more solids. Building on top of that, the teacher re-introduces to students composite solids and explain to students the lesson today is on volume of composite solids.

The teacher should recall composite figures and link that to students wherein they have used it co calculate area, and also Surface Area of Composite Shapes.

The teacher goes through the PowerPoint presentation and allows time for students to complete the activity. This lesson combines individual then group work task. The teacher instructs the students to apply Solve - Think - Apply model and walk around the classroom to ensure students are on task. (AFL) (Understanding, Reasoning, Problem Solving)

Question(s) the teacher can ask students:

What would the volume be if it is in m³?
Can you take me through the steps of this composite solid using your solve- think-apply framework?

Definition: Some objects are formed by joining two or more more familiar objects or removing part of an object. The volume of these composite objects is found by adding or subtracting the volumes of the components.

PowerPoint slides

Volume of Composite Solids.pptx

Source:1. PowerPoint slides - created by me2. Solve, Think, Apply - Insight Mathematics 10 Stage 5.1/5.2

Note: This activity requires a long time for students to build the solids then putting them together to figure out a composite solid. (recommend spending close to a whole lesson).

(This is designed for students)

CONCLUSION

Consolidation

10:50 am

The teacher instructs students to reflect on their learning today by writing down 3 or more things for each Plus, Minus, and Interesting column. (AFL)

Question(s) the teacher can ask students:

P: What are some of the positive things you have learnt from today's lesson? Which point in today's lesson that you enjoy the most and/or learn the most?

M: What are some things you are still unsure about? Was there anything you did not like from today's lesson? What is something you did not agree on today, whether it is from your peer or from your teacher?

I: What did you find in today's lesson that you did not know before? At any point in the lesson that your perspective changed - how and why?

Homework

In Lesson 1 the class received a a list of key terms, the homework for today's lesson is asking the students to put asterisks next to the word they came across in today's lesson and are still not familiar with them and hand it to the teacher next lesson.

Preparation for next lesson

Students are to bring these for the next lesson:

Laptops
Calculators

Lesson evaluation questions

What considerations should I take into account so the next lesson can be improved ? (take a look at the PMI)
Did the use of polyhedrons limit students' focus on the question and rather focus on trying to make the solids? Would it be better to give students solid blocks?
How did classroom management go today? Consider the level of noises and time students take to make the solids

Lesson 3

Lesson 5

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