10:00 am

Description of the task:

The teacher checks for students' homework and go through the terms students have put the asterisks next to. If some are common, go through with students as a class.

The teacher revisits yesterday's lesson by:

• Define composite solids
  • link to volume of composite solids

10:05 am

Introduction: Information gap activity (LIT)

Description of the task:

The teacher begins the class with a revision lesson that serves as a formative assessment task . Students work in pairs for this activity, one student will be A and the other one will be B. Student A and B each has a paper that the other cannot see and they begin by facing their back against each other. Student A can begin with e.g. A(1,1) and describe it to Student B where they have to guess what it is and fill in the word in their missing A(1,1). (AFL) (Communicating, Fluency)

Instructions:

Students are paired up and each would have a different sheet of paper with words that they have encountered in financial mathematics and blanks that have yet to be filled in. The two students decide who would be student A and student B and face back to back to each other. The paper for student A would have words that student B does not have, and student A must use their vocabulary, without using the word itself, to explain the word to student B and vice versa; alternating turns until all the blanks are filled out. The two sheets of paper should be the same at the end of the activity.

10:15 am

Activity 1: Calculation - What the volume of this shape?

Description of the task:

As a whole class, the teacher demonstrates on the classroom whiteboard how to calculate volume of composite solids by dissecting them into one or more simpler solids using Polyhedron/basic shapes. The teacher begins by drawing a composite solid e.g. two rectangular prisms, one on top of another and then split them up and label them as below.

Since students would know how to find the volume of right prisms, the teacher should let students guide he/she to the final answer. The teacher will show two methods of doing this.

Students refer to the exercise they did yesterday to try and calculate the volume of their composite solids using the steps that the whole class did in Part I. Students will have to show their thinking process so students have to annotate their work such as below and apply the Solve - Think- Apply where appropriate or if needed.

To monitor this part, each students will be given a small piece of paper, on one side is green and another one is red. During the lesson, the teacher will walk around to check up on students, more closely with the students who have the red side of the card on. (AFL) (Fluency, Reasoning, Problem Solving)

10:50 am

The teacher ends the lesson with the three 'W's'. This is a think-pair-share activity. Students will answer these questions for themselves, discuss and share it to the teacher and the whole class. The teacher needs to make sure each group has a chance to answer one of these questions. (AOL)

• What did we learn today?
• What is the relevancy, importance and usefulness of this lesson?
• What are we going to do with this new knowledge?

The students work on questions f), g), h) from the extra materials for homework by showing full working out. The teacher makes it clear for students that this work will get mark.

Criteria is as followed:

• one to multiple errors/mistakes in the working out
  • The teacher marks on sections that students need to look over
• No mistakes but more work is needed on the working out (e.g. more steps to make it clear)
• Sufficient/Standard

In preparation for next lesson, the teacher asks students to define:

• sectors
• quadrilaterals