Lesson Plan: Volume - Stage 4

This lesson plan teaches students about volume, including drawing prisms and solids, identifying cross-sectional areas, and calculating volumes of prisms and related solids. The lesson also covers real-life applications of volume and units of measurement. The quality teaching elements include intellectual quality, quality learning environment, and significance. The lesson is designed for Stage 4 learners and aligns with syllabus outcomes MA4-1WM and MA4-2WM.

Lesson Plan
Topic area: Area Stage of Learner: evelL 4 Syllabus Pages:
Date: Location Booked: Lesson Number: 1
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
Outcome MA4-1WM ensures
that students communicate
and link the mathematical
ideas using relevant
terminology, diagrams and
recognize symbols.
Outcome MA4-2WM
requires the use of relevant
mathematical techniques to
solve mathematical
problems.
Outcome MA4-3WM
identifies and explains
mathematical relationships
using cognitive ability.
ife Skills outcomesL
esson assessmentL
Students identify
an appropriate
unit that they
wish to measure
the areas of
different figures
and surfaces such
as class floor and
play field to assist
them to estimate
areas entailing
large objects.
units of measurement
for areas and are able
to convert one unit to
other required units.
the various formulas
used in calculating
rectangles, triangles
and parallelograms
and use the formulas
in providing solutions
to mathematical
problems.
convert the various
metric units of areas
such as 1 ha = 10000m2
use the different
formulas in finding
areas of figures such as
rectangles and squares.
Cross Curriculum themes eneral capabilities& G plicit subject specific concepts and skillsEx
nowledge and skillsK
Being able to determine areas of shapes that are
two dimensional and provide solutions to such
problems through calculation is of utmost
importance in daily situations for instance, floor
carpeting, planting a garden and measuring a
piece of land for farming or for construction
purposes.
Values and attitudes
1.Mathematics as a crucial and necessary part of
life, appreciating that its existence and use has
been tied to the societal needs across the globe.
2.Embracing traits such as resilience when
providing solutions to mathematical challenges,

considering the fact that mathematics enables
students to take responsibility of their learning
and examining their mathematical development.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
ntellectual ualityI Q
his refers to pedagogy focused on producing deep understanding of importantT ,
substantive concepts skills and ideas Such pedagogy treats knowledge as something that, .
requires active construction and requires students to engage in higher order thinking and to-
communicate substantively about what they are learning.
Deep knowledge1.1
Deep understanding1.2
1.3 roblematic knowledgeP
1.4 igher order thinkingH -
Metalanguage1.5
Substantive communication1.6
uality earning nvironmentQ L E
his refers to pedagogy that creates classrooms here students and teachers orT w w k
productively in an environment clearly focused on learning uch pedagogy sets high and. S
explicit expectations and develops positive relationships et een teacher and students andb w
among students.
plicit quality criteria2.1 Ex
2.2 ngagementE
igh pectations2.3 H Ex
Social Support2.4
Students self regulation2.5 ’
Student direction2.6
Significance
his refers to pedagogy that helps make learning more meaningful and important toT
students Such pedagogy draws clear connections with students prior knowledge and. ’
identities with conte ts outside of the classroom and with multiple ways of knowing all, x ,
cultural perspective.
3.1 ackgroundB
knowledge
Cultural knowledge3.2
nowledge integration3.3 K
nclusivity3.4 I
Connectedness3.5
arrative3.6 N
How the quality teaching elements you have identified are achieved within the lesson.
Teaching
element
Indicators of presence in the lesson
ntellectualI
quality
he teacher demonstrates the various fi gures such as polygons circles and cylinders and asksT ,
students to name them so that they can familiarize themselves with such fi gures as they will
be involved in calculating area of such objects.
ualityQ
learning
environment
Students are accorded the freedom to move freely in classroom and play fi eld so that they
can take measurements and share their measurements with their classmates.
Tim
e
Teaching and learning actions Organisation Centred
T/S
5 Introduction: Area
he teacher greets the students and thenT
requests them to take their seats Students then.
take their te tbooksx .
he teacher then highlights what the lesson willT
be all about.
Teacher: Salutes students and
highlights what the lesson will
be all about.
Student: ake their te tbooks andT x
stationery out of their lockers.
Resources: e tbooks e erciseT x , x
books and stationery
eacherT
10 Class discussion
he teacher leads a discussion between studentsT
and asks them to identify the various objects
displayed polygons pyramids and cones, .
he teacher assists students name some of theT
polygons that students have never come across
and their features and the formulas.
n this section the teacher highlights theI ,
importance of understanding the various
Teacher: romotes discussionP
and provide questions that
makes students delve into
thinking.
Student: articipating in classP
discussions and ask questions.
Resources: e tbooksT x ,
eacherT
and
Student

formulas for calculating the areas of the fi gures
identified.
smartboard and handouts.
15 class activity and interaction with the
smartboard
students are grouped in pairs and help each other
identify the names of the polygons in their
te tbooks and also in the smartboard orx . F
instance a he agon a square based pyramid a, x , - ,
trapezium and a rhombus.
Teacher: roups students intoG
pairs and requires the students
to identify the polygons in class
te tbooksx .
Student: ork in pairs andW
answer the questions in
te tbooks to assist one anotherx
in identifying the various
polygons and other fi gures.
Resources: e tbookT x
Student
20 Introducing the formulas for the polygons
After the students have identified the polygons
correctly and understand their features he ne t. T x
step is to introduce the formulas for calculating the
area of a rectangle trapezium circle quadrants, , ,
and sectors.
Teacher: ntroduces the formulasI
Student: rite down the variousW
formulas
Resources: e tbook and classT x
manuals
eacherT
25 Class interaction
Students are asked to use the various formulas in
calculating the area of polygons.
Teacher: Ask questions from the
te tbook and some are written inx
the smartboard.
Student: rites down theW
questions and provide the
relevant solutions.
Resources: e tbooksT x ,
smartboard and handouts.
ST/
30 Marking the questions
the eacher goes around marking the questionsT
and aiding the students who have difficulties in
tackling questions about area
Teacher: walks around marking
the questions
Student: rovide solutions to theP
questions.
Resources: books
T
35 Revising
he teacher revises the work with the students byT
providing answers to the various questions in the
smartboard.
Teacher: roviding answersP
Student: riting correct answersW
Resources: books and smartboard
eacherT
40 Introducing the formula for sectors and
segments
he teacher introduces another subtopic aboutT
sectors and segments after students have
understood how to fi nd areas of polygons
Teacher: ntroduces the conceptI
of segments
Student: write down the formulas
Resources: Books and handouts
eacherT
45 Provide examples
he teacher elaborates how to calculate areas ofT
different sectors and segments
Teacher: Demonstrates how to
calculate area of various sectors
and segments
Student: isteningL
Resources: ooksB
Teacher

50 Class interaction
the students are to sit in pairs and the teacher
assigns them questions on sectors and segments
Teacher: Assigning questions
Student: calculate the area of
sectors and segments
Resources: ooks and smartboardB
eacherT
and
students
60 Conclusion
the teacher summarizes the lesson by revising the
formulas and gives a taste of what the ne t lessonx
will be about.
Teacher:
Student:
Resources:
eacherT

Reflection
hat have learned about the teaching and learning process when preparing this lessonW I ?
have learned that students are more fascinated and interested in calculating areas ofI
various fi gures when provided with real e amples and objectsx .
ow am measuring the outcomes of this lessonH I ?
earning utcomeL O Method of measurement and recording
MA4-1WM eacher and student identifying and naming differentT
polygons
MA4-2WM Students giving correct solutions using the correct formulas
MA4-3WM Students being able to identify the various tricks in a particular
set of questions
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate
Standards
Evidence within this lesson
WHS
hat are the key risk issues that may appear for and need to be reduced eliminated in thisW /
lesson sing your syllabus and support documents as well as other S policy utline? U WH - O
the key S considerations that are to be applied in this lessonWH ?
his lesson has few S considerations to worry about or instance the tables andT WH . F ,
lockers need to be arranged properly so that the teacher can move smoothly
without tripling or falling.
References (In APA)
Anghileri, J. (2006). Scaffolding practices that enhance mathematics. Journal of
Mathematics Teacher Education, 1(9), 33-52.

Anthony , G., & Walshaw, M. (2007). Effective pedagogy in. Wellington: Ministry of
Education.
Resources Attached:
ou must list all the resources that you have created or found in this spaceY .

Lesson Plan
Topic area: Volume Stage of Learner: S AT GE 4 Syllabus Pages:
Date: Location Booked: Lesson Number: 2 /
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
MA4-1WM
MA4-2WM
ife Skills outcomesL
esson assessmentL
he students areT
to draw prisms
and solids and
identify the cross-
sectional areas.
Draw prisms and solids
dentify the cross sectionalI -
areas.
Calculate volume of
prisms and other solids
that are related to prisms.
Cross Curriculum themes eneral capabilities& G plicit subject specific concepts and skillsEx
ey skillsK
he students can calculate the capacity forT
buckets and tanks in real life as they apply the
knowledge of cylinders in volume.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
ntellectual ualityI Q
his refers to pedagogy focused on producing deep understanding of importantT ,
substantive concepts skills and ideas Such pedagogy treats knowledge as something that, .
requires active construction and requires students to engage in higher order thinking and to-
communicate substantively about what they are learning.
Deep knowledge1.1
Deep understanding1.2
1.3 roblematic knowledgeP
igher order thinking1.4 H -
Metalanguage1.5
Substantive communication1.6
uality earning nvironmentQ L E
his refers to pedagogy that creates classrooms here students and teachers orT w w k
productively in an environment clearly focused on learning uch pedagogy sets high and. S
explicit expectations and develops positive relationships et een teacher and students andb w
among students.
plicit quality criteria2.1 Ex
2.2 ngagementE
igh pectations2.3 H Ex
Social Support2.4
Students self regulation2.5 ’
Student direction2.6
Significance
his refers to pedagogy that helps make learning more meaningful and important toT
students Such pedagogy draws clear connections with students prior knowledge and. ’
identities with conte ts outside of the classroom and with multiple ways of knowing all, x ,
cultural perspective.
ackground3.1 B
knowledge
Cultural knowledge3.2
3.3 nowledge integrationK
nclusivity3.4 I
Connectedness3.5
arrative3.6 N
How the quality teaching elements you have identified are achieved within the lesson.
Teaching
element
Indicators of presence in the lesson
ntellectualI
quality
Distinguish between solids with identical and non identical cross sections- -
ngagementE
Develop and use formula to calculate volumes
nowledgeK
Solve a variety of real life problems entailing volume and capacities

integration
Tim
e
Teaching and learning actions Organisation Centred
T/S
5 Marking the previous assignment
he teacher marks the previous work on area ofT
sectors and segments
Teacher: he teacher fi rst marksT
the previous assignment
Student: rovide books forP
marking
Resources: ooksB
eacherT
10 Revision
he teacher revises the workT Teacher: Revising the work
Student: Correcting the work
Resources: Smartboard
eacherT
15 Introduces the topic of volume
he teacher introduces the topic by drawingT
different views of prisms and others solids ti ed to
prisms
Teacher: Drawing prisms and
other solids
Student: Students draw the
prisms on their books
Resources: Textbooks
eacherT
and
students
20 Introduction to capacity
Students are taught units of measurement for
volume and how to convert one unit to another
Teacher: illustrates units of
measurement for volumes of
different objects
Student: copying the units of
measurement in their books
Resources:
eacherT
25 Introducing formulas
he teacher develops formulas for volumes ofT
prisms such as triangular based prism and other
prisms in general
Teacher: Developing formulas
Student: Copying the formulas
Resources:
Teacher
30 Giving examples
eacher solves several e amples entailing volumeT x
of cylinders and other related problems
Teacher: eacher givingT
illustrations
Student: ollowing illustrationsF
Resources:
eacherT
35 Classroom participation
eacher groups students in pairs and assigns themT
tasks
Teacher: Assigning tasks
Student: andling assignmentsH
Resources: ooks and smartboardB
eacherT
and
students
40 Marking
eacher marks the workT
Teacher: marks the work while
identifying challenges
Student:
Resources:
eacherT
45 Revision
he teacher revises the work in class and studentsT
may ask any questions arising
Teacher:
Student:
Resources:
eacherT
and
students
50 the teacher also highlights the various Teacher: dentifies challenges andI eacherT

weaknesses and how to avoid such weaknesses highlights them
Student:
Resources:
60 Conclusion
he teacher concludes the topic by revisiting theT
formulas and introduces the ne t topicx
Teacher: Summarizes the topic
Student:
Resources:
eacherT

Reflection
hat have learned about the teaching and learning process when preparing this lessonW I ?
t is through a lot of practise that students fi nd this topic easy to understand Also it isI . ,
important for students to work in groups.
ow am measuring the outcomes of this lessonH I ?
earning utcomeL O Method of measurement and recording
MA4-1WM Recognize cross sections of identical prisms-
MA4-2WM dentify and e plain the connection between formulas forI x
prisms and cylinders
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate
Standards
Evidence within this lesson
WHS
hat are the key risk issues that may appear for and need to be reduced eliminated in thisW /
lesson sing your syllabus and support documents as well as other S policy utline? U WH - O
the key S considerations that are to be applied in this lessonWH ?
nly a few S considerations he tables and lockers should be well arranged soO WH . T
that the teacher can move easily without falling or tripling.
References (In APA)
References

Anghileri, J. (2006). Scaffolding practices that enhance mathematics. Journal of
Mathematics Teacher Education, 1(9), 33-52.
Anthony , G., & Walshaw, M. (2007). Effective pedagogy in. Wellington: Ministry of
Education.
Department of Education. (n.d.). Use of Technology in Teaching and Learning. Retrieved
from U.S.Department of Education: https://www.ed.gov/oii-news/use-technology-
teaching-and-learning
Karehka, R. (2013, March 14). The Use of Technology in Education and Teaching Process.
Retrieved from useoftechnolgy.com: https://www.useoftechnology.com/the-use-of-
technology-in-education/
Martin, T. S. (2007). Mathematics teaching today: Improving practice, improving student
learning. Reston,VA: National Council of Teachers of Mathematics.
Zevenbergen, R., & Lerman, S. (2008). Learning environments using interactive
whiteboards:New learning spaces or reproduction of old technologies. Mathematics
Education Research Journal, 20(1), 107-125.
Resources Attached:
ou must list all the resources that you have created or found in this spaceY .

Lesson Plan
Topic area: imeT Stage of Learner: Stage 4 Syllabus Pages:
Date: Location Booked: Lesson Number: 3
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes
MA4-1WM
MA4-2WM
MA4-3WM
ife Skills outcomesL
MA S M MA S ML -20 G, L -21 G,
MA S ML -22 G
esson assessmentL
he student solveT
problems that
entail duration such
as the hour and12-
the hour ti me in24
a single ti me region.
Comparing ti mes and
calculate ti me differences
in prime cities such as
ondon and SydneyL .
Add and subtract ti me mentally
wit the help of bridging
strategies
Cross Curriculum themes eneral capabilities& G
unctualityP
plicit subject specific concepts and skillsEx
nowledge and skillsK :
Students:
Are able to compare ti mes and also calculate1.
ti
me variation between major cities and regions of
the world which is helpful in international travel.
Such skills are also important in work situations in
watching sporting activities that are live and when
conducting global business.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
ntellectual ualityI Q
his refers to pedagogy focused on producing deep understanding of importantT ,
substantive concepts skills and ideas Such pedagogy treats knowledge as something that, .
requires active construction and requires students to engage in higher order thinking and to-
communicate substantively about what they are learning.
Deep knowledge1.1
Deep understanding1.2
roblematic knowledge1.3 P
igher order thinking1.4 H -
Metalanguage1.5
1.6 Substantive communication
uality earning nvironmentQ L E
his refers to pedagogy that creates classrooms here students and teachers orT w w k
productively in an environment clearly focused on learning uch pedagogy sets high and. S
explicit expectations and develops positive relationships et een teacher and students andb w
among students.
2.1 plicit quality criteriaEx
ngagement2.2 E
igh pectations2.3 H Ex
Social Support2.4
Students self regulation2.5 ’
Student direction2.6
Significance
his refers to pedagogy that helps make learning more meaningful and important toT
students Such pedagogy draws clear connections with students prior knowledge and. ’
identities with conte ts outside of the classroom and with multiple ways of knowing all, x ,
cultural perspective.
ackground3.1 B
knowledge
Cultural knowledge3.2
nowledge integration3.3 K
nclusivity3.4 I
3.5 Connectedness
arrative3.6 N
How the quality teaching elements you have identified are achieved within the lesson.
Teaching
element
Indicators of presence in the lesson

ntellectualI
quality
he students need to demonstrate strong aptitude in adding and subtracting mentallyT
ualityQ
learning
environment
Students should collaborate with others in comparing ti mes
Significance he use of ti me in Australia towns integrates the cultural aspects of diverse studentsT
Tim
e
Teaching and learning actions Organisation Centred
T/S
5 Introduction
he teacher introduces the topic using the basicsT
such as the hour and hour system12- 24- .
Teacher: Salutes the students
Student: take out required books
and stationery
Resources: ooksB
eacherT
10 Use of real life examples
he teacher uses illustrations to make studentsT
understand and connect to the content in the
books.
he teacher also asks questions to see if theT
students have understood
Teacher: llustrates and asksI
questions
Student: respond to questions
asked by the teacher
Resources: otesN
eacherT
15 Class discussion
he teacher guides and leads a discussionT
between the students and asks them questions on
when and where do they need to use
transportation ti metables.
he teacher displays a transport ti metable on theT
smartboard.
Teacher: facilitates discussion
and provide ti me questions that
require critical thinking.
Student: ngage in discussionsE
and ask questions
Resources: D of bus ti metableP F ,
smartboard
eacherT
and
Students
20 Worksheet activity
he teacher gives students a ti metable worksheetT
activity and the students have the option of working
independently or in groups.
Teacher: observing the students,
guiding students to ensure that
they are on track.
Student: completes worksheet
Resources: ti metable
worksheet smartboard,
eacherT
25 Marking the questions
he teacher marks the work of the students whileT
providing guidance to students that may be
having difficulties
Teacher: Marking of the work
Student: Avail books for marking
Resources:
eacherT
30 Revision
the teacher gives back the results from the
ti
metable assessment of lesson eacher3. T
highlights areas that were performed well
generally and what needs to be done by the class
together to facilitate a better understanding of the
content.
Teacher: Asks and answer any
questions by the students
Student: giving feedback to the
questions asked by the teacher
about the assignment.
Resources: smartboard
eacherT
35 Question session
he teacher provides platform for questions that theT
students may e periencing challengesx
Teacher: Answering questions
Student: Asking questions
eacherT
and
students

Resources:
40 Issuing more questions from the modules
he teacher groups students and assigns themT
more tasks
Teacher: Assigning more work
Student: calculating ti me problems
Resources: ti me modules
eacherT
45 Observations
he teacher observes what the students are doingT
Teacher: oing around the classG
checking what the students are
doing.
Student:
Resources:
eacherT
50 Highlighting what the students are doing
ased on the observations the teacher points outB
weaknesses and advise the students on what to
do to avoid such pitfalls.
Teacher:
Student:
Resources:
eacherT
60 Conclusion
he teacher concludes the lesson by revisitingT
some of the areas that were problematic and
emphasizes on them he teacher also highlights. T
what the ne t lesson will be aboutx .
Teacher:
Student:
Resources:
eacherT

Reflection
hat have learned about the teaching and learning process when preparing this lessonW I ?
Students enjoy the topic of ti me using real life e amples and the use of smartboard to displayx
bus train makes the lesson more practical.
ow am measuring the outcomes of this lessonH I ?
earning utcomeL O Method of measurement and recording
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate
Standards
Evidence within this lesson
WHS
hat are the key risk issues that may appear for and need to be reduced eliminated in thisW /
lesson sing your syllabus and support documents as well as other S policy utline? U WH - O
the key S considerations that are to be applied in this lessonWH ?
he teacher should ensure that the sockets have been switched off after using theT
smartboard to avoid any accidents that may occur.
References (In APA)
ou must list all references that you have used for the content and resources of this lessonY
in this space.
Resources Attached:
ou must list all the resources that you have created or found in this spaceY .

Justification
Based on the three lesson plans, they entail the concept of measurement and
Geometry.it is within the framework of these lessons that students are expected to
communicate and link the mathematical ideas learned with the help of relevant terminology,
diagrams, and symbols (Anthony & Walshaw, 2007). The activity chosen for the first lesson
which entails measuring the classroom is an introduction to the subtopic of an area while the
second lesson is about volume. The topic of volume requires students to draw various figures
such as the prisms and identify the cross-sectional areas of such figures. The central theory
being tested here is whether students can connect the areas and volumes to the correct
formulas when it comes to calculations.
The lesson on area shifts the focus of activities from being teacher-oriented to
student-centered where students can take charge of some events and discuss with their fellow
students. The lesson begins with students take the dimensions of their class and note the
length and the width. During and after the process, students are guided by the teacher
through questions that are centered on facilitating that students capture a particular set of
skills.
Based on findings from research, it has been revealed that teachers who have an
interest of their students at heart, work tirelessly at establishing classroom communities that
are trustworthy. Equally fundamentally, they facilitate that their classrooms have a robust
mathematical focus and that they attain high yet attainable realistic expectations with regards
to what their learners can achieve. In such an environment, students are empowered to think,
reason, communicate freely and independently, and critique any mathematics they encounter.
Student’s classroom relationships end up being one of the resources used in developing their
mathematical capabilities and identities.
The classroom habits play a crucial role in enhancing student’s mathematical
thinking and reasoning (Anthony & Walshaw, 2007). For instance, the daily experience that

entails inviting students to share their responses to the mathematical question or problem
may have a little impact than enhance cooperation. Teachers are tasked with working harder
and clarify their hopes and expectations about students’ contributions in various forms and
how other students may respond.
Teachers who care about developing their students’ mathematical proficiency
demonstrate their interest in some of the ideas they construct no matter how unorthodox they
appear (Martin, 2007). It is through modeling of concepts through practice that mathematics
teachers encourage their students to make rational judgments regarding the mathematical
soundness of great ideas developed by their classmates. It is the ideas that have been deemed
sound that contribute to redefining further instructions.
The lesson activities and plans have been sequenced in a manner that allows
curriculum outcomes and quality teaching framework to blended smoothly. First, curriculum
outcomes have been integrated into the structure of lessons by focusing on cooperation and
cross-curriculum themes that need to be achieved. This is important when making the best
out of ideas as students need to be accorded opportunities to work both independently and as
a group.
On some occasions, they need an environment that enables them to work quietly
while at the same time thinking which means they have to distance themselves from the
demands of the classroom. In other cases, the students need to work as a team so that they
can exchange their ideas and learn from their peers. In other times, students need to be active
individuals in class discussions that are purposeful where they have the opportunity to rectify
their understanding and get exposure for the broad interpretation of mathematical ideas that
form the current focus.
The lessons provide forums for students to feel free to ask questions through
exploring their strengths and weaknesses so that they can contribute to class discussions.
Thus, this provides a platform to highlight the unit outline for purposes of exploration. The

next lesson enables students to connect what they learned and use that knowledge in
understanding volumes under the theme of measurement and geometry.
Also, the quality teaching model has been used to assist in reflecting upon the design
of the lesson. Through evaluation of items of quality teaching framework that is found on
NSW Department of education, the flow and structure of the lessons have been modified to
facilitate absorption of in-depth knowledge and substantive communication at both the
beginning and the end of the lesson. As such, the students are given a chance and opportunity
to reflect upon previous experiences and think critically about how knowledge of area may
assist them in understanding volume and capacity. Thus, students can connect the knowledge
learned in the classroom for real-life experiences. The use of such a framework ensures that
lessons utilize a pedagogy that aims at enhancing quality learning in different environments,
good intellectual quality and also assists students in understanding the importance of their
work.
It is important to state that the TGfU approach was used in designing and planning
the three lessons. The strategy was crucial in ensuring that the students also enjoy as there
was a shift for being teacher-centered to student-oriented by allowing students take charge of
their activities such as measuring the classroom under the supervision of the teacher. The
lesson begins by introducing students to real-life examples so that they can engage in such
activities smoothly.
In conclusion, the lesson plans embraced frameworks such as TGfU, quality teaching
framework, and multiple frameworks to meet the outcomes stipulated in the curriculum. The
lessons are more student-oriented so that the students can participate fully, improve their
measurement skills and demonstrate a high level of intellectual capacity in solving
mathematics problems.
The use of technology in classroom teaching is essential as it facilitates smooth
learning of students. For instance, the teacher can use pdf files through the smartboards and

this is difficult to use in traditional classes (Zevenbergen & Lerman, 2008). Technology
promotes better education for students as it enables them to increase their participation in
educational activities (Karehka, 2013). The use of technology has the power to revolutionize
teaching by propelling the development of new models of teaching (Department of
Education, n.d.). Such models connect teachers and students and also to the professional
content and systems aimed at assisting students to improve their instruction techniques and
customize their learning.
References
Anghileri, J. (2006). Scaffolding practices that enhance mathematics. Journal of
Mathematics Teacher Education, 1(9), 33-52.
Anthony , G., & Walshaw, M. (2007). Effective pedagogy in. Wellington: Ministry of
Education.

Department of Education. (n.d.). Use of Technology in Teaching and Learning. Retrieved
from U.S.Department of Education: https://www.ed.gov/oii-news/use-technology-
teaching-and-learning
Karehka, R. (2013, March 14). The Use of Technology in Education and Teaching Process.
Retrieved from useoftechnolgy.com: https://www.useoftechnology.com/the-use-of-
technology-in-education/
Martin, T. S. (2007). Mathematics teaching today: Improving practice, improving student
learning. Reston,VA: National Council of Teachers of Mathematics.
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