Stage 4 Lesson Plans: Area, Volume, Place & Liveability, Timetables

This assignment features a collection of lesson plans designed for Stage 4 learners, covering a range of topics including area, volume, place and liveability, and timetables. The lesson plans provide detailed outlines of learning outcomes, assessment strategies, and teaching activities. Specific concepts and skills addressed include calculating areas of 2D shapes, determining volumes of prisms and solids, understanding factors influencing perceptions of liveability, and interpreting timetables for public transportation. The lesson plans also incorporate cross-curricular themes such as sustainability and literacy, and emphasize the importance of mathematics and geography in everyday life. The inclusion of resources and teacher reflections further supports effective implementation of these lesson plans. Desklib provides additional resources including past papers and solved assignments to support student learning.

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