Developing Year 7 Mathematics Lesson Plans: Area of Triangles

This document presents a detailed lesson plan designed for Year 7 mathematics students, focusing on the concept of the area of triangles. The plan includes an introductory phase with interactive activities, such as flashcards and video clips to engage students and assess their prior knowledge of triangle types and area concepts. The body of the lesson delves into different types of triangles, estimations of their areas, and understanding the base and height components. Activities involve drawing triangles on grid paper, shading areas, and peer discussions to facilitate conceptual understanding and problem-solving. The lesson incorporates the application of correct area formulas and emphasizes accuracy in calculations through hands-on experiences. The consolidation phase involves reviewing the main points of the lesson and assigning homework. The plan incorporates various productive pedagogies, including higher-order thinking, deep knowledge, and problem-based learning to promote a supportive classroom environment. The assessment strategies include worksheets, checklists, quizzes, and visual aids to assess student understanding. The lesson plan also includes a safety and risk assessment for practical lessons and an anticipatory set to prepare students for the lesson.

LESSON PLAN TEMPLATE 5 SECONDARY
Year Level: 7 Date: 20-05-2019 Time: 1.30
Period/Lesson: 7 Topic: Area of triangles Length: 1 hour 30 mins
What do the learners already know, do and value?
Students already have the concept of areas of squares and rectangles. The students have also worked on circumference
of squares and rectangles. This has enabled the students to be aware of basic understanding of the definition and
concept of areas and types of different triangles.
Where do learners need and want to be?
 building on the understanding of the area of rectangles to develop formulas for the area of triangles
 establishing that the area of a triangle is half the area of an appropriate rectangle
 using area formulas for rectangles and triangles to solve problems involving areas of surfaces
How do learners best learn?
Through peer-grouping and through teacher-allocated groups.
Curriculum Outcomes and Essential Learnings:
The outcome of this lesson and essential learning components will be:
 Estimating the areas of triangles
 Identification of the base and height of triangles
 Relationship between the areas of triangles and rectangles
 Application of the correct area formula
Lesson Outcomes: Students will be able to (know – cognitive processes AND do – demonstrate):
 Estimating the area of triangles.
 Identifying the base and height pairs of triangles.
 Identifying the relationship between area of triangles and rectangles.
 Establishing that all three base-height pairs can be used to calculate the area of triangles.
 Identification and Application of the correct formula for calculating the area of a triangle.
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
The assessment will be evaluated through:
 Worksheets
 Checklists
 Quizzes
 Visual aids
 Peer discussions.
Productive Pedagogies: (How will productive pedagogies/ behaviour management be applied to / realised in the learning?)
Improving Intellectual Quality:
 Higher Order Thinking
 Deep Knowledge and Understanding
Connectedness of Students:
 Knowledge Integration
 Background knowledge
 Problem-based curriculum
Supportive Classroom Environment
Safety and Risk assessment: (prac lessons)
The classroom and laboratory settings will be in accordance to the OH&S standards.
Anticipatory Set: (How do I settle students/ prepare them for lesson/ encourage participation/ motivate?)
I will prepare the students by:
 Providing them with flashcards and visuals of different types of triangles.
 Distributing flashcards of different formulae of triangle areas

 Hands-on practice worksheets.
INTRODUCTORY PHASE:
Time: Teacher direction/ activity /
instruction:
Student activity / what students are
doing:
Check for understanding / key
questions / manage the learning:
Resources:
2 mins
10 mins
Introduce myself with the
students and exchange brief
introduction about the class
and expected outcomes of the
class.
Introduce to the students
about areas of triangles.
What is Area of Triangle?
To find the area of a triangle,
multiply the base by the
height, and then divide by 2.
The division by 2 comes from
the fact that a parallelogram
can be divided into 2
triangles.
Play: Area of Triangle
Interacting, engaging, listening and
speaking with the students.
Responding to any general queries
and questions.
Ask students about types of
triangles.
Ask students if they have the
concept of area of triangle.
Introduce the topic and ask the
students to sit in form of teacher-
allocated groups as specified on the
board.
Ask students to introduce
themselves
Ask if students have understood
it.
Ask students if they wish to
proceed.
Video Clip: Area
of Triangles

BODY OF LESSON:
Time: Teacher direction/ activity /
instruction:
Student activity / what students are
doing:
Check for understanding / key
questions / manage the learning:
Resources:
15 mins
15 mins
20 mins
Types of Triangles and Area
Estimations
This will help students in
conceptually differentiating
different types of triangles
and estimating their areas and
related triangles. By the end
of this phase, students will be
able to identify types of
triangles.
Understanding Base and
Height of Triangle, and
components of Triangle
For this purpose, I will be
providing the students with
the choice of picking out the
base and height for each of
the triangle. Once this is done,
this will enable and
demonstrate the link between
the area of a triangle and its
other components i.e. the
surrounding rectangle formed
on the triangle base via
manipulation strategies, visual
representations and equation
forms.
Assessments and Accuracy
This lesson specifications will
allow the students with the
hands-on experience of
finding the area of triangles
by correctly identifying and
using base and height of the
triangles according to the
lengths as specified on the
grid.
The students will be
highlighted and emphasized
to ensure the accuracy of the
estimation and calculation of
the areas.
 Ask students to draw
triangles of their choice
on grid paper.
 Ask students to shade the
region of triangle for
which they have to
calculate ‘area.’
 Ask students to share their
drawings with their peers.
 Ask students to briefly
comment and discuss their
peer’s triangles and its
shaded area.
The second phase will be to
provide the students with various
options and choices regarding their
lesson.
The third phase will be to provide
the students with the written clues,
flash cards, and prompts that will
help and aid the student progress
and develop the competency skills.
As per the lesson the student
ought to make associations and
use problem illuminating
aptitudes to completely see each
piece of Strand 2. Three key
viewpoints identify with this
lesson. The students ought to
have the option to investigate
designs; besides, apply their
insight and abilities to take care
of problems in recognizable and
new settings; lastly, devise, select
and utilize suitable numerical
models, formulae or systems to
process data and make
inferences.
Students need be comfortable
with the nuts and bolts of
geometry, angles and triangles
and their properties, the area of
triangles and quadrilaterals.
Having a comprehension of
organize geometry is valuable
however not fundamental for this
undertaking. From trigonometry
they ought to be comfortable
with the hypothesis of
Pythagoras and proportions to
take care of right-angled
triangles.
Furthermore, Students have
problems taking a gander at the
inquiry and not being happy with
the restricted measure of data
gave. Students may not
understand that their capacity to
research and utilize a required
equation might be fundamental
for this situation. From finding
the area of a quadrilateral,
students will be acquainted with
doing these problems with
substantially more learning than
this lesson requires. Their
problem settling capacity is
addressed and tried.
Also, Students principle trouble
in this area is interpreting the
inquiry and creating in any event
one technique to illuminate it. As
students advance through this
lesson and different lessons with
various arrangements, our point
is that they fabricate trust in
handling a problem with
whatever number various
strategies as could be allowed
and to make associations. The
fundamental decides that
encompass, for this situation,
geometry, trigonometry, area,
shapes, and so on can be
effectively converted into
different inquiries in different
subjects.
Grid paper, pencils,
coloured pencils,
teacher worksheets.
Area of Triangles
Math Goodies
Formulae
CONSOLIDATION:
Time: Teacher direction/ activity / Student activity / what students are Check for understanding / key Resources:

instruction: doing: questions / manage the
learning:
10 mins  Closing and
reviewing the lesson.
 Assigning HW to
students.
 Reviewing and
responding to any
queries of students.
 Identify if any
student needs any
further assistance.
Closing the lesson by reviewing
the main points of the lessons.
Being interactive with the students.
Ask students for their responses
and thoughts?
Ask students if they liked the
lesson mediums?
Ask students what they learned?
Textbook and
teacher notes
Finish / summing up / link to the next lesson:
The next lesson will be about area of circle and Pentagon.
Homework:
Draw types of triangles, label them and write down the formula of their areas under them.
Evaluation:
Student: Outcomes met / engaged / on task / learning
Were the students properly engaged?
Did the students enjoy the lesson?
Were the students able to recall the lessons at the end?
Did the students understand their HW?
My teaching: Strengths / Weaknesses / Changes
Use of visual aids helped the students to better understand the
lesson.
I was able to engage the students throughout the lesson.
In future, I would allow the students for a question-answer
session.
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