Year 7 Mathematics Lesson Plan: Drawing Different Prism Views

This document presents a detailed lesson plan designed for Year 7 mathematics students, focusing on the concepts of shapes, prisms, and solids. The lesson plan aims to enhance students' understanding of prisms and blocks, including their characteristics and formulas for calculating areas. The plan includes activities where students will draw different views of prisms and solids formed from combinations of prisms. The lesson incorporates various teaching methods, such as visual aids, worksheets, group work, and peer discussions to cater to different learning styles. The assessment strategy involves worksheets, sketches, quizzes, and visual aids to evaluate the students' grasp of the concepts. The lesson plan also emphasizes productive pedagogies like higher-order thinking, deep knowledge, and problem-based learning to ensure a supportive classroom environment. The activities include introducing the concepts with flashcards, drawings, and hands-on practice, followed by drawing dimensions of prisms and blocks on grid paper, reinforcing the understanding of the shapes and their dimensions. The lesson concludes with a review and homework assignment to reinforce the concepts learned. The lesson plan is designed to meet specific curriculum outcomes, ensuring that students can identify prisms and pyramids, understand their dimensions, and draw them accurately.

LESSON PLAN TEMPLATE 5 SECONDARY
Year Level: 7 Date: 20-05-2019 Time: 1.30
Period/Lesson: 7 Topic: Shapes - Draw different views
of prisms and solids formed from
combinations of prisms
Length: 1 hour 30 mins
What do the learners already know, do and value?
Students already have the concept of volumes and types of prisms. The students have also worked on sides and
components of prisms. This has enabled the students to be aware of basic understanding of the definition and concept
of prisms, blocks and pyramids.
Where do learners need and want to be?
This lesson will help the students to understand prisms and blocks, their characteristics and the formula of their areas.
 Draw different views of prisms and solids formed from combinations of prisms (ACMMG161).
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:
 Visual identification of prisms and pyramids
 Identification of the base, width and height of prisms
 Relationship between the volumes of prisms and blocks
 Accurate drawing
Lesson Outcomes: Students will be able to (know – cognitive processes AND do – demonstrate):
Students will be able to know experiential learning, independent learning, problem solving and visual learning. The
students will also be able to demonstrate their understanding of prisms and its dimensions.
Assessment of the outcomes: (How will I assess that students have achieved/demonstrated the outcomes?)
The assessment will be evaluated through:
 Worksheets
 Sketches and drawings
 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 prisms.
 Distributing drawings of prisms made on grid paper to show its dimensions.
 Hands-on practice worksheets.
INTRODUCTORY PHASE:
Time: Teacher direction/ activity / Student activity / what students are Check for understanding / key Resources:

instruction: doing: questions / manage the learning:
2 mins
10 mins
5 mins
Introduce myself with the
students and exchange brief
introduction about the class
and expected outcomes of the
class.
Handout worksheets and
explain the purpose of the
worksheets.
Introduce the topic and
lesson.
Interacting, engaging, listening and
speaking with the students.
Responding to any general queries
and questions.
Read the worksheets and clarify
any confusion or ambiguities.
Explain, if needed.
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.
Textbook,
drawings and
teacher notes.
Different Views
and Drawings

BODY OF LESSON:
Time: Teacher direction/ activity /
instruction:
Student activity / what students are
doing:
Check for understanding / key
questions / manage the learning:
Resources:
10 mins
30 mins
Definition of Prism and
Pyramids
First of all, I will provide
students with various
drawings of different
dimensions and sides of
prisms and blocks. This will
allow the students to have a
visual idea of what they are
expected to do in next phase.
Drawings of Prism
dimensions
Students will be provided
with following images. They
will have to replicate these
images on their grid papers
and label the dimensions.
Providing students with various
drawings of different dimensions
and sides of prisms and blocks
Students will draw dimensions of
prisms and blocks on grid paper.
Accuracy of drawings will be
checked.
Worksheets,
teacher queues.
Drawing Tutorials
Worksheets, charts
and papers.
CONSOLIDATION:
Time: Teacher direction/ activity /
instruction:
Student activity / what students are
doing:
Check for understanding / key
questions / manage the
learning:
Resources:
10 mins Closing and reviewing the
lesson
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 classification of shapes.

Homework:
Draw various dimensions of pyramids, prisms and blocks. Label 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.
References
Clements, D. H., Sarama, J., Yelland, N. J., & Glass, B. (2008). Learning and teaching geometry with computers in the
elementary and middle school. Research on technology and the teaching and learning of mathematics, 1, 109-154.
Pachman, M., Sweller, J., & Kalyuga, S. (2014). Effectiveness of combining worked examples and deliberate practice for
high school geometry. Applied Cognitive Psychology, 28(5), 685-692.
Sinclair, N., & Bruce, C. D. (2015). New opportunities in geometry education at the primary school. ZDM, 47(3), 319-329.
Chang, K. E., Sung, Y. T., & Lin, S. Y. (2007). Developing geometry thinking through multimedia learning
activities. Computers in Human Behavior, 23(5), 2212-2229.
Hock, T. T., Tarmizi, R. A., Yunus, A. S. M., & Ayub, A. F. (2015). Understanding the primary school students’ van Hiele
levels of geometry thinking in learning shapes and spaces: A Q-methodology. Eurasia Journal of Mathematics, Science
and Technology Education, 11(4), 793-802.
Abu, M. S., Ali, M. B., & Hock, T. T. (2012). Assisting primary school children to progress through their van hiele's levels of
geometry thinking using google sketchUp. Procedia-Social and Behavioral Sciences, 64, 75-84.