Middle School Year 7 Maths Lesson Plan: Volume of Rectangular Prisms

This document presents a comprehensive lesson plan designed for Year 7 students focusing on calculating the volumes of rectangular prisms. The lesson plan begins by assessing students' prior knowledge of perimeter and area, establishing a foundation for understanding volume. It outlines learning outcomes, assessment methods (worksheets, quizzes, discussions), and productive pedagogies to enhance learning. The lesson incorporates various activities including a video introduction, worksheet exercises, and group discussions. Students will learn to identify prisms, understand the formula for calculating volume (V=lwh), and apply this knowledge through hands-on practice. The lesson also includes a consolidation phase with review questions and homework assignment, with references and an evaluation section to assess the effectiveness of the lesson. The assignment also includes additional templates and lesson plan components for a more comprehensive approach to teaching.

LESSON PLAN TEMPLATE 5 SECONDARY
Year Level: 7 Date: 20-05-2019 Time: 1.30
Period/Lesson: 7 Topic: Calculate volumes of rectangular
prisms
Length: 1 hour 30 mins
What do the learners already know, do and value?
 Identification for the differences between perimeter and volume
 Ability to solve problems involving area and perimeter
 Establishing the formula for rectangles and prisms
Where do learners need and want to be?
Measurement and Geometry:
 Establish the formulas for areas of rectangles, triangles and parallelograms, and use these in problem-
solving ACMMG159
 Calculate volumes of rectangular prisms ACMMG160
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 volume of prism
 Identification of the base, width and height of prism
 Relationship between the areas of triangles and prisms
 Application of the correct volume formula
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, volume and related formulae.
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 sides of prisms with labelling.
 Distributing flashcards of formula of volume of prism.
 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 the topic
The students will go through
the worksheets and multi-
media presentation regarding
the definition of volume,
rectangles and rectangular
prisms.
Video:
https://www.youtube.com/wat
ch?v=u1nWI2b0fT4
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.
 Ask the students if they
know about volume?
 Ask students if they know
what prism is?
 Ask if the students know
difference between prisms
and pyramids?
 Explain some
characteristics of
rectangular prisms with
visual aids.
The capability strands
Understanding, Fluency, Problem
Solving and Reasoning are a
basic piece of science content
over the three substance strands:
Number and Algebra,
Measurement and Geometry ,and
Statistics and Probability.
The proficiencies fortify the
criticalness of working
numerically inside the substance
and portray how the substance is
investigated or created. They
give the language to work in the
formative parts of the learning of
mathematics.
At this year level:
 Understanding
incorporates portraying
designs in
employments of lists
with entire numbers,
perceiving shared
characteristics between
divisions, decimals,
rates and proportions,
plotting focuses on the
Cartesian plane,
identifying angles
framed by a transversal
intersection a couple of
parallel lines, and
interfacing the laws
and properties of
numbers to logarithmic
terms and expressions
 Fluency incorporates
ascertaining precisely
with whole numbers,
speaking to parts and
decimals in different
ways, examining best
purchases, assessing
proportions of focal
propensity and figuring
areas of shapes and
volumes of prisms
 Problem Solving
incorporates detailing
and solving legitimate
problems utilizing
numbers and
estimations, making
changes and
recognizing symmetry,
computing angles and
deciphering sets of
information gathered
through possibility
experiments
 Reasoning incorporates
applying the number
laws to counts,
applying realized
geometric actualities to
make inferences about
shapes, applying a
Video:
https://www.yout
ube.com/watch?
v=u1nWI2b0fT4
PowerPoint
Presentation

comprehension of
proportion and
translating information
shows.

BODY OF LESSON:
Time: Teacher direction/ activity /
instruction:
Student activity / what students are
doing:
Check for understanding / key
questions / manage the learning:
Resources:
30 mins
30 mins
Identification of prisms
Once the students have
properly identified the prisms
and blocks with correct
differentiation, I will start a
brief discussion session for
the students to share their
ideas.
The Formula
I will next teach the students
the difference of following
values by visual aids:
length (side-to-side), width (
depth, front-to-back),
and height (top-to-bottom).
Using these values, I will
explain how volume formula
can be developed.
Finally, I will explain to my
students that the area of the
cube is equivalent to one
cubic centimeter. Therefore,
the formula will be:
Volume = length (l) width (w)
height (h) - or - V=lwh.
For proper identification of prisms,
I will show my students some
base-ten cubes and ask, and ask
them to identify their base shape
i.e. rectangle, triangle, etc.
 Provide students certain
images and visuals of the
prisms, and ask them to
identify types of prisms.
 Ask students to draw a 3D
prism and shade the
region that can be defined
as volume.
 Ask students to work on
the given worksheet.
Worksheet!
I will next teach the students the
difference of values of length,
width and height by visual aids
I will inquire about the difference
between prism and slice?
Students will label the sides of
the prism diagram
Worksheet
PowerPoint
Visuals
Printed resource
sheets
Textbook, grid
paper, worksheets
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.
 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.
Assigned
worksheets and
videos.
PowerPoint
Presentations
Finish / summing up / link to the next lesson:
The next lesson will be about circles and spheres.
Homework:
Draw and label the prisms, find their volume using the right formula.
Evaluation:
Student: Outcomes met / engaged / on task / learning
Were the students properly engaged?
My teaching: Strengths / Weaknesses / Changes
Use of visual aids helped the students to better understand the

Did the students enjoy the lesson?
Were the students able to recall the lessons at the end?
Did the students understand their HW?
lesson.
I was able to engage the students throughout the lesson.
In future, I would allow the students for a question-answer
session.
References
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.
Pittalis, M., & Christou, C. (2010). Types of reasoning in 3D geometry thinking and their relation with spatial
ability. Educational Studies in mathematics, 75(2), 191-212.
Marchis, I. (2012). Preservice Primary School Teachers' Elementary Geometry Knowledge. Acta Didactica
Napocensia, 5(2), 33-40.
Pittalis, M., Mousoulides, N., & Christou, C. (2010, January). Students’ 3D geometry thinking profiles. In Proceedings of
CERME (Vol. 6, pp. 816-825).
Guven, B. (2012). Using dynamic geometry software to improve eight grade students' understanding of transformation
geometry. Australasian Journal of Educational Technology, 28(2).
Abu, M. S., & Abidin, Z. Z. (2013). Improving the levels of geometric thinking of secondary school students using
geometry learning video based on van Hiele theory. International Journal of Evaluation and Research in
Education (IJERE), 2(1), 16-22.