# Summary of Lesson Plan:

# Australian Curriculum Links:

- Choose appropriate units of measurement for length, area, volume, capacity and mass (ACMMG108)
- Calculate the perimeter and area of rectangles using familiar metric units (ACMMG109)

Year 6 Measurement and Geometry:

- Convert between common metric units of length, mass and capacity (ACMMG136)

# Lesson Plan Sequence:

### Mathematical Prior Learning:

### Rationale:

### Objectives:

- Understand different shapes can have the same perimeter;
- Make reasonable estimates for areas of their designs ie. The barbeque area;
- Choose the most appropriate tool to investigate their estimates;
- Calculate the area of various rectangular and square shapes in their designs using formal units and a basic formula;
- Develop and use a simple scale to calculate areas.

### Lesson:

Following a reading of ‘Belonging’ and taking inspiration from concepts in the book, students are given the task of designing a community space. For example, a garden space where families can come and share a barbeque etc. Students are told the area has a perimeter of 240 metres. They will use Geometer’s Sketchpad to investigate the shape of their area and design their chosen features. They are given a scale to use of 1 cm2 = 10 m2. Students must include the measurements for all areas of their designs and may use a calculator to calculate the formula required to produce the varying measurements. Items students could possibly include: playground, sports area, sand pit, community vegetable garden, water feature, toilets, barbeque, grassed picnic area, bike riding track, gardens.

Students begin by estimating the measurements of their designs. On the oval, they are the given the choice of tools (ruler, tape measure and trundle wheel) to test out their estimated measurements to ensure they are reasonable. Students then continue to use the Sketchpad to record their designs including measurements. They record their problem solving strategies for measuring the varying areas. One completed students save their file to a class folder. During reflection time students share their plans on the

IWB and as a group are able to discuss differences and share ideas.

### Questioning to extend Working Mathematically focus:

- How come the shape of your area is different to Joe’s? How can they both have the same perimeter? (Problem Solving);
- Why is important to draw your design to scale? (Communicating); How did you work out the area of the path around the outside of the park? (Problem Solving);
- Is there something else you can think of that has a similar area to your park? (Problem Solving)

### Integration of Technology:

### Modifications for Stage 2:

- MA2-9MG: Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures;
- MA2-10MG: Measures, records, compares and estimates areas using square centimetres and square metres

# Assessment:

Through questioning and students ability to share their problem solving strategies and reasoning, as well as mathematical language used; Through observation of student estimations and choices of measuring tool; Analysis of work sample.

# Resources:

- ‘Belonging’ by Jeannie Baker
- Rulers, tape measure, trundle wheel
- Access to computers and ipads with Geometer’s Sketchpad Program

### [wpfp-link]

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