LESSON PLAN

Unit/Lesson Title

Lesson duration: 50
minutes
National Professional Standards for Teachers: Domain:
Standard:
Professional Practice
3.1

Stage: 2 Year: 3/4

Class/Group:
Upper Primary

Specific Teaching Target: Focus area/s: How to calculate a 2D

Shape
Rationale:
Why need to know how to calculate a 2D shape and how it could be
useful

Prior Knowledge:
What a 2D Shape is
Syllabus
Indicator/s

Time

5min

3min
By the end of the
lesson the students
will understand
what a square
metre is and how to
calculate it.

15mi
n

5min

Syllabus Outcome/s
WMS2.3 Uses appropriate terminology to describe, and symbols to
represent, mathematical ideas.
MS2.2 Estimates, measures, compares and records the areas of
surfaces in
square centimetres and square metres
Resources: Quiz Boxes, SMART board, 1m ruler, newspaper,
masking tape
YouTube clip http://www.youtube.com/watch?v=MFmtZwZuJ5o
Content/Learning Experiences
Teaching
Class
Assessment
Strategies
Organisation
Techniques
Introduction (Engagement)
Inform students that this Maths session will be
learning about Metre Square. But first we shall do
some Simple Maths warm up exercises.
Body
http://www.youtube.com/watch?v=MFmtZwZuJ5o
Run a Quiz Boxes (Jeopardy) with questions that will
lead into square metres, several multiplication
questions.

Teacher
Explanation

Group Work

Sitting at desk

Group Work

Sitting at
several desks

Ask the students if they know how to measure a

square metre?
Create with newspaper a 1 metre square using a 1m
ruler, newspaper and masking tape.
Have the students measure items in the classroom
and hallway to get an idea of square metres.
Questions the students how many square metres is
their desk, SMART board, window
Question the students how many students can they

Group
Discussion

Question the
students on
how to find the
area of various
shapes and
what it could
be useful for
when doing
various tasks

10mi
n

fit into a Square metre.

Have the students cut the square metre carefully in
half and place on the end to make a long rectangle,
question the students if it is still a square metre and if
it is still the same size?
Can the students fit the same amount of students
into the changed shape than when it was a square?
Then have the students make an L shape with the 2
parts. Question the students if it is the same size
Adjustment:
If the students are finding concept easy introduce
Question the students how many cm in a metre.
Question the students how to find the area of a
square L X H
Question the students how to find the area of a
triangle X L X H
Conclusion(Presentation/Reflection)

5min

8 Aboriginal ways of
learning
Reference:
http://8ways.wikispaces.co
m/

Question the students to explain in their own words

what a square metre is and what it could be useful to
measure.
Question the students who can remember what some
of the words to the song are.
Finish up with playing the clip again.
http://www.youtube.com/watch?v=MFmtZwZuJ5o
Quality Teaching/Quality Learning Framework

Intellectual Quality
Quality Learning Environment
Significance
Deep knowledge
Explicit quality criteria
knowledge
Deep understanding
Engagement
knowledge
Problematic knowledge
High expectations
integration
Higher-order thinking
Social support
Metalanguage
Students self-regulation
Connectedness
Substantiative communication
Student direction
Reflection: Should have opened with quiz box instead of teaching the concept then breaking then trying to return to it.
Understand the content difference between area and perimeter
Provide students with the opportunity to fail

Background
Cultural
Knowledge
Inclusivity
Narrative

Dont single out students who are struggling.

Be better organised for lesson and understand what was going to do and how
Could have had a page of questions which had the students use the concept.
Keep better track of time, I was glad that I stopped the quiz boxes when I did as it was going to go on, even though the students seemed
to like it. But watch how they interact with each other better.