Lesson Topic/Focus:

ACARA Learning Area:

ACARA strand (s):
ACARA sub-strand(s):
ACARA content description:

Volume and Capacity

Mathematics
Measurement and Geometry
Using units of measurement

Date:
Year level(s):
Lesson duration:

25/11/14
3
1 hour

Yr 3 - Measure, order and compare objects using familiar metric units of length,
mass andcapacity (ACMMG061)

Learning Standard(s)/Outcome(s):
State the lesson outcomes or other appropriate concepts, understanding, skills or attitudes students should learn through
this lesson as informed by the AusVELS content descriptors, standards, learning focus

Learning Intention: For students to use MAB blocks, drawings and/or number sentences to design containers or
rectangular prisms
Success Criteria: I know I am doing well if I am using the MAB blocks, drawings and/or number sentences to
design the containers or boxes needed to answer todays maths problem
Assessment:
State methods/strategies and criteria you will use to assess student learning.
Written Work and understandings assess through focused observation, questioning and anecdotal notes.
Assessment criteria:
Name the criteria clearly in order to access such learning and to analyse the assessment data; criteria should be clearly linked to the
learning standards/outcomes; what will you look for in the assessment? What evidence will you seek in the assessment that proves that
the student has met the lessons learning outcomes?

1.
2.
3.
4.

Material Used (MAB blocks, drawings, number sentences)

Strategy used efficiency, effectiveness
Working out and questioning demonstrates understandings and justifications
Ability to form generalisations

Background to the learning:

A. References for teacher background knowledge

B. Identify students current knowledge

Maths on the Go Rob Vingerhoets

Open Ended Mathematic Activities - Sullivan

This is the students 3rd lesson on volume and capacity,

they have completed 2 lessons of rotation activities

Lesson resources:
List the resources, materials, equipment and titles of books used in the presentation of the lesson/activity. Present
a summary of your chalkboard/whiteboard or overhead presentation, or attach to the back page of your Lesson
Plan a sample of your handouts where appropriate.

Whats the question Rob Vingerhoets

Whiteboard
MAB/unifix blocks
Maths exercise books
Pencils, erasers, rulers

Lesson content:
A.

B.

C.

Introduction
10 mins
Motivation and tuning in strategies to revise current knowledge, to gain insights into what the
students already understand, to engage the students or to introduce new learning; list the key questions
to use
Play Whats the question number 28 Vingerhoets p.14
Development
10 mins
Explore/elaborate/restructure/develop the concepts, understandings, skills or attitudes; teaching and
learning strategies that will be used to achieve this; summarise (list instructions) approaches or
activities to be used; list the key questions to use
Explain Consolidation
Model use of materials to work out problem, suggest both written work, drawing and materials to help students
Display learning intention and success criteria
Consolidation, practice, extension
30 mins
Assign work tasks, which apply the concepts, skills, understanding and/or attitudes; ways of extending
the learning of ideas/understandings; ways of scaffolding learning for students who require extra
assistance

Problem:
I filled a container with 20 spoonfuls of rice. What might the container look like?
Is there more than one type of container that could hold the rice?
What could you use to estimate the size of the container needed?
Extension:
Design some boxes that could hold 36 chocolates, each chocolate is 1cm cubed.
D.

Closure
10 mins
Summarise the key issues in the lesson; list the strategies employed to determine what the students have
learnt; questions that will be posed to support the students reflection on learning
Discuss students responses look for patterns and generalisations
Rocket writing Students have 4 minutes to write as much as they can about what they know about volume
and capacity