Teaching pack · Year 10 Measurementseegongsik /au
Surface Area and Volume of Composite Objects: a week of ready-to-teach maths
Five days of lessons for Year 10 Measurement. Print this pack and the week is prepared.
AC9M10M01
solve problems involving the surface area and volume of composite objects using appropriate units
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Composite objects are simple solids joined”, “Volume simply adds up”, “Surface area: the joined face is hidden”, “Removing a piece: holes and hollows”, “Appropriate units: square versus cubic”.
seegongsik.com/au/y10/measurement/AC9M10M01
Aligned to Australian Curriculum V9 (AC9M10M01). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Composite objects are simple solids joined | Practise the idea with talk, board and worksheet | Board: Composite objects are simple solids joined |
| 2 | Volume simply adds up | Practise the idea with talk, board and worksheet | Board: Volume simply adds up |
| 3 | Surface area: the joined face is hidden | Practise the idea with talk, board and worksheet | Board: Surface area: the joined face is hidden |
| 4 | Removing a piece: holes and hollows | Practise the idea with talk, board and worksheet | Board: Removing a piece: holes and hollows |
| 5 | Appropriate units: square versus cubic | Practise the idea with talk, board and worksheet | Board: Appropriate units: square versus cubic |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on surface area and volume of composite objects. Ask: What did you practise today?
seegongsik.com/au/y10/measurement/AC9M10M01/pack
Day 1 · Teacher planDay 1 of 5
Composite objects are simple solids joined
Children practise “Composite objects are simple solids joined” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain composite objects are simple solids joined in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Composite objects are simple solids joined”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Composite objects are simple solids joined”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Composite objects are simple solids joined” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about composite objects are simple solids joined.
Day 1 · Worksheet
Composite objects are simple solids joined
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Volume simply adds up
Children practise “Volume simply adds up” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain volume simply adds up in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Volume simply adds up”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Volume simply adds up”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Volume simply adds up” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about volume simply adds up.
Day 2 · Worksheet
Volume simply adds up
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Surface area: the joined face is hidden
Children practise “Surface area: the joined face is hidden” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain surface area: the joined face is hidden in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Surface area: the joined face is hidden”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Surface area: the joined face is hidden”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Surface area: the joined face is hidden” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about surface area: the joined face is hidden.
Day 3 · Worksheet
Surface area: the joined face is hidden
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Removing a piece: holes and hollows
Children practise “Removing a piece: holes and hollows” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain removing a piece: holes and hollows in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Removing a piece: holes and hollows”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Removing a piece: holes and hollows”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Removing a piece: holes and hollows” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about removing a piece: holes and hollows.
Day 4 · Worksheet
Removing a piece: holes and hollows
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Appropriate units: square versus cubic
Children practise “Appropriate units: square versus cubic” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain appropriate units: square versus cubic in Year 10 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Appropriate units: square versus cubic”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Appropriate units: square versus cubic”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Appropriate units: square versus cubic” on screen for the main block.
seegongsik.com/au/y10/measurement/AC9M10M01
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about appropriate units: square versus cubic.
Day 5 · Worksheet
Appropriate units: square versus cubic
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Surface Area and Volume of Composite Objects
Cut out. Hold up a card and give an example.
Composite objects are simple solids joined
Give an example.
Volume simply adds up
Give an example.
Surface area: the joined face is hidden
Give an example.
Removing a piece: holes and hollows
Give an example.
Appropriate units: square versus cubic
Give an example.
Store in an envelope labelled AC9M10M01.
Mini-check · End of week
Show what you know: Surface Area and Volume of Composite Objects
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (surface area and volume of composite objects) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.