Teaching pack · Year 8 Measurementseegongsik /au
Volume of Prisms: a week of ready-to-teach maths
Five days of lessons for Year 8 Measurement. Print this pack and the week is prepared.
AC9M8M02
solve problems involving the volume and capacity of right prisms 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: “A right prism has one cross-section”, “Volume = cross-section area x length”, “A rectangular prism”, “A triangular prism”, “From volume to capacity”.
seegongsik.com/au/y8/measurement/AC9M8M02
Aligned to Australian Curriculum V9 (AC9M8M02). 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 | A right prism has one cross-section | Practise the idea with talk, board and worksheet | Board: A right prism has one cross-section |
| 2 | Volume = cross-section area x length | Practise the idea with talk, board and worksheet | Board: Volume = cross-section area x length |
| 3 | A rectangular prism | Practise the idea with talk, board and worksheet | Board: A rectangular prism |
| 4 | A triangular prism | Practise the idea with talk, board and worksheet | Board: A triangular prism |
| 5 | From volume to capacity | Practise the idea with talk, board and worksheet | Board: From volume to capacity |
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 volume of prisms. Ask: What did you practise today?
seegongsik.com/au/y8/measurement/AC9M8M02/pack
Day 1 · Teacher planDay 1 of 5
A right prism has one cross-section
Children practise “A right prism has one cross-section” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a right prism has one cross-section in Year 8 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 “A right prism has one cross-section”,
- 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 “A right prism has one cross-section”. 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 “A right prism has one cross-section” on screen for the main block.
seegongsik.com/au/y8/measurement/AC9M8M02
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 a right prism has one cross-section.
Day 1 · Worksheet
A right prism has one cross-section
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 = cross-section area x length
Children practise “Volume = cross-section area x length” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain volume = cross-section area x length in Year 8 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 = cross-section area x length”,
- 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 = cross-section area x length”. 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 = cross-section area x length” on screen for the main block.
seegongsik.com/au/y8/measurement/AC9M8M02
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 = cross-section area x length.
Day 2 · Worksheet
Volume = cross-section area x length
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
A rectangular prism
Children practise “A rectangular prism” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a rectangular prism in Year 8 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 “A rectangular prism”,
- 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 “A rectangular prism”. 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 “A rectangular prism” on screen for the main block.
seegongsik.com/au/y8/measurement/AC9M8M02
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 a rectangular prism.
Day 3 · Worksheet
A rectangular prism
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
A triangular prism
Children practise “A triangular prism” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a triangular prism in Year 8 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 “A triangular prism”,
- 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 “A triangular prism”. 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 “A triangular prism” on screen for the main block.
seegongsik.com/au/y8/measurement/AC9M8M02
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 a triangular prism.
Day 4 · Worksheet
A triangular prism
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
From volume to capacity
Children practise “From volume to capacity” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from volume to capacity in Year 8 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 “From volume to capacity”,
- 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 “From volume to capacity”. 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 “From volume to capacity” on screen for the main block.
seegongsik.com/au/y8/measurement/AC9M8M02
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 from volume to capacity.
Day 5 · Worksheet
From volume to capacity
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 Volume of Prisms
Cut out. Hold up a card and give an example.
A right prism has one cross-section
Give an example.
Volume = cross-section area x length
Give an example.
A rectangular prism
Give an example.
A triangular prism
Give an example.
From volume to capacity
Give an example.
Store in an envelope labelled AC9M8M02.
Mini-check · End of week
Show what you know: Volume of Prisms
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 (volume of prisms) 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.