Teaching pack · Year 9 Measurementseegongsik /au
Volume and Surface Area of Prisms and Cylinders: a week of ready-to-teach maths
Five days of lessons for Year 9 Measurement. Print this pack and the week is prepared.
AC9M9M01
solve problems involving the volume and surface area of right prisms and cylinders 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: “Cubic units vs square units”, “Cross-section times length”, “Unrolling a prism\'s surface”, “A cylinder is a circular prism”, “Unrolling a cylinder”.
seegongsik.com/au/y9/measurement/AC9M9M01
Aligned to Australian Curriculum V9 (AC9M9M01). 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 | Cubic units vs square units | Practise the idea with talk, board and worksheet | Board: Cubic units vs square units |
| 2 | Cross-section times length | Practise the idea with talk, board and worksheet | Board: Cross-section times length |
| 3 | Unrolling a prism's surface | Practise the idea with talk, board and worksheet | Board: Unrolling a prism's surface |
| 4 | A cylinder is a circular prism | Practise the idea with talk, board and worksheet | Board: A cylinder is a circular prism |
| 5 | Unrolling a cylinder | Practise the idea with talk, board and worksheet | Board: Unrolling a cylinder |
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 and surface area of prisms and cylinders. Ask: What did you practise today?
seegongsik.com/au/y9/measurement/AC9M9M01/pack
Day 1 · Teacher planDay 1 of 5
Cubic units vs square units
Children practise “Cubic units vs square units” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain cubic units vs square units in Year 9 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 “Cubic units vs square units”,
- 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 “Cubic units vs square units”. 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 “Cubic units vs square units” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M01
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 cubic units vs square units.
Day 1 · Worksheet
Cubic units vs square units
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
Cross-section times length
Children practise “Cross-section times length” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain cross-section times length in Year 9 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 “Cross-section times 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 “Cross-section times 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 “Cross-section times length” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M01
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 cross-section times length.
Day 2 · Worksheet
Cross-section times 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
Unrolling a prism\'s surface
Children practise “Unrolling a prism\'s surface” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain unrolling a prism\'s surface in Year 9 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 “Unrolling a prism\'s surface”,
- 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 “Unrolling a prism\'s surface”. 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 “Unrolling a prism\'s surface” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M01
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 unrolling a prism\'s surface.
Day 3 · Worksheet
Unrolling a prism\'s surface
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 cylinder is a circular prism
Children practise “A cylinder is a circular prism” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a cylinder is a circular prism in Year 9 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 cylinder is a circular 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 cylinder is a circular 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 cylinder is a circular prism” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M01
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 cylinder is a circular prism.
Day 4 · Worksheet
A cylinder is a circular 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
Unrolling a cylinder
Children practise “Unrolling a cylinder” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain unrolling a cylinder in Year 9 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 “Unrolling a cylinder”,
- 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 “Unrolling a cylinder”. 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 “Unrolling a cylinder” on screen for the main block.
seegongsik.com/au/y9/measurement/AC9M9M01
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 unrolling a cylinder.
Day 5 · Worksheet
Unrolling a cylinder
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 and Surface Area of Prisms and Cylinders
Cut out. Hold up a card and give an example.
Cubic units vs square units
Give an example.
Cross-section times length
Give an example.
Unrolling a prism's surface
Give an example.
A cylinder is a circular prism
Give an example.
Unrolling a cylinder
Give an example.
Store in an envelope labelled AC9M9M01.
Mini-check · End of week
Show what you know: Volume and Surface Area of Prisms and Cylinders
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 and surface area of prisms and cylinders) 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.