Unit Plan For Geometry Measurement Grade 9

EDMA417_2013_HenrykBrzozowski_Year9Measurement&Geometry.
Page 1

Unit Plan
ACU
Measurement and Geometry

Level 9 Mathematics

Henryk Brzozowski

S00112439

EDMA417_2013_HenrykBrzozowski_Year9Measurement&Geometry. Page 2

Rationale
This Unit Plan will cover Measurement and Geometry as well as the following three sub-sections; Using Units
of Measurement, Geometric Reasoning and Pythagoras and Trigonometry. This unit follows AusVels every step of the
way in relation to Level 9 outcomes. In total, there are 15 lessons plans that run for approximately 50 minutes each.
The unit plan for Measurement and Geometry provides an environment that enhances and creates a variety
of learning opportunities for students. The unit plan contains provision of scaffolded and largely teacher led activities
as a model for learning. The processing of knowledge and skills are revisited regularly throughout this unit plan. For
example, there is time for student discussion and brainstorming before and after each class, small group or pair work
with other students as well as student presentations. The following unit plan also contains descriptions of practical
activities and assignments that will be given to the students as way to promote student engagement and authentic
learning. Furthermore, the three sub-sections of Measurement and Geometry will also be a foundational or
prerequisite section for further mathematics and science (Smith and Teppo, 2011).
Students that require additional attention and assistance from the mathematics teachers have also been
acknowledged in this unit plan. There are the few ways that students with special needs, English as a Second
Language (ESL) students, and gifted students would be acknowledged by the teacher. Students with special needs
will have the opportunity to work with fellow peers and student buddies or the teacher if required. Small group
work should also facilitate participation in all activities and encourage student engagement and understanding. ESL
students will be paired with student peers or buddies whose first language is English, and who would be happy to
pair up with an ESL student. ESL students would also have an opportunity to work in small groups with their fellow
buddies as a way to develop a greater sense of understanding of the unit content and potentially a greater sense of
belonging within the classroom. This unit outline also provides open ended tasks for gifted students so they would
have the opportunity to grow and expand their knowledge of maths.
This unit plan will utilize the constructivist approach of learning. The constructivist approach was initially
developed by PIaget, which in sum builds upon the learners' prior knowledge and experience (Goos, Stillman, & Vale,
2007). It was believed that this constructivist approach will be a beneficial learning practice, as education in today's
society relies heavily upon the notion that students will learn by using their past experiences and beliefs in the
classroom (Goos, Stillman, & Vale, 2007). Furthermore, a second learning practice will also be implemented which is
called internalization. This learning theory looks into the way students interact socially as a way to better their
understanding and learning. Krause, Bochner, Duchesne, & McMaugh (2010) suggested that students are more
active and engaged with content material when social interaction is included, and thus it was implemented in the
lesson five of this unit plan. Social interaction includes collaborative learning, scaffolding (slicing the information into
easier pieces to understand) and the Zone of Proximal Development (child interaction with adult awakens mental
functions) (Goos, Stillman, & Vale, 2007). For example, three stand alone lessons are scaffolded in a way so that a
student can finish the assignment.
Conclusively, the students will be included in an environment that develops their ability and metacognitive
processes by collaborating and socially engaging with each other as well as the teacher. The activities and exercises
that will be employed would allow the teacher to practice the aforementioned learning strategies, which would in
turn provide a positive and interactive learning environment for the students.


Geometry & Measurement - Unit Planner
Lesson No. Page No. Key Ideas
1 5 Students make a timeline of Earth's history using calculator tape. Gives opportunities for
converting between big and small numbers (in years) which leads to the use of metric
system.
2 6 Activity that allows converting between measurement capacities
3 7
Students work with a Program called Fun with Construction. , it will help understand
how to measure the area and perimeter (perimeter only if some do not know
what is it) of two dimensional shapes such as triangles, squares, rectangles and
circles.
4 8 Bridging lesson which introduces composite shapes. Students visualise the shapes they
already learnt and use that knowledge to partition composite shapes. Partitioning is a
method to find the area of composite shapes.
5 8-10 Moving on from 2D figures to 3D solids. Activity called Four Cube Houses. Students
construct houses in pairs from only 4 cubes provided and find the areas and cost of
building such structures.
6 11 Volume of Cylinders. Students are given an activity that challenges their understanding
of Volume and how dimensions affect the capacity of a solid.
7 12-13 Volume of Right-Prisms. Students find the volume of a prism that will be constructed by
each individual. Learn the definition of a right prism.
8 15-16 Introducing the concept of ratio and scales. Students are given examples and then work
from their exercise books.
9 17-18 Students do exercises that allow them to understand Scale Factors. Concept of
Similarity and Congruence is also explained. Students explain Congruence through an
activity.
10 18-19 Through an engaging activity students learn about the Enlargement Transformation.
Students are also given the chance to apply their knowledge to prove how two triangles
can be similar but not congruent.
11 21-23 Activity that allows the students to finish without previous knowledge about the
Pythagoras Theorem.
12 22-23 Introduce the use of Calculators. Students finish up with previous activity and move on
to solving unknown sides of a triangle using the Pythagorean Theorem online.
13 23-24 This lesson is the beginning of the 3 stand alone lessons with technology (assuming
they are using Ti-Nspire CAS). Solve right angle triangle problems using SOH CAH TOAH
and technology.
14 25-31 Assignment called Similar Signs (provided by Texas Instruments) is given to the students.
The assignment gives huge opportunities for learning with technology.
15 25-31 Students complete and fill in all the blanks for the assignment.


Using Units of Measurement
Lesson Outlines
Lesson No. Lesson Title Math Learning Goals
1-2 Timescales and
Intervals
-Being able to imagine and comprehend big numbers
-Exploring the concept of Timescales
-Deeper understanding of the metric system
-Converting between measurement capacities

3 Introduction
into Shapes
- Understand the concept of area and memorise the formulas
relating to Figures such as; circles, semi-circles, rectangles, squares,
trapeziums and triangles.
-
, length x width, a x a =
, 1/2 x (a+b)d, 1/2 x base x

height.
4 Areas of
Composite
Shapes
- Learn the definition of composite shapes: it is an object
composed of a combination of two or more basic shapes.
-Visualise shapes within a given two dimensional object and
partitioning it into basic shapes.
-Use of appropriate formulas.
5 Areas of
Composite
Shapes Cont.
-Representing 3D Solids in 2D Figures.
-Operations with money
-Problem solving skills applied and built upon.
-Finding TSA.

6 Volume of
Cylinders
-Demonstrate the use of the formula
and C = x d or
C/d = .
-Know the difference between diameter (d) and radius (r).
-Apply the knowledge in the given activity.

7 Volume of Right
Prisms
-Develop and apply the formula for volume of a prism (area of base
x height)
-Relate exponential notation to volume. Explain why volume is
measured in cubic units.
-Determine the volume of right prisms (with bases that are
pentagons, composite shapes), using several methods/formulas.


Pythagoras and Trigonometry
Lesson Outlines
Lesson No. Lesson Title Math Learning Goals
11-12 Pythagoras
Theorem
-Learn to use Pythagoras Theorem to find out the different sides
of right angled triangles.
-Understand the Pythagoras Theorem has useful applications
outside of the classroom.
-Understand that calculations may generate results that can be
integers, fractions or irrational numbers.
-Learn the Pythagoras Theorem ,
where in any
right-angled triangle, the square of the hypotenuse is equal to the
sum of the squares of the other two sides.

13 Trigonometric
Ratios in Right-
Angled
Triangles
-Apply trigonometry to solve right-angled triangle problems.
-Understanding the terms 'adjacent' and 'opposite' sides in a
right-angled triangle.
- Selecting and accurately using the correct trigonometric ratio to
find unknown sides (adjacent, opposite and hypotenuse) and
angles in right-angled triangles.
- Label the sides of the triangle with respect to the angle to be
found using the symbols O, A and H.
-Apply technology to solve Trigonometric problems.

14-15 Similarity in
Trigonometry
-Use similarity to investigate the constancy of the sine,
cosine and tangent ratios for a given angle in right-angled
triangles
-Understand and show that for opp/hyp as the angle increases
the ratio reaches 1.
-Understand and show that as the scale factor increases for sides
opp and hyp the angle does not change because they are similar
triangles.


Using Units of Measurement: Lesson 11-12: Pythagoras Theorem Grade 9
Math Learning Goals
-Learn to use Pythagoras Theorem to find out the different sides of right angled triangles.
-Understand the Pythagoras Theorem has useful applications outside of the classroom.
-Understand that calculations may generate results that can be integers, fractions or irrational numbers.
-Learn the Pythagoras Theorem ,
where in any right-angled triangle, the square of the

hypotenuse is equal to the sum of the squares of the other two sides.
-Learn to use the calculator efficiently.
The Focus
Pythagoras Theorem. Remind them of the term Hypotenuse.
It is possible to draw triangles on the three sides of a triangle where
each of the two smaller sides will have a total sum of triangles that the
bigger triangle does (hypotenuse side). In this case it is 12+4=16.

Action!
Students do 3-4 questions that are similar to the one of the right (sheets
will be given out with questions).
The point is for them to spot the pattern which is
.
A double lesson will be used for this because more information needs to be given (Education Services
Australia, 2010)


The Focus 2
Show these two examples. Note: not all areas of the biggest square will equal to be a rational number. This
lesson will be an introductory into the use of technology (in this case calculators).

Finding a Hypotenuse, an Example
Find the length of the hypotenuse of the right-
angled triangle shown in the diagram.

Solution:
Let the length of the hypotenuse be x cm.
By Pythagoras' Theorem

Action 2
For the second period students are given instructions to log into the following free website:

http://www.myteachingplace.com.au/index.php/resources/assignment_186.html
Press on Start when prompted. There are four sets of activities. First 3 must be completed before the end
of the class. Student write down their results and working out in their work books. Students use their
calculators to find the answers.
Summarise
Pythagoras Theorem can be applied to right-angled triangles and triangles to find the length of an
unknown side. During the lesson walk around the classroom and do formative assessment to check that
they are on track. Each student shows their working out to their partner to check that all exercises are
completed. This will give them an opportunity to make their own choices.

Using Units of Measurement: Lesson 13: Trigonometric Ratios in Right-Angled Triangles Grade 9
Math Learning Goals
-Apply trigonometry to solve right-angled triangle problems.
-Understanding the terms 'adjacent' and 'opposite' sides in a right-angled triangle.
- Selecting and accurately using the correct trigonometric ratio to find unknown sides (adjacent, opposite
and hypotenuse) and angles in right-angled triangles.
- Label the sides of the triangle with respect to the angle to be found using the symbols O, A and H.
-Apply technology to solve Trigonometric problems.

The Focus

An explanation of how to use the graphics calculator for these questions.

Say in the above you were given H and O and you are asked to find the angle A.
Go to the Calculator function > Press Inverse button > Sine > (O / H ) > = > Execute.
Some examples:


Action !
Students will do specific exercises from their exercise books.
Questions will include (if they are working from Math Quest9):

Summarise
-The longest side of a right-angled triangle is called the hypotenuse.
-The hypotenuse is always situated opposite the right-angle.
-The length of the shorter side can be found if we are given the length of the hypotenuse and the other -
shorter side by using the formula a
2
= c
2
b
2
or b
2
= c
2
a
2
.
-When using Pythagoras theorem always check the units given for each measurement.
If the value of sine, cosine or tangent of an angle is known, the size of this angle can be found using
the appropriate inverse function on scientific or graphics calculators.
The trigonometric inverses are denoted with symbols sin
-1
, cos
-1
and tan
-1
.
-Label the sides of the triangle with respect to the angle to be found using the symbols O, A and H.
Using Units of Measurement: Lesson 4-5: Similarity in Trigonometry Grade 9
Math Learning Goals
-Use similarity to investigate the constancy of the sine, cosine and tangent ratios for a given angle in right-
angled triangles
-Understand and show that for opp/hyp as the angle increases the ratio reaches 1.
-Understand and show that as the scale factor increases for sides opp and hyp the angle does not change
because they are similar triangles.


The Focus
Students work on an in class assignment Similar Signs. This will last two lessons using the Ti-Nspire CAS
calculator.
Software needed: Similar signs.
Firstly, brainstorm the main points from this section of the unit so far.
Recall and discuss the lesson about Scale Drawings and Ratios. The class has to know that everything in this
unit links together.
There is a Ti-Nspire program called Ti-Nspire CAS Navigator - Teacher Software. Assuming it is available in
the school this is how the assignment will be explained. The software can be projected on the whiteboard
and shown to the whole classroom. Here is an example:

Action!
Similar Signs (Similar Signs, Teachers Teaching with Technology, Texas Instruments 2010).
Make sure all students have the Similar Signs document on their Ti-Nspire's.
Note: Red = teacher annotated notes.


Once the document is on your handheld, press [Home] and select
My Documents. Locate the document and press [Enter] to open.

1. Navigate to page 1.3 and use the spinners to adjust the angle
alpha () and scale factor (grow) to:
= 30
Grow = 1.5
Use the mouse to click on the spinner, the measurements and
diagram change accordingly.
C' and B' are extensions of the corners C and B where C' and B'
are of constant ratio. It will be your job to prove this.
The first question in this assignment requires calculations to be
performed. The Scratchpad is a place where calculations can be
computed then discarded. To access the Scratchpad press
[Home] and select Scratchpad or press A.
To return to the current document, press [Esc] followed by
Current (4).
Note: Students will receive the tables with the values empty as to conserve some as much in-class time for
learning.
2. Complete the table below.


3. Next change the angle () and scale factor (grow) to:
= 50
Grow = 1.5
Some students may not identify the constant ratio or
similarity due to the small rounding ratio in the
answers. It should be highlighted to students that the original side lengths with only 3 digit accuracy,
therefore the ratios will only be accurate to two decimal places. We only need to know up to the accuracy
of 2 decimal places.

5. Complete the follow statement:
"For a given angle, the ratio B'C'/AC' remains constant when the scale factor (grow) is changed".
This is in relation to the lesson Scale diagrams and Ratios. All students must understand this concept. The
next part involves the students to be relate the ratio to Trigonometric Ratios from the previous lessons. By
doing the first few questions in the assignment by the scaffolding method, it is now possible to build upon
previous knowledge, Constructivism. They must understand the link between the constant ratio between
the similar triangles does not affect the angle .


6. Mouse over the text and use the right mouse click, select
calculate.
The calculate option checks the text for possible variables.
AC' represents the hypotenuse (hyp)
The prompt requests "Select hyp?", move the mouse over the
measurement and click on it.
B'C' represents the opposite side (opp).
Move the mouse over the measurement and click on it. The
calculation is complete and results is 'stuck to the mouse. Now
move the mouse next to the triangle.
Therefore B'C'/AC' are both ratios of the angle .

7. Adjust the angle and grow variable to:
= 50
Grow = 1.5
8. Complete the following table.


9. Explain why the ratio gets close to zero 1 when the angle is large such as 80?
This is because by changing the on the Ti-Nspire the height, B'C' or opposite side of the triangle gets
closer to length of the hypotenuse.
10. Does the ratio increase by the same amount each time the angle is changed by 10?
No.
11. Complete the following table by estimation. Estimate the ratio to two decimal places. Check your
estimation using the calculator and record the actual ratio to two decimal places.
The students must realise that the scale factor changes, students should realise this and relate to question
4 for estimation.

It is possible to do this assignment with cosine and tangent ratios. So for example instead of using

we can use this ratio to find the lengths of the sides and angle for cosine

and similar for tangent


Student Version
Similar Signs Name:_____________________________
Once the document is on your handheld, press [Home] and select My Documents. Locate the document
and press [Enter] to open.

1. Navigate to page 1.3 and use the spinners to adjust the angle
alpha () and scale factor (grow) to:
= 30
Grow = 1.5
Use the mouse to click on the spinner, the measurements and
diagram change accordingly.
C' and B' are extensions of the corners C and B where C' and B'
are of constant ratio. It will be your job to prove this.
The first question in this assignment requires calculations to be
performed. The Scratchpad is a place where calculations can be
computed then discarded. To access the Scratchpad press
[Home] and select Scratchpad or press A.
To return to the current document, press [Esc] followed by
Current (4).
Note: Students will receive the tables with the values empty as to conserve some as much in-class time for
learning.

2.
Angle Grow B'C' AC' B'C'/AC'
30
1.5
30
2.0
30
2.5
30
3.0

3. Next change the angle () and scale factor (grow) to:
= 50
Grow = 1.5

50
1.5
50
2.0
50
2.5
50
3.0

5. Complete the follow statement:
"For a given angle, the ratio B'C'/AC' ______________ when the scale factor (grow) is changed".

6. Mouse over the text and use the right mouse click, select
calculate.
The calculate option checks the text for possible variables.
AC' represents the hypotenuse (hyp)
The prompt requests "Select hyp?", move the mouse over the
measurement and click on it.
B'C' represents the opposite side (opp).
Move the mouse over the measurement and click on it. The
calculation is complete and results is 'stuck to the mouse. Now
move the mouse next to the triangle.
Therefore B'C'/AC' are both ratios of the angle .

7. Adjust the angle and grow variable to:
= 50
Grow = 1.5


8. Complete the following table.
10
2.0
20
2.0
30
2.0
40
2.0
50
2.0
60
2.0
70
2.0
80
2.0

9. Explain why the ratio gets close to zero 1 when the angle is large such as 80?

10. Does the ratio increase by the same amount each time the angle is changed by 10?

11. Complete the following table by estimation. Estimate the ratio to two decimal places. Check your
estimation using the calculator and record the actual ratio to two decimal places.
Angle Grow
Estimate: Opp/Hyp Actual: Opp/Hyp
5
2.0

15
2.0

25
2.0

35
2.0

45
1.5

Summarise
Students use technology to enhance their understanding of ratios in regards to right-angled triangles. After
the assignment is complete in class (and it is done in class because social interaction and inquiries will
often be made) the unit Measurement and Geometry is complete.


Grade 9 Unit 1: Using Units of Measurement Student Name: ___________________
Assessment Focus Rubric Date: ___________________

Lesson 1: Timescales and Intervals
Novice

Apprentice

Proficient

Distinguished
Applies appropriate mathematical
techniques to solve problems.

Accurate diagram of the Timescale
activity.

Communicates and connects
mathematical ideas using
appropriate terminology, diagrams
and symbols.

Shows deeper understanding of
the metric system.

Lesson 2: Timescales and Intervals
Contd.

Novice

Apprentice

Proficient

Distinguished
Converts between measurement
capacities with ease.

Finished task.

Lesson 3: Introduction into
Shapes

Novice

Apprentice

Proficient

Distinguished
Uses appropriate formulas to
calculate accurately and correctly.

Shows understanding of area.


Lesson 4: Areas of Composite
Shapes

Novice

Apprentice

Proficient

Distinguished
Knows the definition of
composite shapes.


Increased skill in partitioning
composite shapes.

Student finds area of composite
shapes accurately and correctly.

Lesson 5: Areas of Composite
Shapes Cont.

Novice

Apprentice

Proficient

Distinguished
Students designs more than 5
houses.

appropriate terminology, diagrams
and symbols

Finds the correct amount of
money it would cost to construct
such houses.

Works cooperatively in a group
environment.


Lesson 6: Volume of Cylinders
Novice

Apprentice

Proficient

Distinguished

Uses formulas to calculate the
volumes of prisms and cylinders,
and converts between units of
volume.

techniques to solve problems

Finishes online homework
(extension task)

Lesson 7: Volume of Right Prisms
Novice

Apprentice

Proficient

Distinguished

Shows a clear understanding of the
term right prism.

Engages in the task and completes
it.


Grade 9 Unit 1: Geometric Reasoning Student Name: ___________________
Lesson 8: Scales drawings and
ratios

Novice

Apprentice

Proficient

Distinguished
Shows understanding of scale
drawings and its relationship to
ratio.

techniques to solve problems.

Completes the given task with
appropriate steps.

Lesson 9: Enlargement and Scale
Factors

Novice

Apprentice

Proficient

Distinguished
Demonstrates a clear
understanding of the term Scale
Factor.

Shows the two shapes are
congruent.

appropriate steps.

Lesson 10: Scale Factors and
Triangles

Novice

Apprentice

Proficient

Distinguished
Demonstrates a clear understanding
of the term Enlargement
Transformation.

Engages in the task and completes it
within a group environment.

Finishes extension work (bonus
marks).

appropriate terminology


Grade 9 Unit 1: Pythagoras and Trigonometry Student Name: ___________________

Lesson 11-12: Pythagoras
Theorem

Novice

Apprentice

Proficient

Distinguished
appropriate steps.

Student explains how the door and
windows will affect the surface
area.

Spots the pattern in the given
activity.

Lesson 13: Trigonometric Ratios in
Right-Angled Triangles

Novice

Apprentice

Proficient

Distinguished
Applies trigonometry to solve
right-angled triangle problems.


Classifies, describes and uses the
properties of triangle and
determines congruent triangles to
find unknown side lengths and
angles.

Applies technology to solve
Trigonometric problems.

appropriate steps.


Lesson 14-15: Similarity in
Trigonometry

Novice

Apprentice

Proficient

Distinguished
Engages in the task and completes
it within a group environment.

appropriate steps.


appropriate terminology and
technology

Demonstrates ability to use
technology to solve problem.


References
Australian Mathematical Sciences Institute (2011). Scale drawings and similarity for measurement and
geometry: Years 8-10. Retrieved from
http://www.amsi.org.au/teacher_modules/Scale_drawings_and_similarity.html#Four_similarity_tests_for_t
riangles.
Bates College (2002, March 26). The metric system, abbreviations, and conversions for common units of
measure. Retrieved from http://abacus.bates.edu/~ganderso/biology/resources/writing/HTWabbr.html.
Education Services Australia (2010). Maths 300 supporting excellence in mathematics testing: Pythagoras and other
polygons. Retrieved from
http://www.maths300.esa.edu.au/index.php?option=com_content&view=article&id=287.
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary schools in mathematics: Research and
practice for the 21st century. Sydney, NSW: Allen & Unwin.
Krause, K-L., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational psychology for learning and
teaching (3rd ed.). South Melbourne, VIC: Cengage Learning.
Smith, J. P., van den Henvuel-Panhuizen, M., & Teppo, A. R. (2011). Learning, teaching and using
measurement: Introduction to the issue. ZDM Mathematics Education, 43, 617-620.

Unit Plan For Geometry Measurement Grade 9

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EDMA417_2013_HenrykBrzozowski_Year9Measurement&Geometry.

, 1/2 x (a+b)d, 1/2 x base x

where in any right-angled triangle, the square of the

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