Teacher instructions

Work through this resource material in the following sequence:

10 minutes

Tune in: Finding shapes in the real world

15 minutes

Find out: Mathematical theory

25 minutes

Take action: Measuring shapes in the real world

Tune in: Finding shapes in the real world

Step 1.

If you aren't already outside, take the class to your outdoor learning space. Review outdoor learning rules and the benefits of outdoor learning with students, including potential hazards and actions to take in the event of hazards.

Step 2. Discuss:

What shapes can you see in the world around us?

Find out: Mathematical theory

Step 1.

Review students' knowledge of perimeter, area and volume by creating mind-maps using these as central words. Depending on your class you may wish to assign one word to a group of students or have groups complete all three.

Share the mind-maps and ensure all students have the correct formulas in their mind-maps. You may wish to write the formulas on the board to ensure they are accurately recorded.

Perimeter is the measurement around the outside of a closed 2D shape. Area is a measure of how much space there is on a flat surface.

Volume of a prism can be calculated using V=Ah where A is the cross sectional area (base) and h is the height.

Some shapes have a special formula:

Note: A PDF version of these images is available here - Formula sheet - Perimeter, Area and Volume.

Take action: Measuring shapes in the real world

Step 1.

Break the class into groups of two or three and set the boundaries for your outdoor learning space. You could assign sections of the schoolyard to each group or define one large area. This will ensure that students are not wandering off around the school.

Step 2.

Explain to students that working in their groups they will be walking around the schoolyard looking for a variety of different types of shapes. Give each group a copy of the Looking for Shapes - Worksheet and explain they will be using this to record the details of the shapes they find (by drawing them) and describing their location.

Refer students to the worksheet and discuss the example that is provide.

Step 3.

Take a moment to clarify with students your expectations on what constitutes a shape. Because your students will be calculating the volume of shapes, it would probably be easier to focus on built shapes. Display the following images and identify the shapes:

Image 1. Shed

Image 2. Bench

Review with students how they would calculate the perimeter, area and volume of the shapes represented in the images above.

Reflection

Work as a class to check student answers. Invite students to share one of their shapes (including circles), where they found them and their calculations.

In addition, engage students in a class discussion around the following points:

Which was the largest type of each shape you were able to identify?
Which was the smallest?
Were you able to find the shapes in the natural environment or were they only in constructed structures?
How many different types of shape were you able to find?
What was the most difficult shape to find?

Differentiated Learning

Extension: Using a piece of string invite students to create a shape on the ground over a patch of bumpy ground. Students should imagine that this shape is 0.5 metres deep from it's lowest point. For example, you could tell them there is a small pond in their sample space or that the ground is uneven and rises at a 45^o angle. They should create their own drawing and calculate the volume taking this into consideration.

Provisional learning support: Students requiring support can work in groups with students who have a more thorough understanding of the concepts and skills. You could also provide them with this Formula sheet - Perimeter, Area and Volume to ensure they have the correct formulas.

Outdoor Learning - Volume

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Summary

Learning intentions:

Students will...

Success criteria:

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