TEACHER’S MODULE Chapter 6 Three-Dimensional Geometrical Shapes MATHEMATICS / FORM 2
Prepared by : Faten Hamimi Binti Mozaimi MHP231029 Norain Binti Rahmat MHP231006 Nurbaiti Binti Ahmad Zaki MHP231048 Victorajan A/L Kannan MHP231100 Wong Wai San Carol MHP231084
Contents Page 1. Introduction Classroom-Based Assessment 4 2. Teachers’ Guide Selected topic 7 Notes 8 Lesson plan 10 Assessment Questions 21 Worksheets 28 3. Conclusion 31 4. References 32 TABLE OF CONTENTS
INTRODUCTION: CLASSROOM-BASED ASSESSMENT (CBA) CBAare ways that teachers use to observe what pupils are learning and how well they are learning. The objective is to improve the teaching and learning process (Angelo& Cross, 1993). Key characteristicsof CBA CBA Teacher’s role Continuous process Formative & summative assessments Variety of assessment formats Holistic Adaptable based on context Emphasises individual development Provides feedback Improve teaching & learning Teacher collaboration
CBA (KEY CHARACTERISTICS) Characteristics Explanation Teacher’s role Teacher carries out the whole CBA process (Lewkowicz & Leung, 2021). Continuous process CBA occurs throughout the teaching and learning process (National Digital Department (Malaysia), n.d.). Includes formative & summative assessments CBA is used to assess student’s growth to improve learning and development, and also to assign a grade (National Digital Department (Malaysia), n.d.). Variety of assessment formats CBA can include projects, presentations, discussions and observations. It can also include oral, written, self- and peerassessments (Gulikers et al, 2004; Heritage, 2010). Holistic CBA assesses cognitive, psychomotor, emotional and social areas (Hock et al,, 2022), and captures a wide range of students’ skills and competencies (Poerwanti et al., 2023). Adaptable based on context CBA is adaptable to suit the needs of students from different schools and classrooms (Chong & Isaacs, 2023).
CBA (KEY CHARACTERISTICS) Characteristics Explanation Emphasises individual development CBA is used to assess student’s ability and improve their individual development (Jihan et al., 2023). Provides feedback CBA includes feedback to help students recognise their strengths and weaknesses, and understand their progress (Yan et al, 2022; Poerwanti et al., 2023). Teacher collaboration Colleagues collaborate to share CBA assessment methods and materials (Faizah, 2011). Improvement of teaching Teachers use the feedback from CBA reports to improve the quality of teaching and learning (Hattie et al., 2003).
LEARNING STANDARDS SUBTOPIC 6.3 SURFACE AREA OF THREE-DIMENSIONAL SHAPES CONTENT STANDARDS Classroom Rules 6.3 Surface Area of Three-Dimensional Shapes SELECTED TOPIC 6.3.3 Solve problems involving the surface area of three-dimensional shapes. LEARNING OBJECTIVES At the end of the lesson, pupils should be able to Perform accurate calculations, and/or apply their knowledge to solve real-world problems involving the surface areas of these shapes by using Polya Model. 1.
NOTES Geometrical Shape Surface Area Volume Cube Cuboid Prism Pyramid 6"# "$ " " " % & ℎ 2(%& + &ℎ + %ℎ) %&ℎ 2 , 1 2 × / × ℎ0 + 2%1 + %/ , 1 2 × / × ℎ0 × % % # + 4 , 1 2 × % × 10 1 3 × % # × ℎ ℎ % 1 / % % ℎ 1
Geometrical Shape Surface Area Volume Cylinder Cone Sphere ! ℎ ! # ℎ ! 2%!# + 2%!ℎ %!#ℎ %!# + %!# 1 3 %!#ℎ 4 3 %!$ 4%!#
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Engage (GeoGebra) TIME TO EXPLORE THE SURFACE AREA GEOGEBRA SOFTWARE DISPLAY Go to GeoGebra Classic website using the link below https://www.geogebra.org/classic?lang=en Page 1
EXPLORE AND TRY TO CALCULATE DISPLAY Page 2 Move the slider Compare your anwers here Engage (GeoGebra)
QUESTIONS ASSESSMENT ACCORDING TO PUPILS’ LEVEL
ENGAGE PHASE (Understand and assessing basic visualisation skills) (Oral): Explain how to find the total surface area of a cube. Can you imagine a cube with a side length of 10 cm? Sketch it. Explain how to find the total surface area of a cuboid. Explain how to find the total surface area of a pyramid. Explain how to find the total surface area of a prism. Explain how to find the total surface area of a cylinder. Explain how to find the total surface area of a cone. Explain how to find the total surface area of a sphere. (Remember) (Oral): What is the formula for the total surface area of a cube? What is the formula for the total surface area of a cuboid? What is the formula for the total surface area of a pyramid? What is the formula for the total surface area of a prism? What is the formula for the total surface area of a cylinder? What is the formula for the total surface area of a cone? What is the formula for the total surface area of a sphere? LOW MODERATE (Understand and assessing more advanced visualisation skills) (Oral): Explain how to find the total surface area of a cube. Explain how to find the total surface area of a cuboid. Explain how to find the total surface area of a pyramid. Explain how to find the total surface area of a prism. Explain how to find the total surface area of a cylinder. Can you imagine a cylinder with height 10 cm and radius 4 cm? Sketch it. Explain how to find the total surface area of a cone. Can you imagine a cone with height 10 cm and radius 4 cm? Sketch it. Explain how to find the total surface area of a sphere. Can you imagine a sphere with radius 4 cm? Sketch it. HIGH
EXPLORE PHASE LOW MODERATE HIGH
(Apply) (Worksheet 1A): Calculate the surface area of a cube. Calculate the surface area of a cuboid. Calculate the surface area of a pyramid. Calculate the surface area of a prism. Calculate the surface area of a cylinder. Calculate the surface area of a cone. Calculate the surface area of a sphere. EXPLORE PHASE (Apply and higher Apply) (Worksheets 1A and 1B): Calculate the surface area of a cube. Calculate the surface area of a cuboid. Calculate the surface area of a pyramid. Calculate the surface area of a prism. Calculate the surface area of a cylinder. Calculate the surface area of a cone. Calculate the surface area of a sphere. Stack the pyramid on the cube. Calculate the total surface area. LOW MODERATE (Apply and higher Apply) (Worksheets 1A, 1B and 1C): Calculate the surface area of a cube. Calculate the surface area of a cuboid. Calculate the surface area of a pyramid. Calculate the surface area of a prism. Calculate the surface area of a cylinder. Calculate the surface area of a cone. Calculate the surface area of a sphere. Stack the pyramid on the cube. Calculate the total surface area. Stack the cone on the cylinder. Calculate the total surface area. HIGH
EXPLORE PHASE LOW MODERATE HIGH
EXPLORE PHASE MODERATE HIGH
EXPLORE PHASE HIGH
(Apply) (Oral): What are your answers for the calculations? What have you learnt from the exploration activity? EXPLAIN PHASE (Understand) (Only ask questions related to mistakes): (Oral) Explain how to calculate the total surface area of the cube /cuboid / pyramid / prism / cylinder / cone / sphere. LOW (Understand) (Only ask questions related to mistakes): (Oral) Explain how to calculate the total surface area of the cube / cuboid / pyramid / prism / cylinder / cone / sphere. Explain how to calculate the total surface area of the pyramid stacked on the cube. Explain how to calculate the total surface area of the cone stacked on the cylinder. HIGH MODERATE HIGH LOW MODERATE (Understand) (Only ask questions related to mistakes): (Oral) Explain how to calculate the total surface area of the cube / cuboid / pyramid / prism / cylinder / cone / sphere. Explain how to calculate the total surface area of the pyramid stacked on the cube.
ELABORATE PHASE (Apply) (Oral): What are your updated solutions? What have you done differently this time? LOW MODERATE HIGH
EVALUATE PHASE & CLOSURE LOW MODERATE HIGH
CONCLUSION This study summarises and explains the key characteristics of classroombased assessment (CBA). To plan an effective CBA, the starting point is identifying the content and learning standards for the topic. The lesson plan follows the 5E Instructional Model, where each stage includes an appropriate assessment method. A variety of assessment formats are used, including oral assessment, written assessment, observation checklist and self-assessment rubrics. The assessments also cover both cognitive and non-cognitive areas such as learning attitude and communication skills. Assessment questions are also differentiated according to students’ current level (Low, Moderate and High). The questions for the three groups are connected. The questions for students in the Moderate and High groups allow students to show their deeper understanding and application in higher-order thinking problems. Brief conclusiononthe study Importantornewfindingsor informationobtained In designing an effective CBA, teachers collaboration helps to bring about more ideas to choose from. Seeking an expert to validate the module also helps teachers to improve on the module design and include a wider variety of assessment methods besides worksheets. With training and practice, teachers can use their creativity to design various assessments that can help to improve students’ learning and development.
REFERENCES Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco: JosseyBass. https://smartlib.umri.ac.id/assets/uploads/files/456bdclassrooms-assessement-techniques.pdf Baharam, B. B. Hj., Baharam, B. B. Hj., Ahmad, N. J. B., Tahir, N. B. M., & Hanafiah, M. N. B. M. (2017). Mathematics Form 2. Rimbunan Ilmu. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: origins and effectiveness. Colorado Springs Co: BSCS, 5, 88–98. Chong, S. W., & Isaacs, T. (2023). An ecological perspective on classroom‐based assessment. TESOL Quarterly, 57(4), 1558–1570. https://doi.org/10.1002/tesq.3201 Faizah A. Majid (2011). School-based assessment in Malaysian schools: The concerns of the English teachers. US-China Education Review B, 3(3), 393–402. Gulikers, J., Bastiaens, T., & Kirschner, P. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. Hattie, J. A. C., Brown, G. T., & Keegan, P. J. (2003). A national teachermanaged, curriculum-based assessment system.International Journal of Learning,10, 771–778. Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin Press.
REFERENCES Hock, T. T., Ayub, A. F. M., Shah, M. M., & Ahamed, A. B. (2022). Implementation of classroom-based assessment in Malaysia. International Journal of Academic Research in Progressive Education and Development, 11(4). https://doi.org/10.6007/ijarped/v11-i4/14621 Jihan, E., Sukomardojo, T., Nadeak, B., & Miswanto, M. (2023). Implementation of student ability-based learning strategies to improve learning outcomes in schools. International Journal of Science and Society, 5(1), 132–140. https://doi.org/10.54783/ijsoc.v5i1.640 Lewkowicz, J., & Leung, C. (2021). Classroom-based assessment. Language Teaching, 54(1), 47–57. https://doi.org/10.1017/s0261444820000506 MacDonald, K. (2011). A Reflection on the Introduction of a Peer and Self Assessment Initiative. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education Vol. 6, No. 1, April 2011, Pp. 27-42, 6(1), 27–42. http://eresearch.qmu.ac.uk/2294/ Ministry of Education Malaysia. (2019). Classroom-Based Assessment Implementation Guide (Panduan Pelaksanaan Pentaksiran Bilik Darjah) (2nd ed.). https://www.moe.gov.my/storage/files/shares/pentaksiranberasaskansekolah/Panduan%20Pelaksanaan%20Pentaksiran%20Bilik%20Darjah %20Edisi%202%20-%202019.pdf National Digital Department (Malaysia). (n.d.). Sitting for public exams. MyGovernment. Retrieved May 2, 2024, from https://www.malaysia.gov.my/portal/content/29496
REFERENCES Poerwanti, J. I. S., Marmoah, S., Supianto, Sukarno, Istiyati, S., & Mahfud, H. (2023). Classroom-based assessment system to improve the quality of learning in Malaysia and Indonesia. Mimbar Sekolah Dasar, 10(3), 626–642. https://doi.org/10.53400/mimbarsd.v10i3.61098 Yan, Q., Zhang, L. J., & Dixon, H. R. (2022). Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices. Frontiers in Psychology, 13, 1051728. https://doi.org/10.3389/fpsyg.2022.1051728