The lesson plan has been designed to align with the ACARA framework for 3rd year mathematics students (ACARA, 2014): the Measurement and geometry pane. The 3 sequential lesson plans of the new unit are part of a learning continuum and have been developed around a student-centered constructivist approach. Explicit instruction was also important to meet all of the student's learning needs. The experiences were motivating to promote task-related behavior to maximize learning opportunities. Lessons scaffold learning and students make meaning of learning through a variety of effective teaching approaches. (Battista, 1997). Lesson Objective: The use of units of measurement was carefully planned taking into account students' varying levels of interest, motivation, and learning in a variety of ways. The integrated teaching approaches were: problem-solving teaching/inquiry, reflective practice, and relationship planning/peer learning. (Findlay, 2014). Learning throughout the lesson has been structured progressively, to ensure that all students progress in learning and inquiry at their level. This approach echoes “Piaget’s theory” of the stages of cognitive development, which echoes the belief that students must progress through stages without skipping any. The “explicit teaching” approach combined with inquiry-based teaching helped provide clear expectations for learning and behavior for all students. Clear and effective teaching helps learners assimilate and process new information. (Satto, 1997). This has also been designed to promote respectful behavior during the task to maximize all learning opportunities for all students. Careful planning enhanced a focused flow to all three lessons. This...... middle of paper......and others. Constructivist teaching strategies and tools, such as watching and listening to a learning film, support the visually impaired and engage low-high levers, with its varied level of learning content. Created Regular praise and feedback was implemented, focusing on what the student did well, while observing where additional support is needed. (Alexander, 2012) Teach to all students, to instill self-confidence and additional motivation and drive in all learners, from low to high, with all levels of support. Using the benefits of other teachers of adult learners, this has been included to manage levels of support for visually impaired students and learners with special needs. Successfully planned teaching lessons ensure that learning is inclusive and helps all learners of all cultures, learning levels and physical abilities achieve important learning. goals.