The lesson plan was designed to align with the ACARA Framework for Third Year Mathematics Students (ACARA, 2014): The Measurement and Geometry Strand. The new unit's 3 sequential lesson plans are part of a learning continuum and have been developed around a student-centered constructivist approach. Explicit teaching was also important to meet all students' learning needs. The experiences were motivating to promote on-task behavior to maximize learning opportunities. Lessons reinforce learning and students bring meaning to learning through a variety of effective pedagogical approaches. (Battista, 1997). The focus of the lesson: The use of measurement units has been carefully planned considering the different levels of interest, motivation and learning of students in various ways. The pedagogical approaches incorporated were: problem solving/inquiry-based teaching, reflective practice, and relationship planning/peer learning. (Findlay, 2014). Learning throughout the lesson has been structured progressively, to ensure that all students move through learning and inquiry at their level. This approach is in keeping with "Piaget's theory" of the stages of cognitive development, which is in keeping with the belief that students should move progressively through the stages without skipping any stages. The "explicit teaching" approach combined with inquiry-based teaching has been instrumental in providing clear learning and behavior expectations for all students. Clear, effective instruction helps students assimilate and process new information. (Satto, 1997). This is also designed to promote respectful behavior when carrying out tasks to maximize all learning opportunities for all students. Careful planning improved a focused flow across the three lessons. This... half the paper... and others. Constructivist teaching strategies and tools, such as watching and listening to an educational film, support the visually impaired and engage low-to-high levels, with their varied level of learning content. Created Regular praise and feedback has been implemented, focusing on what the student has done well, whilst also looking at where further support is required. (Alexander, 2012) Teach all students, to instil self-confidence and further motivation and stimulation for all students from the lowest to the highest levels, with all different levels of support. Using the benefits of other adults for students' teachers, this has been included to manage levels of support for visually impaired and special needs students. Successfully planned teaching lessons ensure that learning is inclusive and helps all students of all cultures, learning levels and physical abilities meet important learning. goals.