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I. Benchmark/Standard.

A. CCSS.MATH.CONTENT.6.EE.A.1Writeandevaluatenumericalexpressions
involvingwholenumberexponents.
B. CCSS.MATH.CONTENT.5.MD.C.5Relatevolumetotheoperationsof
multiplicationandadditionandsolverealworldandmathematicalproblems
involvingvolume.
C. CCSS.MATH.CONTENT.5.MD.C.5.BApplytheformulasV=lwhandV=b
hforrectangularprismstofindvolumesofrightrectangularprismswith
wholenumberedgelengthsinthecontextofsolvingrealworldandmathematical
problems.
II. Purpose(whatareyougoingtoteach?Whyisthisimportant?)
A. Theteacherwillbeteachingcubes.Thisisimportantforunderstandingvolume
andexponentialfunctions.
III. AnticipatorySet:
A. Warmuponsquaringanumber5questions
B. Generateinterest:Theteacherwilldiscusswiththestudentshowtheydidavery
similarlessonthedaybeforeandtellthemwewillexpanduponyesterdays
learning.
C. Accesspriorknowledge:Theclasswillreviewactivityfromyesterdayabout
squares.Theteacherwillhavestudentsexplainwhatwasdiscoveredduringthe
activitythedaybefore
D. Practicesomethingalreadyknown:Thelearnerwillpracticeafewoftheprevious
daysproblemswithsquares.
IV. Objective:Thestudentswillbeabletocompleteandexitslipof5problemswith80%
accuracy.Bytheendofthelesson,studentswillbeabletorelateacubetotheprocess
ofcubinganumber.(ie )
V. Input
A. TaskAnalysisthelearnerwillneedtoknowwhatacubeis,howtomultiply
exponents,andhowacubeandacubednumberrelatetooneanother.
B. ThinkingLevels
1. Thelearnerwillknowhowtofindthenumberofunitcubesinacube.
2. Thelearnerwillexplainthehowtodeterminethedimensionofacube.
3. Thestudentswillbeapplyingtheirknowledgeofpatterns.
4. Thelearnerwillbecreatingtheirownequationbyexploringthe
mathematicsinvolvedandlookingatpatterns.
5. Thestudentswillsynthesisingtheworktheyhavedonewiththe
dimensionsofthecubes.
6. Thelearnerwilljustifytherelationshipbetweenacubeandthecubeofa
number.
C. LearningStylesand/orAccommodation

1. RemediationStudentswillbeworkinginpairs.Ifproblemsarise,students
willbefirstaskedtoasktheirpartnerforhelp,thenraisetheirhandforthe
teachersassistance
2. ExtensionsToextendstudentsunderstand,theclasswilldevelopthe
ideathatacubecanbeavisualrepresentationofthecubingofanumber.
3. Differentiatingcurriculumstudentsareaskedtoexplainhowthey
obtainedtheiranswers.Moreadvancedstudentswillbeaskedtogointo
greaterdetailtodescribehowtheyobtainedtheiranswerandaskedto
developmorethanonewaytosolvetheproblem.Studentswhostruggle
willbeprobedfortheirunderstandingtohelpthemprogresstowardsthe
goalofseeingtheconnectionbetweencubesandthecubingofanumber
D. MethodandMaterials
1. Studentswillbecompletinganexploratoryworksheetinpreassigned
pairs.
2. Thewhiteboardwillbeusedforreviewattheendofthelesson,the
worksheetsareneeded,andaslipofscrappaperwillbeneededtodothe
exitslip.
VI. Modeling
A. Sincetheactivityisexploratory,studentswillonlyreceivemodelingasnecessary
foreachclass.
B. Theteacherwillmodelandreviewthelessonwhentheclasscomesback
togetherattheendmodelingthinkingthatweseenduringtheactivity,other
thinkingthatwaseithernoticedinanotherclass,ornotedforemphasis
VII. CheckingforUnderstanding
A. Throughoutthelessontheteacherwillbewonderingthroughouttheclassroom
probingstudentthinkingandcheckingforstudentunderstanding.
B. UsetheFogginessAssessmenttocheckforstudentsunderstanding
VIII. GuidedPractice
A. Thisisaninvestigatorylessonsotherewillonlybedirectpracticethroughthelast
fewquestionsontheworksheetanduntilthestudentshavecompletedthe
activity,
IX. IndependentPractice
A. Studentswillbeworkingonaninclassexploratoryactivitythroughouttheclass
period.
X. Closure
A. Student:Exitslipcontaining5problemsandmustcorrectlyanswer4outof5or
80%todemonstratemasteryofcubesandtheirrelationshiptocubinganumber.
B. Teacher:Checkstudentsworktodeterminewhethertomoveontosquareand
cuberootsorcontinuetoteachcubesandcubinganumber