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**3 Solve real-world and
**

mathematical problems involving area, volume and

surface area of two- and three-dimensional objects

composed of triangles, quadrilaterals, polygons,

cubes, and right prisms. CC 7.G.B.6 Know the

formulas for the volumes of cones, cylinders, and

spheres and use them to solve real-world and

mathematical problems.G.2.3.1.1 Calculate the

surface area of prisms, cylinders, cones, pyramids,

and/or spheres. Formulas are provided on a

reference sheet. G.2.3.1.3 Find the measurement of a

missing length given the surface area or volume.

G.1.2.1.2 Identify and/or use properties of

quadrilaterals. G.1.1.1.1 Identify, determine, and/or use

the radius, diameter, segment, and/or tangent of a

circle. G.1.1.1.4 Identify and/or use the properties of a

sphere or cylinder. G.1.2.1.1 Identify and/or use

properties of triangles.

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•

**It is important for me to keep the structure of
**

the class similar to my CM (pre and post

assessments, homework review, lesson,

partner/group work)

I will constantly ask my students how they

derived the answer and why they did each

step.

Random calling makes sure each student is

held responsible for the work.

1 or 2 meaningful word problems is better

than a plethora of computation problems

Work with small groups during partner time

to ensure lower level students are getting

extra support that is needed.

Make sure I have complete mastery of content

before coming into class

Minimize “dead time” during class

Focus on discussion based learning.

Give real life examples to apply context

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Teaching Methods:

**Knowledge of Students and Context:
**

Curriculum Materials:

ü Laptop Cart for partner work in

Textbook

ü Online Text book Holt McDougal

ü Graph Paper

ü Cylinder, Cone, and Spheres of

similar size

ü Illuminations handout and activity

set

ü Smartboard with Notebook

Compatibility

ü Students’ math notebooks

ü Measuring cups

ü Sink for water supply

ü Net handouts

ü Scissors

What

Lesson

How

Why

**Educational Philosophy and Beliefs
**

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**The class period goes for about 90 minutes.
**

Once a week the class goes for 120 minutes.

Class time is completely structured, which

students seem to enjoy.

Most of the students in the class love to

explore mathematical concepts.

Students seem to always be in a competition to

finish the work first and like to prove other

students wrong.

During independent work time, students

almost always remain on task and are self-

motivated to finish the work.

The students seem to care mostly about their

grades and seem to be defined by it.

Some of the students enjoy exploring

challenging problems, while the other half

seem to give up easily.

Majority of students are from middle class to

well off families.

School is fairly diverse for a city school.

**I am a firm believer that students need to explore math
**

to completely conceptualize it.

The teacher should act more as a facilitator of the

conversation being taken place and not as the “all

knowing” being

Students need discussion time at the beginning and

end of each lesson to share out strategies they like to

use and ask questions other students may have

A teacher shouldn’t immediately help a student if

he/she is struggling. They need to time to work with

the problem to understand it.

Every student can be a “math person”, and they all are

capable of succeeding in their own way.

High expectations should be set for all students.

Math should be relevant and a world connection

should be made.

**Theories of Teaching and Learning:
**

v Dweck- The idea that

intelligence is gained and

effort leads to higher

achievement.

v Oakes- Assessments should be

equitable to all students

(including formative)

v Gay- There should be cultural

awareness throughout the

classroom.

v Tomlinson- Differentiation

needs to be done properly so

all students are being

challenged. There needs to be

a reason to differentiate, not

just for the sake of doing so.

v Skemp-Relational thinking

allows students to have a

better conceptual knowledge

of mathematics over

instructional thinking.

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