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You are on page 1of 2

**Generative Topic (Blythe et al, 1998): Volume of Spheres, Cones, and Cylinders
**

Concept*

Standard

**("The student will
**

understand…")

(The big idea, the

"enduring

understanding"

[Wiggins, 1998]; a

broad way of

making sense of the

world, or a “life

lesson”)

- Mathematics in

the Real World

Central problem /

issue / or essential

question (intended

to "get at" the

concept; the

“motorvator”)

- How can we

apply the Math that

we learn in the

classroom in the

real world?

CC.2.3.8.A.3 Solve

real-world and

mathematical

problems involving

area, volume and

surface area of twoand 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.1.2.1.2 Identify

and/or use properties

of quadrilaterals.

G.1.1.1.4 Identify

and/or use the

properties of a sphere

or cylinder.

Subject: 8th Grade Math

Name: Joe Nicholas

Assessment

Facts

Skills

Problems to pose

**(How will you have
**

evidence that they

know it?)

**("The students will
**

know…")

**("The students will
**

be able to…")

("Guiding questions"

or "unit questions")

- Discussion:

Discussing the

importance of

knowing volume

**- The formula for
**

the volume of a

Cylinder

- Articulate their

thoughts and

strategies when

solving math

problems

- What are

connections the

connections to the

real world?

- Graded Quiz on

Volume of

Cylinders, Spheres,

and Cones

-Participation:

Hearing active

engagement

amongst partners

over group work

- Graded Test: Test

on Volume and

Surface Area of

Cylinders, Cones,

and Spheres

- Exit Slips: To see

if students

understood the

material covered

that day

**- The formula for
**

the volume of a

Cone

**-The formula for
**

the volume of a

Sphere

- How to apply

volume to real

world applications

- The components

that make up

volume

**- Use the volume
**

formulas of various

shapes in order to

solve real world

problems

**- What does it mean
**

to be a

Mathematician?

- Effectively work

in groups in order to

solve real world

math problems

**- What does it mean
**

to be a Problem

Solver?

**- Understand that all
**

formulas came from

earlier mathematics

and how to derive

the formulas for

volume

- Understand how to

decode real world

word problems to

figure out what is

needed to solve

- How can we

encourage people in

our community to be

comfortable with

being wrong?

Activities:

**- Going over real
**

applications for

volume

- Class work in

small groups to

solve volume of

different shapes

- Having students

write out

explanations to

math problems in

order to see thought

process

- Investigate what is

the most cost

effective way to

order ice cream in a

cup or a cone

without

compromising

amount of ice cream

- Constructed

Response Questions

to prep students for

PSSA and to see if

they can apply

knowledge learned

to real life

situations.

**Generative Topic (Blythe et al, 1998): Surface Area of Cones and Cylinders
**

Concept*

Standard

- Mathematics in

the Real World

Facts

Skills

Problems to pose

**(How will you have
**

evidence that they

know it?)

**("The students will
**

know…")

**("The students will
**

be able to…")

("Guiding questions"

or "unit questions")

G.2.3.1.1 Calculate the

surface area of prisms,

cylinders, cones,

pyramids, and/or

spheres. Formulas are

provided on a

reference sheet.

- Discussion:

Discussing the

importance of

knowing Surface

Area

**- The formula for
**

the surface area of a

Cylinder

- Articulate their

thoughts and

strategies when

solving math

problems

- What are

connections the

connections to the

real world?

G.2.3.1.3 Find the

measurement of a

missing length given

the surface area or

volume.

- Graded Quiz on

Surface Area of

Cylinders and

Cones

G.1.2.1.2 Identify

and/or use properties

of quadrilaterals.

Central problem /

issue / or essential

question (intended

to "get at" the

concept; the

“motorvator”)

- How can we

apply the Math that

we learn in the

classroom in the

real world?

Name: Joe Nicholas

Assessment

**("The student will
**

understand…")

(The big idea, the

"enduring

understanding"

[Wiggins, 1998]; a

broad way of

making sense of the

world, or a “life

lesson”)

Subject: 8th Grade Math

G.1.1.1.1 Identify,

determine, and/or use

the radius, diameter,

segment, and/or

tangent of a circle.

G.1.2.1.1 Identify

and/or use properties

of triangles.

-Participation:

Hearing active

engagement

amongst partners

over group work

**- Graded Test: Test
**

on Volume and

Surface Area of

Cylinders, Cones,

and Spheres

**- Exit Slips: To see
**

if students

understood the

material covered

that day

**- The formula for
**

the surface area of a

Cone

- How to apply

surface area to real

world applications

- The components

that make up surface

area

Activities:

**- Going over real
**

applications for

surface area

- Class work/quizzes

practicing finding

surface area of

different shapes

**- Use the surface
**

area formulas of

various shapes in

order to solve real

world problems

**- What does it mean
**

to be a

Mathematician?

- Effectively work

in groups in order to

solve real world

math problems

**- What does it mean
**

to be a Problem

Solver?

- Having students

write out

explanations to

math problems in

order to see thought

process

- How can we

encourage people in

our community to be

comfortable with

being wrong?

- Doing

investigative work

to see how what

shape packaging is

most effective for

companies to ship

products in

**- Understand that all
**

formulas came from

earlier mathematics

and how to derive

the formulas for

surface area

- Understand how to

decode real world

word problems to

figure out what is

needed to solve

- Constructed

Response Questions

to prep students for

PSSA and to see if

they can apply

knowledge learned

to real life

situations.

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