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# Curriculum planning chart

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
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,
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
G.1.1.1.4 Identify
and/or use the
properties of a sphere
or cylinder.

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?

Volume of
Cylinders, Spheres,
and Cones
-Participation:
Hearing active
engagement
amongst partners
over group work
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.

Surface Area of
Cylinders and
Cones

G.1.2.1.2 Identify
and/or use properties
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
making sense of the
world, or a “life
lesson”)

G.1.1.1.1 Identify,
determine, and/or use
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

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.