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You are on page 1of 5

What

My Eighth Grade class is about to start a unit on Volume and Surface Area. To start

off this unit, I will be going over the volume of Cylinders and Prisms. We will start

off by seeing if the students understand what volume means and where Prisms and

Cylinders are found in the real world. Prisms and Cylinders are unique to the other

shapes we will be discussing volume about. They have two faces that are identical.

This means that the base’s area can move vertically (height) throughout the shape.

Thus, the formula of V=Area of the base times the height was derived. The students

will get a visual model to show how the base can move throughout the shape and

come up with the formula themselves. We will do examples together and then the

students will be released to do partner work to explore the content we discussed.

The discussion, my notes, and the “Post-Assessment” at the end will be used as a

formative assessment to gauge understanding of material. The top three items on

the agenda for the launch is the routine of my Classroom Mentor for the beginning of

class.

How

During the lesson, I plan on acting as a facilitator between the students in order to

have the focus be on the different strategies and reasoning amongst the students. I

will be listening to the different strategies that are being said and try to clarify

misconceptions. Having the students restate another students strategy will help the

students be able to have a deeper understanding of the topic and have “kid friendly”

language be used within the classroom. Proving the volume formula for Cylinders

and Prisms will help students conceptualize how to figure out the volume without

the need of a formula sheet in front of them. Physically seeing a cylinder and prism’s

bases move throughout the shape will allow them to fully understand how to derive

their volumes. I will give sufficient amount of time for the students to explore the

content on their own. We will share strategies at the end via a discussion, but I will

also be floating around throughout the work period in order to listen into the

partner talk.

Tasks: Students will use the properties of Cylinders and Prisms in order to calculate

their volumes. Students will also be able to use volume to find a Cylinder or Prism’s

missing measurements.

Discourse: Students will work in partners to reach an answer and then discuss their

solution with the their partners and neighbors. I will act as facilitator as they solve

the problem while sharing different strategies and questions to their partners. I

want to provide the space for my students to do most of the talking and flush out

their ideas with other students. There will be a discussion at the end in order to

share out strategies amongst the students.

**Tools: Students will use the volume formulas of Cylinders and Prisms
**

Norms: Students will remain at a productive partner voice in order to not disturb

other pairs and engage in discussion in reflection over their work. Students will be

reminded to explain their answers as the normal expectation in math class.

Why

Students should have a variety of strategies and tools to use in order to approach

any mathematical problem they encounter. This could be an equation, a word

problem, or a real life situation. Hearing other students strategies will help the

students view how to solve problems differently. I will provide the students with a

certain way I would solve the problems, but they will have the freedom of exploring

different ways in which they find it easiest or most useful to solve. Letting the

students fend for themselves will give the students a greater sense of ownership in

their work and confidence when it comes to solving similar future problems. The

goal is for the students to notice that one doesn’t need to memorize a formula in

order to solve for the volume of Cylinders and Prisms. The emphasis should be on

using what one knows about the properties of Cylinders and Prisms in order to

calculate their volumes.. Having the opportunity to work in pairs will give the

students a chance to share their ideas with one another and use each other as a

“discussion board” to discuss the work. The students taking ownership over their

own work, by exploring these problems, will lead to a deeper learning experience

than memorizing an equation that will easily be forgotten after the unit is over.

Different strategies will arise from the group discussion afterwards and will let kids

view the questions in a different light (hopefully). This will hopefully get the

students to become more reflective of their work and get a true deep learning

experience through the power of reflection.

Goals/Objectives:

Students will develop an understanding of what makes up the volume of Cylinders

and Prisms. Students will be able to use properties of Prisms and Cylinders in order

to calculate their volumes.

PA Core Standards:

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.

Materials and Preparation:

•

•

•

•

•

Smart Board

Pencils

Can of Soup

Shoe Box

Notebooks

**Classroom Arrangement and Management Issues:
**

Students will work within groups of 2 during the activity portion of the assignment.

I will be floating around the partner groups to ensure students will be held on task

at all times. During the lecture and review portion of the class, students have the

expectations to be quiet and only talk when in a productive way. When students get

too talkative and loud, I will stop talking and wait for their eyes to look at me and we

will continue. This is typically not an issue in the class; the students are almost

always well behaved. I do not anticipate any issues during the class.

Plan (Class is 90 Minutes plus a 30 Minute Study Hall):

Launch/Lesson

• Copy down homework

• Two PSSA Prep questions will be on the board and the answers logged

into their clickers

• Review Homework from the Night Before (The difficult problems)

• Ask students what they believe volume is and how/why is it used

• Ask students what cylinders and prisms are and properties they can

identify

• Show a can of soup and shoe box and show how volume works

• Ask students what the area of the bases are and figure out how we can

derive a formula for volume

• Give examples to solve for volume of cylinders and prisms

• Give examples if lengths are missing and volume is given

• Have students a example or two to do with their neighbor.

• Assign partner work for students to dig in deeper.

Explore:

• Students will be working in pairs doing word problems from the text and be

able to use each other as a “discussion board” in order to problem solve

• Occasionally I will announce good strategies I hear or ask questions that will

make them think deeper about the situation.

• Answers will be compared with partners and surrounding neighbors in class

• I will be floating around between the pairs in order to hear how they are

solving the problem and to answer any questions needed (I will be looking at

different strategies used and asking students to explain their reasoning).

•

**While walking around, I will share out strategies used by some pairs to help
**

move along students who seem to be struggling

Wrap Up:

• Students will then come back together as a whole group and share out their

answers and strategies used to solve.

• Time will be given for questions about strategies or discoveries made during

the activity

• I will have students explain other students’ reasoning in hopes to get them to

think about solving problems with different strategies.

• There will be a “Post-Assessment” after the activity with one question to be

answered on the clicker about the volume of Cylinders and Prisms.

• This “Post-Assessment” will help me understand whether or not the students

understood the lesson and what skill or strategy I may need to reinforce for

next class.

Anticipating Students’ Responses and Your Possible Responses:

Some responses by my students might be in regard to the area of the bases (Circles,

Triangles, and Rectangles). I will try to probe them ask why they believe the height

of the Prisms or Cylinders is related to finding the volume. Students may have a

harder time deciphering word problems, especially with missing lengths. I will do an

example for the class as extra practice to help students see how to solve for missing

lengths. Students may also forget to use the radius for the base of a rectangle and

use the diameter instead.

Assessment of the Goals/Objectives Listed Above:

Throughout the explore time, I will be going around to each group and seeing how

each student is solving the problems, as well as listening in on the discussion

between the two partners. While floating around the room, I will be making notes of

strategies used in order to see where misconceptions may be happening. The

discussion during the launch and after the exploration will be used to assess

students’ reasoning behind their work. I will be putting an emphasis on students

articulating how they solved the problems given. The “Post-Assessment” will also

be used as hard data to help determine fluency of the topic covered. The “PostAssessment” will inform my instruction for the next day and determine the type of

challenge problems/homework problems I review the following day.

Accommodations:

If a student gets done early, I will allow students to be able to start on their

homework for the next night. If a student finds the work too challenging, I will sit

down with the group in order to provide further assistance. I do not anticipate any

**student having the topic go over their head based upon previous experience I have
**

had with them doing area of 2D figures and finding missing lengths of 2D figures.

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