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Volume of and Prisms Lesson Plan


My students will have just gone over the volume of Cylinders and Prisms the
previous day. To start off this class, I will be going over the volume of Cylinders and
Prisms via last night’s homework and challenge problems. This is important to have
students push what they learned about Cylinders and Prisms to the next level. We
will then introduce the idea of the volume of Cones and where Cones and Pyramids
are found in the real world. Cones and Pyramids are directly related to Cylinders
and Pyramids. The students will get a visual model to show the relationship
between Cones and Pyramids. 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


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. I will prove the volume formula for Cones
and Pyramids by pouring water into a Cone and Cylinder with the same base
dimensions. The students will see that there is 1/3 of the water in the Cone
compared to the Cylinder. This will allow the students to derive the formula to get
the volume of a Cone and Pyramid. Being able to see the comparison will allow the
students to have a deeper understanding of the formula for Cones and Pyramids. 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 Cones and Pyramids in order to calculate
their volumes. Students will also be able to use volume to find a Cone or Pyramid’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 Cones and Pyramids

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.


Students should understand why formulas have come to exist and that there is logic
behind each formula. By providing the visual model, the students will be able to
conceptualize the formula for Cones and Pyramids. I want students to have plenty of
explore time to have the freedom of exploring different ways in which they find it
easiest or most useful to solve the problems at hand. 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 Cones and Pyramids. The emphasis should be on using what one
knows about the properties of Cones and Pyramids 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.


Students will develop an understanding of what makes up the volume of Cones and
Pyramids. Students will be able to use properties of Cones and Pyramids 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. Identify and/or use properties of quadrilaterals.

CC.2.3.8.A.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.

Materials and Preparation:

• Smart Board
• Pencils
• 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):

• 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)
• Challenge problem involving Cylinders and Prisms
• Ask students what cones and pyramids are and properties they can
• Show net video of a cone
• Pour the water into a cylinder and a cone with same base
measurements, then pour the water into a measuring cup to see what
the results are
• Give examples to solve for volume of cones and pyramids
• Give examples if lengths are missing and volume is given
• Have students do an example or two to do with their neighbor.
• Assign partner work for students to dig in deeper.

• 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 Cones and Pyramids.
• 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 Pyramids or Cones is related to finding the volume. The biggest challenge will
be having the students understand that the volume of a Cone and Pyramid is 1/3 the
volume of a Cylinder or Prism with the same base dimensions. I will try to perform
the visual more than once to make sure every student understand it. Students may
also 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.


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. There is a packet of
challenge problems if students get done early.