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# GEOMETRY LESSON PLAN INSTRUCTOR: Ms.

Caitlin Reeb TITLE: Constructing Volume of a Cylinder, Cone, and Sphere GRADE LEVEL: 8th Grade CENTRAL TOPIC/THEME: Volume of Circular 3D Shapes; Geometry ESTIMATED TIME: 40 Minutes OVERVIEW: This lesson will help students develop and understand the formula for the volume of a cylinder, cone, and sphere and how they are related to the area of a circle. This lesson is based upon student exploration. PREREQUISITE CONCEPTS: Surface Area Area Volume of a rectangular prism STANDARDS/BENCHMARKS ADDRESSED: 8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. CONNECTIONS TO OTHER TOPICS/DISICPLINES: Connections to geometry Connections to baking, construction, and many other real world examples OBJECTIVES: Students will learn to distinguish between area of 2-D figures, surface area, and volume of 3-D figures Students will learn the relationships between the volume and surface area of spheres, cones, and cylinders Students will develop their own formula for area of cones and spheres based on the area of a cylinder Uses calculator to compute accurately MATERIALS: 3D clear geometry manipulatives Play dough Desks arranged in groups for group discussion Handout

Ticket Out the Door Draw the three 3D shapes and write down their areas without referring to the notes. EVALUATION AND ASSESSMENT: Students will have multiple discussions and will be assessed informally throughout the lesson. Students will hand in an exit slip at the end of the class for the teacher to assess how the lesson went. If the students are able to list all three volumes from memory, the students comprehended where the formulas are derived from. REFLECTION I liked teaching in a class with the desks aligned in a U shape. I was able to walk around the center of the U and see all of the students. With this formation, I also need to be more conscious of my back being turned towards students. While demonstrating with the manipulatives, I tended to show one side and kept my back towards the other side group of students. I need to be more aware of how I am using the board. I mainly used the board for the visualization of formulas, however, when I wrote only a few formulas without erasing, the board became unorganized and did not have a flow to it. If a student came in half way through my lesson and looked at the board to catch up, they would be completely lost. Next time, I would also write my objectives on the board. I am beginning to see more classrooms that do this and I prefer it. Writing the objectives on the board allows students to see where the lesson is going and gives them an overall view for the day. I liked being able to use students to assist me in informally proving the volume formulas. I could have moved around with the manipulatives from desk to desk, instead, I used a middle desk in the center of the U which almost kept me stuck to it. This also required any participants to get up and maneuver around the long U, consuming more time. I, as well as the students, loved using play doh. I should have made them put it at the front of their desk after the engagement activity was complete. Graduate students could not keep their hands off of the play doh for the rest of the course period. Imagine what thirteen or fourteen year old students would do with the play doh had they been trusted with it for the remaining time! I would definitely teach this lesson again. I think it was a good way to show relationships and not simply give a formula for the volume of cones, spheres, and cylinders. With experience, I have learned what I need to improve, as well as change. This lesson uses the work of many educational theorists such as Vygotsky and Piaget who focus on social learning and theorized that students develop a deeper understanding when they construct their own knowledge (Brahier, 49). Students will benefit from the multiple representations and hands on learning. Students need to feel connected to what they are learning (Santa, 2006). Background material and previously learned knowledge need to be incorporated into the learning of new knowledge in order to fully comprehend the material. REFERENCES

1.) Brahier, D J. (2013). Teaching Secondary and Middle School Mathematics (4th ed.) Boston, MA: Pearson, pp.49