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This lesson is an introduction to finding the volume of rectangular prism in a math class

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Module 2

ETAP 628

Type of Lesson: Graphics and Mobile Devices in Education

rectangular prism in a math class.

Target Population

This lesson will be presented to 30 heterogeneous students in the 7 th

grade who receive 250 minutes of support a week. They are expected to

having learned from previous lesson on area of squares, rectangles, basic

properties of three-dimensional figures and examples of three dimensional

figures. The class has already procedures and routines on dealing with mobile

technology/gadget.

Curriculum Links

The Common Core State Standards for Mathematics (CCSSM)

measure, area, surface area and volume

6. 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

students will be able to

1.) solve complex, multi-step problems

2.) measure length

3.) find the volume of a rectangular prism by computation

List the ISTE Student Standards/Profiles objectives with which your lesson plan

aligns.

2. Communication and collaboration

Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and

contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others

employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple

audiences using a variety of media and formats

5. Digital citizenship

Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of

information and technology

b. Exhibit a positive attitude toward using technology that supports

collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

Students demonstrate a sound understanding of technology concepts,

systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

I am using a PowerPoint Presentation to present the class discussion. Linked

in the PowerPoint is the Poll Everywhere and a video clip from the futures

channel (www.futureschannel.com) where real life application of the topic is

taken from. Each student will use an Ipad to answer questions for Poll

Everywhere. This lesson is for double period class of 90 minutes.

Scope and Sequence

1. Introduction/Review

Everywhere:

a.) What is the area of a square with side of 3 inches? Slide #1

b.) What is the area of a rectangle with side length 2 inches

and width of 4 inches? Slide #2

c.) What is the area of a triangle with base of 4 inches and

height of 2 inches? Slide #3

d.) Give at least 2 basic properties of three-dimensional figure

Slide #4

e.) Give an example of a three-dimensional figure Slide #5

Everywhere and engage students in a discussion about the

definition of this term. Slide #6-8.

involving volume. Slide #9

2. Guided Practice

Make sure that students understand the idea of the room being

filled with water. Have a gallon container available for the

students to look at as they estimate the capacity of the room

or show Slide #10.

Use Poll Everywhere to record the class estimate. Slide #11

students a box which has a volume of 1 cubic foot, and be sure

they understand that multiplying the length, width and height

measurements of the room will tell how many of those boxes

would fit in the room. Have students do this calculation. Once

you have calculated the volume of the room in cubic feet,

remind the students that the original question asked for the

number of gallons. Slide #12 20.

find out how many gallons of water it would take to fill the

room. First they have to find the dimensions of the room ---the

length, width and height. To measure the length and width of

the room, you can use a tape measure or a yardstick, but a more

instructive approach would be to measure the length of a

students step (in feet), and then have him or her walk off the

length and width of the room. This procedure will reinforce the

concept of unit, since the students step length is being used

as a unit of length measurement. It also presents an opportunity

to discuss the conversion of units, since you multiply to convert

the students step length into feet. One way to find the height

is for you to touch the ceiling with a broomstick or similar

object, and add the length of the broomstick to the height at

which you are holding it. Or students can estimate the height

based on your own height.

Slide #22: Tell them that there are about 7.5 gallons in each

cubic foot, and ask students how they would use this fact to

find out how many gallons would fit in the total number of cubic

feet that they found for the room. Be sure all students

understand why multiplication is the appropriate operation.

Then make this calculation and compare the answer to the

students original estimates

3. Independent Practice

The students will answer the independent practice handout

provided.

Carla, Grant and Tyra boarded an airplane in New York City bound for San Francisco.

Grant found out that each passenger was allowed to bring one piece of carry-on luggage.

The rule was that the height, length and width of the bag must add up to 45 inches or less.

2. Which bags meet the size restriction?

When they got to the airport, they saw this sign.

3. Which bags will the airline allow onto the plane as carry-on luggage, following the

second size restriction?

4. Carla said, "It would be simpler if the rule gave a maximum for bag's volume, instead of

dimensions."

a.) What is the volume of largest allowable bag?

b.) Which of the three friends could bring their bags onto the plane if the airline used this

volume rule?

c.) Why might the airline not want to use this rule? Explain your reasoning

4. Closure

You may wish to bring the class back together to discuss any problems

that were especially hard for students to solve. Once the students have been

allowed to share what they found, summarize once more the main points of

the lesson.

Supplemental Materials

Go to http://www.adaptedmind.com/pgamev74.php?utm_expid=3385351786.v4vq6O9oQsyjqJKHlfeNTw.1&tagId=1227&utm_referrer=http:%2F

%2Fwww.adaptedmind.com%2Fgradelistresponsive.php%3Fgrade%3D6. This site

provides math problems for middle school students. The example attached relates to

building containers and finding the volume. This can be used as an extension activity for

students.

Evaluation of Students

Scoring rubric

Explanation

4

A complete

response with a

detailed

explanation.

3

2

Good solid

Explanation is

response with

unclear.

clear explanation.

1

Misses key points

Mechanics

Demonstrated

Knowledge

Counter

Examples

No math errors.

Major math errors

errors or serious serious math

or serious flaws in

flaws in

errors or flaws in reasoning.

reasoning.

reasoning.

Shows complete Shows substantial Response shows Response shows a

understanding of understanding of some

complete lack of

the questions,

the problem,

understanding of understanding for

mathematical

ideas, and

the problem.

the problem

ideas, and

processes.

processes

Includes counter

Does not include

examples.

counter examples.

This lesson will be successful if there is already procedure or routine set up for using

mobile technology in class. The result of Poll everywhere will give the teacher an idea or

quick feedback if they are ready for the new lesson or if they have pre-requisite skills or

knowledge to understand the current lesson. The use of Poll everywhere will help the

teacher if s/he needs to adjust her lesson more efficiently.

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