DIRECT INSTRUCTION LESSON PLAN TEMPLATE

Teachers: Megan Thomas & Fred Rabach Subject: Pre-Algebra

Common Core State Standards:

8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them
to solve real-world and mathematical problems.

Objective (Explicit): Students will be able to compute the volume of a cylinder, cone, and sphere to solve for
the volume of composite objects in the real world.

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment.
Provide exemplar student responses with the level of detail you expect to see.
Assign value to each portion of the response
Individual Practice/Homework
Tin Man Composite Worksheet
Students receive points for the day if they are working on the worksheet and completing the assignment.
Students are expected to show all work and find volumes of all figures separately and then together.
Sub-Objectives, SWBAT (Sequenced from basic Formative Assessments:
to complex)  Asking questions to guide and assess
How will you review past learning and make students’ understandings throughout station
connections to previous lessons? activity
What skills and content are needed to ultimately  “How many shapes are involved here?”
master this lesson objective? “What shapes are we looking at?” “What are
How is this objective relative to students, their lives, the formulas for these shapes?”
and/or the real world?  Station Activity (to be completed by end of
class)
 Students will be able to reference back to the volume of a cone, cylinder, and sphere separately.
 Students will be able to combine volumes of different shapes using the addition operation.
 Students will reflect on these real world objects and how solving the volume can be useful in their
everyday lives.
Key vocabulary: Materials:
Volume Composite figures
Sphere Stations
Cone Measurements
Cylinder Calculator
Composite Figure Pencil
Worksheet

Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?
 Open with the objective before the activity; a student will be called on to read the objective from the
board.
 “Can anyone recall or think of what a composite figure is?”
 Ask questions to get students thinking “What composite figures can you think of that you notice in
your everyday life?”
 Emphasize that these do not have to include spheres, cylinders, and cones, but they should since that’s
what we have been learning.
How will you model/explain/demonstrate all What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
What types of visuals will you use? How will students be engaged?
How will you address misunderstandings or
common student errors?
How will you check for understanding?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could teach it?
Teacher Will: Student Will:
 Based off of opening questions, lead into  Recall ideas of composite figures
exactly what a composite figure is  Look back on examples of various composite
 Show examples of composite figures figures we have looked back on
looking back at previous composite  Prepare to answer questions about examples
figures with have encountered (showing regarding composite figures
physical model when allowed)  Discuss with a partner to reflect the figures
 Show exactly how these were composite we have solved before
and what steps we took to solve  Pull out previous work sheets with examples
 Paper towel roll & tennis ball canaster we have completed
 Link to slides:  Right down steps/draw pictures to help how
https://docs.google.com/presentation/d/1J to encounter composite figures
pexYR_hLZGJFf3j5btLETxi3CAiHEeT  Work to understand the acronym to assist
dfnG4joTi_A/edit?usp=sharing them when working with these figures

Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Instructional Input

Co-Teacher will observe the lesson to ensure all math content is being met.

Differentiation Strategy
What accommodations/modifications will you include for specific students?
Do you anticipate any students who will need an additional challenge?
 The organized presentation will be helpful to all students, who need help recalling information
and thinking back to previous work that they have done in order to build new content.
  The acronym will be helpful in allowing all students to be organized when solving similar
problems.
 The composite figure definition will be kept on the board so all students have a visual and are
told what it is to reflect back on the end of class.
 For any visual learners, they can look at the words and examples on the board to create the same
image on their notes.
 For auditory learners, I will say and repeat all actions and words on the board so they can listen
and follow along, while using a microphone so all students can hear me.
 Students who have a visual impairment will be sat at the front of the class to best see the board.
 All accommodations and modifications will be followed according to a student’s IEP or 504 plan
How will you ensure that all students have How will students practice all knowledge/skills
multiple opportunities to practice new content required of the objective, with your support, such that
and skills? they continue to internalize the sub-objectives?
What types of questions can you ask students as How will students be engaged?
you are observing them practice? How will you elicit student-to-student interaction?
How/when will you check for understanding? How are students practicing in ways that align to
How will you provide guidance to all students as independent practice?
they practice?
How will you explain and model behavioral
expectations?
Is there enough detail in this section so that
another person could facilitate this practice?
Teacher Will: Student Will:
 Explain in detail the objective and  Complete all 5 stations in order of rotation
directions regarding activity  Work with group of ~6 students to complete
 Give a clear example of expectations task at hand involving composite figures from
 Pass out station worksheet the real world
 Observe each station and group during  Dutch brothers cup, 3 tier piñata, ice cream
the activity with cone, etc.
 Answer questions for any students who  Show proper behavior of quietly and calmly
need help working in groups
 Time stations to properly rotate groups  Show all work and final product on composite
 Observe students’ worksheets to ensure worksheet
they are grasping ideas and content  Utilize calculators and formulas to find
volumes of composite figures
 Discuss with peers to finetune and create
ideas
 Ask questions to both teachers to best assist
their learning whenever needed
Co-Teaching Strategy
Guided Practice

Which co-teaching approach will you use to maximize student achievement?

Co Teacher will walk around during the guided practice to answer any questions that the lead
teacher may not get to.
Differentiation Strategy
What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
How can you utilize grouping strategies?
 For any student who has a disability or physical impairment that prohibits them from rotating to
each station, they can be given a packet that has all stations and work on it at their desk.
 Groups will be assigned with students who work well together, so no distractions can proceed.
 Students who are more quiet can discuss with the students at their group who they are most
comfortable with.
 All students can reflect back on notes, previous worksheets, and ask the teacher for help to guide
their understanding.
 SAFE Acronym will be on the board so all students can refer back to at any moment.
 All accommodations and modifications will be followed according to a student’s IEP or 504 plan
How will you plan to coach and correct during How will students independently practice the
this practice? knowledge and skills required by the objective?
How will you provide opportunities for How will students be engaged?
remediation and extension? How are students practicing in ways that align to
How will you clearly state and model academic assessment?
and behavioral expectations? How are students using self-assessment to guide their
Did you provide enough detail so that another own learning?
person could facilitate the practice? How are you supporting students giving feedback to
one another?

Teacher Will: Student Will:

 Pass out tin man worksheet
 Go over expectations and directions on
how to complete the worksheet
 Walk around to ensure all students are
completing assignment
 Answer any questions
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
 Complete tin man worksheet (8 problems)
 Work on volume of composite figures on their
own
 Show all work and formulas to help reflect
 Organize work on a separate sheet of paper so
it can be interpreted by someone else
 Reflect back on acronym and class work to
support them

The Co-Teacher will walk around and assist in answering questions students may have.
Differentiation Strategy
Independent Practice

What accommodations/modifications will you include for specific students?

Do you anticipate any students who will need an additional challenge?
 Students who need more help can take the worksheet step by step and think about each shape
individually before looking at it as a whole shape.
 Students who excel can help other peers who may have questions or be stuck.
 Any students who need more time to practice can be given extra time and guided practice on the
worksheet during lunch.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Why will students be engaged?
 3 minutes before the period ends I will call the class together and see where they are at on the
worksheet.
 Students will recall the objective of the day and give me a 1-5 showing on their hands how they feel
about whether or not they met it. 3 being they mastered the content, 1 being they still need help, and a
2 is in between.
 We will reflect back on the acronym to assist us when tackling composite figure problems