UMF Unit-Wide Lesson Plan Template

Name: Joshua Carey Program: Secondary Ed. Course: EDU 460

Lesson Topic / Title: Elementary Technical Mathematics: Volume

Lesson Date: 02/10/2020 Lesson Length: 75 minutes Grade/Age: Grades 11 and 12

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences
and performance tasks that support learners in reaching rigorous curriculum goals based on content
standards.
Learning Objective(s) Instructional Decisions / Reasoning

What the students will be doing: Students will be
learning how to calculate the volume and surface
area of 3d shapes, as well as getting an idea for some
real life uses.
Connected to -
2. Students will know how to apply knowledge of the
operations to calculate basic technical math concepts:
including area, volume, unit conversion, percentages
and rates. Students will be able to:
b. Calculate the volume and surface area of basic and
compound shapes: including rectangular prisms,
pyramids, cones, cylinders, and spheres.
One of the goals of chapter 1 is to make sure that
students understand the basic forms of mathematics
that they will see applied in the real world. They
should be well prepared for technical mathematics
that can be found in many positions.
This lesson revolves around volume and surface
area: what each is and how the students can derive
the formulas for the volume and surface area of basic
3d shapes.

3. Students will know how to relate basic concepts to
real life uses and compute applied uses of the concepts.
Students will be able to:
b. Identify real world applications of the basic
concepts covered.
There are a lot of applied uses of basic mathematics
that people need to be able to use when working
jobs. Volume and surface area are relatively common
applications that the students should be prepared
for.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.MATH.CONTENT.8.G.C.9 Students will be able to solve real world applications

Know the formulas for the volumes of cones, of volume and surface area with various shapes.
cylinders, and spheres and use them to solve real-
world and mathematical problems.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Formative Assessment - Moment of ponder - On a
scale of 1-5, how comfortable do you feel with area?
With surface area? With volume?
An exit ticket will allow students to self-assess their
understanding of the content from this lesson and
the one prior, giving both themselves and the teacher
an idea of content knowledge gained and what the
next steps need to be.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions / Reasoning

1. Working whiteboard marker 1. The teacher will be using the whiteboard to

2. Extra paper and pencils teach.
3. Notes - Page 2 2. Students may want to write their own notes
4. Jar filled with small items and need the paper/pencils.
5. Laptop and projector 3. A number of students learn better when they
6. Sticky notes don’t need to take notes (based on strengths
survey) and many have adhd or anxiety (for
which giving notes can help them).
4. This is required for the volume activity.
5. These are required for the surface area
activity.
6. These are needed to give to the students for
the exit ticket (moment of ponder).
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

20 min - Start by going over area HW. This will allow for students to ask questions on the
homework and catch any

The 3d shapes to do today are cubes/rectangular These are the basic 3d shapes that are most
prisms, pyramids, cones, cylinders, and spheres. frequently seen in real life uses.

Move into stations,

25 min - Station 1 - Volume: students guess how The two stations allow for student driven learning.
many beads/dice (any small object) are in a jar. The teacher can help guide students along with what
Teacher guides them to figuring out an estimate for
the volumes to calculate approximately how many
items are in the jar. Compare the estimate to the
actual and talk about why they aren’t the same. What
could lead to different answers. End with walking
through notes of formulas for different shapes - get
as far as you can with cubes/rectangular prisms,
pyramid, cone, cylinder, sphere
questions to ask, but it’s up to the students to figure
out what they need to know in order to solve their
own questions. This form of instruction will give
students a different way of learning volume and
surface area, allowing for students to create their
own questions for answering.

25 min - Station 2 - Surface Area: File Cabinet 3-act Ending each station the teacher will give out the
math - Go through 1 stage at a time. Don’t give out formulas for surface area and volume for some basic
more info than necessary. Guide the students to shapes. This will be a key time to show students how
figuring it out in their own way. the formulas can be derived visually for each shape.
Stage 1: Show video. How many sticky notes would it
take to cover the cabinet? If students ask which sides,
ask about how many sides make sense. Ask imploring
questions rather than giving answers.
Stage 2: Talk with students. What do we need to
know? How can we estimate it w/out dimensions of
the cabinet
End with walking through notes of formulas for
different shapes - get as far as you can with
cubes/rectangular prisms, pyramid, cone, cylinder,
sphere

Moment of ponder - On a scale of 1-5, how See formative assessment.

comfortable do you feel with area? With surface
area? With volume?

Meeting students’ needs (differentiation, Instructional Decisions / Reasoning

extensions, modifications, accommodations)
1. All students will be able to keep track of what
1. Schedule on board is coming up next.
2. Notes provided 2. A number of students learn better when they
don’t need to take notes (based on strengths
survey) and many have adhd or anxiety (for
which giving notes can help them).

Field Course Only – Post lesson

Reflection

This was one of the most enjoyable lessons that I have ever run. The volume portion of the lesson went really
well with lots of engagement from most of the students. The students were able to lead the discussion and
process of figuring out approximately how many dice were in a jar. They got an answer that ended up being
an over-approximation and when asked why it wasn’t exact, were able to work together and come up with a
list of reasons that led to the over-approximation. Additionally, doing the student-led instruction first and
direct instruction on the formulas afterwards confirmed my thoughts from the area lesson that this order
would be better. There was much more continued engagement when I did use more direct instruction to
teach the formulas for the other shapes than there would have been otherwise. In the exit ticket, most
students said that they had a good understanding of area and volume. However, this lesson had been created
with the intention of it being co-taught. My mentor teacher wasn't there at the time of the lesson and we
were down to 7 students with a few being absent, so I decided to run it in a single group. The volume lesson
was taking longer than expected and I made the decision to focus solely on volume, taking up the entire class
period for it. I initially wasn’t planning on giving homework for this lesson as the students wouldn’t have in-
class time to work on it. I decided to lump it in with the unit conversion homework for the next lesson. In
retrospect, I should have had the homework ready and on-hand in case something like this happened. It
ended up taking enough time to fill the class, but it would not have been ideal if it finished with an awkward
amount of time where I wouldn’t have enough to teach surface area and I didn’t have work for them to be
able to practice finding the volume of other shapes. This lesson may be best done on a day where we
wouldn;t spend 20 minutes reviewing homework at the start of class, as this would allow for more time to
make sure both volume and surface area will get done.

Teaching Standards and Rationale

Resource Citations:

Gutt-Lehr, J. (Ed.). (n.d.). Formulas for Perimeter, Area, Surface, Volume. Retrieved February 10, 2020, from
https://www.austincc.edu/pintutor/pin_mh/_source/Handouts/Geometry_Formulas/Geometry_Formulas_
2D_3D_Perimeter_Area_Volume.pdf