UH COE Lesson Plan Template (Inquiry Lesson)

Name of Teacher Candidate Crystal Arnold

Lesson Overview
Grade Level 8th Grade Math
Estimated Time Needed One 55-minute class period
In this lesson, the students will complete an activity that compares the
Lesson Description volume of 2 cans, work through practice problems, and complete a post-
assessment on the volume of cylinders.
8.6:  Expressions, equations, and relationships. The student applies
mathematical process standards to develop mathematical relationships and
make connections to geometric formulas. The student is expected to:
(A)  describe the volume formula V = Bh of a cylinder in terms of its base
Content Area Standards area and its height;
8.7: Expressions, equations, and relationships. The student applies
mathematical process standards to use geometry to solve problems. The
student is expected to:
(A)  solve problems involving the volume of cylinders, cones, and spheres
Technology Standards
TSW describe the volume formula for a cylinder in terms of its base and
Objectives height.
TSW solve problems involving the volume of cylinders.

Resources/Materials/Tools
Terms/Vocabulary Base, Height, Area, volume, radius, diameter, pi
Calculator- to help the students with the practice problems
Technology Resources Laptop- for the students who have passed volume or the ones who finished
early so they can work on the next section
Pencil- to write with
Volume of Cylinders Worksheet- for the students to complete throughout
lesson
Reference Materials- to use the formula and connect it to their work
Other Resources
Expo Markers- to write “big B” on the reference materials
Volume of Cylinders Post-assessment- to assess what they learned in class
Cans- to compare the volumes in the activity
Rulers- to find the height and radius of the cans

Lesson Procedures
This template is built on the
traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
be presented, and the strategies to
be used. Include actual words you
will use and questions you will ask
students. Consider items such as:
parts of the lesson that might be
difficult, and how you will know
Describe how each stage of
the lesson will be managed,
including role of teacher and
learners (who is doing what
at each point), location
(e.g., classroom, computer
lab, outside), and any
special considerations, such
as for differentiated
instruction.
What are you doing? What
Cite specifically what
resources for this activity
will be used, and describe
in detail how they will be
used.
Note who will be using the
tool and in what ways. Note
any safety considerations
needed.
What materials will you and
students be using?
UH COE Lesson Plan Template (Inquiry Lesson)
whether you can go on; how to
ensure that students completely
are students doing? How
understand directions before
will you make sure you are
releasing them to work
checking to see if students
independently; and what students
understand throughout the
will do if they finish their work early.
lesson?
What is happening in the lesson?
Engage The teacher will start class by The teacher will tell the The students will use
(Engage student thinking, asking the students to put “B” students to write their expo markers and
access prior knowledge) on the area section of the big B on their reference their reference
formula chart with expo materials. A student will materials to draw the
marker to help them see that B pass out the expo big B. The students
is the area of the base. The markers. The students who have finished
students have been doing will write the B on the volume will use their
procedure for about a week so reference materials and laptops to work on the
this should be a natural routine one student will bring next section on the
for them. The expo markers the marker back to the platform. The
will be in a box at the front. front. The teacher will students will use their
One student will pass 1 tell the students who pencil and the
marker out to each group. have passed volume to Volume of Cylinders
When they are done, one move to the group in Worksheet to
student from each group will the back. These complete their
bring the marker back to the students will work with warmup. The teacher
box. (2 minutes) The teacher Mrs. Richardson in her will use the
will then pass out the workshop and work on promethean board to
worksheets. The teacher will the next power focus explain the answers
state the TEKS objective that area. The teacher will of the warmup.
is posted on the board: “8.6 A) pass out the Volume of
describe the volume formula V Cylinders Worksheets
= Bh of a cylinder in terms of to the rest of the
its base area and its height” students. The teacher
and “8.7A) solve problems will tell the students to
involving the volume of look at the warmup on
cylinders, cones, and spheres” the worksheet. The
The teacher will rephrase it for teacher will ask the
the students: “which means question and give the
that we will use the volume students time to label.
formula to solve problems over The teacher will
volume of the cylinder.” (2 monitor the students
minutes) The teacher will ask and answer any
the following question: “Can questions. The teacher
you label this cylinder?” The will bring them back
students learned surface area together and call on
in a previous class so they students to answer.
should remember what big B The student will label
is along with diameter, radius, the 2 cylinders. The
and height of a cylinder. The students will raise their
students will label the hands to answer while
cylinders. (3 minutes) After sitting at their desks.
UH COE Lesson Plan Template (Inquiry Lesson)
giving students a chance to
write their answers, the
teacher will label the cylinders
on the board, calling on
students to give the answers.
The teacher will make the
connection to the formula for
the volume of cylinders by
asking students to look at their
reference materials and state
the formula. The teacher will
ask “Can anyone tell me what
B is in the formula?” The
students will refer to where
they drew their big B and see
that B is the area of the base.
(3 minutes)
(8 minutes for WarmUp)
Explore The teacher will then instruct
(Collaborative and hands- one student from each group
on) to pick up 2 different sized
cans (labeled cylinder A and
B) and a ruler from the front of
the room. The teacher will tell
the students to answer the
question “Which cylinder you
think will be able to hold
more?” independently on their
worksheet without doing any
work yet. (2 minutes) The
teacher will then bring the
students back together and
explain the chart on the
worksheet. The teacher will
ask the students to state the
formula for volume of a
cylinder. The students will
make their predictions. In the
“V=” row they will write “Bh”.
The teacher will then ask what
the big B in the formula is. In
the “B=” row they will write
“area of the base” along with
“A=πr2”. (3 minutes) The
teacher will have students
work in their groups of 2-3 to
determine which container has
a bigger volume. The students
The teacher will tell the The teacher will
students to pick up 2 provide the students
different sized cans with cans. The
from the front of the students will use their
class. One student pencil to write their
from each group will answers on their
grab the cans. The volume of cylinders
teacher will explain the worksheet. The
directions. The students will use
students will rulers to measure the
independently answer cans. The students
the question before will make their
solving or measuring. calculations with their
The students will write calculators and
down their prediction. record their answers
The teacher will explain on the worksheet.
the chart and fill in the
formulas., The students
will answer the teacher
about what the formula
is. The students will
write on their paper
what the teacher writes
on the board. The
teacher will instruct the
students to now
complete the activity.
The students will
measure the cylinders
and determine which
UH COE Lesson Plan Template (Inquiry Lesson)
will work with the groups that
they sit with normally
according to the seating chart.
They will use the rulers, cans,
and formulas from the
reference materials to find out
which cylinder has a greater
volume. The students will
answer the question “Which
cylinder has the greater
volume?” as a group at bottom
of the worksheet. (7 minutes)
(11 minutes total)
The teacher will go over the
activity to help the students
know what they learned. The
teacher will ask each group to
explain how they did their
Explain
work. The students will share
(student and teacher
out what they discussed with
discourse, teacher
their groups. The teacher will
modeling, vocabulary
work through the math in the
instruction, clarify
chart on the board. The
misconceptions)
teacher will address any
misconceptions that the
students had during the
activity at this time. (5
minutes)
Elaborate The teacher will instruct the
(Extend or apply the students to go to the back of
learning to a new setting; the worksheet which has
active and collaborative) practice problems. The
teacher will work through two
practice problems with the
students and model how to
solve the problems. (7
minutes) The teacher will let
the students know that if they
feel comfortable with volume
of cylinders, they can move on
to volume of cones on the
platform. The teacher will also
remind them that they have a
post-assessment over volume
of cylinders at the end of class
if they want to prepare for that.
If the student feels like they
cylinder has a larger
volume as a group. The
teacher will monitor the
students as they do this
and answer any
questions. The
students will write down
their answer on their
worksheet.
The teacher will bring
the class back to the
front. The teacher will
ask each group to
explain what they did to
find their answer. Each
The teacher will use
group will explain their
the promethean
answers. The teacher
board to write down
will work through the
the students’
calculations on the
answers.
board and fill in the
chart by asking the
students what to write.
The students will
answer with what they
wrote.
The teacher will work The teacher will use
through 2 problems on the promethean
the board. The board to work through
students will answer practice problems.
questions as they are The students will use
asked. The students their pencils to write
will write down what the down what is on the
teacher writes on the board on their volume
board. The students of cylinders
will then work through worksheet. The
the practice problems students will use their
on their own or move calculators to
on to volume of cones complete the practice
in the connect program problems. The
if they feel ready. The students who are
teacher will walk ready to move on will
around and help any use their laptops to
students that need it. access the connect
program.
UH COE Lesson Plan Template (Inquiry Lesson)
Evaluate
(Students demonstrate
their understanding. How
will you know what they’ve
learned?)
Plans for Differentiated Instruction/Accommodations
Special Education Students
English Language Learners
Gifted and Talented
Other:
need more practice, they will
work through as many of the
practice problems as they
need. (10 minutes)
(15 minutes total)
The teacher will tell the
students to go into
testing positions. The
The students will then
students will turn their
complete the post-assessment
desks to testing mode The students will use
to see what they learned from
or move to a seat isn’t their pencils,
the lesson. The teacher will
by people. The teacher calculators, and
instruct the students to move
will pass out the post- reference materials to
into their testing locations (turn
assessments. The complete the Post-
their desks or go to a group of
students will work assessment. The
tables that has no one sitting
through the questions students will use the
at it). The teacher will pass out
and turn it in to the volume of cylinders
the post-assessment to each
teacher when finished. worksheet to finish
student. The students will turn
The teacher will watch practice problems if
in the test to the teacher at the
the class as they work. they feel like they
front of the room when they
The teacher will let the need more practice.
are finished. The students will
students know to work The students will use
then either finish their practice
through the rest of the their laptops to
problems or work on the next access the next
practice problems or
section in the platform for the power focus area.
work on the next power
remainder of the class. (10
focus area. The
minutes)
students will work
independently and stay
busy.
I will give the special education students extra time to work through the problems
and help them understand the material 1-on-1 if needed while the other students
complete their work independently. For the post-assessment, I will write the
formulas on their paper for them.
For ELL students, I will give them extra time to finish their work and offer to read
the problems aloud as needed. I will also refer to their accommodations and give
them support as needed.
If a student finishes early, they will be instructed to SDL (self-directed learning)
on their laptop with the connect program.