UBD Curriculum Unit

Subject: Geometry, Grade 10

Unit Topic: Volume and Scaling of 3D Objects

Gardner, Russell
Professor Rose
EDUG 534
April 27, 2022

© Grant Wiggins & Jay McTighe 2011

© Grant Wiggins & Jay McTighe 2011

G-GMD 1: Give an informal argument for the
formulas for the circumference of a circle,
area of a circle, volume of a cylinder,
pyramid, and cone. Use dissection
arguments, Cavalieri’s principle, and
informal limit arguments
G-GMD 3: Use volume formulas for cylinders,
pyramids, cones, and spheres to solve
problems.
G-GMD 4: Identify the shapes of two-
dimensional cross-sections of three-
dimensional objects, and identify three-
dimensional objects generated by rotations
of two-dimensional objects
G-GMD 5: Know that the effect of a scale
factor k greater than zero on length, area,
❑
and volume is to multiply each by 𝑘 , 𝑘2,
and 𝑘3 , respectively; determine length, area
and volume measures using scale factors.
G-MG 1. Use geometric shapes, their
measures, and their properties to describe
objects (e.g., modeling a tree trunk or a
human torso as a cylinder).
Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to… calculate volume of objects in
their everyday lives, and derive formulas or practices to solve problems relating to volume and
area. Students will be able to independently use their learning to derive formulas and apply
them in order to make sense or create meaning of objects and the world around them.
Students will also be able to use their knowledge of volume, area, and scaling to calculate
scaled volumes of 2D and 3D objects.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that…
Where does volume appear in the world
People interact with volume every day. around us?
We can make sense of the space around us. What purpose does it serve to understand
volume and space?
People make decisions based on volume and
space. How does knowing the amount of space
affect the decisions we make?
Understanding the space around us can
improve our lives. How does calculating the amount of space
impact our lives?
A single change can have differing effects on
the surrounding environment. What can be the effects of a single change?
Acquisition
Students will know… Students will be skilled at…

1) What volume is, and how it relates to 3D
figures.
2) How 2D rotations can create 3D objects,
and how 3D cross sections are made up of 2D
1) knowing various formulas related to
volume, and when/how to apply these
formulas to solve both theoretical and
practical problems.

© Grant Wiggins & Jay McTighe 2011

 objects.
3) the various formulas for calculating
volumes of pyramids, prisms, etc. And how
calculating volume can apply to the world
around them.
2) Understanding how scaling relates to
Volume and Area, and solving for scaled
volume/area.
3) Solving for the volume of objects around
them.

4) How scaling affects volume and area.

5) How volume can be calculated using the

practical objects around them.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
-see rubric below for performance task TRANSFER TASK(S):
rubric
Restaurant Value Comparison
In this activity, students will take on the role of a consumer in their city, where four competing
restaurants offer the same drink at the same cost. The role of the student is to compare the
volumes of the four restaurants in order to determine which restaurant is selling their drink
for the best value. The glass with the greatest volume of liquid will be the best value of the
four. To make this comparison, the students must compare the four different types of glasses
used by each restaurant: a cylindrical glass, a conical glass, a semi-spherical glass, and a glass
that represents a rectangular prism. Students will have to identify the proper 3D shape to
model each glass, and then use the associated volume formula to solve for the volume of the
liquid in the glass. Having done this, students will be able to determine which drink is the best
value. After this, students will be able to solve problems involving scaling the different 3D
glasses, as the restaurant managers of the other three restaurants attempt to scale their
glasses to make their drinks as good of a deal.

Goal: Students will be tasked with assessing which of four restaurants provides the best value
for the drink they offer their customers. Students will secondarily be tasked with assessing if a
restaurant’s scaled glass is as good of a value as the glass calculated to be the best value in the
first part of the activity.

© Grant Wiggins & Jay McTighe 2011

 Role: Students will assume the role of an active consumer in their city, looking to discover
which restaurant has the best deal, so they may be able to make an informed decision with
their money.
Audience: The student is collecting this information for their own personal benefit, as well as
the benefit of their family, friends, and community.
Situation: As a consumer in their city and a person who eats at restaurants often, the student
wants to ensure they can make an informed decision as a consumer, going to the restaurant
offering the best deal.
Product: The student will cycle through the four different drinks, finding the volume of each
one at a time. The student will produce a volume for the liquid of each drink, as well as their
methodology for arriving at each volume. After this, the student will be able to assess which
drink is the best value. Further, the student will be able to assess different situations
concerning the scaling of restaurant glasses through creating and solving problems, and
determining whether each restaurant has successfully scaled its glass to make their drink
competitive in the city.
Success Criteria: Students must be able to assign each glass a 3D object to model it, produce
the volume formula for this 3D object, and solve for the volume of each glass. Students must
be able to determine one glass out of the four which is the best deal, and successfully
determine whether certain scale factors for the competing restaurants will be successful in
scaling their drinks. These tasks will be assessed using the rubric given below.

-Informal assessment guiding rubric OTHER EVIDENCE:

Informal assessments will be done throughout the lessons in the forms of think-pair-share
-Self-assessment rubric activities, student participation and creation, and monitoring of student activities. Further,
nightly homework assignments will act as forms of assessment as well for these students.
Students will benefit from activities that require self-assessment, so that they can think
introspectively about the ways in which they can improve, and the ways in which they are
already strong in the learning material.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Students will start with a foundational knowledge of 2D shapes and area, and build upon this towards an understanding of 3D images, cross
sections, and volume. Given the sequence of lessons below, students will be able to demonstrate their abilities to identify 3D images, give a

© Grant Wiggins & Jay McTighe 2011

 logical rationale for the volume formulas associated with each 3D image, and be able to solve problems associated with volume, both basic
and complex. The idea of scaling objects, and how this relates to the area of 2D shapes and the volume of 3D shapes, will complement this
understanding of 3D objects. Students will be able to see how 3D objects define the space around them, and that making sense of 3D objects
will help them to make sense and define their surrounding environment. Students will be able to assess their own understanding of 3D objects
by analyzing their own abilities to identify 3D objects, calculate volume, and use their mathematical abilities to solve real world problems. This
will culminate in a performance task where students will demonstrate their understanding of volume and their ability to use volume to make
sense of the world around them by assuming the role of a restaurant manager, where they will be tasked with the responsibility of creating an
exact measurement for volume in corresponding 3D shapes, which will represent “glasses” to be filled for customers at the restaurant.

Lesson Plan Sequence Order:

1. Understanding of 2D shapes: Area for basic and irregular shapes
 Students will build a foundation for the unit through recalling or forming an understanding of 2D objects and area

2. Scaling 2D shapes
 Students will use their knowledge of 2D shapes to see how scaling a 1D measurement affects area

3. 3D shapes: identifying different types of 3D shapes

 An introduction to 3D shapes will be made since students have a foundational knowledge of 2D shapes to build upon
 Students will be able to identify the 3D shapes and their components which will be used in the future lessons

4. Rotating 2D shapes to make 3D shapes

 To bridge the gap between 2D and 3D objects, students will be able to see the relationship between these two. Specifically, students
will be able to understand how rotating 2D objects can help produce 3D objects

5. Cross sections of 3D shapes and their resulting 2D images

 To continue the understanding of the relationship between 2D and 3D objects, students will be able to see how 3D objects consist of
cross sections which are 2D objects

6. Volume of 3D objects: Rectangular prisms and cubes

 Having a foundation of understanding for 3D objects and understanding how 3D objects relate to 2D objects, students will be able to
make sense of volume formulas for 3D shapes
 Students will begin with rectangular prisms and cubes because they are foundational shapes which provide a basis of understanding
for the following shapes

© Grant Wiggins & Jay McTighe 2011

 7. Volume of 3D objects: Square pyramids, and triangular pyramids
 Students will continue their understanding of 3D volume formulas by moving to pointed 3D shapes

8. Volume of 3D objects: Cylinders, cones, and spheres

 Students will continue their understanding of 3D volume formulas by moving to shapes with circular elements

9. Identifying dimensions given volume

 Students will use the skills they have learned in the previous three lessons to work backwards using their volume formulas to solve for
dimensions
 Students will be able to use their volume formulas in new and unique ways

10. Scaling 3D Shapes (see attached lesson plan)

 With an understanding of 3D shapes, students can understand how scaling affects 3D shapes, and note the differences in how scaling
affects length, area, and volume
 Students will notice how a single change in dimension can have a different effect on 1D, 2D, and 3D measurements.

11. Solving problems with volume (see attached lesson plan)

 Students will be able to use their knowledge of 3D shapes and condense this knowledge into an understanding of how to solve for the
volume of objects surrounding them
 Students will be able to see the practicality of their volume formulas and how they can make sense of the space around them

12. Using volume and area to solve for density

 Volume will be utilized in a new way to solve for density
 Students will be able to further see how volume formulas help them to make sense of the world around them, and to make decisions
based on their understanding of volume

13. Solving problems with both volume and scaling (see attached lesson plan)
 This lesson will contain the performance task, where students will be able to demonstrate their knowledge of volume and scaling to
solve a real-world problem
 Students will be able to make an informed decision based on the world around them

© Grant Wiggins & Jay McTighe 2011

 Performance Task Beginning Emerging Proficient Advanced
Rubric

1 2 3 4

Reading and The student was partially The student was somewhat The student was able to read The student was able to read
understanding able to read and make able to read and make and make sense of the and make sense of the
the informational sense of the informational sense of the informational informational text, and informational text, and
text text, but had significant text, but had 2-3 errors in completed the activity in light completed the activity in
errors in understanding, understanding, as reflected of this understanding, though light of this understanding
as reflected throughout through the activity may have had a small error in
the activity understanding

Understanding The student either cannot The student is sometimes The student is mostly able to The student is always able to
and using scale recognize how to use able to recognize how to recognize how to use scale recognize how to use scale
factors to solve scale factors and how this use scale factors and how factors and how this applies factors and how this applies
problems applies to calculating an this applies to calculating an to calculating an increase in to calculating an increase in
increase in volume, or increase in volume, and can volume, and can solve volume, and can solve
makes 5 or more mistakes solve problems involving problems involving scale problems involving scale
throughout the process scale factors, though making factors, making 1-2 errors factors, making no mistake,
3-4 errors throughout or one small error

© Grant Wiggins & Jay McTighe 2011

 Identifying the The student was
real-world object occasionally able to use a
using 3-D shapes 3-D shape to model each
of the real-world glasses,
but did this incorrectly 3-4
times.
Identifying the The student was not able
proper volume to identify the proper
formula formula needed to solve
for the volume of each
shape, or only did so
successfully one time
Solving for The student was
volume using occasionally able to use
volume formulas the volume formula to
properly solve for the
volume of each glass, but
did this incorrectly for
three or all four of the
glasses
© Grant Wiggins & Jay McTighe 2011
The student was sometimes
able to use a 3-D shape to
model each of the real-
world glasses, but did this
incorrectly 2 times.
The student was able to
identify the proper formula
needed to solve for the
volume of each shape, but
used the wrong formula
twice
The student was sometimes
able to use the volume
formula to properly solve
for the volume of each
glass, but did this incorrectly
for two of the glasses
The student was mostly able
to use a 3-D shape to model
each of the real-world
glasses, and may have done
this incorrectly once
The student was able to
identify the proper formula
needed to solve for the
volume of each shape, but
used the wrong formula once
The student was mostly able
to use the volume formula to
properly solve for the volume
of each glass, but did this
incorrectly for one of the
glasses, or could not solve
advanced problems
The student was always able
to use a 3-D shape to model
each of the real-world
glasses, and did so without
errors
The student was able to
identify the proper formula
needed to solve for the
volume of each shape every
time
The student was able to use
the volume formula to
properly solve for the
volume of each glass without
making errors, and the
student was able to solve the
advanced problems
 Lesson Title
Grade Level/ Content
Standards
Objective
Enduring Understanding
Essential Question
Assessment and Feedback
© Grant Wiggins & Jay McTighe 2011
Scaling 3D Shapes
10th Grade/Geometry
❑
G-GMD 5. Know that the effect of a scale factor 𝑘 greater than zero on
❑
length, area, and volume is to multiply each by 𝑘 , 𝑘2, and 𝑘3respectively;
determine length, area and volume measures using scale factors.
Students will be able to understand the difference between scaling length,
area, and volume, and will be able to solve problems involving length, volume,
and scale factors.
A single change can have different effects on the surrounding
environment.
How can a change affect two things differently?
An informal assessment will be used at the end of this lesson in order to assess
student learning. Students will be given a worksheet focusing on an applicable
simulation of scale factor. The worksheet requires students to imagine they are
working in a furniture store using models of pieces of furniture, and must scale
the models according to the spaces available in the homes of their customers.
 This worksheet will be in the form of a think-pair-share activity. Students will
be asked to engage with the questions of the worksheet on their own first.
They will read the scenario described at the top of the worksheet, allowing
English learners to engage with informational texts in line with the ELD goals
for this lesson. As the students engage with the worksheet individually, I will
walk around the class and take observational notes of the class, in line with the
observational guide provided in part D. I will be able to assess during this
portion whether students have understood the learning goals, and also
measure their success in engaging with problems requiring the higher order
thinking skills of analysis, evaluation, and creation. Additionally, as students
interact with one another, I will be able to observe further by hearing
interactions between classmates centered around their understanding of the
questions concerning scaling volume. Through this informal assessment, I will
be able to observe the areas of learning, and the areas in need for further
development, as I will be able to see the individual writing of my students and
listen to the conversations between students. This think-pair-share activity
allows for students to engage with the assessment through multiple
modalities, so that students who are stronger in writing can reflect their
knowledge through writing, and students who are stronger in speaking and
listening can reflect their knowledge through this means. A final check for
understanding in this activity will be obtained through a class-wide discussion
at the conclusion of the activity, where I will be able to ask students directly
concerning the learning goals and have a conversation with the students where
they can continue to utilize the academic language needed for the lesson, and
learn from the comments of those who were outside of their learning group for
the think-pair-share activity.

Learning Experiences Opening: Students will first be reminded of the previous lessons in which

© Grant Wiggins & Jay McTighe 2011

 (Label WHERETO) scaling of area was discussed. An example will be drawn on the board of a basic
2-dimensional square, so that students can visualize how the scale factor for
increasing the length and width of the square must be squared in order to
arrive at the proper scaled value of area.

Body:

After this example, students will engage in an activity utilizing their previous
knowledge of volume formulas to discover how the scale factor relates to
volume. In this explorative activity, the students will be presented with a 1x1x1
cube, and asked to notice the scale factor of this shape, the surface area, and
the volume. After this, the students will be asked to do the same for a 2x2x2
cube, followed by a 3x3x3 cube, a 4x4x4 cube, and a 5x5x5 cube. Through this
activity, students will come up with resulting values for the scale factor, surface
area, and volume for each stage of the cube’s dimensions. After this, they will
be asked to compare the results between the scale factor for each stage, the
surface area, and the volume, in order to notice any similarities or patterns
that might emerge. From here, it will be discovered that the resulting volume
for each stage is always found by cubing the initial scale factor, just as the
resulting surface area is found by taking the initial surface area multiplied by
the square of the initial scale factor. After this discovery is made, this point will
be synthesized through a class-wide discussion, where I will be able to
demonstrate this principle to the students to reinforce the concept they
discovered. From this activity, students will be able to learn and understand
❑
the idea that for the scale factor of length, 𝑘 , 𝑘2, and 𝑘3the volume can be
❑
found by multiplying the initial volume by 𝑘 , 𝑘2, and 𝑘3. This activity will be
supported through student engagement with one another, class discussion, a

© Grant Wiggins & Jay McTighe 2011

 projector to project the activity at the front of the class, and paper copies of
the activity for the students to utilize.

Following this, students will engage in the informal assessment, where they
will use this principle of multiplying 𝑘, 𝑘2, and 𝑘3applying their knowledge in a
simulated setting, engaging in understanding and application, and also
engaging in moments of higher order thinking with analysis, evaluation, and
creation. Students will be asked to imagine that they are working in a furniture
shop with models of the furniture they wish to sell, all of which must be scaled
to fit the allotted space for a given customer’s house. This will require students
to read and understand each customer’s request, and apply their knowledge to
create a scaled version of the modeled furniture to fit the customer’s request,
in line with the learning objective for this lesson. Further, there will be several
questions asking the students to explain the logic behind their answers,
requiring a defense of each answer provided, and a question asking students to
design a method to scale two models to fit the needs of a customer. This
activity will allow me to observe student interaction with the worksheet and
with one another, in order to see if students are able to understand and apply
the topics of the lesson.

Where: Students are learning about the nature of scaling and how it affects
volume. Understanding the effects of scaling on volume can help students to
visualize how changes to real-world 3-D objects can be seen and measured.

Hook: Students will be hooked by filtering the lesson through the investigative
lens of discovering the proper relationship between scaling and volume, and

© Grant Wiggins & Jay McTighe 2011

 also through the worksheet which provides students with a real-life simulation
of the lesson goals.

Equip: Students will be equipped through the lesson sequencing, which allows
them the opportunity to discover and understand first, followed by an activity
which allows them to demonstrate their understanding.

Rethink: Students will be encouraged to rethink and revise their understanding

of scaling and scale factors, which has up to this point not involved any cubing
of any value. Students will have to rethink their understanding of what the
effect of a scale factor can be on an object.

Evaluate: Students will be able to see, in the form of a class-wide discussion,

the correct answers to the think-pair-share worksheet, as well as the
methodology to get to these answers. Students will be able to compare their
answers to this, to understand the ways in which they may need to improve so
that they may focus on this for the future.

Tailor: In the interactive worksheet, students will be allowed to solve a variety

of problems catering to different skill sets. Students will be allowed to engage
with the learning objectives according to their ability and comfortability.
Further, multiple means of engagement will be provided in the lesson in the
form of written activity, individual thinking, and group/class-wide discussion, to
allow students several different access points to the lesson.

© Grant Wiggins & Jay McTighe 2011

 Organize: There will be an intro, a conclusion, and 2 clear body parts to the
lesson. Students will be introduced to the topic by having it connected back to
prior learning. Students will then be able to discover the impact of scaling on
volume through an exploratory activity, and be able to understand how to use
this to solve problems. Students will be allowed to use their understanding in
the interactive worksheet to solve problems using scale factors

Closure/ Application Students will have this lesson linked back to the enduring understanding
that a single change can have differing effects. Though only the scale
factor of the cube was scaled, the length and the volume changed in
different ways.

Teacher Notes See attached sheet for think-pair-share activity. Informal assessment
rubric guidelines listed below.

Beginning Emerging Sufficient Advanced/ Proficient

1 2 3 4

Understanding scale The student is in the The student somewhat The student mostly The student completely
factor beginning stages of understands how to find a understands how to find a understands how to find a
understanding how to scale factor for scale factor for scale factor for
find a scale factor for length/width/height, area, length/width/height, area, length/width/height, area, or
length/width/height, or volume when an initial or volume when an initial volume when an initial and
area, or volume when an and final measurement is and final measurement is final measurement is given,

© Grant Wiggins & Jay McTighe 2011

 initial and final
measurement is given,
doing so with more than
4 errors.
Differentiating The student is beginning
between scale to understand the
factors for difference between the
length/width/height, scale factors for
area, and volume length/width/height,
area, and volume,
struggling to differentiate
between these scale
factors to solve
problems, or doing so
with more than 4 errors.
❑
Solving for 𝑘 , 𝑘2, The student is beginning
or 𝑘 3using squaring, to understand and use
❑ ❑
cubing, square roots, either 𝑘 , 𝑘2, or 𝑘3 to
or cube roots find another scale factor
value by cubing,
squaring, cube rooting,
or square rooting their
given value, though
making more than 4
errors.
© Grant Wiggins & Jay McTighe 2011
given, doing so while
producing 3-4 errors.
The student somewhat
understands the difference
between the scale factors
for length/width/height,
area, and volume, but may
struggle to differentiate
between these scale
factors to solve problems,
or does so with 3-4 errors.
The student somewhat
understands and is able to
use either 𝑘 , 𝑘2, or 𝑘3 to
find another scale factor
value by cubing, squaring,
cube rooting, or square
rooting their given value,
making 3-4 errors.
given, and does so while
making 1-2 errors.
The student mostly
understands the difference
between the scale factors
for length/width/height,
area, and volume, and
differentiates between
these scale factors to solve
problems with 1-2 errors.
The student mostly
understands and is able to
❑ ❑
use either 𝑘 , 𝑘2, or𝑘 3 to
find another scale factor
value by cubing, squaring,
cube rooting, or square
rooting their given value,
making 1-2 errors.
and does so without errors,
or with 1 small error.
The student completely
understands the difference
between the scale factors for
length/width/height, area,
and volume, and
differentiates between these
scale factors to solve
problems without errors, or
with 1 small error.
The student completely
understands and is able to
use either 𝑘 , 𝑘2, or 𝑘3 to
find another scale factor
value by cubing, squaring,
cube rooting, or square
rooting their given value,
without errors, or with 1
small error.
 Lesson Title Solving Problems with Volume

Grade Level/ Content 10th Grade/Geometry

Standards G-GMD 3. Use volume formulas for cylinders, pyramids, cones, and spheres to
solve problems.

G-MG 1. Use geometric shapes, their measures, and their properties to

describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

Objective Students will be able to use volume formulas for cylinders, pyramids, cones,
spheres, and other common 3-dimensional objects to solve problems.

Students will be able to use geometric shapes to describe real objects.

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 Enduring Understanding
Essential Question
Assessment and Feedback
Learning Experiences
(Label WHERETO)
© Grant Wiggins & Jay McTighe 2011
We can understand and make sense of the 3-D objects we use every
day.
How does volume apply to objects we use every day?
Students will engage in self-assessment during the second activity in this
lesson. Students will be given various real-world objects that they must create
geometric models for, and solve problems with involving volume. Through
their self-assessment, students will be asked to assess their own ability to
assign geometric shapes to these real-world objects, identify the needed
formulas to solve for volume, and utilize these formulas to solve for the
volume. Through this self-assessment, students will be able to reflect on their
own areas of strength and the areas where they may need additional help or
practice, and I may also see the strengths and weaknesses of my students
according to their own assessments.
I will engage in informal assessment throughout the lesson by observing and
asking questions as students engage in the individual and group portions of my
lesson, and through asking questions of my students concerning why they
assigned themselves certain rubric scores during the self-assessment portion.
Opening: In the beginning of this lesson, students will be reminded of the
concepts of volume, and of the previous day’s lesson involving the scaling of
volume. This will help reinforce the academic vocabulary and concepts of the
previous day, allowing students an opportunity to remember these concepts,
 and recall to mind the idea of volume, as it will pertain to the day’s lesson.
Students will be informed that the lesson will involve using some of the
concepts and formulas regarding volume that were discussed in a previous
class to solve real-world problems involving volume.

Body:

Students will be given an activity which will ask them to calculate the volume
of various buildings and structures that exist in the real world. These will
include the cylindrical Westhafen tower, the Louvre Pyramid, a split-in-half
version of the Walter Pyramid in Long Beach (to model a triangular pyramid),
the conic Red House Cone, and the spherical EPCOT ball. This activity will allow
the students to have an introduction to dealing with volume in real-world
scenarios, which will be beneficial for students to be engaged in the activity
and understand how volume works, and will help set them up for the next
learning activity, in which they will be given physical, concrete objects in order
to calculate their volume. In this activity, there will be written informational
text above each different building, describing the building’s location in the
world and listing the dimensions of the building needed for the students to
calculate the volume of each. This informational text will help my English
learners engage with the ELD learning goal for this lesson. For the first building,
I will have my students follow along as I read aloud the description of the first
building, the Westhafen tower, which will be projected at the front of the class,
and provided on papers given to students. For this first description, I will model
for students how to annotate the text, underlining words like “radius” and
“height,” since they will prove important for finding the object’s volume. After
this, I will model for the students how to find this first building’s volume, using
the radius and the height provided in the description, as well as the formula for
calculating the volume of cylinders. After this first problem, I will ask students

© Grant Wiggins & Jay McTighe 2011

 to read and annotate the next problem’s description, and then we will discuss
together what important words or phrases from the text are needed in order
to solve the problem. I will equip and guide students to solve this problem with
guiding questions for them along the way. After these first two problems,
students will be equipped to complete the remainder of the activity on their
own. English learners will have experienced the necessary scaffolding and
modeling for them to engage well with the informational texts for the
remaining problems, annotating them and understanding their meaning in
order to solve the accompanying volume problem for each. My class as a whole
will also have the necessary scaffolding needed to engage with the rest of the
activity, and practice solving for volume on their own, in light of the learning
goal for this lesson. Students will further be given the opportunity to compare
their methods and answers with their classmates. I will end this activity by
summarizing the process of solving for volume, answering any clarifying
questions, and introducing the next activity.

For the second activity in this lesson, students will be able to work on their
own towards the learning goal by finding the volume of everyday objects
provided to them. These objects include a Rubik’s cube, a party hat, a ball, a
toy house, and the student’s own index finger. In this activity, students will
engage in self-assessment at the end of the activity. To continue towards the
learning goals, I will place various small objects around the room. Students will
be tasked with walking throughout the classroom, taking the necessary
measurements of each object, and finding the volume for each of the objects.
In this activity, The directions for the activity will be clearly explained orally and
visibly projected at the front of the class, to provide students with multiple
means of representation, and to allow English learners another opportunity to
engage with reading an informational text in order to understand how meaning

© Grant Wiggins & Jay McTighe 2011

 is conveyed. Since students will be following a similar process as the previous
lesson, though with physical objects in front of them instead of objects that
exist outside of the classroom, they will not need as much scaffolding as the
previous lesson. However, there will still be some scaffolding for them in the
form of sentence frames for the first two objects. For example, the first
problem of the Rubik’s cube will have the sentence frame “I know the length is
_____ because...” This will give students the scaffolding of knowing which
measurements for the object they should be focusing on finding. After the first
two objects, instead of sentence frames, the question will ask “what
measurements do you need to solve for volume?” This will allow students to
move beyond the initial scaffolding to solve volume problems fully on their
own. This activity also serves the purpose of meeting the learning goal of using
geometric shapes to describe real world objects, as the students will be asked
for each object what geometric shape would best be used to model the object.
Giving students the opportunity to move throughout the class, take physical
measurements on their own, and solve problems with real, physical objects in
front of them will help students engage with the learning goals by employing
strategies involving giving students real, concrete experiences, and providing
proper scaffolding for students to engage fully. Students will end this activity
by engaging in self-assessment, assessing their ability to identify the proper
geometric shape to model each object, identify the proper volume formula,
and solve each problem with their measurements to find volume. Since
students will be going to various stations to take measurements and find
volume, I will be able to monitor this activity, informally assessing student
observations by observing their answers on their worksheets, and offering
clarifying comments or questions when needed. Further, I will be able to utilize
the student results for their self-assessment to see the ways in which the
students think they are strong in the subject matter, and the ways in which
they think they may need additional help or practice.

© Grant Wiggins & Jay McTighe 2011

 After this activity, students will be asked to use their Chromebooks to assist
them in visualizing and completing a set of challenge problems from Delta
Math. These problems all consist of two cylindrical tanks, with one tank being
emptied into the other tank, either fully or partially. Students will be asked
different questions, such as how much water is left in the first tank, how much
empty space is in the first tank, or what the volume is of the second tank. This
set of problems will allow students to go deeper in their learning by taking the
idea of solving problems using volume formulas, and doing this in a novel
manner providing a greater challenge. Students will not just need to solve for
the volume of each cylindrical tank, but will also need to solve for the volume
of the cylindrical space left after emptying, or solve for the volume of the
cylindrical amount of water in the second tank, depending on the question.
This presents an opportunity for students to take their learning to a deeper
level by examining each situation at hand, deciphering what needs to be solved
for, and then utilizing their knowledge of volume to solve for the proper
measurements. Technology in this instance will be of great benefit, because
the Delta Math interface allows for students to visualize one tank being
emptied into the other through the visual virtual tanks provided on the
website. Students can visualize the levels of the tanks, and can even replay this
process to see the one tank empty into the other tank again. This would not be
possible to simulate physically in class; the virtual simulation allows for the
tanks to be reset and re-emptied with the click of a button, and allows the
students to see clearly how one tank empties as the other fills. This will provide
an opportunity for students to utilize technology to take their learning deeper
by solving problems requiring a greater amount of analysis and evaluation. As
this activity is going on, I will walk around the room to ensure everyone is able
to access the website, that they know how to interact with the interface;
additionally, I will be able to answer questions, assess student learning, and ask

© Grant Wiggins & Jay McTighe 2011

 questions to engage student learning, or assist students in understanding how
to solve these more complicated problems.

Where: Students will learn how to apply volume formulas to solve problems,
both basic and complex, which pertain to real objects around them. Students
will be expected to use the volume formulas for various 3-D objects to solve
problems.

Hook: Students will be engaged in the lesson by giving them physical 3-D
objects for them to use to find measurements of, and solve for volume. By
taking the learning out of the theoretical realm and into the practical, students
will be able to stay engaged and understand the practicality of the learning
material.

Equip: Students will be equipped to solve through careful modeling provided

for them so that they might see the learning objective for themselves. Further,
students will also be equipped through group discussion and action to
encourage a collaborative working environment where students might learn,
help, and encourage one another.

Rethink: Students will be able to rethink their understanding of the objects that
surround them on a day-to-day basis. There will be opportunities for students
to make sense of the objects surrounding them through the calculation of
volume.

© Grant Wiggins & Jay McTighe 2011


Closure/ Application
© Grant Wiggins & Jay McTighe 2011
Evaluate: Students will engage in self-assessment during this activity to help
them be able to understand the ways in which they were able to meet the
learning goals, or the ways in which they may need additional help or practice.
Tailor: Differentiation will occur in the form of multiple types of activities to
engage student learning. Students will be allowed to identify 3-D objects, solve
basic problems, and solve advanced problems, allowing for differentiation for
students based on their comfortability with the material. Further, students will
be given opportunities to engage in the learning goals through dealing with
physical objects, engaging in collaborative discussions, and learning through
technological aids.
Organize: The lesson will take the form of an introduction, a conclusion, and
three main body activities, taking the students from learning into application,
and from application into challenging/complex problems, so that students
might understand the basics of the lesson and engage in deeper learning along
the way.
Students will be reminded of the lesson goals and learning objectives,
and I will reinforce the idea that students have been given tools to make
sense of the objects around them. This will align with the greater
understanding of the unit that making sense of space and objects can
help one in making decisions.
 Teacher Notes See attached sheet for activity. Student self-assessment rubric is below.
Self-Assessment Beginning
Rubric
1 2
Identifying real world I was occasionally able to use a
objects using 3D 3D shape we learned about in
shapes class to correspond to each of
the real world objects given to
me, but I may have done this
incorrectly 4 or more times.
Identifying proper I am beginning to understand
volume formulas how to identify the proper
formula needed to solve for
the volume of each shape, and
in this activity I used the wrong
formula more than 4 times.
Solving for volume I am beginning to understand
using volume how to use the volume
formulas formulas to solve for the
volumes in each of the given
figures, and in this activity I
made more than 4 errors in
solving.
© Grant Wiggins & Jay McTighe 2011
Emerging
I was sometimes able to use a 3D
shape we learned about in class
to correspond to each of the real
world objects given to me, but I
may have done this incorrectly 2-
3 times.
I was sometimes able to identify
the proper formula needed to
solve for the volume of each
shape, using the wrong formula
3-4 times
I was sometimes able to use my
volume formulas to solve for the
volume of each of the given
figures, and I did so while making
3-4 errors.
Sufficient
3 4
I was mostly able to use a 3D
shape we learned about in class to
correspond to each of the real
world objects given to me, but I
may have done this incorrectly
once.
I was mostly able to identify the
proper formula needed to solve
for the volume of each shape,
using the wrong formula 1-2 times
I was mostly able to use my
volume formulas to solve for the
volume of each of the given
figures, and I did so while making
1-2 errors.
Advanced/ Proficient
I was able to use a 3D shape we
learned about in class to
correspond to each of the real
world objects given to me, and I
did so without any errors.
I was able to identify the proper
formula needed to solve for the
volume of each shape every
time.
I was able to use my volume
formulas to solve for the volume
of each of the given figures, and I
did so without making any
errors.
 Explaining volume For 0-1 of the given problems, I
formulas can explain why I am using
each volume formula, and I can
explain what the numbers and
symbols of the formula
represent.
For some (2-3) of the given
problems, I can explain why I am
using each volume formula, and I
can explain what the numbers
and symbols of the formula
represent.
For most (4-5) of the given
problems, I can explain why I am
using each volume formula, and I
can explain what the numbers and
symbols of the formula represent.
For each of the given problems, I
can explain why I am using each
volume formula, and I can
explain what the numbers and
symbols of the formula
represent.

Lesson Title Solving Problems with both volume and scaling

Grade Level/ Content 10th Grade/Geometry

❑
Standards G-GMD 5. Know that the effect of a scale factor 𝑘 , 𝑘2, and 𝑘3greater than
zero on length, area, and volume is to multiply each by 𝑘, 𝑘2, and 𝑘3,
respectively; determine length, area and volume measures using scale factors.

G-GMD 3. Use volume formulas for cylinders, pyramids, cones, and spheres to
solve problems.

G-MG 1. Use geometric shapes, their measures, and their properties to

describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).

© Grant Wiggins & Jay McTighe 2011

 Objective
Enduring Understanding
Essential Question
Assessment and Feedback
© Grant Wiggins & Jay McTighe 2011
G-GMD 5. Know that the effect of a scale factor 𝑘greater than zero on length,
area, and volume is to multiply each by 𝑘, 𝑘2, and 𝑘3 respectively; determine
length, area and volume measures using scale factors.
G-GMD 3. Use volume formulas for cylinders, pyramids, cones, and spheres to
solve problems.
G-MG 1. Use geometric shapes, their measures, and their properties to
describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
People make decisions based on volume and space.
How does knowing the amount of space affect the decisions we make?
For this lesson, students will engage in a formal assessment that combines the
learning goals from the previous two lessons into a single learning activity that
requires students to utilize the skills they have learned. Students will engage in
a formal assessment where they will each need to produce answers and
explanations to given questions provided to them. The students will be in a

Learning Experiences
(Label WHERETO)
© Grant Wiggins & Jay McTighe 2011
simulated setting, where they will need to find the best deal between four
restaurants for a given drink offered by each restaurant. The drink costs the
same price at each restaurant, but each restaurant offers a different shaped
container which holds the drink. The students will have to find and compare
the volumes of the four different containers in order to find which restaurant is
selling the drink with the greatest volume, and is therefore the best deal out of
the four. Further, after this, the students will be asked questions on what scale
factor would be needed to scale the volume of some of the other containers to
make it as good a deal as the container they found to be the best value.
Through this performance assessment, students will create a product that will
demonstrate their knowledge of using geometric shapes to describe real
objects, using volume formulas to solve problems, and using scale factors to
determine volume measures, all while creating an engaging, life-like scenario
where students can solve a problem that could very well exist in the world
around them.
Further, I will engage in formal assessment throughout the lesson by
monitoring student progress and comprehension, and asking students
questions concerning the answers or explanations they provided for either
activity.
Opening:
I will begin the lesson first by recalling the content of the previous two lessons.
I will ask students probing questions concerning what was learned, and remind
students that we were able to use a scale factor to determine an increase in
volume, use geometric shapes to model real objects, and use various volume
formulas to solve problems. I will give short examples for each of these so that
 students can be reminded of these learning objectives that were previously of
focus. I will then inform students that these learning goals will again be the
topic of the lesson, though students will be given the opportunity to engage
with these learning goals to a greater degree, and engage in a performance
assessment where they will be able to demonstrate their learning through a
formal activity.

Body:

The first activity will involve comparing the volumes of two different 3-
dimensional shapes. One will be a sphere, and the other will be a triangular
pyramid. These simple shapes will be compared to find which has the larger
volume. I will model for the students how to identify the shape, identify the
proper volume formula, and solve for the volume with the sphere, and will
have students attempt to find the volume of the triangular pyramid on their
own, using the same methodology modeled to them. Students will then be
asked to compare the two volumes to find which is larger. Finally, students will
be asked what scale factor could be used to make the smaller volume equal in
value to the larger volume. For this final question, I will ask students probing
questions in a class-wide discussion of how to solve this problem, and will use
their guidance to solve for the scale factor needed. In this way, I will encourage
students to remember the process of using scale factors for volume, but will
also be able to provide some scaffolding for them to visualize exactly how this
problem might be solved, since this type of problem was previously solved with
the volume given to the student, rather than through their need to solve and
compare volumes first. This activity will help students to synthesize the
learning goals, and see how they can apply these concepts together to solve
problems that build on one another.

© Grant Wiggins & Jay McTighe 2011

 After this activity, students will be ready to partake in the formal assessment.
Students will be asked to imagine that in their city, there exists four different
restaurants that sell the same drink for the same price, but that all four use
different glasses in which the drink is sold. They will be asked to determine
which drink is the best deal of the four, and will be asked a series of questions
regarding how to use scale factors with the volumes they calculated. This
assessment will ask students to create a product reflecting their knowledge of
all three learning goals, and to do so in a way that is stimulating and engaging,
since a practical problem is given to the students to solve. Students have
multiple ways of visualizing and engaging in this activity. I will provide the
students with the four physical representations of the containers. These will
consist of a cylindrical glass, a cubic glass, a glass that is an upside-down cone,
and a glass that is a hemisphere. Students will be able to visualize the
measurements needed using these physical glasses, and operate using this
visual representation if needed. Models of the glasses will also be drawn on the
board, along with various measurements which the students can utilize to help
them solve for the volume. Further, I will explain all directions to students,
accompanying the written directions provided to them on the paper where
they will record their final product for the formal assessment.

Where: Students will be able to take their knowledge of volume and scaling
and apply it in a real, applicable way. Students will do this in order to
demonstrate their mastery of volume and scaling, and to show their ability to
use volume and scaling to reason about the world around them.

© Grant Wiggins & Jay McTighe 2011

 Hook: Students will be engaged in the lesson through physical glasses provided
to them to help them interact with the class activity, and through a lesson built
on a real-world problem that the students must solve which is set in the city of
their school.

Equip: Students will be equipped to engage in the lesson expectations through

modeling by myself to help the students see how to utilize volume and scaling
to solve problems. Further, the nature of this lesson will have built naturally on
previous lessons so that students can take the foundational knowledge of past
lessons and apply it in a new, applicable manner.

Rethink: Students will be able to critically compare different glasses from

different restaurants in order to assess, and revise their assessment of which
restaurant provides the best value.

Evaluate: Students will evaluate their own work throughout, and will be
provided a rubric for the performance task with which they will be able to
receive feedback on their performance for the sake of improvement and
understanding.

Tailor: Differentiation will occur through multiple tiers of problems meant to

help meet students according to their needs. Further, students will be assisted
through modeling, collaborative conversations, and a performance activity

© Grant Wiggins & Jay McTighe 2011


Closure/ Application
Teacher Notes
© Grant Wiggins & Jay McTighe 2011
allowing students to engage visually with physical objects, and through written
means.
Organize: The lesson will be organized into two main activities, with an
introduction at the beginning and a conclusion at the end. The first activity will
provide scaffolding for the students, and they will be able to in turn engage
with the second activity which will be the performance task for the lesson and
the unit.
After this assessment, I will again summarize the learning for the day, and
remind students of the three main learning goals they were able to show their
knowledge of in the formal assessment. Further, I will remind students that
they were able to use their ability to reason about the space around them to
affect their decisions in a very real, applicable way, according to the enduring
question/understanding for the unit.
See worksheet attached for performance assessment. Rubric for the worksheet
can be seen above, listed as the performance task rubric.