Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Rachel Swierenga

Date

Subject/ Topic/ Theme Geometry/Volumes of Prisms and Cylinders

Grade 9 - 10

I. Objectives
How does this lesson connect to the unit plan?
This lesson is the second one using three-dimensional figures. In the previous lesson, we named those figures, and now we will use formulas to find volumes of the
figures. This will connect to working with the area that we touched on in the first two lessons as now we are just adding another dimension. Similarly, we will discuss
composite volume, and students will see how the composite area problems in the first lesson relate to the composite volume that we work on for three-dimensional
figures.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R, U, Ap
R, U, Ap
R, U, Ap, An
R, U, Ap, An

Learn and apply the formula for the volume of a prism.

Learn and apply the formula for the volume of a cylinder.
Describe how changing one dimension affects other dimensions
Find volumes of composite three-dimensional figures

Common Core standards (or GLCEs if not available in Common Core) addressed:
CC.9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
CC.9-12.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, Cavalieris principle, and informal limit arguments.
CC.9-12.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).
CC.9-12.G.MG.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
21st Century Skills (from skills21.org)
Problem Solving: Experimentation of new and familiar concepts while processing information until a viable solution is reached.
Creativity & Innovation: Exploration of imagination. Refining and improving original ideas.
Collaboration: Working together to share, advocate, and compromise on issues critical to teams success.
Communication: The ability to properly read, write, present, and comprehend ideas between a variety of mediums and audiences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should know how to use trigonometric ratios to find side lengths of triangles.
Students should know how to set up unit conversions. Students should be familiar with basic shapes
(triangles, rectangles, circles, other regular polygons) and their area formulas.
Pre-assessment (for learning):

Students will review area of figures (triangle, hexagon, circle) and review the formulas as well.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Students will answer questions and participate in the lesson while examples are being discussed.
Formative (as learning):

Students will complete a lesson check to assess how well they understood the concepts.
Summative (of learning):
Students will complete a homework assignment to practice these topics and eventually a graded quiz
and test.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Problems will be discussed in
words and the work will be shown
on the board. Students can also
follow along with the textbook or
the PowerPoint on the teachers
blog.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Other language will be
demonstrated through diagrams and
pictures.

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction
Students will interact by
participating in the lesson,
answering my questions, and
interacting with each other during
the homework period.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be offered the choice
to work in groups or alone on their
homework.

Provide options for expression and

communication- increase medium
of expression
Students will verbalize answers in
class, enter warm up answers on a
computer, and write down answers
on homework

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Homework will be checked for
mastery/completion, not accuracy

Provide options for comprehensionactivate, apply & highlight

Vocabulary will be discussed,
important ideas highlighted, and
concepts will be applied using word
problems.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
How will your classroom
be set up for this lesson?

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Students will realize that these
shapes and the vocabulary that
accompanies them will be used in
the next two lessons.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
There will be a lesson check so
students can see how much they
understood from the lesson (and so
that I know if I need to reteach
anything the next day). The
homework will be reviewed in class
the next day.

Students will need laptops for the warm up, the lesson check, and for their homework. They will need
paper and pencil to take notes, and I will need my PowerPoint up and running on the screen. I will also
have the geometry textbook minimized on the desktop so that I can use that to review homework
questions form the previous days homework.
The classroom will be set up with rows of desks facing the no board. Students may look to the board
on the left side of the room if they wish. There will be an aisle between every group of two columns so
I can walk through the students. There are also two power strips in those aisles so that students can
charge their laptops if need be.

III. The Plan

Time

Components

:00
Motivation
(opening/
introduction/
engagement)
:03:08
:09

:10

:11

:13

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Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Say: Good morning! Today were going to be
Take out homework and work on warm up
actually using all that vocabulary we learned
exercises.
yesterday. But first, work on your warm up on
Students should be prepared to explain how it went
the board while I come around and check your
or what problems they found difficult.
homework. Please enter your answers on the
google doc so I can check them at the end of the
unit.
Walk around students, check homework for
completion, and ask if there were any difficult
problems they would like to go over.
Say: Okay everyone, lets get started. Wait until
Finish warm up, turn eyes to the board/teacher
everyone is paying attention and begin Student
Edition PowerPoint.
Say: Today were talking about volume. When
we were in two dimensions, we had area. Now
that were in three dimensions, we talk about
volume to find out exactly how much stuff we
could pack into a space. We are going to learn
how to use the volume formula for a prism as
well as for a cylinder.
Think about/propose ideas about volume
Say: So what is volume? Any ideas? Wait for
student input. We describe volume as the number
of cube units that we can fit in the interior of the
figure. So think about taking an empty box. If
you want to figure out the volume of the box
how many blocks that box can holdyou take
blocks, with all the side lengths equal to 1, and
you see how many can exactly fit in that box.
Now thats all well and good for boxes, since its
easier to fit blocks, but when were dealing with
cylinders and pyramids, we have to get creative
since blocks dont fit in as well.
Say: Now, consider what happens if we take a

:15

prism and change it a little so instead of having

a right prism we have an oblique prism? Its
almost as if weve taken the prism and squished
it sideways. Cavalieris principle says that if two
figures have the same height and the same crosssectional area at every level, then they have the
same volume. So what does this mean for us?
Pause for thought; explain: It means that if our
figures have the same height, and if the shapes
have the same cross-sections wherever we might
slice, then their volumes are the same. Does that
make sense?
Say: So we have a formula for a volume of a
prism. Quick review what was our formula for
area of a rectangle? Pause for response. Thats
right. Now, because were in three dimensions,
we have to add a third dimension to that
equation. Now, instead of just multiplying
length times width, we have to multiply height
in too. If we just multiply the length times the
width, we get the areathe area of the base,
which is helpful, but doesnt give us the volume.

:18

Explain: So the formulas are written up here:

We have the volume of a prism with base B and
height h is V = Bh. Now, how are we going to
find that B, that base? Any ideas? Pause for
thought. Well, we know how to find this area,
correct? We have formulas for areas of regular
polygons, triangles, rectangles, you name it. So
we can use one of those formulas to find the area
of this base, and then we multiply that area by
the height, and we have our volume.

:21

Now what happens if we have a right

rectangular prism? This is just like the saltines
box that I brought in the other day. We have the
same idea: we need the area of the base, which
in this case is? Wait for Length times width and
continue: Right, length times width, and then we
multiply by the height, so our formula looks like
V = lwh. For a cube, we do the same thing
length times width times height but because
we have a cube, what do we know about all of
these things? Pause for answer: They are all the
same Why are they all the same? because in a
cube all six faces are the same Thats right. All
six faces are the same, so our
length/width/height are the same. So our
formula just simplifies down to V = s3. Is that
okay?

:24

Work through Ex. 1a, 1b, 1c. Ask for formulas,

what values to substitute where, and for a final
answer. Remember to check units.

:29

Work through Ex. 2. Demonstrate conversion of

cubic feet to gallons, as well as the gallons to
pounds conversion to work out the weight of the
water in the pool.
Explain: Cavalieris principle also relates to

:34
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Remember/say all together that the formula of area

for a rectangle is base times height OR length times
width

Think about how we can find B(base) to plug into

our equation; propose answers and explain ideas

As a group, give formula for area of a rectangle.

Think about why the length, width, and height

would be the same.

Work out examples alongside classmates and

teacher. Provide formulas, tell where to substitute
what values, and perform calculations (mentally or
on a calculator).

cylinders. If the cylinder is oblique, but has the

same height, then the volumes will be the same.
Our formula will be V = Bh. However, what is
the base of a cylinder? Pause. And what is the
formula for area of a circle?
So our volume formula could also be written as
V = rsh. Either one is fine, as long as you
remember what the B means. Remind me again
what does the B mean?
:36

Work through Ex 3a, 3b. Have students provide

formulas, tell what values to substitute in, and
explain their process.

:39

Remind students that last unit, we looked at

changing dimensions and how that affected area.
Now, were going to look at the change in
volume. We can calculate the original volume
and the new volume, and we divide the new
volume by the old one. This gives us 8, so when
you double the dimensions, the volume is
multiplied by 8.
We just studied composite figures. Now, were
going to do the same thingbut instead of with
area, were going to find the volume of these
figures. Work through ex 5. Label parts of figures
a, b, c and show work for each part.

:42

:45 :55

Closure
(conclusion,
culmination,
wrap-up)

Say: Okay, thats it for today. Were going to do

a lesson check, so be working on that while I
come around and check you off to begin your
homework. If you have any questions, please
raise your hands and I will come help you. Once
youre done, you may start on your homework.
We will check that tomorrow in class, and you
may work in groups if you like.

Explain that a circle is at the base of a cylinder.

Recite as a group: r2

Explain that B is for area of the base and that we

know formulas we can use to find that area.
Work out examples alongside classmates and
teacher. Provide formulas, tell where to substitute
what values, and perform calculations (mentally or
on a calculator).
Work out examples alongside classmates and
teacher. Provide formulas, tell where to substitute
what values, and perform calculations (mentally or
on a calculator).

Work out examples alongside classmates and

teacher. Provide formulas, tell where to substitute
what values, and perform calculations (mentally or
on a calculator).
Complete lesson check, ask any questions

Begin on homework; ask any homework questions

while still in class. Choose whether to work with a
partner/groups or not.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not teach this lesson, but knowing my students, I feel that while preparing this lesson, I think I put some examples in
unnecessarily I think the students will pick up on how volume of a solid (V = Bh) compares with volume for a rectangular
prism (V = lwh) and for a cube (V = s3) so I dont know if I would need to spend as much time on that. However, it might be
important to go over it for those who havent figured it out already. I think I could have added some time in to bring in a
stack of CDs and ask if they agree that the height hasnt changed even if I slant some differently; that might help them
visualize the concepts better. I worry that the students will struggle with the effects of changing dimensions as they did not
enjoy that in two dimensions, but hopefully if they work out the problems slowly and show the old and new volume it will
make sense to them. I would have liked to do some more hands on sort of applications bringing in boxes, having the
students estimate the volume and compare to the actual volume. I do like that the vocabulary was separate from the formulas
because I dont want to overload the students with information; Id rather they know the figures very well before starting to
apply formulas.

9-15-14