Section2: Learning goal and Learning Progression

The unit to which this assessment pertains focuses on measurement and geometry. The
common core standard addressed in this unit is CCSS.Math.Content.8.G.C.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve
real-world and mathematical problems. http://www.corestandards.org/Math/Content/8/G/
In the core aligned text used at RSA, Holt McDougal Mathematics Grade 8, the chapter
which focuses on this standard includes exercises that involve finding the volumes of pyramids
and prisms as well as the surface area of spheres. As such, it will be included in the learning
progression. Thus, the learning goal for this episode is for students to be able to successfully
assess the surface area of spheres and the volumes of spheres, cylinders, prisms, pyramids and
cones and solve real world and mathematical problems. The learning progression to this goal
entails the ability to assess the geometric figures which are components of the figures listed
above. To find the volume of a prism, I must first be able to find the area of its bases. In this unit
we focus on rectangular and triangular prisms, so students must review finding the areas of
rectangles and triangles. Similarly, to find the volume of a cylinder, students must first be able
to find the area of its bases, so students must learn how to find the area of a circle. Here we can
formulate a specific instructional objective:
(1) Given the diameter, radius or circumference of a circle, a student will be able to
calculate the area of the circle.
Development of this skill will enable students to find the area of the base of a cylinder given the
diameter, radius or circumference of the cylinder. Thus, successful achievement with respect to

learning objective (1) in conjunction with a review of finding the areas of triangles and
rectangles will prepare students for the 2nd instructional objective:
(2) Given the dimensions of a cylinder or prism in the form of explicit statements or a
diagram, a student will be able to calculate the volume of the cylinder or prism.
As noted above, in the case of the cylinder, the dimensions could be given in different
forms. A student can find the dimension of a cylinder without explicitly being given the radius or
diameter. He/she could be given the circumference, from which the diameter, and in turn, the
radius could be derived. Both prisms and cylinders are 3 dimensional objects with 2 congruent
bases. In both cases, one need only find the area of the base and multiply by the height. Once
students are successfully able to find the volumes of prisms and cylinders, they can be shown
that the volume of a cone is 1/3 the volume of a cylinder with the same height and radius and that
the volume of a pyramid is, likewise, 1/3 the volume of a prism with the same base and height.
This can be demonstrated to students using hollow cones and pyramids as cups via which their
respective cylinders and prisms can be filled with lentil beans in three acts of pouring. After
being shown this, students can be guided to derive the 1/3 coefficient which is multiplied into the
formulas for cylinders and prisms to generate the formulas for cones and pyramids. Here we
have the third instructional objective:
(3) Given the dimensions of a cone or pyramid in the form of explicit statements or a
diagram, a student will be able calculate the volume of the cone or pyramid.
The next three evolve in a similar fashion(4) Given real world and mathematical problems involving cylinders, prisms, pyramids and
cones, a student will be able to solve the problems and explain their reasoning.

(5) Given the diameter, radius or circumference of a sphere, students will be able to
calculate the surface area and/or volume of the sphere.
(6) Given real world and mathematical problems involving cylinders, prisms, pyramids,
cones and spheres, a student will be able to solve the problems and explain their reasoning.
The instructional objectives which will be the focus of this assessment are (3) and (4).
(3) is a Webbs Depth of Knowledge Level 2 learning objective. For example, if you are given a
diagram of a cone, the diagram must be interpreted before a student proceeds. He/she must
determine if it is the diameter or the radius that is labeled and decide how to proceed from there.
Similarly, if only the circumference of the base and height are given, the student must observe
this, relate the circumference to the diameter so that the latter can be derived from the former and
proceed from there. Clearly, skills and concepts must relate in an integral way.
Since (4) can entail such actions as formulation, comparison, explanation, drawing conclusions,
construction, revision and assessment, it is a Webbs Depth of Knowledge Level 3 learning
objective.