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Tools: Students will use the volume formulas of Cylinders and Prisms
Norms: Students will remain at a productive partner voice in order to not disturb
other pairs and engage in discussion in reflection over their work. Students will be
reminded to explain their answers as the normal expectation in math class.
Why
Students should have a variety of strategies and tools to use in order to approach
any mathematical problem they encounter. This could be an equation, a word
problem, or a real life situation. Hearing other students strategies will help the
students view how to solve problems differently. I will provide the students with a
certain way I would solve the problems, but they will have the freedom of exploring
different ways in which they find it easiest or most useful to solve. Letting the
students fend for themselves will give the students a greater sense of ownership in
their work and confidence when it comes to solving similar future problems. The
goal is for the students to notice that one doesnt need to memorize a formula in
order to solve for the volume of Cylinders and Prisms. The emphasis should be on
using what one knows about the properties of Cylinders and Prisms in order to
calculate their volumes.. Having the opportunity to work in pairs will give the
students a chance to share their ideas with one another and use each other as a
discussion board to discuss the work. The students taking ownership over their
own work, by exploring these problems, will lead to a deeper learning experience
than memorizing an equation that will easily be forgotten after the unit is over.
Different strategies will arise from the group discussion afterwards and will let kids
view the questions in a different light (hopefully). This will hopefully get the
students to become more reflective of their work and get a true deep learning
experience through the power of reflection.
Goals/Objectives:
Students will develop an understanding of what makes up the volume of Cylinders
and Prisms. Students will be able to use properties of Prisms and Cylinders in order
to calculate their volumes.
PA Core Standards:
CC 7.G.B.6 Know the formulas for the volumes of cones, cylinders, and spheres and use them to
solve real-world and mathematical problems.
G.1.2.1.2 Identify and/or use properties of quadrilaterals.
Materials and Preparation:
Smart Board
Pencils
Can of Soup
Shoe Box
Notebooks
Classroom Arrangement and Management Issues:
Students will work within groups of 2 during the activity portion of the assignment.
I will be floating around the partner groups to ensure students will be held on task
at all times. During the lecture and review portion of the class, students have the
expectations to be quiet and only talk when in a productive way. When students get
too talkative and loud, I will stop talking and wait for their eyes to look at me and we
will continue. This is typically not an issue in the class; the students are almost
always well behaved. I do not anticipate any issues during the class.
Plan (Class is 90 Minutes plus a 30 Minute Study Hall):
Launch/Lesson
Copy down homework
Two PSSA Prep questions will be on the board and the answers logged
into their clickers
Review Homework from the Night Before (The difficult problems)
Ask students what they believe volume is and how/why is it used
Ask students what cylinders and prisms are and properties they can
identify
Show a can of soup and shoe box and show how volume works
Ask students what the area of the bases are and figure out how we can
derive a formula for volume
Give examples to solve for volume of cylinders and prisms
Give examples if lengths are missing and volume is given
Have students a example or two to do with their neighbor.
Assign partner work for students to dig in deeper.
Explore:
Students will be working in pairs doing word problems from the text and be
able to use each other as a discussion board in order to problem solve
Occasionally I will announce good strategies I hear or ask questions that will
make them think deeper about the situation.
Answers will be compared with partners and surrounding neighbors in class
I will be floating around between the pairs in order to hear how they are
solving the problem and to answer any questions needed (I will be looking at
different strategies used and asking students to explain their reasoning).
While walking around, I will share out strategies used by some pairs to help
move along students who seem to be struggling
Wrap Up:
Students will then come back together as a whole group and share out their
answers and strategies used to solve.
Time will be given for questions about strategies or discoveries made during
the activity
I will have students explain other students reasoning in hopes to get them to
think about solving problems with different strategies.
There will be a Post-Assessment after the activity with one question to be
answered on the clicker about the volume of Cylinders and Prisms.
This Post-Assessment will help me understand whether or not the students
understood the lesson and what skill or strategy I may need to reinforce for
next class.
Anticipating Students Responses and Your Possible Responses:
Some responses by my students might be in regard to the area of the bases (Circles,
Triangles, and Rectangles). I will try to probe them ask why they believe the height
of the Prisms or Cylinders is related to finding the volume. Students may have a
harder time deciphering word problems, especially with missing lengths. I will do an
example for the class as extra practice to help students see how to solve for missing
lengths. Students may also forget to use the radius for the base of a rectangle and
use the diameter instead.
Assessment of the Goals/Objectives Listed Above:
Throughout the explore time, I will be going around to each group and seeing how
each student is solving the problems, as well as listening in on the discussion
between the two partners. While floating around the room, I will be making notes of
strategies used in order to see where misconceptions may be happening. The
discussion during the launch and after the exploration will be used to assess
students reasoning behind their work. I will be putting an emphasis on students
articulating how they solved the problems given. The Post-Assessment will also
be used as hard data to help determine fluency of the topic covered. The PostAssessment will inform my instruction for the next day and determine the type of
challenge problems/homework problems I review the following day.
Accommodations:
If a student gets done early, I will allow students to be able to start on their
homework for the next night. If a student finds the work too challenging, I will sit
down with the group in order to provide further assistance. I do not anticipate any
student having the topic go over their head based upon previous experience I have
had with them doing area of 2D figures and finding missing lengths of 2D figures.