SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT FOR FLM

Revised June 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give
students, anticipated responses they will give, the structure of notes if you will lecture, the directions for any activities, and key
questions you intend to pose to students. In addition, give time points to help with pacing and attach any handouts that will be used.
This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.

UNIT TITLE: SURFACE AREA AND VOLUME

LESSON TITLE: REVIEW VOLUME OF PRISMS,

PYRAMIDS, AND CYLINDERS

STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE: 12/14/16 TIME: 45 mins. ROOM: #
Math
7th
SCHOOL: CSUF
SUBJECT:
GRADE LEVEL:
EQUIPMENT/MATERIALS: Jeopardy review game, paper, white board, marker
TYPE OF LESSON AND
INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

Preparation/Motivation
_x_ Adaptation of Content
_x_ Link to Background
_x_ Link to Prior Learning
_x_ Identify Key Vocabulary
Communication Processes
_x_ Reading
_x_ Writing
_x_ Speaking
_x_ Listening

Scaffolding
Grouping
_x_ Modeling in Multiple Ways
_x_ Whole class
_x_ Wait Time
_x_ Small groups
_x_ Communication
_x_ Partners
_x_ Comprehensible input
_x_ Independent
Application/Representation
_x_ Hands-on
_x_ Meaningful
_x_ Linked to objectives
_x_ Promotes engagement

Assessment (w/ appropriate feedback)

_x_ Individual
_x_ Group
_x_ Written
_x_ Oral

RATIONALE: HOW DOES THE LESSON FIT INTO THE UNIT OF STUDYWHAT DOES IT BUILD ON (PRIOR KNOWLEDGE)?
LEAD UP TO?

WHAT DOES IT

This lesson fits into the unit surface area and volume of 3-d figures because it reviews the students knowledge on the
latter half of the volume of 3-d shapes. Students can use their notes and attend to their prior knowledge to solve for the
volume of 3-d figures such as prisms, pyramids and cylinders.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.MATH.7.G.4. Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.

CCSS.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
CCSS.MATH.PRACTICE.MP1. Make sense of problems and persevere in solving them.
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students review the volume of prisms, pyramids, and cylinders and participate in a class activity to recall and discuss
their properties and formulas. In groups, students will complete an activity that reviews their knowledge on the volume
of prisms, pyramids, and cylinders.
LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIECES AND INTERESTS

Students begin the class with a warm-up activity presented on the projector. The students are familiar with
warm-ups and have a warm-up sheet they take out at the beginning of class. Students have 5 minutes to work
on their warm-up as well as write down their homework and be ready for the period.
On the projector, the students are given a prism, pyramid, and cylinder as well as its measurements. The
students are to solve for their volume. After 5 minutes the teacher asks for volunteers to provide an answer for

each of the figures. The teacher reviews and goes over the problems. The teacher then reviews the objectives
with the class and reminds students for their test the next period.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING
The teacher explains to students that they will play a jeopardy game to review the volume of prisms, pyramids, and
cylinders. The students are in their groups and are given a whiteboard and maker per group. The students are to take out a
piece of paper and writing utensil. The teacher instructs the students that one person in their group (which will switch) will
write on their paper whiteboard and write the problem or answer using the white board. After they write the answer they
will hold it up. The rest of the group must work out the problem on a piece of paper. The jeopardy is in three categories for
prism, pyramid, and cylinder. The groups pick a category and a figure with its measurements will appear, similar to a
jeopardy game. The winner of the game will receive a prize. Each student must participate as the piece of paper will be
collected for points.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

As a class the teacher and students will discuss any questions in relation to the volume of prisms, pyramids,
and cylinders or even review surface area. Open discussion on volume and its characteristics and properties
through class discussion.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)
ENGLISH LEARNERS
ADVANCED STUDENTS
IEP REQUIREMENTS

English learners will be able to use the whiteboard as well as piece of paper to solve problems
involving the volume. They can talk with their group and ask for help on any of the problems.
Students work on their problems on their paper and can help their group solve the problem as
well as provide the correct answers.
Students will be given the accommodations needed as stated on their IEP.

ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)

TYPE

DESIGN

IMPLEMENTATION

FEEDBACK STRATEGY

EL

Warm-up

PM

Jeopardy

Beginning of class students begin

their warm-up on their warm-up
worksheet provided
The students are to write all the
problems on their paper as well as
the one student writing the answers
on the white board.

Teacher goes over the answer

and explains how they got
the answer.
The teacher gives feedback
by providing the answers on
the jeopardy game as
students time is up or they
are finished solving.

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY
HAPPENED?
I EXPECT THAT SOME STUDENTS MAY DO MOST OF THE WORK OR GIVE THE ANSWERS SO BY MAKING STUDENTS WRITE THEIR ANSWERS ON
THE PAPER THE STUDENTS CAN ALL PARTICIPATE OR SHOW THEIR WORK.