Volume 8

Title of Unit Grade Level

Mathematics 14 days
Subject Time Frame

Dustin Sandau and Samantha Lesyk

Developed By

Stage 1 - Identify Desired Results

CCC’s

Problem Solving
In addition to abstract questions posed in class and during practice, we will be sure to include a variety of word problems to give
students the opportunity to use their skills of gathering information, applying knowledge and evaluating decisions. This will be done
daily and, if students are at the point that more involved problems would be a worthwhile challenge, could be given as extension
activities. In doing this, we can reinforce fundamentals and scaffold learning towards higher-order thinking.

Communication
By stressing mathematical language processes like place value, showing work and the inclusion of units, we will foster an expectation
and culture of the clear and proper communication. By laying out explicit instructions for helping each other during different activities
like Row Math or Jeopardy, we will allow students to work with and help each other in a way that is conducive to learning, fun and
ideally would help support learning by using common language between students. As well, while giving instruction, we will use a
variety of repeated math vocabulary to touch on different levels of instructional needs.

Collaboration
During our Daily Problem, students will work in groups to solve problems, obligated to discuss thinking and work together to chip away
at a task. Some learning activities will also involve collaboration including Jeopardy, Row Math, and Speed Dating, where students will
work in groups or pairs to solve problems and complete the given tasks. There will also be a day where 2 classes from different quads
will work together on solving problems. This unit itself was planned collaboratively to accommodate the needs of 8 different groups of
students. We have reached out to different teachers around the school to get information and ideas on technology and other
resources we can bring to our class.

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)

G.L.O.’s
Use direct and indirect measurement to solve problems.

S.L.O.’s
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and right cylinders. [C,
CN, PS, R, V]
● Determine the volume of a given right prism, given the area of the base.
● Generalize and apply a rule for determining the volume of right cylinders.
● Explain the connection between the area of the base of a given right 3-D object and the formula for the volume of the object.
● Demonstrate that the orientation of a given 3-D object does not affect its volume.
● Apply a formula to solve a given problem involving the volume of a right cylinder or a right prism.
Enduring Understandings
What understandings about the big ideas are desired?​ ​(what
you want students to understand & be able to use several
years from now)
What misunderstandings are predictable?
Students will understand that...
● Volume is calculated by finding the surface area of the
base and multiplying it by the height or depth.
● Solids of many different dimensions can have the
same volume.
● Volumes of complex solids can be calculated by
adding or subtracting volumes of simpler solids.
● We can take our knowledge of volume calculations
and apply it to real-life situations
Related misconceptions…
● Units of measurement and exponents
● Knowing the formula vs. understanding the formula
● Mixing up base height with prism height/depth
● Rewriting an equation and isolating variables
(fractions, algebraic equations)
Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or
might also address prerequisite knowledge that students will
need for this unit.
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked to
the content of the enduring understanding)
Content specific….
● To what extent can mathematics be used to solve problems?
(​open overarching​)
● How can you use mathematics to describe particular attributes
of objects? (​guiding overarching​)
● In what ways can volume be used in real-world applications
and to solve problems? (​guiding topical​)
● Explain what volume is and why it’s something we can
calculate.
FNMI, multicultural, cross-curricular…
● Include problem about Ojibway Cedar Longhouses
(Rectangular prism and half a cylinder)
● Problem about different prisms reflecting light (or hydraulic
cylinders or other machines if the unit switches)
● Aztec Calendar
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of
their work in this unit. These will come from the indicators.
Students will know...
● How to calculate the volume of cubes, right cylinders
and right prisms.
● How to apply volume calculations to solve problems.
● Proper use, execution and manipulation of formulas
Students will be able to…
● Calculate volumes of cubes, right cylinders and right prisms.
● Identify the volume being asked about in the question, and
use it to help solve real-world problems.
● Use a formula to determine volume of right prisms and
cylinders.
● Solve problems involving volume of right prisms and cylinders.

Stage 2 – Assessment Evidence

Pre-Assessment
● Kahoot Quiz
● “Daily” Problems and proceeding discussions

Quizzes, Tests, Assignments Performance Tasks, Projects

● 7.1/7.2 Quiz ● N/A
● 7.3/7.4 Review "Assignment”
● Chapter Practice Questions
● Assignment Worksheets
● Chapter 7 Exam
● Jeopardy
Other Evidence​ (observations, work samples, dialogues) Student self-assessment
● Daily Observations/Conversations ● Chapter Checklist
● Be explicit in asking students to assess themselves daily.
Have options for extra practice readily available.
Learning Assessments
Outcome
Title Kahoot “Daily” 7.1/7.2 Quiz 7.3/7.4 Practice Daily Chapter Chapter 7
Quiz Problems Review Questions Observations/ Checklist Exam
Assignment Conversation

Type
(Formative/Summative
/Pre-Assessment))
P-A P-A S F F F F S

Weighting
N/A N/A N/A N/A N/A N/A

4. Develop and apply

formulas for determining
the volume of right
rectangular prisms, right
triangular prisms and right
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
cylinders. [C, CN, PS, R,
V]
Assessment Tool Overview
Assessment Brief Description Assessment Assessment Assessment
FOR AS OF
Tool Learning Learning Learning

Kahoot Quiz Questions involving volume will be administered through a Kahoot quiz as a
form of pre-assessment in order to gain an understanding as to where
students are at knowledge and skills regarding the topic. Questions will ✓
include knowledge and skills both learned from prerequisite outcomes and
from topics that are going to be addressed in the following lessons. They will
involve a range of questions in order to demonstrate depth of understanding.
The Kahoot quiz will help inform decisions made regarding instruction and
activities.

“Daily” Problems At the beginning of every “practice” lesson, a problem will be given to the
students that they must try and work through and solve. The questions will
vary in difficulty, but will require students to think beyond their current ✓
understandings, apply knowledge and skills, and think critically about the
problem.

Daily On a daily basis, students will be assessed through observation of visual cues
Observations/
Conversation
that will help in knowing whether they are understanding the concepts or if
they should be reapproached. Visual cues may include facial and body ✓
expressions, interactions, participation, and engagement. This is an ongoing
process of formative assessment. Conversations with students and the
conversations they have with one another will also be formatively assessed.
Depending on the type of dialogue they are having, it may give some sort of
indication as to how well they are understanding the topics or if there are any
 misconceptions that should be addressed.

Practice In the lessons following the introduction of a new volume topic, there will
Questions always be practice questions to allow the students an opportunity to work with
the new knowledge and help develop the according skills. These practice ✓
questions will take various forms including textbook questions, Row Math, and
Speed Dating. Questions will be purposefully chosen from the textbook and
created appropriately. They will not be taken for marks, but checked for
completion.

7.1/7.2 Quiz The quiz will be used as summative assessment as a way for students to
demonstrate their understanding regarding sections 7.1 and 7.2. Questions
will be similar to that of the practice questions, but will require demonstration
of a range of knowledge and skills in relation to Webb’s Depth of Knowledge
✓ ✓
(DOK) framework. Quizzes will be marked and taken for grades.

7.3/7.4 Review Because of the long break, instead of summatively assessing students on
Assignment sections 7.3 and 7.4, students must complete a review assignment that will be
taken in for marks, but not grades. They will be provided with feedback that ✓
will help students understand what they did well and what could use
improvement. Questions will be of similar format to that of the practice
questions and will vary in demonstration of knowledge and skills in relation to
Webb’s DOK framework.

Chapter Students will be provided with a Chapter Checklist in which they must
Checklist self-assess their understanding of volume and the topics in relation to the
outcomes. They will be given outcomes with three potential options, ✓ ✓
“Understand,” “Somewhat Understand,” “Do Not Understand.” Students will
check off the appropriate box according to how they feel they understand the
outcomes. This activity will both allow students to assess their own
understanding and reflect on their knowledge and skills and provide
 instructional insight to inform further decisions made regarding the rest of the
unit and review.

Chapter 7 Exam An exam will be administered at the end of the unit as a final demonstration of
students’ learning. Questions will be of similar format to the practice
questions, questions done in class, the review assignment, and the 7.1/7.2 ✓
Quiz. They will range in demonstration of knowledge and skills through a
balanced arrangement in relation to Webb’s DOK. Exams will be marked and
taken for grades.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Prerequisite Outcomes
Grade 6:
3. Develop and apply a formula for determining the:
● Perimeter of polygons
● Area of rectangles
● Volume of right rectangular prisms
[C, CN, PS, R, V]

Grade 7:
1. Demonstrate an understanding of circles by:
● Describing the relationships among radius, diameter, and circumference of circles
● Relating circumference to pi
● Determining the sum of the central angles
● Constructing circles with a given radius or diameter
● Solving problems involving the radii, diameters, and circumferences of circles.
[C, CN, R, V]
2. Develop and apply a formula for determining the area of:
● Triangles
● Parallelograms
● Circles
[CN, PS, R, V]

Future Outcomes
Grade 8:
2. Draw and construct nets for 3-D objects. [C, CN, PS, V]
3. Determine the surface area of:
● Right rectangular prisms
● Right triangular prisms
● Right cylinders to solve problems.
[C, CN, PS, R, V]

Grade 9:
2. Determine the surface area of composite 3-D objects to solve problems. [C, CN, PS, R, V]
3. Demonstrate an understanding of similarity of polygons. [C, CN, PS, R, V]

Learning Environment and Learner Involvement

● Hands-on experience
● Written work
● Lecture and notes
● Individual and collaborative work
● The relationship between volume and real-life experiences/applications

How will you ​engage ​students at the beginning of the unit? (motivational set)

By talking about real-world, scientific, and engineering applications of calculating volumes, we hope to get the students recognizing
the implications of how much space an object takes up. We will have different word problems that use every-day situations to make
calculating and discussing volumes relevant to students.
 Assess and Reflect (Stage 4)
Considerations Comments

Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
We believe the learning experiences and performance assessments align
appropriately with the outcome for this unit. Students are required to
approach volume and the relating topics in a variety of ways that will help
to ensure understanding and demonstrate their knowledge and skills.
Also, assessments will be done both formatively and summatively with a
fair balance to allow for appropriate feedback, practice, informing of
instructional decisions, and demonstration of student learning.
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
For students who need a challenge:
For struggling students:
● Make erasable solids available so students may draw
measurements on the surfaces.
● Have manipulatives of other shapes readily available.
● For ELL students, will purposefully make appropriate word
choices, focus on vocabulary, and provide a deeper explanation of
context when exploring volume in practical situations. This may
include providing images where appropriate.
● Demonstrate the input of numbers into a calculator.
● Explicitly alert students of possible quiz questions as they come
up in class.
● Provide notes prior to lessons for students who require the
additional support.
● Every lesson will start with fundamental or prerequisite problems
before moving into higher level problem solving.
● Monitor and provide additional support while working on problems
in class.
● Have extra practice resources readily available in class and on
moodle. Post notes and completed problems on moodle.
● Practice Problem Extensions.
● Additional or different textbook questions.
● Enrichment questions for after in-class work.
● “Perplexors”
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each child’s identity?
We plan on using different technologies and manipulatives to illustrate a
very visual topic. Through different games and problem solving practices,
we hope our students will be engaged in a challenging, attainable and
sometimes competitive atmosphere geared around putting math into play.
During the end of our unit, we will give certain students who have
“mastered” skills the opportunity to teach their classmates in specific skills
as review before the unit exam.
Include video for a different voice? Math Antics?
By demonstrating the use of VR math and SketchUp, we will give
students a way to use technology in their home to illustrate volumes.
Unfortunately due to the limited nature of these programs, they may not
be that helpful in answering specific questions in class, but will be a good
starting point to visualize a problem.
 Monday Tuesday Wednesday Thursday Friday (36 min)

Review Chapter 6 Chapter 6 Exam Introduction 7.1 - Understanding PD Day

Lesson 1 Volume Notes
L.O.’s: Explore​ and Lesson 2
define ​volume. L.O.’s: Describe​ the
Identify ​practical uses of relationship between
volume. base area, height and
Pre-Assessment: volume.
Identify​ 2-D shapes and Show​ that volume is not
3-D objects. affected by orientation.
Review term ​right Pre-Assessment:
Kahoot Quiz Formulas for area of
rectangles, triangles
Activities and circles
Foldables Daily Problem - Swiss
Concept Map cheese
Discussion Activities:
Sketch-Up
demonstration
Foldables Notes
7.1 - Practice 7.2 - Volume of a 7.2 - Practice 7.1/7.2 Quiz Math Game
Lesson 3 Prism Notes Lesson 5 Lesson 6 Lesson 7
L.O.’s: Lesson 4 L.O.’s: L.O.’s: L.O.’s:
Calculating​ volume L.O.’s: Use​ a formula to Use​ a formula to Review of 7.1/7.2
given base area and Use​ a formula to determine the volume of determine the volume of Pre-Assessment:
height determine the volume of a right rectangular and a right rectangular and Activities
Demonstrating​ that a right rectangular and triangular prism. triangular prism. Jeopardy
multiple solids can triangular prism. Apply​ and ​manipulate Apply​ and ​manipulate
share the same volume Apply​ and m​ anipulate volume formulas to volume formulas to
Pre-Assessment: volume formulas to solve problems. solve problems.
“Daily” Problem - Find solve problems. Pre-Assessment: Define​ volume and how
volume of letter Pre-Assessment: “Daily” Problem it can be calculated?
Activities: Discussion, practice Activities: Pre-Assessment:
Water activity, giving problem? Row Math Activities
students the surface Activities: Brief review
area of the base of Foldables Notes Quiz
different solids, VR Math??
worksheet

7.3 - Volume of a 7.3 - Practice 7.4 - Solving Problems 7.4 - Practice Good Friday
Cylinder Notes Lesson 9 Involving Prisms and Lesson 11
Lesson 8 L.O.’s: Cylinders Notes L.O.’s:
L.O.’s: Determine ​the Use​ a formula to Lesson 10 Solve p ​ roblems
volume of a cylinder. determine the volume of L.O.’s: involving right prisms
Understand t​ he area of a cylinder. Solve p​ roblems and cylinders.
a circle and how it is Apply​ and m​ anipulate involving right prisms Differentiate w​ hen to
applied ​to volume of a volume formulas to and cylinders. use which formula and
cylinder. solve problems. ​ hen to
Differentiate w how.
Pre-Assessment: Pre-Assessment: use which formula and Pre-Assessment:
“Daily” Problem - ​ se
“Daily” Problem​ - U how. “Daily” Problem
Calculate Volume of engine size example to Pre-Assessment: Activities:
radiator? solve problems Class discussion about Speed Dating - Creating
Activities problem solving and answering own
Foldables Notes Activities “Daily” Problem - Die questions?
Find and report volume Practice Problems Hard puzzle Exit Slip
of solids in the (textbook) Activities:
classroom Jigsaw with word
problems, groups of
students present
answers

Easter Break!!!

7.3/7.4 Review Chapter Review Chapter 7 Exam Start Chapter 5

PD Day Lesson 12 Lesson 13 Lesson 14 Surface Area
Activities: L.O.’s: Activities:
Chapter 7.3/7.4 review Define v​ olume of right Brief review
assignment (not for prisms and cylinders. Chapter Exam
marks) Recall​ formulas of
Self-Assessment volume for right prisms
checklist of specific and cylinders.
skills and knowledge on Solve p​ roblems
PollEv/Google Surveys. involving right prisms
and cylinders.

Activities:
Centers with student
“Masters”?

http://www.analyzemath.com/middle_school_math/grade_8/problems.html
http://macneillgr9math.pbworks.com/f/BLM_7_14_Chapter_7_BLM_Answers.pdf