Texas State University

Video Teach Lesson Plan Format:

Secondary Block
(Correlated to Danielson Teaching Framework Domain/Elements)
Name: Sarah Howes
Level/Subject: 7th Grade/Math
Domain 1:
Planning
1a:
Content/
Pedagogy
1c:
Inst.
Outcomes
1c:
Inst.
Outcomes
1b:
Knowledge
of Sts

Date: 4/14/16

Gr.

Lesson Component
TEKS and ELPS (written out):
TEKS:
7.9A: Solve problems involving the volume of rectangular prisms,
triangular prisms, rectangular pyramids, and triangular pyramids.
ELPS
Instructional Outcome(s) (what students will learn; a measurable
action; not the lesson activity or task):
Students will calculate the volume of rectangular prisms, triangular
prisms, rectangular pyramids, and triangular pyramids using a calculator
with 3 out of 4 correct.
Importance of Instructional Outcomes/Content (value/importance to
students; reason for learning as it relates to: (a) curriculum of the class,
(b) future learning and (c) life experience).
a) Students must solve for the volume of rectangular and triangular
prisms and rectangular and triangular pyramids understanding the
volume formula V = bh.
b) Students will continue to use the volume formula in future units.
c) Learning about the volume of these shapes will aid students as
they are in the real world and looking at how companies market
their products.

1f:
Assess.
1b:
Knowledge
of Students

Assessment (checking/monitoring for student understanding of the

instructional outcome; aligned with instructional outcomes and
instruction; questions to ask; criteria):
Formative:
During the direct instruction portion of this lesson, as students are filling in
their volume FRAME, the teacher will have divergent questions to
ensure that students are engaged, following along, and thinking critically.
These questions are:
With your table group, talk about the similarities between the
volume formulas for these shapes.

Explain how to find the height of a triangular pyramid.

Other divergent questions may be thought of during instruction to
use.

After the activity, students will be working on an exit slip individually to

calculate the volume of rectangular prisms, triangular prisms,
rectangular pyramids, and triangular pyramids using a calculator
with 3 out of 4 correct (connected to objective). With this formative
assessment, I can have greater access to my students level of
comprehension. If students are struggling with identifying the necessary
values for the volume formulas, I will spend 10 minutes at the beginning of
class tomorrow to review.
Summative:
A summative assessment will be given at the end of the unit.
1e:
Coherent
Inst.
1a:
Content/
Pedagogy
1b:
Knowledge
of Students

Anticipatory Set (connects to the instructional outcomes; describe how

you will pique students interest and/or tap into prior knowledge, and/or
build readiness for the lesson):
Be sure to write the objective on the board and state the objective once
students are in their seats. The anticipatory set will be an activity using
two candy boxes (one rectangular and one triangular) in which the
students task is to consider which candy box has the ability to hold more
candy. Students will think/pair/share with a partner of their choice at
their table. (10 minutes) This anticipatory set will grab students attention
as candy is involved and bring in their prior knowledge of geometry to
analyze the candy boxes.
Procedures/Activities/Explanations (actions of teacher and students:
explanations, scaffolding, modeling, questions, grouping structures,
management, etc. Describe the procedures with enough detail that
another teacher could easily implement the plan. Clearly name and
describe the specific strategy used and provide time guidelines for each
activity.):
After the anticipatory set, the students will grab their math folders from
the front table per the teachers instructions. I hope to have the students
moving during the class period a minimum of 2 times because this helps
to keep students interested in the lesson and the instruction. (3 minutes)
Differentiated instruction will be employed during direct instruction to
present the content in multiple ways for students. To begin, the teacher
will show a short video
(https://www.brainpop.com/math/geometryandmeasurement/areaofpolygo
ns/) reviewing how to find area of squares, rectangles, and triangles for
students. Instead of using a Powerpoint, the teacher will have one student
handout a Volume FRAME to each student which is attached to the back of
the lesson plan. The volume FRAME is a graphic organizer. Students prefer
having the FRAME to refer to later on. The teacher will complete the
FRAME with the students underneath the Elmo. Throughout this direct

instruction, the teacher will have questions to keep students actively

engaged. The questions are attached to the back of the lesson plan. (25
minutes)
After completing the Volume FRAME, the next activity will begin.
Differentiated instruction will be used as students have the option to
create 2 of 4 geometric shapes. Students will work individually or in pairs.
Students can work anywhere in the room. The instructions for this activity
will be written on the white board and read aloud.
Create 2 of the following geometric shapes using toothpicks and
gumdrops: rectangular prism, triangular prism, rectangular pyramid,
or triangular pyramid.
On a piece of paper:
o Write your name, class period, and date
o Title and sketch each of your creations
o Write the formula to find the volume of your creations
o Find the volume of your creations using a calculator (if
necessary)
o Summarize how to find the volume of your creations
You have 20 minutes to complete the activity.
Students will create their geometric shapes on a paper plate and use
paper towels to clean up any mess that is made. The shapes that students
create can be large or small. The measurements will be taken in
toothpick units. In this lesson, the gumdrops and toothpicks are
manipulatives for students to have a concrete representation of these
shapes. As students are working, the teacher will be moving around and
checking in on students to check for students knowledge, comprehension,
and application from Blooms Taxonomy of cognitive domain.
Students demonstrate their knowledge by correctly naming their
creations shape. Students show their comprehension by summarizing how
to find the volume of their creation. By solving for the volume and showing
their work on their paper, students exhibit the application of the volume
formula. (25 minutes)
Closure (summing up; including students in closure; questions; students
reflecting on learning; more than administrative closure):
Students will return to their desk after the 20-25 minutes are up. The
teacher will ask if any individual or group wants to share their creation
with the class and tell the volume of their creation. Allow for 2 3
individuals/groups to present. Short presentations like this allow of verbal
learners to have an opportunity to succeed. (5 7 minutes)
The exit activity will consist of an exit slip, which is attached to the back of
the lesson plan. One student will handout the exit slips to each student.
The exit slip will have the objective and the task typed. Students will
calculate the volume of rectangular prisms, triangular prisms,
rectangular pyramids, and triangular pyramids using a calculator
with 3 out of 4 correct (connected to the objective). The exit slip will

have 4 volume questions that students will answer. Two of these volume
questions will be using the candy boxes used during the anticipatory set.
Students will find which candy box has a greater volume. In connecting
back to the anticipatory set, students are seeing how math applies to
something they see in real life. The teacher will read aloud the problems.
On the back of the exit slip, students have the opportunity to write a note
to the teacher if there was anything they did not understand from the day.
As students leave, they will hand in their exit slip to the teacher. The
teacher will grade the volume problems and return to students within 2
days for students to put into their Math folder. Students know that these
exit slips make for a good exam review sheet.
1e:
Coherent
Inst.
1a:
Content/
Pedagogy
1b:
Knowledge
of Students

Differentiated Instruction (methods to accommodate special needs):

English Language Learners (refer to ELPS):
The FRAME is a graphic organizer for students to use that outlines a
definition, picture, volume formula, and an example of rectangular prisms,
triangular prisms, rectangular pyramids, and triangular pyramids.
The objective for the day will be written on the white board and read out
loud. The directions for the activity and exit activity will be written on the
white board and read out loud.
Students will use their prior knowledge in the anticipatory set to analyze
the volume of the candy boxes.
The teacher will be consistent with their language throughout the lesson
and give step-by-step instructions for students.
Special Education:
The objective for the day will be written on the white board and read out
loud. The directions for the activity and exit activity will be written on the
white board and read out loud.
The teacher will be consistent with their language throughout the lesson
and give step-by-step instructions for students.
The graphic organizer will be printed in a larger font for students with
visual impairments.
Gifted/Talented:
Write at letter to the local park commissioner to tell him about your
creation that you want to use in a local park either as a sculpture, water
fountain, bench or another idea. Your creation is a model.
Struggling:
Will be strategically partnered with students (who better understand).

Can use a calculator to solve for volume.

Extension activities for all learners:
Create as many more creations or expand upon creations as time
allows.
Write a letter to the local park commissioner to tell him about your
creation that you want to use in a local park either as a sculpture,
water fountain, bench, or another idea. Your creation is your model.
1d:
Resources
1b:
Knowledge
of Sts

Resources (needed by students and teacher including supplies and

technology):
Copies of Volume FRAME worksheet, toothpicks, gumdrops, paper plates,
candy boxes