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Standards 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. Behavioral/Objective The learner will be able to calculate the volume of a large sphere given only an arch length of a part of the sphere. Anticipatory Set Recall how to calculate the volume of cylinders, cones, and spheres from yesterdays lesson. Practice by calculating the volume of six figures that I have put on the board. Objective/Purpose We have spent that last two weeks using the Pythagorean Theorem to find hypotenuses of triangles and distances on maps. Today we will use this distance found of Columbuss voyage and use it to answer our essential question. What is the volume of Earth? Input a. Task Analysis i. Anticipatory Set see above. ii. Ask class: What is needed for us to be able to calculate the volume of a sphere? Then follow up by asking if we can find the volume of a sphere when we only know the diameter? What if we only know an arc length of the sphere? iii. Draw a circle on the board with a given arc length in inches. Have students work in groups to find the radius and then the volume of this sphere. Leave the formulas for volume, and arc length on board. iv. Students will likely struggle with making the connections between these formulas. Allow groups to struggle and keep reminding them that the formulas are the key to finding the answer. v. After groups have had enough time to wrestle with the problem and hopefully find a solution, bring class together and compare strategies used by certain groups. vi. Now have students pull out the map they used to calculate the distance sailed across the Atlantic by Columbus. Ask them if they think they can use what they know to calculate the volume of planet Earth. vii. Those who think they can may now begin working, those who do not think they can will watch me model another example of using the arc length to find volume. viii. After I model the steps, all groups will work to find the volume of the Earth showing all steps. I will walk around checking the progress of each group and seeing what steps they used. ix. Class will end before students have had enough time to complete this task, about 2 minutes before class ends have students put their things away and have

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each group write down what they have done and where they want to start tomorrow so they can pick up right where they left off. x. On the second day have groups use the first five minutes to review what the problem they are working on is all about and where they are in the process. xi. Allow groups to begin working again. I will walk around checking for understanding by asking how each group is using the formulas. xii. As the first groups begin finishing their work have them write in their journals and reflect on the steps they used and their group dynamics. Then have them work on calculating the volume of cylinders and cones in the real world such as ice cream cones, or tin cans. xiii. With 8 minutes left in class, begin closure to this two day lesson. Ask how accurate the calculations found by the groups are to the real Earth. Why might they not be accurate? b. Thinking Levels Blooms i. Knowledge Learners recall the formulas for volume and Pythagorean Theorem. ii. Application Learners apply what they know about formulas and their connections to a new situation of using arc length to calculate volume. iii. Analysis Learner must break down what it means to calculate volume, arc length, and their formulas and use this to calculate the volume of Earth. c. Accommodations i. Learners who dont understand how to use arc length to find volume of a sphere have an additional opportunity of reteaching and watching me model a way to do so. d. Methods and Materials i. Methods: 1. Discovery learning groups work together to solve for solutions to essential questions. 2. Lecturing Modeling of how to find volume of sphere given arc length 3. Organized classroom discussion mathematically ii. Material: Maps, whiteboard, pencil, paper, areas for groups of 3-4 to meet, real world cones and cylinders: ice cream cone, construction cone, tin can, garbage can. Modeling How to calculate volume of a sphere given arc length is done for students who want to see a strategy used. Checking for Understanding a. I walk around class asking how they used the formulas in finding the volume of Earth. b. Class discussions show thoughts and misconceptions of groups. Each group must share something. c. As I walk around I also look at the steps groups take to see their thinking and look for misconceptions.

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Guided Practice Groups work during the first day with me in the room giving them small hints if they need them. Independent Practice On the second day of this lesson the groups work with little to no help from me. After they have found the volume of Earth, groups work independently to find the volume of other real world objects. Closure Ask how accurate the calculations found by the groups are to the real Earth. Why might they not be accurate? Have students write in their journals about the steps they took and the class discussion about accuracy.