P.

HerbstLessonplanformat Blandford, Budden, Jelesnianska, Siedentop Chapter 10: Volume This unit is based on a fourteen-day unit spanning three weeks all based around the concept of volume. The main goal involves emphasizing problem-based learning to investigate volume formulas. In order to create meaningful connections, students will do many hands-on activities where they will discover and use the actual volume formulas, rather than simply being taught to memorize them. In order for this unit to be successful, we expect students to have prior knowledge about polygon names and polygon properties (including familiarity with perpendicular and parallel); this will help them when finding the area of the base of a prism. They will also need to know the Pythagorean theorem and various formulas for finding area, so that they can find the area of the base of a threedimensional figure (which will help find volume). They have previously learned about the surface area of all basic three-dimensional figures with the exception of spheres. The class that this unit is based around consists of 25 students; 50% are under-achievers who show potential and need motivation. There are 2 students who struggle with reading and are allowed extended testing time. In order to keep the under-achievers engaged, many problem-based lessons have been formed. For the struggling readers, graphic organizers will be given in lesson 10.1 to help organize all of the vocabulary words. Furthermore, journal entries have been assigned to help struggling readers practice their communication skills (struggling readers often have trouble communicating their ideas).

Unit Calendar Day Brief Description of Content and Lesson Technology, Special Activities, Manipulatives, ProblemBased, Instructional Strategies Instructional lesson

We will start the unit with an introduction to solids with flat surfaces, or polyhedrons. To start, we will review how to name polygons by the number of sides they have during the warm up. Then, we will show students a number of polyhedrons and ask them to categorize them according to their properties, which will lead into the different ways to classify polyhedrons. We will then assign homework to assess what they have learned.

Today we will cover solids with curves. We will start by Instructional lesson comparing and contrasting solids with curves and solids with flat surfaces. Then, we will define cylinders, cones, and spheres and complete a graphic organizer comparing these three solids. We will then assign a project where partners are assigned a 3D figure and will be asked to create a poster where they show the formulas for volume and surface area of the figures and give a real life example of the solid. They will also construct the figure out of paper and then present their material to the class later in the unit (Day 11). Students will also be assigned homework assessing their knowledge of cylinders, cones, and spheres. This is an activity day where students will use an online programtodiscoverEulersFormulaforpolyhedrons. Students will use the program at http://www.learner.org/interactives/geometry/euler.html to count the number of vertices, faces, and edges of 7 different polyhedrons. With this data, students will try to find a patternanddiscoverEulersformulaforpolyhedrons.They will then discuss how they discovered this and why they think it is true and homework will be given to assess their understanding. This is the first lesson where students will be introduced to volume. A warm up will be provided where students discuss how they have seen volume in the past and create a quick discussion on what is volume. The lesson will start out as an investigation using cubes. Students will recreate certain prisms and figure out the conjecture A. Students will be filling out a worksheet as they move along. For conjecture B, students will also use cubes. For the remaining Technology, Problem based

Instructional lesson

conjectures, once students understand that the altitude is the height of oblique cylinders and prisms, then students can complete the rest of the conjectures and work on homework in class if there is enough time. 5 Students will create a Jing video through their school given laptops, on the area of different shapes. Students have already had experience with Jing at this point but will be required to watch an intro to Jing on the class website. Students will work in groups of two and have two shapes that the will need to describe how to find the area of a regular shape and an irregular shape using GSP. Then these videos will be posted on the class website for everyone to watch. At the end of the class, students will be assigned a journal entry for the weekend that brings lesson 10.2 out to the real world. Review, Technology day

This class is focused on 10.3 volume of pyramids/cones. Problem based The students will be given a pyramid and prism and a cone and a cylinder. They will have to figure out the formula for the volume of pyramids and cones based on their knowledge of the formula for volume of prisms and cylinders. The students will have a worksheet that guides them through this activity and will not be able to use the book to look ahead to find the formula. Once the activity is done and students have figured out the conjecture, students will apply their new formula to some examples that will be up on the board. Homework is assigned as well. The class will be started out with a short quiz, lasting about 10 minutes. The quiz will have 6 questions from sections 10.1-10.3 (geometry of solids, volume of prisms/cylinders, and pyramids/cones). After the quiz, we will begin section 10.4, which is volume problems in general (this section is a sort of summation of the past two sections and just really has more problems). The class will be ended with a reminder about the project that was assigned on day 2. They will have homework from the book. Thiswillbeanactivityday.Fortodaysclass,studentswill be using the school to find real life volumes. Students will randomly be assigned to groups of 3 with one group of 4. We have decided thatwewanttofillMr.PoetzelsandMs. Gonzalezs(theothermathteachers)roomswithbeach balls.HalfofthegroupswillbeassignedtoMr.Poetzels roomandtheotherhalftoMs.Gonzalezsroom.Students will be asked to estimate the volume of the room, which they will use to find how many beach balls would be needed Formal assessment

Activity day

to fill the room. They will then be assigned a journal entry for homework. 9 Todaystudentswillbelearninghowtouseanobjects Instructional lesson displacement to find its volume. Students will see how when an object is placed in a container of water, the volume of the overflowofwaterisequaltotheobjectsvolume. Additionally, students will be learning the density formula. They will use the formula to find mass and/or the actual density (students will be given one or the other as well as information to calculate the volume so that they can find the missing part of the formula). This lesson is devoted to finding the volume of a sphere and finding the surface area of a sphere. At first, we will do displacement to find the volume of a sphere. We will do so by using small objects and placing them inside graduated cylinders or beakers (if larger) to note the displacement. Students will record this information in their notebooks to be turned in at the end of class. This will last approximately twenty minutes. Then, in a brief lecture, we will discuss the volume of a sphere and then the surface area of a sphere, after which, students will be given the last two minutes of class to discuss with their peers what they will be doing for their project. An exit slip will be required for leaving class. Problem based, Instructional lesson

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Presenting Projects Presentations Each student and a partner will be completing a poster that shows the volume formula, the surface area formula, and a picture of a given solid. Each pair will construct the figure out of paper (or another material) and then give a 2-4 minute presentation to the class. Review Day 1 (or can be used as an extra lesson day if we fall behind) For this day, we will create a class-wide graphic organizer for the various vocabulary words and concepts of the chapter. Review Day 2 We will be playing a Jeopardy game. The questions will be based off of the needs of students as assessed on day 12 (review day 2). Unit Exam Review

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Review

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Formal Assessment

Full and Mini Lessons Day #: 1 Goal: Objectives: Lesson Title: Polyhedrons

To develop an understanding of the properties and ways to classify polyhedrons. Students will be able to recognize different types of polyhedrons. Students will be able to classify and name polyhedrons. Students will be able to find the altitude of a polyhedron. Students will be able to give properties of polyhedrons such as altitude, numberoffaces,vertices,andsides,andwhetheritsregular,rightor oblique.

Lesson Summary (one paragraph maximum)

We will begin with a warm-up asking students to name 8 polygons, starting with 3 sides and ending with 10 sides. Then, we will give groups of students a set of varying types of polyhedrons and ask them to think of ways to categorize these polyhedrons just by looking at them. This will then lead into the different ways of classifying polyhedrons including by the number of sides (pentahedron, hexahedron etc.), whether it is a prism or a pyramid, and then by its properties such as a right vs. oblique prism. We will have a comparison table that compares pyramids and prisms that will act as a note-taking guide and resource. For homework, we will give students pictures of 10 different polyhedrons and ask them to answer the following for each figure: 1. Give 2 names for each figure 2. Draw an altitude for each figure 3. If it is a prism, tell whether it is right or oblique.

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Name: Rachel Siedentop Date: Day 2 Course: Geometry Time Allotted: 50 minutes Number of Students: 25 I. Goals: To recognize and identify the characteristics and properties of solids with curves. II. Objectives The student will identify cylinders, spheres, and cones by their properties. The student will differentiate between solids with flat surfaces and solids with curves. III. Materials and Resources: 3-D figures of a cylinder, a sphere, and a cone Cylinder/Sphere/Cone table for each student (25) Unit project handout for each student (25) IV. Warm Up (5 min) Answer the following questions: 1. How many faces does a hexahedron have? 2. T/F: A pyramid has one pair of parallel faces. 3. How many vertices does a rectangular prism have? V. Motivation (10 min) First, I will show students 3-D figures of spheres, cylinders, and cones and ask them to identify ways that these figures are similar and different from polyhedrons. I will let students discuss their ideas with a student or students around their desk. Then, Iwillorganizestudentsideasontheboardlikethis: SAME DIFFERENT Has curves No vertex --------------------------------------------------------------------------------------Sphere: No faces No vertices No edges Has curves -------------------------------------------------------------------------------------Cone: Has a vertex Has curves Has a base -------------------------------------------------------------------------------------VI. Lesson Procedure (40 min) Then I will discuss how many of these properties are included in the definitions of these three 3-D figures and then write the exact definitions on the board. At this point, I would expect students to write these definitions and draw a picture for each in their notes. Cylinder: A 3-dimensional figures that has two circular bases that are congruent and parallel. Axis: The segment connecting the centers of the bases. 6 Cylinder: Has 2 parallel bases

Radius: The radius of the base of a cylinder Right Cylinder: A cylinder with an axis that is perpendicular to the base. Oblique Cylinder: A cylinder with an axis that is not perpendicular to the base. Sphere: The set of all points in a space at a given distance from a given point. This given distance is called the radius. Hemisphere: Half a sphere and its circular base. Great Circle: The circle that encloses the base of a hemisphere. Cone: A 3-Dimensional figure with a circular base and a vertex. Right Cone: If the line segment connecting the vertex of a cone with the center of its base is perpendicular to the base. Oblique Cone: If the line segment connecting the vertex of a cone with the center of its base is not perpendicular to the base. After defining each figure, I will ask students to think of real-life examples of each and include these examples in their notes. Then, in order to assess student understanding, I will hand out the following chart and ask students to find groups of 3 or 4 students and complete the table. During this time, I will walk around the room and observe students as they work.

Sphere Has a Radius Can be right or oblique Has a pair of parallel bases Has curved surfaces Has exactly one base Has a vertex Has an altitude Has flat surfaces

Cylinder

Cone

After giving students adequate time to complete the table, we will discuss their results as a class by asking for at least one volunteer from each group to come up and make an X in an appropriate box. After this discussion, I will introduce the unit projectbysaying,Nowthatyouhave learned all of the solids for this unit, I am going to assign you partners and a solid for yourunitpresentation. I will also explain AND give a handout with the following information about the unit project:

You and your partner will be completing a poster and giving a presentation on May 20 (Day 11). This is a unit assignment that you will be completing throughout the chapter. Although you do not have all of the necessary information yet, you will by the end of the chapter. Your presentation must include the following information: 1. A poster that shows: i. The formulas for volume of the assigned figure ii. The formula for surface area of the figure iii. A picture of a real life example of the solid 2. A figure constructed out of paper (or some other material). 3. A 2-4 minute presentation /explanation of your work. Fortodayshomework,Iwillaskstudentstochoosetwoofthefollowing:sphere, hemisphere, right cone, oblique cone, right cylinder, and oblique cylinder. For each that they choose, they will draw the figure and label all of its parts. VII. Closure (5 min) To close the class, in order to remind students of the 3 solids we learned about today, I will ask 3 volunteers to give me a real-life example of each solid with curves. I would expect students to say something like, a soup can is a cylinder, a golf ball is a sphere, and a teepee is a cone. VIII. Extension If there is extra time, I will give students the remaining time in class to meet with their partners for the unit project. IX. Assessment The first form of assessment in this lesson is during the warm up because I am holding studentsaccountableforthepreviousdaysmaterial. ThesecondformofassessmentisduringtheMotivationpartofmylessonbecauseI askstudentstocomparewhattheylearnedinyesterdayslessonwiththematerialthey are learning during this lesson. I expect that students will be able to identify properties and characteristics in the solids they learned about yesterday and apply them to cylinders, spheres, cones. Ialsoassessstudentsunderstandingofthematerialcoveredinthislessonbyasking them to fill out the table about cylinders, spheres, and cones. This form of assessment allows me to observe whether students understand the new ideas and vocabulary in this section and whether I need to discuss them further. At the end of the lesson, I give a formal assessment by giving students a homework assignment. X. Standards Common Core Math Standards 7th Grade Section: Geometry (7.G) Draw, construct, and describe geometrical figures and describe the relationships between them. 8

2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Geometry Section: Geometric Measurement and Dimension (G-GMD) Visualize relationships between two-dimensional and three-dimensional objects 4. Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

National Council on Teachers of Mathematics Process Standards This lesson promotes communication because it provides students with the vocabulary to discuss 3-dimensional objects in a meaningful way. This lesson promotes connections because it requires that students connect their knowledge of polygons, polyhedrons, parallelism, and circles to the new material being presented regarding cylinders, spheres, and cones.

Day #: 3 Goal: Objectives:

Lesson Title: EulersFormulaforPolyhedrons

TodiscovertheEulersformulaforpolyhedrons StudentswillbeabletorecognizeEulersformulabyobservinga pattern. Students will be abletoapplyEulersformulatofindthenumberof vertices, edges, or faces in a polyhedron.

Lesson Summary (one paragraph maximum)

This is an activity day during which students will apply their knowledge of polyhedrons learned in the last 2 lessonstofindEulersformula. Each student will go to the website http://www.learner.org/interactives/geometry/euler.html and complete the activity. The activity requires that students complete a table with the number of faces, vertices, and edges of 7 different polyhedrons. They willthenbeaskedtofindapatterninthetableanddiscoverEulersformulafor polyhedrons. Students will then come back as a class and discuss their findings and why they think this formula works. Students will be required to record their findings from the online program on paper and turn this in along with the homework questions below. For homework, students will complete turn in their activity from the online program as well as Step 5 (a-e) on page 513 in the textbook.

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Name:AdriannaJelesnianska GradeandClass:10thGrade Date:Day#4

Section 1: Todayslessoninthebigpicture Statesuccinctlywhatisthemathematicalunitorthemetowhichtodayslessoncontributes

Thisclasswillbefocusingontheintroductionofvolumeanddiscovertheformulafor volumeofprismsandcylinders

Whatarethegoalsaimedbythisunit?(Goals=CommonCoreStateStandardsforMathematicsorNCTMPrinciples andStandardsoracombinationofboth)

G-GMD.1. Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Usedissectionarguments,Cavalieris principle, and informal limit arguments. G-GMD.3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. o (Focus on cylinder and prisms)

Section 2: An overalllookattodayslessonObjectives and their attainment Statebrieflywhatisthetopicoftodayslessonasifyouwerereportingittoacolleagueteacher:

Thetopicoftodayslessonistheintroductiontowhatvolumeisandthediscoverfor findingthevolumesofprismsandcylinders.

Whatisthat(youassume)studentscurrentlyknowaboutthesubjectoftodayslessonorthatiskeyforthemto understandtodayslesson

Studentsknowfromthepreviouslessonwhatprismsandcylinderslooklike Studentsknowthevocabulary:oblique,cylinder,base,height,prism

Formulateaproblem,question,orexercisethat,ifgiventoyourstudents,wouldallowyoutodiagnosewhether yourstudentsarereadytoundertakethestudyyouareabouttoorganizeforthem.

Warm Up Draw2prisms(withtwodifferentbases)andacylinder. Drawanobliquecylinder Givearealworldexampleofcylinderandaprism.

Stateyourcognitiveobjectivesfortodayslessonusingatleastonehigherlevelobjective(analyzing,creating, evaluating)andatleastonelowerlevelobjective(remembering,understanding,applying). Formulateobjectivesintermsofstudentoutcomes.

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 The student will be able to Remember Understand Apply Analyze Evaluate Create Studentswillrememberthedefinitionofvolume. Studentswillrememberthatvolumehasunits:" .(whereuisanyunit) Studentswillunderstandthatvolumecanbemeasuredassheared regionsofalowerdimensions;(aslayersof2dshapesstacked) StudentwillapplytheVolumeformulaofbasetimesheighttoprisms andcylinders. Studentswillanalyzewithcubesofhowmany1cmbycm1by1cmfit intocertainsolidsandconjecturethevolumeformula. Thereisanextensionwherestudentswillcreatetheirownvolume problems.

Formulatesummativeassessment(test)itemsthatyouwouldexpecttouseinthefuturetodeterminewhetheryour studentshaveattainedtheobjectivesoftodayslesson(oneatleastaimingathigherlevelandoneaimingatlower levelcognitiveobjectives)

Explain in your own words what does Volume mean? Give one real world example. Why does V=bh work for both prism and cylinders? Why does Volume need units cubed (ex cm^3) instead of just units? Fill out this chart: Height of solid H=20 H= 20 Volume of Right triangular prism Volume of Right Cylinder

Information about base of solid b=6, h=8, r=3 B=9, h=12, r=6

A contractor needs to build up a ramp from the street to the front of a garage door. How many cubic yards of fill will she need?

Section 3Teachingtodayslesson Usethechartintheappendixtooutlinethesequenceofactivitiesfortodayslesson(addasmanyrowsasneededto outlinethesegmentsoftodayslesson).

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State,asyouaregoingtosayittoyourstudentsatthebeginningofclass,whatisthesubjectoftodayslesson(e.g., Todaywearegoingtostudy.todayslessonwillanswerthequestion;Notethatthismustonlybean introductorystatementnotanexplanationbutmustbemeaningfultothem.)

Today,wewillbediscoveringformulasforfindingthevolumesofprismsandcylinders. Weseeprismsandcylinderseverywherearoundusandweevaluatevolumeeverydayin life.Forexample,wegotoastoreandevaluatethesizeofcansandboxesoftheproducts wewanttobuy.Todaywearegoingtofindexactvolumes.

Stateaformativeassessmentitemthatyouwouldusetoknowwhatyourstudentshaveunderstood abouttheideasoftodayslesson.Imagineitintheformofaproblemorquestionthatwilltake5minutes forstudentstoworkonattheendofclasstogivetoyoubeforetheyleave.

ExitSlip: Explaininyourownwordshowwouldyouexplaintoyourfriendthatthisobliquecylinderhas thesamevolumeasthisrightcylinder.

Writeaparagraphthatyouwilluseasasummaryattheendoftodayslesson.Makesuretoestablish connectionsbetweenwhatwasdoneintodayslesson,thewayyouannouncedthelessonatthe beginning,andthesubjecttobestudiedinthefollowinglesson.

Sotodaywelookedatwhatvolumeisandweseethatvolumeisonlyin3dshapesbecause weneedthreedimensions,thelenght,widthandtheheight.Wefoundageneralformulafor volumeofcylindersandprismswhereV=BH.Withthisbasicformulawecanfindtheformulafor ourpolyhedrons.Tomorrowwewillbereviewingareaof2dshapesbecauseaswewillseethat ourpolyhedronscantakedifferentbaseswhereweneedtobeuptodateonourareasof irregularandregularshapes.

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Section 4: Attachments Attachcopiesofallhandouts,worksheets,diagrams,thatyouwillbeusing.

VolumeofPrismsandCylinders
Name: Date: Introduction: ThedefinitionofVolumeis:___________________________________________________________ WhataretheunitsweuseforVolume:______________________ Investigation: Useyourcubestoanswerthesequestions:

Figure1

Figure2

1. LookatFigure1,howmanycubescanyoufitinthissolid? 2. LookatFigure2,howmanycubescanyoufitinthissolid? 3. WhatisthebaseofFigure1andhowmanylayersofthisbasearethereinthissolid? 4. Thenumberoflayersofcubesequalsthenumberofunitsinthe________oftheprism.

Fill out Conjecture A:

5. IFBistheareaofthebaseofarightrectangularprismandHistheheightofthesolid, thentheformulaforthevolumeisV=____________. 14

 ExampleA: ExampleB:

Fill out Conjecture C:

Thevolumeofanobliqueprism(orcylinder)isthesameasthevolumeofarightprismthathas thesame_________________andthesame______________. TorF:ThesamevolumeformulaV=BHisusedforprismsandcylinders.

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P.HerbstLessonplanformat # Segment Title Whatmathematicalworkwill Whatwillthe studentsbedoing(include teacherbe examples)?1 doing?2

Studentswillbeansweringtheir warmupthatwillbeuponthe boardastheyentertheclass. Draw2prisms(withtwo differentbases)anda cylinder. Drawanobliquecylinder Givearealworld exampleofcylinderanda prism. Havetwostudentsgouptothe boardandanswerthefirsttwo warmupproblems. Thenasktwostudentstoshare theiranswerstonumberthree. Studentswillbewritingdownthe definitionofvolumeandobserving imagesofhowvolumeisusedin therealworld.Theywillalsosee theimportanceofusingunitscubed involume. Studentswillbegivenmany 1cmx1cmx1cmcubesandcreate solidswithdimensionsgivenin theirnotesheet.Studentswillhave tomakeobservationsthattheywill havetofilloutintheirnotesheets. Theteacherwill bewalking aroundchecking homeworkand makingsure everyoneisdoing theirwarmup.

Whatisthe purposeof doingthis?

Thisismore forclassroom management tohave studentscome inandget readytowork. These questionsare alsoquestions thatwillhelp medetermine iftheyare readyforthe lesson. Thisistogo overthewarm upandmake sureeveryone isonthesame page. Thisisto introducethe conceptofthe lesson.

How Howwillyou longwill knowthatthe ittake?3 workbeingdone isservingyour purposes?4

Thiswill takeabout 57 minutes. Studentsshouldbe quietandhavetheir homeworkoutforthe teachertocheckanda pieceofpaperfor theirwarmup.The classroomshould haveminimalnoise.

1 WarmUp

2 WarmUp

Discussion

Iwillchoose studentstoshare theiranswers.

This should takeat most4 minutes.

Thetwostudentsthat showtheiranswers arecorrectorifthey arenotcorrect, studentswillletthe studentknowofthe mistake. Studentsshouldbe takingnotesand listeningattentively.

3 Introduction
toVolume

Iwillbe explainingtothe studentswhat volumeisand whatunitswe use. Iwillbewalking aroundthe groupsand observingwhat studentsare saying.Finding any misconceptions thatIcouldbring outtotheclass.

This should take5 minutes.

4 Investigation

Studentshere areanalyzing and discoveringa formulafor volume.This tangible activitywill givestudents the opportunityto seevolumeat itscore.

This should take[10 15] minutes

Studentsshouldbe ontaskdiscussingand tryingtofindthe volumeusingthese cubesofthegiven dimensionsofa prism.Students shouldbeableto figureoutConjecture A.

1 2

Usethislinetolistthekindofthinkingandengagementthatstudentswillbeinvolvedinforthattask. Usethislinetolisthowyouwillpromoteorsupportstudentsthinkingandmaintaintheengagementwiththattask 3 Makeareasonableestimateintheformofatimeintervalinminutes 4 Whatactionsyoucouldtaketoverifythatstudentsindeedaredoingwhatyouexpectthemtodointhistask? (formativeassessment)

Blandford, Budden, Jelesnianska, Siedentop 17 5 Discussionof Studentsshouldbepreparedto

Investigation Theteacherwill belisteningand askingstudentsto clarifytheir strategiesand observetheir understanding throughtheiroral comments. Thisisfor studentstotalk aboutwhat theydidandto reconfirmthat theirworkwas correct. This should takeabout [510] minutes. Studentsshould participateandgive thoughtfulanswers.

answerquestiononhowthey discoveredtheirconjectureand whatstrategiestheyusedtosolve theproblems.Questionstoask: Whatwasyourfirststep insolvingthefirst problem?Anticipated Answer:Icreatedthe base,sinceIknewthe lengthwas4cmandthe widthwas2cm.Thenrose itby3sincetheheight wasthree. Howdoesthislayer conceptworkin3D shapes.Do2dShapes havelayerstoo? AnticipatedAnswer:Ifwe haveabaseoflandw, andthenaheightof3 thenwestackitup3 times.A2dshapedoesnot havealayerbecausethere isnoheightanditisflat. (Followup)IFnoheight ismentioned:What dimensionbringsthese layers?Height ExampleAstudentswill fillitout.Doanexample offindingthevolumeofa cylinderwithatrapezoidal base.Heightof15,and thebaseisthetrapezoid hasdimensions:base: 4cmand8cmandheight is5cm)Willdrawa picturewiththisandsolve usingV=bhWhere # B= (# + $ ). $ Relationship Studentswillobservetoseeifan ofVolumeof obliquecylindersvolume. obliqueand Studentswillfirstvoteonifthey right thinkthevolumewillchangeor prism/cylind staythesame.Onthesmartboard, er therewillbeanobliquerectangular prismcomparedtoaright rectangularprism.Iwillmovethe obliqueprismtoarightrectangular

Iwillbe Thisisoneof instructingthis thelesson partofthelesson. objectives. Engagestudents andpromote discursivemoves. Givingwaittime andengage studentsina

[1012] minutes

Studentsshouldbe engagedinthelesson.

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Blandford, Budden, Jelesnianska, Siedentop 18

prism.TherewillbeaVolume equationthatshouldstaythesame asImovetheprismandthe dimensionsshouldstaythesameas Ichangetheshape. HavestudentsfilloutconjectureC StudentswillsolveexampleB. Havestudentsfilloutanexitslip beforetheyleave.Assign homework. Havestudentsresearchandwrite currenteventsvolumeproblemsof theirown.Ex.Oilspillorvolume ofablockonapyramid. discussion.

7 Showan

exampleof anoblique rectangular

Iwillhave studentsfindthe volumeofan obliquecylinder. Iwillwalk aroundtomake surestudentsare working attentively. Iwillwalk aroundand answerany questions.

8 ExitSlip

Thisisto practiceusing thedefinition andthenew conjecture. Thisisan assessment afterthe lesson. Thisisan extra assignmentif thereistime.

[23] Minutes

Studentsshouldbe fillingtheirnote sheet. Studentsshouldbe fillingouttheirexit slip. Studentsshouldbe usingtheirlaptopsor anyelectronicthathas internetaccesstouse acurrenteventto makeavolume problem

[5]min

Extension

[10 minutes]

End of Lesson Plan for Day #4

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Blandford, Budden, Jelesnianska, Siedentop 19

Day #: 5 Goal: Objectives:

Lesson Title: Review and Quiz

To remind students the different formula for area and ways of finding area of irregular shapes to prepare them for 10.3. Students will be able to calculate the area of 2D shapes to apply it to Mondayslesson Students will be able to find the area of irregular and regular polygons. Students will be working with technology.

Lesson Summary (one paragraph maximum)

In the previous lesson, students have learned how to calculate volume of prisms and cylinders which have relatively easy bases to calculate. First students will doawarmupfromthepreviousdayslesson:whichwillbenumber11from page 518 in the textbook. Also, any questions in regards to the homework will be answered for 10 minutes. For the remaining time, as we move into finding the area of bases because they can take different shapes such as a regular hexagon, regular pentagon, trapezoid, and semicircle which will be needed for the next lesson. Students will create a Jing video through their school given laptops, on the area of different shapes. Students have already had experience with Jing at this point but will be required to watch an intro to Jing on the class website. Students will work in groups of two and have two shapes that the will need to describe how to find the area of a regular shape and an irregular shape using GSP. Then these videos will be posted on the class website for everyone to watch. At the end of the class, students will be assigned a journal entry for the weekend that brings lesson 10.2 out to the real world. Students will be assigned a journal entry for the weekend. Prompt: Over the weekend find one prism and one cylinder object and find their volumes. Include a picture of both and the calculations you did for both. Then in no more than 500 words, describe how you measured the volume of one of your objects using vocab words you have learned this week. JI N G

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Day #: 6 Goal:

Lesson Title: Volumes of Pyramids and Cones

To discover formulas for the volumes of pyramids and cones To Practice three-dimensional visual thinking skills To develop problem-solving skills Students will be able to find the volume of pyramids and cones Students investigate for the formula for pyramids and cones

Objectives: Lesson Summary (one paragraph maximum)

This is a problem based lesson where students will be investigating for the volume formula for pyramids and cones. Students will have a prism and pyramid that have congruent bases and the same height as well as a cone and cylinder that have congruent bases and the same height. Students will pour sand from the pyramid to the prism and then fill the cone and pour it into the cylinder. Then students will compare results with their partners and fill out the conjecture. Students will be documenting their experiment through a worksheet that will help guide them through this process. Once a formula is reached: V = 1/3 base x height then as a class we will go over the example A and B. Homework will be pg 524: 2,3,6,10,12, 16 Journal entry for questions regarding geometry of shapes or volume of solids

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Blandford, Budden, Jelesnianska, Siedentop 21

Day #: 7 Goal: Objectives:

Lesson Title: Volume Problems

To apply volume formulas to problems beyond finding the area of a three-dimensional shape Students will use a given volume to find other dimensions of a shape Students will find the volume of sectors of a given shape Students will apply volume formulas in new application problems

Lesson Summary (one paragraph maximum)

This class will begin with a short questioning period regarding the questions students have if they are important, followed by a short quiz (6 questions) lasting about 10 minutes (questions from 10.1-10.3 - geometry of solids and volumes of prisms/cylinders/pyramids/cones). Then there will be an open forum for questions regarding geometry of solids and volumes where students can ask any questions they have. Students are expected to have questions for the teacher and if they do not, the teacher will have problems made out already from questions the students did not have to do for homework from the previous sections. Students will be asked critical questions regarding volume and surface area of solids (why the formulas work) and will be expected to think critically about the formulas and be able to explain why each works. They will be given the last 5 minutes in class to meet with groups for project or to do their homework. From section 10.4, problems 1, 3, 5-8, 11

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Blandford, Budden, Jelesnianska, Siedentop 22

Day #: 8 Goal: Objectives:

Lesson Title: Real Life Volume Activity

To apply volume formulas to real-life objects To estimate volume of large-scale areas Students will use volume formulas to estimate the total volume of a room Students will estimate the number of beach balls needed to fill the room Students will communicate their strategies

Lesson Summary (one paragraph maximum)

Thiswillbeanactivityday.Fortodaysclass,studentswillbeusingtheschool to find real life volumes. Students will randomly be assigned to groups of 3 withonegroupof4.WehavedecidedthatwewanttofillMr.Poetzelsand Ms.Gonzalezs(theother math teachers) rooms with beach balls. Half of the groupswillbeassignedtoMr.PoetzelsroomandhalfwillbeassignedtoMs. Gonzalezsroom.Withoutuseofameasuringdevice,studentswillbeaskedto estimate the volume of the room (disregarding objects in the room). They must then estimate the volume of the objects in the room. They will use these two estimates to estimate the overall space/volume of the room. Depending on the amount of time left in the class, I will either have the students estimate the volumeofthebeachball(18diameter- 972pi- to estimate, they could picture a cube around the ball). If there is not enough time, I will tell the students the volume. They will then be asked how many beach balls would be needed to fill the room? To end the class, students will be asked to write down how they came up with their final answer (this requires explaining their other estimations). If there is extra time, students will be able to discuss with each other how they arrived at their answer (this way students will also be able to see what other groups came up with). For homework, students will be asked to write a journal entry explaining to a friend how to find the volume of a prism, cylinder, pyramid, and cone. They will be asked to give explanations behind the formulas (why is it 1/3bh?).

HW

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Blandford, Budden, Jelesnianska, Siedentop 23 Lesson Plan: 10.4 Displacement and Density Name: Alex Budden Date: Day 9 Time Allotted: 50 minutes Number of Students: 25 I. Goals To be able to find the volume of an object using displacement To use the density formula II. Objectives Students will find the volume of an object by placing it in water and finding the volume of the displaced water Students will apply the volume-through-displacement method to the density formula Students will apply the density formula in various situations III. Materials and Resources Rocks (for warm-up) Clear water case (clear rectangular prism case) 25 textbooks (one per student) Ruler White board, markers Extension Materials 8 different metal rocks 8 scales 8 different clear containers (rectangular prisms, cylinders, etc.) 8 rulers IV. Motivation 1. Iwillbringinafewirregularlyshapedrocksforstudentstolookat.Sofar,wehave learned how to find the volume of a prism, cylinder, pyramid, and cone, but what about these rocks? How do our formulas relate to these rocks? How could we find their volumes?Iwillhavestudentsbrainstormwaystofindthevolumeoftherocks. 2. Students will be given 30 seconds to brainstorm ideas, then I will write their ideas on the board. V. Lesson Procedure 3. TodayIwillbeshowingyouonemethodoffindingthevolumeofirregularlyshaped items, including these rocks. Looking at this clear case of water, how could we find the volumeofthewaterinthebox? a. I would expect students to tell me that we would need to find the length, width, and height of the water in the box. 4. NowwhathappenswhenIdropourrockintothewater?(showthem)

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Blandford, Budden, Jelesnianska, Siedentop 24 a. I would expect students to tell me that the water line rises and that the volume increases. 5. Thewaterrisesbecausetherockneedsspaceforitsvolume.Theamountthatthewater risesisequaltothevolumeofourrock.Thisiscalledtherocksdisplacement. This means that if we find the volume of the raised water, this will be equal to the volume of ourrock.Sohowdoyouthinkthatwedothis?(writedefinitiononboard) a. I would expect students to tell me that we should find the volume of the water before the rock and after the rock. b. Ithinkthattheremightbeaneasierway to do that. What if we just found the volume of the raised water? Since this is equal to the volume of the rock? We already know the width and length, since these are the dimensions of the box. Howcouldwefindtheheight? i. I would expect students to tell me that we need to measure the height of the before water and the height of the after water. 6. Letsseethisinaction(takerockoutofwater).Firstletsmarkwherethewaterstarts. Now after I put the rock in, I will mark where the new water line is. Can someone please comeuptomeasurethewidth,length,andheight? a. I will have a volunteer come up to the front of the room to measure. i. Make sure to write the dimensions on the board and label them b. Nowcaneveryonepleasecalculatethevolumeoftherock?Iwillnextaskfora volunteer to show how he/she did it (put on the board). c. Solution: (length)(width)(new height old height) = volume units3 (**remind about units) d. Beforewetrythenextproblem,itisimportanttonotethattheobjectmustbe completelysubmergedbelowthewaterssurfaceforthedisplacementideato work. If the item is above the water partially, the volume will only be found for thepartunderthewater. 7. Letstryanotherproblem.LetssaythatIhaveaboxthatis8x10onthebottom.The heightofthewaterbeforeIdroptherockinis3.AfterIdroptherockin,theheightis 6.Whatisthevolumeoftherock? a. Have students work on this problem on their own b. Have student work out the solution on the board, explaining how (s)he did it c. Solution: 8x10x(6-3) = 8x10x3 = 240in3 (**remind about units) 8. Letsdoanotherproblem.LetssaythatIdropsomeicecubesintoacylindricalglass. The radius of the container is 3cm. The height of the water before I drop the rock in is 7cm.Theheightafteris11cm.Whatisthevolumeoftherock? a. Have students work on problem on their own b. Have student work out the solution on the board, explaining how s(he) did it c. Solution:(32)(11-7)=36cm3 9. Besidesusingdisplacementtofindthevolumeofanobject,wecanalsofindthedensity of an object. Density is the mass of matter in a given volume; it is calculated by dividing themassbythevolume. a. On board: Density = (mass)/(volume) 10. Forthefirst example, I am dropping a chunk of metal into a triangular prism filled with water. The prism has a base with a height of 7cm and a width of 10cm. The water is

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Blandford, Budden, Jelesnianska, Siedentop 25 originally 4cm high, but rises to 6cm when I drop the metal in. The mass of the metal is 627.9g.IfIwanttofindthedensityofthemetal,whatdoIneedtodofirst? a. Hopefully someone will answer volume. If not, I will ask students to look at the density formula if we have mass and want to find density, we need to find volume. b. For this example, I will be working out the solution on the board: i. Volume: area base x height ii. Base = triangle = (1/2)bh = (1/2)(7)(10)=35cm2 iii. Volume = base x height = (35)(6-4)=70cm3 c. Solution: 627.9g/70cm3=8.97g/cm3 i. I will take time to point out the units we use for density.Sincedensityis mass/volume, we need to take into account the units for both the mass and the volume. The unit for the mass, if we go back to the original problem, is g for grams. The unit for the volume, if we go back, is cm3. This is how we got g/cm3. d. Nowletsturntopage535ofourbooks.Ifwelookatthetableonthebottom, we can see some common metals and their densities. Which one fits our solution? i. Answer: Copper 11. Ifwelookatthetableonpage535,wecanseethatthemetalslistedhave densities ranging from 0.54g/cm3 for Lithium to 21.40g/cm3 for Platinum. As the densities increase,whatdoesthismeanabouttherelationshipbetweenthemassandvolume? a. Let students respond before I tell them b. Ifthedensitiesarebelow1,thenthevolume is greater than the mass. As the densities increase more and more above 1, the mass is greater and greater than the volume. 12. Nowyouallwilltryone.Iamgoingtodropametalballintoacylindricalcontainer. The container has a diameter of 6cm. The water is at 8cm before I drop the ball in and 10cmafterIdropitin.Themassoftheballis639.Whatisthemetal? a. Whatdoweneedtofindfirst? i. Hopefully they will answer the volume ii. Point out that it is the diameter, not the radius b. Let students work on the problem first on their own. c. Have a student come to the board to show his/her answer. i. Volume:()(6/2)2(10-8)=56.549cm3 ii. Density: 639/56.549=11.3g/cm3 iii. Answer: Lead 13. Ifoundaringandwanttofindoutwhatitsmadeof.Idroppedtheringintoa cube. The width of the base of the cube is 5cm. The water raises 0.031cm after I drop the ring in. The ring weighs 15g. What is the ring made of? a. Have students work on first b. Have student come to the board to show work i. Volume: (52)(.031)=.775cm3 ii. Density=mass/volume 15g/.775cm3 = 19.36g/cm3 iii. The ring is made of gold

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Blandford, Budden, Jelesnianska, Siedentop 26 14. Iwanttofigureouthowmuchmytoycarweighs,butIhavelostmyscale.Iknowthat the car is made of aluminum. I drop the car into a rectangular prism. The base is 4cm by 6 cm. Thewaterraisesfrom5cmto7cm.Whatismycarmadeof? a. Whatisdifferentaboutthisproblemfromthepreviousproblemswehavedone? i. I want students to see that this problem is asking for the mass, not the density b. Have students work on their own first (I want to see if they will be able to apply their knowledge of the density formula to a new situation) c. Have student show work on board i. Aluminum density = 2.81g/cm3 ii. Volume: (4)(6)(7-5) = 48cm3 iii. Mass = volume x density = 2.81 x 48 = 134.88g VI. Closure 15. Toclosetheclass,Iwillendwithasummaryofthedayslesson:Todaywelearnedhow to find the volume of an irregularly-shaped object by placing the object in a container of water.Theoverflowofwater,calledtheobjectsdisplacement,isequaltotheobjects volume. We also learned how to use the density formula, which is mass over volume. Tomorrowwewillbefindingmoreformulasfordensity. VII. Extension 16. For the extension, I will have students actually find the density and composition of an object. The class will be broken up into groups of 3 with one group of 4. Each group will be given a metal chunk (with no repetitions), a scale, a ruler, and a plastic container. 17. Each group will be using the method that we worked on in class to find the density and composition of the rock. In order to do this, they must first find the mass of the object (usingthegivenscale).Theymustthenfindtheitemsvolumeusingthedisplacement method. 18. Each group must turn in a sheet explaining how they found the density and composition of their object. This sheet will explain their method while also including their calculations. VIII. Assessment First, students will be assessed informally as I walk around the room and observe them working on the various problems. I will use this opportunity to pick out purposeful students to display their work on the board. I will also assess students when I ask them to put their work on the board. Besides allowing me to ask questions to these particular students, this also holds the class accountable because they must double-check the board work and correct mistakes when necessary. Students will also be assessed the next day when they turn in their homework. Finally, if the extension is used, students will be assessed when they are asked to apply their knowledge of the density formula to a real life situation. Furthermore, they will be asked to write how they reached their classifications for the unknown metals. Homework pg 536-8: #3, 5, 6, 8, 9, 11(review) IX. Standards

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Blandford, Budden, Jelesnianska, Siedentop 27 NCTM Process Standards Communication This lesson emphasizes communication because students will need to communicate their ideas when they write their work on the board (this focuses on communication with the teacher as well as with peers). Students will need to express their mathematical ideas precisely. If the extension is reached, students will need to communicate how they reached their conclusion through writing. Connections This lesson emphasizes connections when students need to connect the idea of displacement with volume (mainly that the volume of the overflow of water is equal to the volume of the object placed in the water). Furthermore, the lesson connects the idea of volume with density. Common Core Standards CC.7.G.6 Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. This lesson accomplishes this standard because students must find the volume of threedimensional objects composed of triangles, right prisms, and cubes (triangular prism rectangular prism cubes are all used for the water containers). CC.8.G.9 Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. This lesson accomplishes this standard because students must use the formula for the volume of a cylinder in order to find the volume of a displaced object.

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Blandford, Budden, Jelesnianska, Siedentop 28

Day #10 - KeithsLongLessonPlan Time Allotted: 50 minutes Number of Students: 25 Goals Derive the formula for volume (extension) Derive the formula for surface area Objectives Students will derive and apply the formula for volume of a sphere Students will derive and apply the formula for surface area of a sphere Students will practice their 3-dimensional visual thinking skills Students will be able to give the surface area or volume by being given the volume or surface area. Needed materials: 10 beakers 10 graduated cylinders 20 spherical objects (marbles, BBs, bouncey balls, etc.) A cylinder that is as wide on the base as it is tall and a ball with that same value for the radius. Projector This picture Have the room set up with the desks set up in groups of two. Find the volume of each object prior to the lesson. Warm-up (5 minutes) -So for the warm-up, students will be coming in and will be asked to find the volume of three objects. The first one is going to be a cube with side length 6m (6*6*6 = 216 cubic meters) -The second will be a cylinder with base radius 4 cm and height 9 cm (16(pi)*9 = 144 cubic cm) -Thethirdwillbeasphere.Theydontknowhowtofindthevolumeofasphere,whichiswhat they will be learning today. Go through each problem with the students, having different students come up to the board and explain their work for correct and incorrect answers. The objective is to see how they think about volume and if it makes sense to them. Lesson: 1. So no onereallyknewhowtocalculatethethirdone,mainlybecausewevebeendealingwith prisms and pyramids and those kinds of things. Anyone know what the math word for this is? (Give adequate wait time)

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Blandford, Budden, Jelesnianska, Siedentop 29 It can be called a ball or sphere. A sphere is what we refer to as the outside or the surface area, sowhatyousee,butaballiswhenyouarelookingatthesphereandconsideringitsinterior also. 2.Sotodayweregoingtolearnhowtocalculatethevolumeofasphere,butweregoingtodoit in a newerway...namelywhatwelearnedhowtodoyesterday.Soweregoingtohaveabitof fun,butwhatweregoingtodoneedstakensomewhatseriouslybecauseitsimportant.So weregoingtohavesomeseriousfun.Anyway,Ihavesomeoftheseitemshere (indicate the spheres they will be figuring out the volume of) and some beakers and graduated cylinders. 3.SoIwanteachofyoutomakeatableandmakeanestimateofwhatyouthinkitsvolumeis andthenfindthevolume.Imgoingtodistributethese to the different tables and I want you guystogoaheadandfindthevolumeofeachone.Dontforgetyourunits.Whileyouaredoing this, I want you guys to think about how you can calculate the volume of it. Allow around 10-15 minutes for students to go through and perform the experiment. Draw them back in they get out of hand or too rowdy. 4.Ok,class,soletscompileourinformation.Howdidwedo?Whichobjecthadthesmallest volume? Which had the largest? 5. Ok, so obviously, as the object gets bigger, the volume gets bigger. Well, does anyone have any idea how to find the volume without using a beaker or graduated cylinder? Well, I do, but I haveaveryinterestingwayofhowImgoingtoshowyou. 6. So gatheraroundandImgoingtoshowyouhowweknowwhatthevolumeofasphereis. Pour enough water into the cylinder, call it cylinder A, so that it overflows. Empty a graduated cylinder and pour the water from cylinder A into the now empty graduated cylinder and write down that value. Pour the water into cylinder A again and take the sphere and put it in the cube so that the water overflows. Take out the sphere and pour the water remaining in cylinder A back into the graduated cylinder and write down that value. Find the relation between those two numbers (1/3) 7.Ok,soweseethatroughlyofthewaterremainsfromthebeginning.Thatmeansthatthe spheretookuphowmuchofthetotalvolumeofthatcylinder?(answer:) 8. So, we can find thevolumeofthissphereifwefindthevolumeofthecylinder.Whatsthe volumeofthiscylinder?Well,weknowthatitsaswideonthebaseastallasitis,butwewant tofindthegeneralcaseforthiscylinder,sowecallthebottomrandwellcall the height 2r, becausethenwereusingtheradiusandtheheightisthesameasthediameterofthecircle, which is 2r. 9.So,whatsthevolumeofthiscylinderifwehavetheradiusandtheheight?(2(pi)r3) 10.So,ifthesphereonlytookupofthetotalvolumeofthecylinder,weknowthatthesphere isthevolumeofthecylindermultipliedby,orthevolumeofthesphereis4/3*pi(r3).

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Blandford, Budden, Jelesnianska, Siedentop 30 11. And that is the volume of the sphere. 12.So,Imgoingtogive you a few problems so you can get used to working with it. a. r = 3ft (27pi cubic ft) b. r = 9cm (729pi cubic cm) c. r = 5m (125pi cubic m) 13. Ok, so we know how to find the volume. Excellent. How do we find the surface area, though? Well, with other shapes, there is always an easy way...just cut the shape up into sections,findtheareaofeachsection,andthenaddthemtogether.Thatswhyitscalledsurface area. Well,ifwetrytocutupaspherelikethat,weregoingtogetsomethinglike this. (Show them the picture listed in the materials section (hyperlink). (Possibleextensionhere.Iftheres>10minutesleftinclass,theninsertextensionpart1) (If no extension insert here, go to 14. If there is an extension, skip to 15) 14. Sowhowantstofindoutthesurfaceareaofthatuglything?IknowIdont.Soanyway, Imjustgoingtotellyou,thesurfaceareaofasphereis4pi2. 15.Sonowthatthatisdonewith,weregoingtodoafewproblemswithsurfacearea,thenIm going to give you your exit slips and homework assignment and you guys will be done. a. r = 3 ft (36pi sq. ft) b. r = 9 cm (324 sq. cm) c. r = 5 m (100 sq. m) d. r = 4 in, find the volume and SA (v = 256pi/3 cubic in, 64 sq. in) e. the volume is 36pi cubic m. What is the surface area? (36 sq. m) 16. Exit slip a. What is the volume of a sphere? b. What is the surface area of a sphere? c. What are your weekend plans? d. You have a project due Monday. Are you finished? Have you started? e. If I have a cylinder that has a radius of 4m and a height of 8m, how much water will a sphere with r = 4m leave in that cylinder if I put that sphere in the cylinder when the cylinder is full? If the cylinder was empty? Closure In closing, students will be expected to communicate with one another over how much material they have done for their project. The project due date is the following Tuesday and this class is on a Friday and the students have Monday off, so they must be fully prepared to finish their

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Blandford, Budden, Jelesnianska, Siedentop 31 project. The last minutes of class will be used for planning their project or doing their homework, which will be from section 10.6 - 1-3, 8, 12 and 10.7 - 4, 6. The students are allowed to talk with me about questions on the homework or on the project and will only be given approximately the last 5 minutes in class. Extension Part 1 - This is the part where we extend the lesson by explaining surface area in a deeper way. Ifwetakethissphereandcutuptheoutsideintoverysmallpieces,theyll lay flatter and flatter, andthesmallerwego,theflatterwego.Well,letssaywecutupasphereinto1000littlepieces and then we can say that the surface area is what we get if we added up all the pieces. Well, the volume would be what? (get the answer for what the volume is) The volume would also be the pyramids that we would form from cutting out those pieces. What would the volume of each pyramidbeifcuteachofthem?Letssaythatwehadthebase,B,andweknowtheheight. Whatsthe height? (Answer: r) Well, we can take each part and factor out the common value r because r is in each term. Well, we know surface area is what we have on the right with all the Bsandwemultiplyitbyandr,andweknowvolume,here(indicatetheopposite side of the equation) is 4/3(pi)r3. So, in the end, we have 4/3(pi)r3 =(r)(Surfacearea).Well,ifwe eliminate the terms associated with the surface area, then we have 4(pi)r2, and you know what? That is actually what we have for the surface area of a sphere. Does everyone understand? Assessment The students will be assessed a variety of ways. At the beginning, with the warm-up, they will be assessed on whether they remember the volume of a cylinder and cube. Then, they will be assessed over the material of the last day with the submersion activity to find volume of small spheres. To see whether they did the work during the activity, the log they kill will be turned in. Then,duringthelesson,whilewerederivingtheformulaforthevolume of a sphere, they will be responsible for helping me with the volume of that cylinder and then the end result. There will be a few problems for them to do in class and then the exit slip will be a reminder of the project and also of the difference in volume between a cylinder and the sphere, which was incorporated into the lesson. Standards NCTM Process Standards Problem Solving By deriving the formulas for surface area and volume, students will be using their previous knowledge of shapes and formulas for volume of shapes to derive the formulas for volume and surface area of new shapes. Communication

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Blandford, Budden, Jelesnianska, Siedentop 32 Students will be required to not only develop the formulas for volume and surface area of a sphere, but they will be expected to produce a sufficient explanation at the prompting of the teacher as to why that formula will correctly calculate what it is it should calculate. Connections Students will connect the volume of a cylinder to that of a sphere and relate the two in a way that will allow them to discover the formula for the volume of a sphere. A similar connection will occur when developing the formula for the surface area of a sphere.

Common Core Standards Geometry, 8-G 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems

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Blandford, Budden, Jelesnianska, Siedentop 33

Day #: 11 Goal: Objectives:

Lesson Title: Project Presentations

Clarify student understanding of 3-Dimensional figures. Students will communicate their knowledge to other students in the class Students will fully understand the volume and surface area formulas for each solid. Students will be able to recognize 3-D figures in real-life situations

Lesson Summary (one paragraph maximum)

Students will be required to present their projects which includes the following: 1. A poster that shows: i. The formulas for volume of the assigned figure ii. The formula for surface area of the figure iii. A picture of a real life example of the solid 2. A figure constructed out of paper (or some other material). 3. A 2-4 minute presentation /explanation of your work.

HW

No homework

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Blandford, Budden, Jelesnianska, Siedentop 34

Day #: 12 Goal: Objectives:

Lesson Title: Review Day #1 To prepare for the unit test Students will review material presented throughout the unit Studentsreviewneedswillbeassessed(tobeusedonday#13)

Lesson Summary (one paragraph maximum)

This day will be used either as a review for the unit test or as an extra lesson day if needed. If it is used as a review day, as intended, we will create a classwide graphic organizer of the various vocabulary words and concepts presented throughout the lesson. We will separate the class into groups of 4 students and one group of 5. Each group will receive notecards with the vocab words from this chapter. Students will sort these words according to their categories that they created. In the last 15 minutes of class, each group will post their word sorts on the board and the class will discuss the differences and similarities that we see.

HW

Study for unit test

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Blandford, Budden, Jelesnianska, Siedentop 35

Day #: 13 Goal: Objectives:

Lesson Title: Review Day #2 To prepare for the unit test Students will review material presented throughout the unit

Lesson Summary (one paragraph maximum)

TodaywewillbeplayingaJeopardygametoreviewfortomorrowsunittest. Questionsforthegamewillbebasedoffofstudentsreviewneeds(asassessed on Review Day #1 day 12). Questions will include but are not limited to volume of prisms/cylinders/spheres/cones/pyramids, displacement, density, volume problems, etc. Students will be placed in groups of 4 for this game (one group of 5). Each group will be expected to participate and answer every question, even if another group is vying for those points (it is important that each group participates not only because they may be able to steal the points but also because this is meant to be a more involved and interactive review).

HW

Unit test tomorrow

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Blandford, Budden, Jelesnianska, Siedentop 36

Day #: 14 Goal: Objectives:

Lesson Title: Unit Test To assess understanding of the chapter on volume of solids. Students will demonstrate their understandings of volume through a unit exam If finished early, students will work on fun math puzzles

Lesson Summary (one paragraph maximum)

Today students will be taking their final unit test on volume. The test will be free response in style (rather than multiple choice or true-false). Students will be assessed on the volume formulas, displacement/density, and will be asked to demonstrate their problem-solving and communication skills. If finished early, students will be asked to work on some math puzzles, such as logic problems or math riddles.

HW

No homework

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Blandford, Budden, Jelesnianska, Siedentop 37 Assessment Items # 1 Learning Objective Discover formulas for the volumes of solids and use them to solve applied problems Assessment Item A sealed rectangular container 6cm by 12cm by 15cm is sitting on its smallest face. It is filled with water up to 5cm from the top. How many centimeters from the bottom will the water level reach if the container is place on its largest face? A sphere has a volume of 288(pi). What is its surface area? Your friend missed class on the day volume was introduced. Explain to him/her what volume is, the units used, and how to find the volume of the polyhedron below.

Derive the formula for the surface area of a sphere and use it to solve applied problems Develop problem solving skills and communication skills

Find volumes of irregularly-shaped solids through displacement or density

I have a rock that I want to find the volume of. I drop the rock into a cylindrical container, raising the water level from 5in to 7in. If the container has a diameter of 12in, what is the volume of the rock? Fill out the chart below. Choose three polyhedrons and fill out the chart. (chart is below)

To identify and classify solids: prisms, pyramids, cones, cylinders, spheres

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Blandford, Budden, Jelesnianska, Siedentop 38 Assessment Piece for Goal 5: Polyhedron 1: Lateral faces Total faces Edges Vertices Polyhedron 2: Polyhedron 3:

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