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7/28/2019 Technology Integrated Lesson FRIT 8530
1/15
Ayoko Dogb
Unit Title: Fundamental solid figures and their volumesWhich standards will be taught in this unit?
Include # and entire standard
M6M3. Students will determine the volume of fundamental solid figures (right rectangular prisms, cylinders,
pyramids and cones).
a. Determine the formula for finding the volume of fundamental solid figures.
b. Compute the volumes of fundamental solid figures, using appropriate units of measure.
c. Estimate the volumes of simple geometric solids.d. Solve application problems involving the volume of fundamental solid figures.
What do you want students to know, be able to do, and understand at the end of this unit?
Students will UNDERSTANDTHAT:
Students will BE ABLE TO: Students will KNOW:
What big ideas do you want yourstudents to remember long term?
What will students DO that will lead them tounderstanding?
(Think Critical Thinking Skills)
What do the students need to KNOW tobe able to do the DO things in the DO
column? (Keep to a minimumnot a wishlist and not the focus of the unit.)
Page 1 of 15
Clarified Learning Goals
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Ayoko Dogb
- Understand how to determineformulas for finding the volume
of fundamental solid figures
- Usefulness for finding volumesin real life
- Find volumes of fundamental solidfigures, using appropriate units of
measure.
- Estimate the volumes of simplegeometric solids
- Solve application problems
involving the volume offundamental solid figures.
- The volume formulas offundamental solid figures
- Appropriate units of measure
- Vocabulary associated withlesson
- Recognize fundamental solid
figures (right rectangular prisms,cylinders, pyramids and cones)
How will you know they learned the above?
Assessments: Quizzes where they are able to justify work, Computing of rational numbers, in groups, pairs,
individually and in-class formative assessments, Homework, Daily warm-ups
Page 2 of 15
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Ayoko Dogb
Unit Title & Concept:Fundamental solid figures and their volumes
Unit Essential Question: How important is figuring out the volumes offundamental figures for these three companies: Construction company, landscaping
company, GA Aquarium?
Topic: Fundamentalsolid figures
right rectangular
prisms
cylinders
pyramids
cones
Key Vocabulary:Prisms, cone, pyramid, rightrectangular, cylinder,congruent, vertex, three-dimensional, solid
Curriculum Map
The Topics are
the organizing
ideas for the unit.
Topic: Units ofcapacity
What are they?
Units conversion
Key Vocabulary:Volume, cubic units,
cubic feet (ft3)
cubic inches (in3)cubic yards (yd3)
cubic meters (m3)
Topic: Formuladeterminations for
solids
right rectangular
prisms
cylinders
pyramids
cones
Key Vocabulary:Formula, length, sides,
Topic: Problemsolving
Word problems
Key Vocabulary:base area
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Ayoko Dogbe
Authentic Culminating Assessment
EQ: How important is figuring out the volumes of solid figures?
Target Learning Goals
- The volume formulas of fundamental solid figures
- Appropriate units of measure
The Task/Activity:After watching the podcast on measuring volumes of objects around the house,
please find three solids in your house that have the characteristics of the solids
we studied and find their volumes.
Critical Thinking Skill(s) Included
Deduction,
To count volume in cubic unitsTo multiply to find volume
To estimate volume
To write a multiplication sentence to find the volume
To discover volume of different containers
To master unit conversions
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Ayoko Dogbe
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Ayoko Dogbe
Culminating Assessment Rubric
\
\
\ Scale
\\
Criteria \
\
1
JustBeginning
(5)
2
Almost There(10)
3
Meets the
Standard
(40)
4WOW!
(45)
Where the
right units of
measure
determined?
Units of
measure were
not correctly
determined
Only certain
units of
measure were
determined
correctly
Majority of
units of
measure were
determined
correctly
All units of
measure were
correct
Was solid
used
appropriate
Objects used
were not
solids studied
1 out of 3
objects was
appropriate
2 out of 3
objects was
appropriate
3 out of 3
objects was
appropriate
Was there
justification in
all parts of the
problems
Student
hardly
showed work
Student
partially
showed and
justified work
Student
showed and
justified
majority of
work
Student
showed and
justified all
work
completed
Were the
volumes
stated?
Volumes were
not stated
Volumes were
stated but
were incorrect
Volumes were
stated and
correct
Volumes were
stated and
correct and
explained
7/28/2019 Technology Integrated Lesson FRIT 8530
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Ayoko Dogbe
Launch Activity
(for entire unit!)
How will you create interest? (Hook)
How will you link knowledge? (Link)
Experiment with Volume11 8.5
The Problem Take a sheet of paper, and roll it up to form a baseless cylinder.
Now take another sheet, rotate the paper, and form another baseless cylinder.
Think about the volume of each cylinder and make a prediction.
A Prediction
Would the two volumes be equal? Would the short cylinder have greater volume?
Would the tall cylinder have greater volume?
Explanation Why did you predict as you did?
A Demonstration Tape two sheets of paper to form the two cylinders, one short
and one tall . Hold the tall cylinder upright in a shallow box and fill with rice.
Now fill the shorter cylinder, and compare the two amounts of rice. Was your
prediction correct?
The Calculation Calculate both volumes. (You may need these formulas) Circumference = 2(pi)(r)
Volume = (pi)(r^2)h
8.511
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(This may be the activating strategy from a lesson or a lesson itself)
New Learning/AcquisitionLesson Plan
Subject: Middle Grades Mathematics(Grade level/Content) 6th grade
GPS:
Compute the volumes of fundamental solid figures, using appropriate units of
measure.
Learning Goal(s):
Be able to compute the volumes of fundamental solid figures, using appropriate
units of measure.
Essential Question: If you needed 2 liters of water to stay hydrated throughoutthe day, how many cylinder shaped water bottles would you need?(Go straight to planning your Summarizing
Remember Backwards Design)
Activate Learning:
Will use a Brainstorming activity with a word problem where each group of 3-4
student will do one step of the problem and each group will have the ability to
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Ayoko Dogbe
modify without changing other groups work and add their step to the solution.
Teaching Strategies: (insert two graphic organizers for teaching strategies)
(Keep in mind: Lectures-Distributed
Guided Practice, DistributedSummarizing in Pairs, Graphic
Organizers, Mnemonics, etc)
Geometric
Shape
Surface Area
B = area of the base
P = perimeter of the
base
Volume
B = area of the base
P = perimeter of the base
rectangular
prism
SA = 2B + Ph
SA = 2(lw) + (2l + 2w)hV = lwh
regular square
pyramid
SA = B + n(1/2sl)
SA = s2 + (4)(1/2sl)
SA = s2 + 2sl
l= slant height
V = 1/3Bh
V = 1/3(b2)h
= 1/3b2h
http://www.mathleague.com/help/geometry/3space.htm#volumehttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.mathleague.com/help/geometry/3space.htm#volume7/28/2019 Technology Integrated Lesson FRIT 8530
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Ayoko Dogbe
cylinder
SA = 2B + ph
SA = 2( r2) + (2r)h
V = Bh
V = r2h
Next graphic at the end of document. Fig 1.1
Both graphics will give students a visual on how volumes are determined for
the figures being studied.
I will have students complete word problems involving the lesson in pairs and
in groups of no more than 3.
Questioning: Include Five Questions using Blooms Taxonomylabel with
Level of Learning
(Knowledge, Understanding, Application, etc)
-Define what a volume is
-Calculate the volume of a cone (pyramid, rectangular prism, cylinder) knowing
these dimensions?
-Illustrate how the volume of tri-dimensional figures are related to simple
figures surface areas-Identify the following solid figures
-Design a solid figure of your own and try finding the volume using basic
figures
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Summarizing:
-I will use the 3-2-1 activity to have them summarize what was learned
throughout the lesson.
-In pairs students will decide on an object in the classroom to find the volume
of it and present to the class.
Insert TWO completed graphic organizers for teaching Strategies.
I will use the six event sequence chart to list how the volume ofa pyramid is found. In this case only 3 events will be listed.
A table can also be used to summarize Figure 1.1 in an easier
visual aid.
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____Critical Thinking/Extending/Refining Lesson Plan(What are you going to have your students do with their new knowledge/skills
that they learned in the acquisition lessons?)
Subject:6th grade Mathematics(Grade level/Course)
GPS:
M6M3. Students will determine the volume of fundamental solid figures
(right rectangular prisms, cylinders, pyramids and cones).
a. Determine the formula for finding the volume of fundamental solid figures.
b. Compute the volumes of fundamental solid figures, using appropriate units of
measure.
c. Estimate the volumes of simple geometric solids.d. Solve application problems involving the volume of fundamental solid
figures.
Learning Goal(s):(What will they do with the knowledge or skills?)
(Compare/Contrast, Classify, Induction,
Deduction, Error Analysis, ConstructingSupport, Abstracting, Analyze Perspectives)
Students will be able to find volumes of fundamental solid figures, usingappropriate units of measure; they will estimate the volumes of simple
geometric solids and solve application problems involving the volume of
fundamental solid figures.
Essential Question:
How important is figuring out the volumes of fundamental figures for these
three companies: Construction company, Landscaping company, GA
Aquarium?
Beginning:(Review, mini-lesson, etc)
Write down the different units of measurement to determine volumes. Identify
formulas of the different fundamental solid figures studied. Identify the
different figures by name. Compute basic problems involving finding volumes.
Perform units of measure conversion.
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Middle: Student Centered!!!(Critical Thinking: Compare/Contrast, Classify, Induction,
Deduction, Error Analysis, Constructing
Support, Abstracting, Analyze Perspectives)
One of the Blooms taxonomy questions I determined: Design a solid figure of
your own and try finding the volume using basic figures could be used as an
induction/deductive strategy to get the student to think critically and think
outside the box but at the same time using prior knowledge of standard surface
area and knowledge acquired through lesson to come up with the answers.
End/Sharing: (Whole group or small group)
I will use the Challenge envelope strategy for the class in groups of 3 to
solve a word problem involvind the lesson learned. A final disscusion can
take place where the L part of a KWL will be orally stated.
Extending/Refining Strategies. (Inductive, Abstracting,Compare/Contrast, Classifying, etc.)
* Fig 1.1 can be used as an extending/refining strategy as well as the 6 event sequence
chart
Differentiation Component
In order to use differentiation strategies I will group students by interest and
styles of learning as it would be easier for student of like interest and learning
styles to work together in a group setting. When it comes to ability it would be
hard as when we pair higher ability students with each other they tend to not be
very efficient and likewise lower ability with higher. Pairing by ability simply
seems to be too complicated to be effective.
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Formative assessment is utilized throughout the unit and clearly informs instruction
- Compare and contrast volumes of figures (tri-dimensional) to surface
areas (tw0-dimensional)
- Use visual representations (solid figures) to make a visual impact on
student retention
- The authentic assessment in itself would be a performance based task that
helps student perform a demonstration that is evaluated.
- I will utilize labeling as well to assist students in determining different
solid figures that will be cut up and stuck to the wall; and from a group of
words, students will have a chance to label the figures
- A multiple choice quiz will also be used to assess the students
knowledge of the use of the units of measure and computing volumes
calculations. Performance will be reviewed to allow revisiting areas that
need improvement.
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Ayoko Dogbe
Fig: 1.1
How do youfind volume
of basic solid
figures?
V=r3
V=B
h
V=r2h
A=1/3
Bh
V=r2h
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