Bieringer - Final Cbi

Kortney Bieringer MW 2:00pm to 3:15pm Dr.
Jeff Popko Final Unit
Context:
Proposal
This unit will be for a 10th grade high school geometry class. I will teach ELLs the surface areas
and volumes of everyday objects. There will be five different topics within this unit which include: 1. Pyramids Cheese, flower pot, candles, etc. 2. Prisms Barn, package, etc. 3. Cylinders Cup, lampshade, etc. 4. Cones Ice cream cone, traffic cone, etc. 5. Spheres Basketball, orange, etc. Before the unit started I would have the students bring in one object from their household and each day we would identify if it was one of the above. For example, if a student brought in a coffee cup it would be brought up during the cylinder day. These objects would help the lessons transition from day-today. I would then have the students find the surface area and volume of the items they brought in. The ESL students would not only get the math lesson but they would also get vocabulary lessons on everyday objects as well.
Length of Unit: This unit will take approximately two weeks to complete.
Texts/Resources: http://tarantamath.pbworks.com/f/Geo+Masters.pdf http://holtmcdougal.hmhco.com/hm/series.htm?level2Code=MSIB10010&level3Code=3_AG http://math.about.com/od/formulas/ss/surfaceareavol.htm
Introduction to Unit
The key for English language learners (ELLs) to grasp not only English
but also the content of a subject such as math is to focus on content based instruction (CBI). This means that the teacher focuses on the content area but changes the style of teaching so that the ELLs can get language skills. This type of instruction benefits not only the ELL but also the non-ELL students. This unit focuses on the SIOP CBI. SIOP has 30 features that the teacher should try to implement throughout the lessons. It helps make sure that the students are consistently engaged and that the content and language objectives are taught throughout the lesson. This is a form of Vygotskys scaffolding. I was able to do this in my geometry unit by having students start the lesson by looking at their background knowledge on 2-D shapes, transitioning into the new content on 3-D shapes, and then applying it by finding examples with their partners. When the students are speaking with their partners they are improving their cognitive academic language proficiency (CALP) because they will discuss the content using vocabulary focused in math. When the students discuss objects that they have around their house to try to find a certain 3-D object they are using their basic interpersonal communicative skills (BICS) because they would not be using content vocabulary. According to Jim
Cummins it is important to develop both BICS and CALP. BICS tend to come faster than CALP because students are constantly having conversations with their peers. I want students to use content vocabulary throughout this unit so that their CALP develops more. Since CALP take approximately 5-7 years to develop it is important to make sure that every content area focuses on helping the students develop this. Another important theorist that I kept in mind while forming this unit was Krashen. Krashens i+1 theory can be seen throughout my unit. This theory says that building on a students prior knowledge is important for the student to be able to connect with the new content. I did this several times in the unit by referring back to the 2-D shapes. All 3-D shapes are made out of 2-D shapes. The students would have learned this in a unit right before this one so it helps them connect the two together. Lesson 1 in this unit is the base of the information that the students will be learning throughout this unit. Lesson 1 introduces the 3-D shapes and compares them to their 2-D counterparts by explaining the 3-D shapes properties. The next 5 lessons are a different shape each day. The 5 lessons refer back to day ones lesson because in order for the students to solve equations of the 3-D shapes they must know the properties of the shapes. The last theorist that I really used in this unit was Vygotsky. I mentioned above that I used scaffolding but I also used his theory on the Zone of Proximal Development (ZPD). ZPD is the difference between what a
learner (ELL or non-ELL) can do without help versus what (s)he can do with help (also known as scaffolding). In lessons 2 through 5 the students have to use their language skills in order to write about that days 3-D shape. The students use a different part of speech each day to achieve their language objectives. The students write these paragraphs after receiving a mini lecture on what that part of speech is. The mini speech is scaffolding but when the students write the paragraph it is pushing them to be independent. The PowerPoint presentation is cognitively low but the students are pushed to cognitively high when they write their paragraphs. Because of the SIOP model ELLs have a better chance at gaining proficient CALP while learning the same content as their peers. The SIOP model focuses on preparing lessons in content areas and language, building background, providing comprehensible input, using strategies, interaction, practicing and applying, lesson delivery and review. These feature are the key to success in my unit.
Kortney Bieringer
Geometry
Class: 10th Grade - Geometry
2013
Day:
Topic: Surface Areas and Volumes of Everyday ItemsIntro to 3-D Shapes
Content Standards: CCSS.Math.Content.HSG-GMD.B.4 Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects generated by rotations of twodimensional objects. Content Objectives: SWBAT explain the difference between a 2-D and 3-D object and give examples. Key Vocabulary: Content Vocabulary: 1) Surface area 2) Volume 3) Surface-area-to-volume ratio Language Objectives: SWBAT use new vocabulary correctly in sentences orally and written. Materials (including supplementary and adapted): Projector for PowerPoint Foam 3-D shapes Laminated paper 2-D shapes Guided Notes Worksheets
Cross-Curricular Vocabulary: 1) Cylinder 2) Sphere 3) Prism 4) Pyramid 5) Cone 6) Rectangle 7) Cube Higher-Order Questions: What kind of shapes pop into your head when I ask you about ________? What is the difference between 2-D and 3-D? What is a surface area and why is it important? What is volume and why is it important? Review Activities During this part of the lesson I will reflect on 2-D shapes. The students will be asked what kind of Building Background shapes they used in the quilt they made in the previous unit. The students will write down the Explicit Links to Previous Experiences: shapes and then be asked to share with their The students will reflect on how they had to partner. I will model my own example on the measure area for a 2-D shape in order to board in order to have a visual for the students. make a quilt in algebra. Time: 10 minutes
Explicit Links to Past Learning: Students learned how to find area in their algebra 1 class. I will review finding the area of a square, rectangle, circle, and triangle for a 2-D shape.
Kortney Bieringer
Geometry
2013
Student Activities (Check all that apply for activities throughout lesson): Scaffolding: Teacher Modeling Guided (Small Group/Partner) Independent (I watch and respond; You do independently) Grouping: Whole Class Small Group Partners Independent Language Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Links to Objectives
Lesson Sequence I will lecture using a PowerPoint on what a 3-D object is compared to a 2-D shape. At this point I will use foam shapes that represent a cone, pyramid, sphere, prism, and cylinder to demonstrate what the shapes are. There will also be pictures of every day buildings and objects that have 2-D shapes, as well as, pictures of 3-D shapes. I will also explain the shapes properties and compare them to their 2-D shape. The students will take notes on a guided notes sheet. After each 3-D shape I will have the students turn to their partners and try to come up with 3 examples of this shape between the two. This allows the ELL to be able to practice conversation skills. After the students come up with their 3 examples the students will write a complete sentence about the example they picked in their notes. After the students are done I will ask the class for a few examples to be shared with the entire class. Time: 45 minutes to lecture and use time to perform group work
Check for Understanding and Assessment The end of this lesson will focus on finding the surface area and volume of rectangular prisms and a cube. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives. Time: Whatever time is remaining. The assessment will be sent home for homework.
Review and Assessment (Check all that apply): Individual Group Written Oral
Review Key Vocabulary: How and When? The background check helps review the vocabulary that is associated with the 2-D shapes. Then the lecture will teach the students the meaning of cones, pyramids, spheres, prisms, cylinders, cubes, ratios, surface areas, and volumes. The worksheet and guided notes will be a way to help the students solidify this new content. The new vocabulary will also be reviewed within each lesson that week. Review Key Content Concepts: How and When? Students will go over how to find the surface area of all the 3-D shapes during the upcoming week. Each shape will be focused on in individual days.
Kortney Bieringer
Geometry
2013
Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. This lesson then keys in on the students speaking skills when the student discusses examples of shapes with their partner. Writing skills are focused on when the student writes sentences about their example of the 3-D shapes.
Extended Lesson
Topic: Intro to 3-D Shapes Content Standards:
Rationale for Lesson Plan #1: Intro to 3-D Shapes and Vocabulary
Theme: Surface Areas and Volumes of Everyday Items
CCSS.Math.Content.HSG-GMD.B.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. Content Objective: SWBAT explain the difference between a 2-D and 3-D object and give examples. Language Objectives: SWBAT use new vocabulary correctly in sentences orally and written.
The Lesson: The students will enter the room with their items that they brought from home. I will have them label the items with their names and put them on a table in the front. These items will represent different 3-D shapes that will be gone over throughout the unit. These items will help the students realize what types of 3-D shapes make up real life objects. I will then begin the lecture using a PowerPoint. The first slide shows the content and language objectives. I will explain to the students that we will learn what a threedimensional object is and compare it to its two-dimensional counterpart. I will then tell the students that they will know all of that days key vocabulary by the end of the day and be able to properly use it in sentences.
The PowerPoint will begin with a review of previously learned material. During this part of the lesson I will reflect on 2-D shapes the students learned in the unit before. The students will be asked what kind of shapes they used in the quilt they made. This will remind the students of the different types of shapes there are. The students will write down the shapes and then be asked to share with their partner. This practices speaking and communication skills. The students will engage in a 2-3 minute conversation. I will model my own example on the board in order to have a visual for the students. I will then ask the students to name their shapes and I will write them on the board. I will give the students 30 seconds to think about how they would like to answer before I call on anyone. The review of the lesson should take approximately 10 minutes. I will continue the lecture by transitioning into what a 3-D object is compared to a 2-D shape. At this point I will use foam shapes that represent a cone, pyramid, sphere, prism, and cylinder to demonstrate what the shapes are. Each shape will be presented as it is shown in the PowerPoint. I will pass the shapes around so that students can physically see what I am talking about on the presentation. This will help the ELLs because they will be able to connect what I am talking about with a real life example. These slides will also explain the shapes properties and compare them to their 2-D shape. The students will take notes on a guided notes sheet. This helps students focus their thoughts and write down what is important. I will fill this out with them as the lecture goes. This means I will have to switch back and for between a computer and ELMO display. After each 3-D shape I will have the students turn to their partners and try to come up with three examples of the current displayed shape between the two. This allows the ELLs to be able to practice conversation skills. After the students come
up with their three examples the students will write a complete sentence about the example they picked in their notes. After the students are done I will ask the class for a few examples to be shared with the entire class. I will wait 30-45 seconds for students to think of their answers before calling on students. The entire lecture and partner work will take approximately 45 minutes. The end of this lesson will focus on finding the surface area and volume of rectangular prisms and a cube. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives.
Review Key Vocabulary: How and When? The background check helps review the vocabulary that is associated with the 2-D shapes. Then the lecture will teach the students the meaning of cones, pyramids, spheres, prisms, cylinders, cubes, ratios, surface areas, and volumes. The worksheet and guided notes will be a way to help the students solidify this new content. The new vocabulary will also be reviewed within each lesson that week.
Review Key Content Concepts: How and When? Students will go over how to find the surface area of all the 3-D shapes during the upcoming week. Each shape will be focused on in individual days.
Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. This lesson then keys in on the students speaking skills
when the student discusses examples of shapes with their partner. Writing skills are focused on when the student writes sentences about their example of the 3-D shapes.
SIOP Feature 1) Content objectives clearly defined, displayed and reviewed with students 2) Language objective clearly defined, displayed and reviewed with students 3) Content concepts appropriate for age and educational background level of students 4) Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g. computer programs, graphs, models, visuals) 5) Adaptation of content (e.g., text, assignment) to all levels of student proficiency 6) Meaningful activities that integrate lesson concepts (e.g., interviews, letter writing, simulations, models) with language practice opportunities for reading, writing, listening, and/or speaking 7) Concepts explicitly linked to students background experiences 8) Links explicitly made between past learning and new concepts
Was the Feature Shown in the Lesson Plan? 1 slide in the PowerPoint.
st
1st slide in the PowerPoint.
According to the Common Core State Standards this lesson would be appropriate for a 10th grade geometry class. I will use foam models of the 3-D shapes in order for the students to grasp the pictures within the PowerPoint.
The PowerPoint is written at a beginner level The homework worksheets have levels A, B, and C with each level getting harder respectively. The students will come up with three examples of each type of 3-D shape that is found in the real world. The students brought in objects from their home and they will identify them as one of the shapes we will go over.
Students bring realia from home to examine during the lecture. In bringing in things that students are already familiar with in their everyday life, it helps build background in the math that will be discussed in this lesson. The review helps the students think about 2-D shapes that exist. This will help them figure out where the 3-D shapes came from when I ask them about it in the lecture.
9) Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see) 10) Speech appropriate for students proficiency levels (e.g., slower rate, enunciation, and simple sentence structure for beginners) 11) Clear explanation of academic tasks
The guided notes has the vocabulary that Im looking for the students to focus on. The students will see the definition in the PowerPoint and then use it verbally when talking about each item with their classmate. During the lecture I will make sure to enunciate, repeat and rephrase the examples, and speak slowly in order for the ELL students to gain positively from what Im lecturing on. This will also benefit the non-ELL students because they will get the same information rephrased and this could help someone that didnt understand what I said the first time. The PowerPoint will help the students prepare for their first homework worksheet. I will give clear and detailed instructions when I ask the students to discuss the different types of objects that are the shape we are discussing. The students will get to see models of the shape were discussing as well as come up with their own examples of that shape. The students will also be asked to draw that shape in their notes after watching me draw it on the board. Hands-On: Students will Students will Students will pertaining to draw the shapes. hold models. do worksheets with problems that days lesson.
12) A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hand-on activities, demonstrations, gestures, body language) 13) Ample opportunities provided for students to use learning strategies
Speaking: Students will have a conversation with their partner which asks them to reply to what their partner said. Students will have to answer questions in class. Listening: Students will listen to the lecture. Students will have a conversation with their partner which asks them to reply to what their partner said.
Writing: Students will write down the examples of the shapes them and their partner came up with. Reading: Students will have to read the worksheets directions in order to understand what they must do to complete it. I ask the students to come up with the 2-D shapes they used in the previous class. This relates because the each 3-D shape comes from a 2-D shape. I represent a foam model of the shape were talking about. This is done for each shape. This allows the students to connect what they will learn in the PowerPoint with realia. I lecture the students on the properties of the 3-D shape were currently talking about. The students come up with three of their own examples of the shapes that are based on real life. The students do a worksheet based on the content of that days lesson. Asking the students to come up with their own examples of the shapes requires them to think of the properties they just learned in order to find correct shapes. The students will consistently converse with each other to come up with 3-D realia for each shape. The students will have to reply to their partner and discuss what theyre thinking. I will then ask the students to discuss the examples they came up with their partner. The partners will alternate who speaks for each 3-D shape. The students are able to use the new vocabulary when figuring out if an object really is the shape theyre looking for. The students will be able to compare with their partner why the object they chose is not 2-D. Whenever I ask the students to give me their examples out loud I will wait 30-45 seconds for
14) Scaffolding techniques consistently used, assisting and supporting student understanding (e.g., think-alouds)
15) A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions) 16) Frequent opportunities for interaction and discussion between teacher/student, and among students, which encourage elaborated responses about lesson concepts 17) Grouping configurations support language and content objectives of the lesson 18) Sufficient wait time for student responses
consistently provided 19) Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
20) Hands-on materials and/or manipulatives provided for students to practice using new content knowledge 21) Activities provided for students to apply content and language knowledge in the classroom 22) Activities integrate all language skills (i.e., reading, writing, listening, and speaking)
them to formulate their answer. When I go around the room I would start on a non-ELL group in order for the ELLs to come up with their answers better. I would partner students with someone that spoke their L1. If one of the students is more advanced and theyre partnered with someone that is intermediate or beginner they can help them. If I know that the student is intermediate or beginner I will look up certain words in the students L1 in order to make worksheets to help them gain knowledge of what theyre learning. The foam 3-D shapes that I will pass around will be shapes that can be taken apart in order for the students to see the different 2-D shapes that comes from each 3-D shape. During the partner discussions the students will use content vocabulary when they discuss the language vocabulary. The PowerPoint gives the instructions (reading) while Im giving them oral instructions. The partner discussions start off with the students speaking and listening to each other as they come up with ideas of examples of realia 3-D objects. Then the students will write down their examples. The students will then read their classmates answers on the board. By learning the properties that are in the PowerPoint students will be able to explain the difference between a 3-D object and its counterpart. The students must use the new vocabulary correctly while discussing realia with their partner. The students will have to know the properties of the 3-D object in or to figure out the realia. Students are always engaged in this lesson. The students are listening to the PowerPoint lecture, discussing realia examples with their partners, or sharing their answers with the class. I allocated approximately 10 minutes to review content. The students would have just gotten done with the 2-D unit the previous week so it shouldnt take that long to do, but I needed to give enough time for students to answer questions. Since most high schools have block scheduling
23) Content objectives clearly supported by lesson delivery 24) Language objectives clearly supported by lesson delivery 25) Students engaged approximately 90% to 100% of the period 26) Pacing of the lesson appropriate to students ability levels
nowadays I assumed that a class period would be approximately 90 minutes. I allocated the rest of the 80 minutes to the lecture and homework time. In the lesson plan I put 45 minutes for the lecture but it is quite possible it will take longer because the students might have fun or have a hard time coming up with examples. Whenever the lecture and partner discussions are done the rest of the time is allocated for students to do the worksheet in class. I want to give students time at the end of each class to be able to do homework so that if they have questions they are able to ask them. 27) Comprehensive At the end of the PowerPoint I will be sure to make review of key vocabulary sure students have the key vocabulary for that day. If the students do not I will tell them to ask their partner. If their partner doesnt have it then I will have them ask someone else in class. If that person doesnt have it I will have the student then ask me. This is good for the ELLs because they must practice their speaking skills. 28) Comprehensive The parts that make up the 3-D objects such as review of key content height, base, slant, radius, or apex will be concepts consistently repeated with each new introduced shape. This will help the students memorize the properties of these 3-D shapes. 29) Regular feedback During the partner discussion I will walk around to provided to students on ask students what theyre thinking for examples. their output (e.g., When I get an answer I will give students positive language content, work) feedback. If the students are stuck I will help them get steered in the right direction. 30) Assessment of Spot Checking: student comprehension This will be done when I have the students share and learning of all lesson the 3-D objects that them and their partners came objectives (e.g., spot up with. This shows me if the students are using checking, group that days key vocabulary correctly. response) throughout the lesson Formative Assessment: Students will do a worksheet on the math content to show that they are able to apply what they learned about the shapes properties.
Miss Bieringer
You should be able to explain the difference between a 2-D and 3-D object and give examples.
You should be able to use the new vocabulary correctly in sentences orally and written.
Instructions: 1) Write down in your notes which shapes you used. 2) Then compare with your partner which shapes both of you used.
A shape that only has two dimensions (such as width and height) and no thickness. Examples: Squares, Circles, Triangles, etc
Source: http://www.mathsisfun.com/definitions/two-dimensional.html
An object that has height, width and depth, like any object in the real world.
Height Width Length
A solid object that has two identical ends and all flat sides. The cross section is the same all along its length.
Sources: http://image.tutorvista.com/cms/images/38/regular-prism.jpg
&
http://www.mathsisfun.com/definitions/prism.html
2-D Rectangle
3-D
Triangle
Pentagon
Sources: http://www.k6-geometric-shapes.com/image-files/prism-pentagon.jpg
&
http://www.k6-geometric-shapes.com/image-files/formula-explanation-prism-volume-4.jpg
The base of the pyramid is a polygon (a shape that has and equal number of sides to angles), and the triangular sides are equal to the number of sides on a polygon. These triangles meet at an apex.
A solid object that has two identical circular ends and rounded sides
Source: http://www.mathopenref.com/cylinder.html
A cone has a circular base and the rounded sides meet at an apex.
Apex
Perfectly
symmetrical From the center of the sphere the radius is equal not matter where it touches No edges The cross section of a sphere is always a circle
Source: http://media.northjersey.com/images/sports_122012_vr_tif_.jpg
If you missed any of these words turn to your partner and ask them for help.
Apex Base Cylinder Cone Height Prism Sphere 3-Deminsional
Name: ______________________________
Date: ______________
Intro to 3-D Shapes Review: Shapes I used in my quilt:
What is a 2-D shape?
3-Dimensional: What is a 3-D shape?
Types of 3-D Shapes: Prisms:
Examples of Prisms:
Pyramids:
Examples of Pyramids:
Name: ______________________________
Date: ______________
Cylinders:
Examples of Cylinders:
Cones:
Examples of Cones:
Spheres:
Examples of Spheres:
NAME
CLASS
DATE
Practice Masters Level A
7.1
Surface Area and Volume
Find the surface area and volume for each rectangular prism having the given dimensions.
1. 3. 5. 7. 9. 11. 13.
111 127 222 255 333 343 344
2. 4. 6. 8. 10. 12. 14.
145 345 225 555 334 434 444
Determine the surface-area-to-volume ratio for a rectangular prism with the given dimensions. Show all of your steps.
Copyright by Holt, Rinehart and Winston. All rights reserved.
15. 17. 19. 21. 22.
111 333 555
16. 18. 20.
222 444 666
The side of a cube is 3 inches. Find the surface-area-to-volume ratio. The side of a cube is 12 centimeters. Find the surface-area-to-volume ratio. To make an open box, a square is cut from each corner of a 10-inch-by-10-inch cardboard. What is the whole-number length for the side of the square that will create a box having the greatest volume? The dimensions of Box A are 3 inches by 9 inches by 8 inches. The dimensions of Box B are 2 inches by 12 inches by 9 inches. The volumes are the same. Which has the smaller surface area?
Practice Masters Levels A, B, and C
23.
24.
Geometry
127
Answers
Lesson 7.1 Level A
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Lesson 7.1 Level B

1. 2. 3. 4. 5. 6. 7.
S 6 units2; V 1 unit3 S 58 units2; V 20 units3 S 46 units2; V 14 units3 S 94 units2; V 60 units3 S 24 units2; V 8 units3 S 48 units2; V 20 units3 S 90 units2; V 50 units3 S 150 units2; V 125 units3 S 54 units2; V 27 units3 S 66 units2; V 36 units3 S 66 units2; V 36 units3 S 80 units2; V 48 units3 S 80 units2; V 48 units3 S 96 units ; V 64 units 6 to 1 3 to 1
2 3
11 to 15 0.733 5 to 4 1.25 53 to 110 0.4818 13 to 6 2.166 3721 to 2856 1.303 7 to 10 0.7 Sample answer: minimize the surface area since the volume is constant Sample answer: maximize the volume since the surface area is xed and you want to create the maximum amount of space Sample answer: maximize the volume since you want the most storage capacity Sample answer: minimize the surface area since you may need to save on construction materials 1 to 3 25 centimeters 3 0 26 square inches 184 to 158 1.16
8.
9.
10.
15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
11. 12.
2 to 1
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3 to 2
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6 to 5
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1 to 1
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2 to 1 1 to 2 2 inches
1.
Lesson 7.1 Level C
box A
Sample answer: minimize the surface area since the volume is limited and since childrens hands are small
Geometry
291
NAME
CLASS
DATE
Practice Masters Level B
7.1
Determine the surface-area-to-volume ratio for a rectangular prism with the given dimensions.
1. 3. 5.
6 10 10 10 11 20 3.2 5.1 7
2. 4. 6.
448 234 5 12 15
For Exercises 710, determine whether you should maximize the volume or minimize the surface area. Explain your reasoning.
7. 8. 9. 10.
designing baby food jars that will hold 4 ounces of fruit building a rabbit pen with a limited amount of fencing building a silo that cannot be taller than 20 feet high designing a box whose length is two times smaller than the width
Solve.
11.
The side of a cube is 18 inches. Find the surface-area-to-volume ratio. The volume of a rectangular prism is 2000 cubic centimeters. Two of the sides are 8 centimeters and 10 centimeters. Find the length of the missing side. The surface-area-to-volume ratio of a cube is 1 to 2. Find the smallest possible length of its side.
12.
13.
The dimensions of Box A are 2 inches by 6 inches by 10 inches. The dimensions of Box B are 3 inches by 5 inches by 8 inches. Use this information for Exercises 1416.
14. 15. 16.
Find the difference in volumes. Find the difference in surface areas. Find the ratio of surface area of Box A to that of Box B.
Practice Masters Levels A, B, and C Geometry
128
Answers
Lesson 7.1 Level A
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Lesson 7.1 Level B

1. 2. 3. 4. 5. 6. 7.
2 3
8.
9.
10.
15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
11. 12.
2 to 1
13.
3 to 2
14.
6 to 5
15.
1 to 1
16.
1.
Lesson 7.1 Level C
box A
Geometry
291
NAME
CLASS
DATE
Practice Masters Level C
7.1
For Exercises 1 and 2, determine whether you should maximize the volume or minimize the surface area. Explain your reasoning.
1.
designing a childs cup that will hold no more than 6 ounces of juice
2.
constructing a sand box with a limited amount of lumber
3.
Compare the surface-area-to-volume ratio of a s s 2 rectangular prism with that of a s s s rectangular prism as s decreases. The volume of a rectangular prism is 135 cubic inches. Two of its sides are 3 inches and 9 inches. Find the surface area. The surface area of a rectangular prism is 504 cubic inches. Two of its sides are 6 inches and 12 inches. Find the volume. The volume of a rectangular prism is 500 cubic centimeters. Two of its sides are 5 centimeters and 10 centimeters. Find the surface-area-to-volume ratio. The volume of a rectangular prism is 216 cubic inches. Two of its sides are 6 inches and 12 inches. Find the surface-area-tovolume ratio. The surface-area-to-volume ratio of a rectangular prism is 4 to 5. Two of the sides are 10 centimeters and 20 centimeters. Find the length of the missing side. The surface-area-to-volume ratio of a rectangular prism is 13 to 18. Two of the sides are 9 centimeters and 12 centimeters. Find the length of the missing side. The surface-area-to-volume ratio of a cube is 2 to 5. Find the length of the side. The surface-area-to-volume ratio of a cube is 10 to 3. Find the length of the side. The surface-area-to-volume ratio of a cube is 3 to 2. Find the surface area. The surface-area-to-volume ratio of a cube is 3 to 4. Find the volume.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Geometry
129
Answers
Lesson 7.1 Level A
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
Lesson 7.1 Level B

1. 2. 3. 4. 5. 6. 7.
2 3
8.
9.
10.
15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
11. 12.
2 to 1
13.
3 to 2
14.
6 to 5
15.
1 to 1
16.
1.
Lesson 7.1 Level C
box A
Geometry
291
Answers
2.
Sample answer: maximize the volume since the surface area is xed and you want to create the maximum amount of space 4 6 1 ; s s 174 inches2 720 inches
3
12. 13. 14. 15. 16.
16 units3 45 units3 36 units3 800 units3 240 units3 630 units3 472 units2 346 units2 104 units2 164 units2 94 units2 94 units2 1020 units2 1020 units2 250 inches2 Cavalieris Principle
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
17. 18. 19. 20. 21. 22. 23. 24. 25.
4 to 5 or 0.8 7 to 6 4 centimeters 6 centimeters s 15 s 1.8 96 units2 512 units

3
26. 27.
Lesson 7.2 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
100 inches3 72 centimeters3 48 centimeters3 225 inches

3
Lesson 7.2 Level B

1. 2.
Divide the volume by the base area. Find the area of each part of the net. Find the sum of the areas. S 186 meters2; V 126 meters3 S 175.2 inches2; V 124.7 inches3 S 179.1 centimeters2; V 166.3 centimeters3 S 558.1 meters2; V 580.6 meters3 S 100 centimeters2; V 50 centimeters3 S 41.1 units2; V 15.8 units3
120 inches3 120 inches3 33 centimeters3 33 centimeters3 70 centimeters3 144 units3 12 units3
3. 4. 5.
6. 7. 8.
292
Geometry
Kortney Bieringer
Geometry
2013
Topic: Class: Date: Surface Areas and Volumes of Everyday Items- Prisms 10th Grade - Geometry 2 Content Standards: CCSS.Math.Content.HSG-GMD.B.4 Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects generated by rotations of twodimensional objects. CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Content Objectives: SWBAT identify the correct three-dimensional shape from the two-dimensional shape SWBAT solve a problem based on a prism Key Vocabulary: Content Vocabulary: 1. Area 2. Surface Area 3. Prism 4. Volume 5. SA= 2(wh+lw+lh) 6. V=lwh Language Objectives: SWBAT form sentences using possessive nouns. Materials (including supplementary and adapted): Projector for PowerPoint Household objects that were the shape of prisms Guided notes Worksheets
Cross-Curricular Vocabulary: 1. Length 2. Width 3. Height 4. Household objects that were the shape of prisms Higher-Order Questions: What 2-D shape corresponds with the 3-D prism? Which objects around the world are prism shaped? What would you do to find the surface area or volume of a shape that had more than just a prism in it? Review Activities I will review what a prism shape is using pictures at the beginning of the PowerPoint. After I am done Building Background reviewing what a prism is the students will identify which items are prisms out of the objects they Explicit Links to Previous Experiences: brought from home. This will be done with the entire Students have learned about different class and with each item it will be discussed why types of shapes and were asked to bring these items are prisms. in household objects and identify them as these shapes. Time: 5-10 minutes Explicit Links to Past Learning: The previous day the students learned about the difference between 2-D and 3D shapes. The students learned that prisms are 3-D but they did not learn how to solve for the volume or surface area.
Kortney Bieringer
Geometry
2013
Student Activities (Check all that apply for activities throughout lesson): Scaffolding: Teacher Modeling Guided (Small Group/Partner) Independent (I watch and respond; You do independently) Grouping: Whole Class Small Group Partners Independent Language Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Links to Objectives
Lesson Sequence Students will fill in their guided notes while listening to me lecture on volume and surface areas of prisms. The students will write down the equations of these and why they work using the PowerPoint. The PowerPoint will include a lot of visuals along with examples. The first slide will include that days content and language objectives. During the lecture I will make sure to speak slowly, enunciate, and reiterate. I will be sure to ask the students questions to check for understanding as Im lecturing. For example, I will ask the students the next step while solving one of the formulas. Then the students will join their partner and choose from the PowerPoint one problem out of five that deals with finding surface area and volume of a prism. The dimensions and questions will be predetermined. Students will be able to practice their speaking skills as they work together to solve the problem. This is a way for me to check for understanding while I walk around the classroom. The students will then individually write a paragraph about prisms they own. I will quickly review what a possessive noun is and the students will identify the nouns in their sentence by circling them in green. This shows me that they used the nouns correctly within their sentences and they were able to identify them. Time: 45 minutes
Check for Understanding and Assessment The end of this lesson will focus on finding the surface area and volume of prisms independently. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives. The students will specifically do worksheet 7.2 for this section. The worksheets have a variety of levels that I can give to higher cognitive leveled students. Time: Whatever time is remaining. The assessment will be sent home for homework.
Review Key Vocabulary: How and When? The key vocabulary will be taught in the main lecture of this lesson. The students will then use this vocabulary when writing in their sentences. Review Key Content Concepts: How and When? The key content concepts will be taught in the main lecture but will be reinforced beginning when students work with partners to solve a problem. The students will then get more practice in the content
Kortney Bieringer
Geometry
2013
concepts by taking home worksheets to do. Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. This lesson then keys in on the students speaking skills when the students are partnered up to solve a problem involving a prism. Writing skills are focused on when the student writes a sentence or two using vocabulary as well as the target language objective possessive nouns. I am looking for students that used the possessive noun correctly in a sentence
Prisms
Miss Bieringer
Content Objectives
You
will be able to identify a prism You will be able to solve a problem based on the surface area and volume of a prism
Language Objectives
You
will form sentences using possessive nouns.
Review: What are the properties of a prism?

A
solid object that has two identical ends and all flat sides. The cross section is the same all along its length.
Sources: http://image.tutorvista.com/cms/images/38/regular-prism.jpg
&
http://www.mathsisfun.com/definitions/prism.html
What is surface area?

The surface area is the sum of all the areas of all the shapes that cover the surface of the object.
What is volume?
The amount of 3-dimensional space an object occupies.
Prism Surface Area and Volume
Sources: http://math.about.com/od/formulas/ss/surfaceareavol_4.htm
&
http://math.about.com/od/formulas/ss/surfaceareavol_6.htm
With your partner solve the volume and surface area of one of each of the following:
1. 2. 3.
s= 2.5, b= 3, l= 1, h= 2 s= 1.41, b= 2, l= 3, h= 1 s= 5.5, b= 6, l= 3.1, h= 4.4
1. h= 4, w= 2, l= 6 2. h= 3.5, w= 1.8, l= 7 3. h= 1, w= 3.3, l= 1
WHAT ARE NOUNS?

Miss Bieringer
WHAT ARE NOUNS?
A person
WHAT ARE NOUNS?
A place
WHAT ARE NOUNS?
A thing
WHAT ARE NOUNS?
An idea
TYPES OF NOUNS
Posessive
WHAT IS A POSSESSIVE NOUN?
A possessive noun shows that someone or something owns an item.
HOW DO YOU MAKE A NOUN POSSESSIVE? Add an apostrophe (the symbol looks like this ) and an s. Example: The dogs bone was large. (The bone belongs to the dog.) The girls bow was purple. (The bow belongs to the girl.) If the word ends in an s, just put the apostrophe after the s. Example: The boss job was to run the business. (The job belongs to the boss.) The class pet rabbit was fluffy. (The pet rabbit belongs to the class.) If the noun is plural, first make the noun plural and then add the apostrophe. Example: The classes pet rabbit was shared among everyone. (The pet rabbit belongs to more than once class.)
Name: ______________________________
Date: ______________
Prisms: Surface Area and Volume Review: What is a prism?
Prism Surface Area and Volume What is surface area?
What is volume?
Rectangular Prism Surface area formula:
Volume formula:
Triangular Prism Surface area formula:
Volume formula:
Name: ______________________________
Example Problems
Date: ______________
Rectangular Prism Example Problem: h= w= l=
Triangular Prism Example Problem: s= b= l= h=
Language: What is a possessive noun?
Examples of Possessive Nouns:
On a separate sheet of paper write a paragraph about the prisms that you own in real life. Explain to me what they do and what they look like. Circle the possessive nouns in green.
NAME
CLASS
DATE
7.2
Surface Area and Volume of Prisms
Find the volume of a prism with the given dimensions.

1. 3. 5. 7. 9.
B 20 in.2, h 5 in. B 12 cm2, h 4 cm B 20 in.2, h 6 in. B 11 cm2, h 3 cm
2. 4. 6. 8.
B 8 cm2, h 9 cm B 15 in.2, h 15 in. B 6 in.2, h 20 in. B 3 cm2, h 11 cm
The bases of a right rectangular prism are two congruent triangles, each with a height of 7 centimeters and a base of 2 centimeters. The height of the prism is 10 centimeters. What is the volume?
Use the given dimensions to nd the volume of each prism with rectangular bases.
10. 12. 14. 16.
l 4, w 4, h 9 l 3, w 2, h 1 l 4, w 3, h 3 l 12, w 10, h 2
11. 13. 15. 17.
l 2, w 1, h 6 l 9, w 5, h 1 l 16, w 10, h 5 l 15, w 6, h 7

Find the surface area of a right rectangular prism with the given dimensions.
18. 20. 22. 24. 26.
l 7, w 8, h 12 l 6, w 5, h 2 l 3, w 4, h 5 l 20, w 15, h 6
19. 21. 23. 25.
l 11, w 10, h 3 l 4, w 10, h 3 l 5, w 3, h 4 l 15, w 6, h 20
A right prism has two congruent squares for its bases. The sides of the squares measure 5 inches. The height of the prism is 10 inches. Find the surface area of the prism. The following statement is an example of what principle? If two solids have equal heights and the cross sections formed by every plane parallel to the bases of both solids have equal areas, then the two solids have equal volumes.
27.
130
Answers
2.
3
12. 13. 14. 15. 16.
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
17. 18. 19. 20. 21. 22. 23. 24. 25.

3
26. 27.
Lesson 7.2 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

3
Lesson 7.2 Level B

1. 2.
3. 4. 5.
6. 7. 8.
292
Geometry
NAME
CLASS
DATE
7.2
1.
If you know the base area and the volume of a right prism, explain how you can nd the height. Explain how to determine the surface area of a right prism if you are given a net of the prism.
2.
Find the surface area and volume of a right prism with the given base shape, base dimensions, and prism height, h. Round to the nearest tenth, if necessary.
3. 4.
square base whose sides measure 3 meters; h 14 meters equilateral triangle base whose sides measure 6 inches; h 8 inches regular hexagon base whose sides measure 10 centimeters; h 4 centimeters regular octagon base whose apothem is 2.8 meters and perimeter is 51.2 meters; h 8.1 meters regular pentagon base whose apothem is 2 centimeters and perimeter is 25 centimeters; h 2 centimeters rectangular base whose length is 4.2 units and width is 2.5 units; h 1.5 units a right triangle base whose hypotenuse is 17 inches and one leg is 15 inches; h 5 inches a regular hexagon whose apothem is 3 feet; h 9 feet A container shaped like an oblique prism can hold 22 ounces of mustard. Another container, in the shape of a right prism, has the same height as the oblique prism. The areas of the bases of each prism are equal. How much mustard can the right prism hold? Explain.
5.
6.
7.
8.
9.
10. 11.
12.
The volume of a right prism is 1297 square centimeters. The base is an equilateral triangle whose sides are each 24 centimeters. Find the height of the prism.
Geometry
131
Answers
2.
3
12. 13. 14. 15. 16.
3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
17. 18. 19. 20. 21. 22. 23. 24. 25.

3
26. 27.
Lesson 7.2 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

3
Lesson 7.2 Level B

1. 2.
3. 4. 5.
6. 7. 8.
292
Geometry
Answers
9. 10. 11. 12.
S 320 inches2; V 300 inches3 S 221.2 feet2; V 62.4 feet3 22 ounces, by Cavalieris Principle 5.2 centimeters
10. 11. 12. 13. 14. 15. 16. 17.
105.705 meters2 54.375 meters3 64 units3 156 units2 96 units3 33 units2 480 units2 479.9 units2
Lesson 7.2 Level C

1. 2.
430.2 units2 Find the surface area of the cube and subtract the area of the two bases of the triangular prism, then add the lateral area of the triangular prism. 1525.2 units2 567 units
3 3
Lesson 7.3 Level B

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
3. 4. 5. 6. 7. 8.
40 inches 692.82 inches2 15 inches about 22.91 inches 1374.6 inches2 2067.42 inches2 4 meters 9 meters 4.5 meters about 6.02 meters 36 meters 108.36 m2 189.36 m2 229.35 m2 25.8 feet 240 units3 106.67 units3 35 units3
2177 units3 64 units 575.12 centimeters3 30 meters3 500 meters3 They must be equal.
9. 10.
Lesson 7.3 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9.
114 inches2 114 inches

2
114 inches2 114 inches2 144 inches2 600 inches

2
864 inches3 24.36 meters2 32.625 meters2
Geometry
293
NAME
CLASS
DATE
7.2
Use the gure below for Exercises 15. The hole in the center of the gure is in the shape of a triangular prism and goes all the way through the cube.
9 in. 1.
14 in.
Find the surface area of the hole to the nearest tenth.

9 in. 14 in.
2.
Explain how you would nd the surface area of the entire gure.
3.
Find the surface area of the gure, including that of the hole. Round to the nearest tenth. Find the volume of the hole. Find the volume of the gure with the hole. The surface area of a right rectangular prism is 112 square units. The height is twice the width. The length is 4 units more than the height. Find the volume. The surface area of a right rectangular prism is 486.08 square meters. The length is 2.5 times the width. The height is 1.5 times the length. Find the volume. The ratio of the area of the base of a right prism to the area of its lateral sides, is 2 to 3. The total surface area is 35 square meters. The height of the prism is 3 meters. Find the volume. A right triangular prism has an isosceles right triangle for a base. The height of the prism is 10 meters. The surface area is 441.42 square meters. Find the volume. If two prisms have equal volumes and the cross sections formed by every plane are parallel to the bases of both solids, what must be true about the heights of each prism?
4. 5.
6.
7.
8.
9.
10.
132
Geometry
Answers
9. 10. 11. 12.
10. 11. 12. 13. 14. 15. 16. 17.
Lesson 7.2 Level C

1. 2.
3 3
Lesson 7.3 Level B

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
3. 4. 5. 6. 7. 8.
9. 10.
Lesson 7.3 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9.

2

2
Geometry
293
Kortney Bieringer
Geometry
2013
Topic: Class: Day: Surface Areas and Volumes of Everyday Items- Pyramids 10th Grade - Geometry 3 Content Standards: CCSS.Math.Content.HSG-GMD.B.4 Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects generated by rotations of twodimensional objects. CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Content Objectives: Language Objectives: SWBAT identify the correct three-dimensional SWBAT compare a two-dimensional shape to shape from the two-dimensional shape a three-dimensional shape using real world SWBAT solve a problem based on a pyramid examples using accurate comparative phrases. Key Vocabulary: Materials (including supplementary and Content Vocabulary: adapted): Projector for PowerPoint 1. Area Household objects that were the shape 2. Surface Area of pyramids 3. Pyramid Guided notes 4. Volume Worksheets 5. SA= 2bs + b2 6. V= (1/3)b2h iPads for students Cross-Curricular Vocabulary: 1. Base 2. Slant 3. Height 4. Household objects that were the shape of pyramids Higher-Order Questions: What 2-D shape corresponds with the 3-D pyramid? What objects around the world are pyramid shaped? What would you do to find the surface area or volume of a shape that had more than just a pyramid in it? Review Activities I will ask the students to recall what a pyramid shape is by asking them which of their objects from home Building Background are pyramids. I will then ask the students why they are pyramids and not just triangles and what the Explicit Links to Previous Experiences: difference is. Students have learned about different types of shapes and were asked to bring in household objects and identify them Time: 5-10 minutes as these shapes. Explicit Links to Past Learning: The first day of this unit the students learned about the difference between 2D and 3-D shapes. The students learned that pyramids are 3-D and come from triangles. They did not learn how to solve for the volume or surface area.
Kortney Bieringer
Geometry
2013
Student Activities (Check all that apply for activities throughout lesson): Scaffolding: Teacher Modeling Guided (Small Group/Partner) Independent Grouping: Whole Class Small Group Partners Independent Language Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Links to Objectives
Lesson Sequence Students will fill in their guided notes while listening to me lecture on volume and surface areas of pyramids. The students will write down the equations of these and why they work using the PowerPoint. The PowerPoint will include a lot of visuals along with examples. The first slide will include that days content and language objectives. During the lecture I will make sure to speak slowly, enunciate, and reiterate. I will be sure to ask the students questions to check for understanding as Im lecturing. For example, I will ask the students the next step while solving one of the formulas. Time: 20 minutes After the PowerPoint lecture the students will then get with their partners and research pyramids and triangles around the world and in everyday life. I will be sure to explain to the students that they need to find two pictures of these examples and then describe what the pyramid looks like. The students will then compare the triangles to the pyramids they found using comparative adjectives. In this activity students will practice their reading skills while research pyramids and triangles. The students will also have to practice their speaking skills because they will be searching for this content with their partners using the iPads. The students then practice their writing skills by writing a paragraph comparing the objects they found pictures of. The students will box the adjectives they used in blue and circle nouns in green. This gives the students only practice on identifying 2-D and 3-D shapes. Time: 25 minutes Check for Understanding and Assessment The end of this lesson will focus on finding the surface area and volume of pyramids independently. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives. The students will specifically do worksheet 7.3 for this section. The worksheets have a variety of levels that I can give to higher cognitive leveled students. Time: Whatever time is remaining. The assessment will be sent home for homework.
Review Key Vocabulary: How and When? The key vocabulary will be taught in the main lecture of this lesson. The students will then use this vocabulary when writing in their sentences. Review Key Content Concepts: How and
Kortney Bieringer
Geometry
2013
When? The key content concepts will be taught in the main lecture but will be reinforced when doing the practice worksheets. Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. This lesson then keys in on the students speaking skills when the students are partnered up to research pyramids and triangles. Writing skills are focused on when the student writes a paragraph using vocabulary as well as the target language objective, comparative adjectives. I am looking for students that used the comparative adjectives correctly in a sentence.
Miss Bieringer
You will be able to identify a pyramid You will be able to solve a problem based on the surface area and volume of a pyramid
You will be able compare a two-dimensional shape to a threedimensional shape using real world examples using accurate comparative adjectives.
The base of the pyramid is a polygon (a shape that has and equal number of sides to angles), and the triangular sides are equal to the number of sides on a polygon. These triangles meet at an apex.
The surface area is the sum of all the areas of all the shapes that cover the surface of the object.
Source: http://math.about.com/od/formulas/ss/surfaceareavol_5.htm
Using the iPads, search the internet with your partner for at least two pyramids that are similar.
WHAT ARE ADJECTIVES?

Miss Bieringer
WHAT IS AN ADJECTIVE?
An adjective is a word that describes, identifies, modifies, or quantifies something (a noun or pronoun). Example: The orange cat laid lazily in the sun. The heavy ball fell to the ground. The sleeping dog was startled by the loud bang. The happy woman kissed her husband. An adjective comes before a noun but after a verb.
TYPES OF ADJECTIVES
WHAT ARE THE TYPES OF ADJECTIVES?
There are two types:
Comparative
Superlative
Compares two things
Compares three or more things
ONE-SYLLABLE ADJECTIVE
Form the comparative and superlative forms of a one-syllable adjective by adding er for the comparative and est for the superlative.
One-Syllable Adjective Tall Old Long Comparative Form Superlative Form Taller Older Longer Tallest Oldest Longest
Example Sentences: Mary is tall. Mary is taller than Max. Mary is the tallest of all the students.
ONE-SYLLABLE ADJECTIVE WITH FINAL -e
If the one-syllable adjective ends with an e, just add r for the comparative form and st for the superlative.
One-Syllable Adjective with Final -e Large Wise Comparative Adjective Larger Wiser Superlative Adjective Largest Wisest
Example Sentences: Marys car is large. Marys car is larger than Maxs car. Marys car is the largest of all the cars in the parking lot.
TWO-SYLLABLE ADJECTIVES
With most two-syllable adjectives, you form the comparative with more and the superlative with most.
Two-Syllable Adjectives Peaceful Pleasant Careful Thoughtful Comparative Form Superlative Form More peaceful More pleasant More careful More thoughtful Most peaceful Most pleasant Most careful Most thoughtful
Example Sentences: This morning is peaceful. This morning is more peaceful than yesterday morning. Maxs house in the mountains is the most peaceful in the world.
TWO-SYLLABLE ADJECTIVE ENDING IN -y
If the two-syllable adjectives ends with y, change the y to i and add er for the comparative form. For the superlative form change the y to i and add est.
Two-Syllable Comparative Form Adjective Ending in -y Happy Angry Busy Happier Angrier Busier Superlative Form Happiest Angriest Busiest
Example Sentences: John is happy. John is happier than he was yesterday. John is the happiest guy in the world.
TWO-SYLLABLE ADJECTIVES ENDING IN er, le, OR ow
Two-syllable adjectives ending in er, -le, or ow take er and est to form the comparative and superlative forms.
Two-Syllable Adjectives Comparative Form Ending in er, -le, or -ow Narrow Gentle Narrower Gentler Superlative Form Narrowest Gentlest
Example Sentences: The road is narrow. The roads in this town are narrower than the roads in the city. This road is the narrowest of all the roads in California.
ADJECTIVE WITH THREE OR MORE SYLLABLES
For adjectives with three syllables or more, you form the comparative with more and the superlative with most.
Adjective with Three Comparative Form or More Syllables Generous Important Intelligent More Generous More important More intelligent Superlative Form Most generous Most important Most intelligent
Example Sentences: John is generous. John is more generous than Jack. John is the most generous of all the people I know.
IRREGULAR ADJECTIVE Irregular Adjectives Good Bad Far Little Many Comparative Form Better Worse Farther Less More Superlative Form Best Worst Farthest Least Most
Example Sentences: Italian food is good. Italian food is better than American food. Italian food is the best food out of all the foods.
WORKS CITED
http://www.eflnet.com/tutorials/adjcompsup.php
Name: ______________________________
Date: ______________
Pyramids: Surface Area and Volume Review: What is a pyramid?
What is an apex?
Pyramid Surface Area and Volume What is surface area?
What is volume?
Surface area formula:
Volume formula:
Example Problems b= h= s=
Example Problems Continued b= h= s=
Language: What is a comparative adjective?
What is a superlative adjective?
Type of Adjective
One-Syllable Examples One-Syllable Ending in -e Examples Two-Syllable Examples Two-Syllable Ending in -y Examples Two-Syllable ending in er, le, or ow Examples Three Syllables or More Examples Irregular Examples
Comparative Rule
Superlative Rule
NAME
CLASS
DATE
7.3
1. 2. 3. 4. 5. 6. 7.
Surface Area and Volume of Pyramids

V
Use the pyramid at the right for Exercises 17.
Find the area of VAB. Find the area of VBC. Find the area of VCD. Find the area of VDA. Find the area of ABCD. Find the surface area of the pyramid. Find the volume of the pyramid.
K A 12 in. D 19 in. B C 12 in. h 18 in.
Use the pyramid with an equilateral triangular base for Exercises 811.
8. 9.
Find the area of each lateral face. The height of PQR is 7.5. Find the area of PQR. Find the surface area of the pyramid.
P 5.6 m h 5 m
10. 11. 12.
Q 8.7 m 8.7 m R
Find the volume of the pyramid. The area of the base of a pyramid is 24 square units. The height of the pyramid is 8 units. Find the volume. The perimeter of the square base of a pyramid is 24 units. The slant height is 10 units. Find the surface area of the pyramid. If the height of the pyramid in Exercise 13 is 8 units, what is the volume?
13.
14.
Find the surface area of each regular pyramid with the given side length, s, and slant height l. The number of sides of the base is given by n.
15.
s 3, l 4, n 4
16.
s 12, l 14, n 4
17.
s 15, l 17, n 3
Geometry
133
Answers
9. 10. 11. 12.
10. 11. 12. 13. 14. 15. 16. 17.
Lesson 7.2 Level C

1. 2.
3 3
Lesson 7.3 Level B

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
3. 4. 5. 6. 7. 8.
9. 10.
Lesson 7.3 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9.

2

2
Geometry
293
NAME
CLASS
DATE
7.3
Use the pyramid at the right for Exercises 16. The base of the pyramid is an equilateral triangle whose perimeter measures 120 inches. The volume of the pyramid is 3464.1 cubic inches.
1. 2.
Find the length of a side of the base. Find the area of the base of the pyramid to the nearest hundredth. Find the height of the pyramid. The apothem of the triangular base is 11.547 inches. Find the slant height of the pyramid to the nearest hundredth. Find the lateral area of the pyramid. Find the total surface area of the pyramid.
3. 4.
5. 6.
Use the pyramid with a square base for Exercises 713. The area of the base is 81 square meters and its volume is 108 cubic meters.
7. 8. 9. 10. 11. 12. 13. 14.
Find the height of the pyramid. Find the length of a side of the base.
Find the length of the apothem in the base. Find the slant height of a lateral face. Find the perimeter of the base. Find the lateral area of the pyramid. Find the total surface area of the pyramid. The area of the square base of a regular pyramid is 12.96 square meters. The volume is 129.6 cubic meters. Find the surface area of the pyramid to the nearest tenth. The base of a regular pyramid is a hexagon whose perimeter is 42 feet. The volume of the pyramid is 1082.1 cubic feet. Find the height.
15.
Find the volume of each rectangular pyramid with the given height, h, and base dimensions l w . Round your answers to the nearest tenth.
16.
h 6, l 10, w 12
17.
h 20, l 8, w 2
18.
h 5, l 7, w 3
134
Geometry
Answers
9. 10. 11. 12.
10. 11. 12. 13. 14. 15. 16. 17.
Lesson 7.2 Level C

1. 2.
3 3
Lesson 7.3 Level B

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18.
3. 4. 5. 6. 7. 8.
9. 10.
Lesson 7.3 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9.

2

2
Geometry
293
NAME
CLASS
DATE
7.3
A tent consists of a pyramid atop a rectangular prism as shown in the gure at the right. The total height of the tent is 12 feet. Use this information for Exercises 14.
8 ft 1.
Find the lateral area of the pyramid portion of the tent to the nearest square foot.
12 ft
15 ft
2.
Find the lateral area of the prism portion of the tent to the nearest square foot. Find the total surface area of the tent to the nearest square foot. Find the volume of the tent to the nearest cubic foot. A tent has a square base and a total height of 12 feet. The height of the pyramid top is 4 feet. The volume of the tent is the same as the volume of the tent above. How wide is it to the nearest inch? A tent has a square base and a total height of 6 feet. The height of the pyramid top is 2 feet. The prism base is a cube. The entire tent including the oor, is made of canvas. To the nearest tenth of a square yard, how much canvas is used to make the tent?
3. 4.
5.
6.
A decorative ornament is made of solid wood. It is comprised of two congruent regular hexagonal pyramids that share the same base. The perimeter of the hexagon is 72 centimeters. The slant height of each of the faces is 16 centimeters. Use this information for Exercises 7 and 8.
7. 8.
Find the volume of the ornament to the nearest tenth. Find the surface area of the ornament. The base of a pyramid is a regular hexagon whose area is 50.3 square inches. The height is 6.2 inches. The lateral faces are all congruent. Find the slant height of each lateral face to the nearest hundredth. The surface area of a regular square pyramid is 864 square meters. The slant height is 15 meters and the height is 12 meters. Find the length of each side of the base.
9.
10.
Geometry
135
Answers
Lesson 7.3 Level C
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 16. 17. 18. 19. 20.
3
2 6 5 8 27 64 36 48 5 10 1 8 6 2 6
210 feet2 432 feet

2
822 feet2 1680 feet
21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
2 2
13 feet 5 inches 11.4 yard 3034.3 centimeters3 1152 centimeters 7.28 inches 18 feet
Lesson 7.4 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
volume surface area 175.9 150.8 12.6 50.3 113.1 201.1 25.1 75.4 3 1 7 10 4
3 1 10
Lesson 7.4 Level B

1. 2. 3. 4. 5. 6. 7.
V 90 48 12.6 4.7 9.4 3.1 46.2 104.7
294
Geometry
Kortney Bieringer
Geometry
2013
Topic: Class: Day: Surface Areas and Volumes of Everyday Items- Cylinders 10th Grade - Geometry 4 Content Standards: CCSS.Math.Content.HSG-GMD.B.4 Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects generated by rotations of twodimensional objects. CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. Content Objectives: Language Objectives: SWBAT identify the correct three-dimensional SWBAT use adverbs ending in ly and adverbs shape from the two-dimensional shape without the ly ending correctly in a sentence. SWBAT solve a problem based on a cylinder Key Vocabulary: Materials (including supplementary and Content Vocabulary: adapted): Projector for PowerPoint 1. Area Household objects that were the shape 2. Surface Area of cylinders 3. Volume Guided notes 4. Cylinder Worksheets 5. SA= 2r2+2rh 2 iPads for students a. Top= r 2 b. Bottom= r c. Side= 2rh 6. V= r2h Cross-Curricular Vocabulary: 1. Base 2. Side 3. Height 4. Radius 5. Household objects that were the shape of cylinders Higher-Order Questions: What 2-D shape corresponds with the 3-D cylinder? What objects around the house are cylinder shaped? What would you do to find the surface area or volume of a shape that had more than just a cylinder in it? Review Activities I will ask the students to recall that a cylinder is an extended circle that is 3-D. The students will identify Building Background cylinders from their objects that they brought from home. I will then ask the students why these items Explicit Links to Previous Experiences: are cylinders and not just 2-D circles and what the Students have learned about different difference is between the 2-D and 3-D objects. The types of shapes and were asked to bring students will share their ideas with a partner and then in household objects and identify them write their answers on whiteboards. The students will as these shapes. then share their answers with the class by raising the whiteboards. Explicit Links to Past Learning: The first day of this unit the students learned about the difference between 2Time: 5-10 minutes D and 3-D shapes. The students learned that cylinders are 3-D and come from
Kortney Bieringer
Geometry
2013
extended circles. They did not learn how to solve for the volume or surface area. Student Activities (Check all that apply for activities throughout lesson): Scaffolding: Teacher Modeling Guided (Small Group/Partner) Independent Grouping: Whole Class Small Group Partners Independent Language Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Links to Objectives
Lesson Sequence Students will fill in their guided notes while listening to me lecture on volume and surface areas of cylinders. The students will write down the equations of these and why they work using the PowerPoint. The PowerPoint will include a lot of visuals along with examples. The first slide will include that days content and language objectives. During the lecture I will make sure to speak slowly, enunciate, and reiterate. I will be sure to ask the students questions to check for understanding as Im lecturing. For example, I will ask the students the next step while solving one of the formulas. Time: 20 minutes After the PowerPoint lecture the students will then get with their partners and discuss why it would be useful to find the volume and surface area of a cup. I will give each pair of students a graduated cylinder to examine. The students will have to think of three examples each for why it could be useful to know the surface area and volume. I will then ask the students to individually describe in their notes what the cylinder looks like. Before this I will remind them of what adverbs are by showing them a PowerPoint. The students will be asked when describing the cylinder to use adverbs to help describe the shape of the glass and how the class could be used. This give the students two different examples of adverbs to use. 1) modifies verb and 2) modifies an adjective. The students will then share with their partner how many adverbs they used within their description of the glass. I will also have the students underline their adverbs in purple, circling nouns in green, and boxing adjectives in blue. This shows me that they used the adverbs correctly within their sentences and they were able to identify them. Time: 25 minutes Check for Understanding and Assessment The end of this lesson will focus on finding the surface area and volume of cylinders independently. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives. The students will specifically do worksheet 7.4 for this section. The worksheets have a variety of levels that I can give to higher cognitive
Review Key Vocabulary: How and When? The key vocabulary will be taught in the main lecture of this lesson. The students will then use this vocabulary when writing in their sentences.
Kortney Bieringer
leveled students.
Geometry
2013
Time: Whatever time is remaining. The assessment will be sent home for homework.
Review Key Content Concepts: How and When? The key content concepts will be taught in the main lecture but will be reinforced when doing the practice worksheets. Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. This lesson then keys in on the students speaking skills when the students are partnered up to come up with ideas on why it would be useful to find the surface area and volume of a cylinder. Writing skills are focused on when the student writes a paragraph using vocabulary as well as the target language objective, different types of adverbs. I am looking for students that used several different types of adverbs correctly in a sentence.
Cylinders
Miss Bieringer
Content Objectives

You will be able to identify a cylinder You will be able to solve a problem based on the surface area and volume of a prism
Language Objectives
You will be to use adverbs ending in ly and adverbs without the ly ending correctly in a sentence.
Review: What are the properties of a cylinder?

A solid object that has two identical circular ends and rounded sides

The surface area is the sum of all the areas of all the shapes that cover the surface of an object
What is volume?
Cylinder Surface Area and Volume
Why is it useful to find the surface area and volume of a cylinder?
Come up with 3 examples with your partner
WHAT ARE ADVERBS?

Miss Bieringer
WHAT DO ADVERBS DO?
Modify: 1. A verb ex) He drove slowly. How did he drive? 2. An adjective ex) He drove a very fast car. How fast was his car? 3. Another adverb ex) He drove quite slowly down the road. How slowly did he drive?
An adverb tells you more about a verb (doing word)
It tells you where, why, or how much something happens or is done.
ADVERBS CAN ALSO TELL YOU WHEN SOMETHING HAPPENS.
Example 1: Our friends arrived yesterday. Example 2: The holidays will soon be over.
Name: ______________________________
Date: ______________
Cylinders: Surface Area and Volume Review: What is a cylinder?
What is volume?
Cylinder Surface Area and Volume Surface area formula:
Volume formula:
Example Problems h= SA= r=
V=
Name: ______________________________
Date: ______________
Example Problems Continued h= SA= r=
V=
Why is it important to find the volume and surface area of a cylinder? (3 guesses)
Language: What is an adverb?
Examples of Adverbs:
On a separate sheet of paper write a paragraph describing in detail the cup that I gave you. Explain to me what it looks like, the shadow it gives off, and what it would look like with liquid in it. Underline the adverbs in purple, circle the possessive nouns in green, and box the adjectives in blue.
NAME
CLASS
DATE
7.4
1.
Surface Area and Volume of Cylinders
Gordan plans to ll gasoline into a cylindrical tank that is 10 feet by 5 feet by 12 feet to 85% of its capacity. What measurement should Gordan calculate to determine this amount? Sjorn needs to shrink-wrap a cylindrical tube. What measurement should Sjorn calculate to determine the exact amount of shrink-wrap needed?
2.
Find the unknown measure for a right cylinder with radius r, height h, and surface area S. Round your answers to the nearest tenth.
3. 5. 7. 9. 11. 13. 15. 17.
r 4, h 3, S r 1, h 1, S r 3, h 3, S r 1, h 3, S r 5, h r 3, h r r , S 80 , S 60 , h 8, S 96 , h 1, S 84
4. 6. 8. 10. 12. 14. 16. 18.
r 2, h 10, S r 2, h 2, S r 4, h 4, S r 3, h 1, S r 2, h r 4, h r r , S 12 , S 112 , h 3, S 20 , h 10, S 150

Find the unknown measure for a right cylinder with radius r, height h, and volume V. Give exact answers.
19. 21. 23. 25. 27. 29. 31. 33.
r 1, h 1, V r 3, h 3, V r 3, h 4, V r 5, h r 7, h r 2, h r r , V 125 , V 49 , V 24 , h 2, V 72 , h 3, V 3
20. 22. 24. 26. 28. 30. 32. 34.
r 2, h 2, V r 4, h 4, V r 4, h 3, V r 3, h r 1, h r 9, h r r , V 90 , V 8 , V 162 , h 8, V 72 , h 11, V 1,100

Geometry
136
Answers
Lesson 7.3 Level C
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 16. 17. 18. 19. 20.
3
2 6 5 8 27 64 36 48 5 10 1 8 6 2 6
210 feet2 432 feet

2
822 feet2 1680 feet
21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
2 2
Lesson 7.4 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
3 1 10
Lesson 7.4 Level B

1. 2. 3. 4. 5. 6. 7.
V 90 48 12.6 4.7 9.4 3.1 46.2 104.7
294
Geometry
NAME
CLASS
DATE
7.4
1.
Tia and Tyrone both own super-squirt guns. Each water gun has a cylindrical water tank. Tias water tank measures 12 inches long and has a diameter of 4 inches and Tyrones water tank measures 10 inches long with a diameter of 6 inches. Write, but do not solve, an equation for nding the difference in the volume of each water tank.
Find the unknown measure for a right cylinder with radius r, height h, and surface area S. Round your answers to the nearest tenth.
2. 4. 6. 8. 10. 12.
r 1, h 1, S r 1, h 0.5, S r 1.5, h 3.4, S r 7.2, h 2.4, S r 4.1, h r 7, h r r , S 48.38 , S 147 , h 5, S 72 , h 3, S 360
3. 5. 7. 9. 11. 13. 15. 17.
r 0.5, h 1, S r 0.5, h 0.5, S r 3.4, h 1.5, S r 2.4, h 7.2, S r 6.8, h r 0.2, h r r , S 187.68 , S 4.08 , h 12, S 56 , h 2, S 510
14. 16.
Find the unknown measure for a right cylinder with radius r, height h, and volume V. Give exact answers.
18. 20. 22. 24. 26. 28. 30.
r 1, h 0.2, V r 1.2, h 5, V r n, h an, V r 2.5, h r 0.9, h r 22, h r 0.6, h , V 18.75 , V 16.2 , V 2371.6 , V 1.98
19. 21. 23. 25. 27. 29. 31.
r 0.2, h 1, V r 5, h 1.2, V r an, h n, V r 8, h r 10.5, h r 0.5, h r 40, h , V 96 , V 66.15 , V 0.3 , V 136,000 137
Geometry
Answers
Lesson 7.3 Level C
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 16. 17. 18. 19. 20.
3
2 6 5 8 27 64 36 48 5 10 1 8 6 2 6
210 feet2 432 feet

2
822 feet2 1680 feet
21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
2 2
Lesson 7.4 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
3 1 10
Lesson 7.4 Level B

1. 2. 3. 4. 5. 6. 7.
V 90 48 12.6 4.7 9.4 3.1 46.2 104.7
294
Geometry
Answers
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
434.3 144.8 1.8 7 3.5 10 4 2 12 15 0.2 0.04 7.2 30 an3 an 3 1.5 20 0.6 4.9 1.2 5.5 85
2 3
Lesson 7.4 Level C

1. 2. 3. 4.
1437.4 inches3 7.2 centimeters3 345.58 feet3 64 feet2, or about 201 feet2
Lesson 7.5 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
36 meters2 312 centimeters2 210 feet2 1500 inches2 1176 meters2 90 centimeters2 4 feet3 216 meters3 192 inches3 27 feet3 81 feet3 81 feet3 Sample answer: The surface area of a right cone is the sum of the lateral area and the sum of the base area. The volume of a right cone is one-third of the base area times the height of the cone.
24. 25. 26. 27. 28. 29. 30. 31.
Geometry
295
NAME
CLASS
DATE
7.4
1.

60 in. 48 in. 36 in. 15 in. 15 in. 2 in.
The top of the hollow wooden coffee table is a triangular prism. The sides of the triangle measure 36 inches, 48 inches, and 60 inches. The height of the prism is 1.5 inch. Each of the three legs is a cylinder 2 inches wide and 15 inches high. Find the volume to the nearest tenth.
1.5 in.
2.
The nut is 7 centimeters across its widest width. The circular hole is 2 centimeters across. The nut is 0.25 centimeters deep. Find the volume to the nearest tenth.
22 ft 3.
The pipe shown is 6 feet across and 22 feet long. The circular hole is 4 feet across. Find the volume to the nearest hundredth.
4 ft
6 ft
1 ft
4.
The tower consists of 3 stacked right cylinders. The radius of the bottom cylinder is 4 times that of the top cylinder. The radius of the middle cylinder is twice that of the top cylinder. The height of the top cylinder is 4 times that of the bottom cylinder. The height of the middle cylinder is twice that of the bottom cylinder. The radius of the top cylinder is 1 foot. The height of the top cylinder is 8 feet. If the tower is located in a park, what is the surface area of the portion that requires paint?
138
Answers
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
434.3 144.8 1.8 7 3.5 10 4 2 12 15 0.2 0.04 7.2 30 an3 an 3 1.5 20 0.6 4.9 1.2 5.5 85
2 3
Lesson 7.4 Level C

1. 2. 3. 4.
Lesson 7.5 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
24. 25. 26. 27. 28. 29. 30. 31.
Geometry
295
Kortney Bieringer
Geometry
2013
Topic: Class: Day: Surface Areas and Volumes of Everyday Items- Cones 10th Grade - Geometry 5 Content Standards: CCSS.Math.Content.HSG-GMD.B.4 Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects generated by rotations of twodimensional objects. CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for cones, pyramids, cones, and spheres to solve problems. Content Objectives: Language Objectives: SWBAT identify the correct three-dimensional SWBAT use verbs correctly in a sentence to shape from the two-dimensional shape describe an action. SWBAT solve a problem based on a cone Key Vocabulary: Materials (including supplementary and Content Vocabulary: adapted): Projector for PowerPoint 1. Area Household objects that were the shape 2. Surface Area of cones 3. Volume Guided notes 4. Cone Worksheets 5. SA= rs+r2 2 iPads for students a. Base= r b. Cone= rs 6. V= (1/3)r2h Cross-Curricular Vocabulary: 1. Slope 2. Height 3. Radius 4. Household objects that were the shape of cones Higher-Order Questions: What 2-D shape corresponds with the 3-D cone? What objects around the house are cone shaped? What would you do to find the surface area or volume of a shape that had more than just a cone in it? Review Activities I will ask the students to recall that a cone is 3-D circle that has a pointy end which is known as vertex Building Background or apex. The students will identify cones from their objects that they brought from home. I will then ask Explicit Links to Previous Experiences: the students why these items are cones and not just Students have learned about different 2-D circles and what the difference is between the 2-D types of shapes and were asked to bring and 3-D objects. The students will share their ideas in household objects and identify them with a partner and then write their answers on as these shapes. whiteboards. The students will then share their answers with the class by raising the whiteboards. Explicit Links to Past Learning: The first day of this unit the students Time: 5-10 minutes learned about the difference between 2D and 3-D shapes. The students learned that cones are 3-D and come from extended circles. They did not learn how to solve for the volume or surface area.
Kortney Bieringer
Geometry
2013
Student Activities (Check all that apply for activities throughout lesson): Scaffolding: Teacher Modeling Guided (Small Group/Partner) Independent Grouping: Whole Class Small Group Partners Independent Language Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Links to Objectives
Lesson Sequence Students will fill in their guided notes while listening to me lecture on volume and surface areas of cones. The students will write down the equations of these and why they work using the PowerPoint. The PowerPoint will include a lot of visuals along with examples. The first slide will include that days content and language objectives. During the lecture I will make sure to speak slowly, enunciate, and reiterate. I will be sure to ask the students questions to check for understanding as Im lecturing. For example, I will ask the students the next step while solving one of the formulas. Time: 20 minutes After the PowerPoint lecture the students will then get with their partners and discuss why it would be useful to find the volume and surface area of a cone. I will give each student a cone to examine. The students will have to think of three examples in between the pair for why it could be useful to know the surface area and volume. I will then ask the students to individually describe in their notes how they would use those cones. For example, I would expect the students to describe eating ice cream. Before this I will remind them of what verbs are by showing them a PowerPoint. The students will be asked when describing the cone to use verbs to help explain how a cone can be used in an action. The students will then share with their partner how many and what verbs they used when talking about using a cone to do something. I will also have the students put orange bars on both sides of the verbs, underline adverbs in purple, circling nouns in green, and boxing adjectives in blue. This shows me that they used the verbs correctly within their sentences and they were able to identify them. The students will then get to fill their cones with vanilla or chocolate ice cream. Time: 25 minutes Check for Understanding and Assessment The end of this lesson will focus on finding the surface area and volume of cones independently. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives. The students will specifically do worksheet 7.5 for this
Review Key Vocabulary: How and When? The key vocabulary will be taught in the main lecture of this lesson. The students
Kortney Bieringer
Geometry
2013
will then use this vocabulary when writing in their sentences. Review Key Content Concepts: How and When? The key content concepts will be taught in the main lecture but will be reinforced when doing the practice worksheets. Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. This lesson then keys in on the students speaking skills when the students are partnered up to come up with ideas on why it would be useful to find the surface area and volume of a cone. Writing skills are focused on when the student writes a paragraph using vocabulary as well as the target language objective, different types of verbs. I am looking for students that used several different types of verbs correctly in a sentence.
section. The worksheets have a variety of levels that I can give to higher cognitive leveled students. Time: Whatever time is remaining. The assessment will be sent home for homework.
Cones
Miss Bieringer
Content Objectives
You will be able to identify a cone You will be able to solve a problem based on the surface area and volume of a cone.
Language Objectives
You will be able to use verbs correctly in a sentence to describe an action.
Review: What are the properties of a cone?
A cone has a circular base and the rounded sides meet at an apex. Apex There are no edges.

The surface area is the sum of all the areas of all the shapes that cover the surface of an object.
What is volume?
Cone Surface Area and Volume
Why is it useful to find the surface area and volume of a cone?

WHAT ARE VERBS?

Miss Bieringer
NORMAL VERBS
Most verbs are "Normal Verbs." These verbs are usually physical actions which you can see somebody doing. These verbs can be used in all tenses.
Example Sentences: The man ran to the store. The cat jumped off the couch. The girl sucked on the watermelon.
WORKS CITED
http://www.eflnet.com/grammar/verbtense_index.php
Name: ______________________________
Date: ______________
Cones: Surface Area and Volume Review: What is a cone?
What is volume?
Cone Surface Area and Volume Surface area formula:
Volume formula:
Example Problems h= SA= r= s=
V=
Name: ______________________________
Date: ______________
Example Problems Continued h= SA= r=
V=
Why is it important to find the volume and surface area of a cone? (3 guesses)
Language: What is an adverb?
Examples of Adverbs:
On a separate sheet of paper write a paragraph describing in detail how you would eat ice cream off an ice cream cone. Put orange bars around the VERBS, underline the adverbs in purple, circle the possessive nouns in green, and box the adjectives in blue.
NAME
CLASS
DATE
7.5
1.
Surface Area and Volume of Cones
Find the surface area of each right cone.

2. 5m 3m 4m 7 cm 12 cm 14 cm 4 ft 10 ft 3. 11 ft
4. 20 in.
5. 25 m 7m 30 in.
6.
12 cm 5 cm
Find the volume of each cone. Show exact answers.

7.
8.
9.
3 ft 2 ft
8m 9m
4 in. 12 in.
10.
11.
12.
9 ft 3 ft
3 ft 9 ft
27 ft 3 ft
13.
Write in words the formula for the surface area and the volume of a cone.
Geometry
139
Answers
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
434.3 144.8 1.8 7 3.5 10 4 2 12 15 0.2 0.04 7.2 30 an3 an 3 1.5 20 0.6 4.9 1.2 5.5 85
2 3
Lesson 7.4 Level C

1. 2. 3. 4.
Lesson 7.5 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
24. 25. 26. 27. 28. 29. 30. 31.
Geometry
295
NAME
CLASS
DATE
7.5
1. 7 ft
Find the surface area of each right cone to the nearest tenth.
2. 3. 10 m 13.8 cm 14 ft 12.9 cm 22.2 m
4.
A right cone has a surface area of 152 square meters. The radius is 8 meters. Write and solve the formula to nd the slant height. A right cone has a surface area of 108 square feet. The slant height is twice the radius. Find the radius of the cone. A right cone has a surface area of 525 square meters. The slant height is 5 meters more than the radius. Find the height of the cone to the nearest tenth.
5.
6.
Find the volume of each cone. Show answers to the nearest whole number.
7. 8. 9. 45 in. 51 cm 60 in.
14.4 m 12 m
25 cm
10.
The volume of a right cone is 27 cubic inches. The height is the same as the radius. Find the surface area of the cone to the nearest hundredth. The heights of a cone and cylinder are equal. They also have the same volume. Find the ratio of the radius of the cylinder to the radius of the cone. The volumes of a cone and cylinder are the same. Their radii are also the same. Find the ratio of the height of the cylinder to the height of the cone.
11.
12.
140
Answers
Lesson 7.5 Level B
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Lesson 7.6 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.
1304.2 feet2 1288.4 centimeters2 3246.4 meters2 11 meters 6 feet 13.2 meters 2171 meters3 68,094 centimeters3 42,412 inches3 141.99 inches2 3 : 1 3:1
sphere sphere surface area 113.1 units2 50.3 units2 314.2 units2 615.8 units2 50.3 units2 314.2 units2 254.5 units2 1,017.9 units2 1,809.6 units2 76 units2 176 units2 960 units2 200 units2 1,232 units2 4.2 units3 33.5 units3 904.8 units3 113,097.3 units3 523.6 units3 523.6 units3 5575.3 units3 5575.3 units3 65,449.8 units3
Lesson 7.5 Level C

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
1322 centimeters3 110 centimeters3 1240 centimeters3 8 centimeters 3:1 144.9 meters2 6283.19 inches3 1986.92 inches2 6,283.19 inches3 1997.79 inches2 Answers may vary. Sample answer: The volume stays the same no matter where the base of the cones is located, but the surface area increases as the base moves from the center of the height.
296
Geometry
NAME
CLASS
DATE
7.5

4 cm 9 cm 60 9 cm
The gure to the right was created by removing the top portion of a cone. Use the gure for Exercises 13. Express answers to the nearest whole number.
1.
Find the volume of the entire cone before the top portion was removed. Find the volume of the missing top portion of the cone. Find the volume of the gure. The surface area and volume of a cone are numerically the same. The radius is 6 centimeters. Find the height. A cone and cylinder have congruent heights and radii. Find the ratio of the volume of the cylinder to the volume of the cone. A cone has a volume of 36 cubic meters. Its height is four times its radius. Find the surface area to the nearest tenth.
2. 3. 4.
5.
6.
The gure to the right was created with two cones that share the same base. Use it for Exercises 711. Express answers to the nearest hundredth, if necessary.
60 in. 7.
10 in.
The heights of the two cones that comprise this gure are the same. Find the volume of the gure. The heights of the two cones that comprise this gure are the same. Find the surface area of the gure. If the height of one of the cones is twice that of the height of the other cone, nd the volume of the gure. The height of one of the cones is twice that of the height of the other cone. Find the surface area of the gure. What conclusion can you draw from Exercises 710?
8.
9.
10.
11.
Geometry
141
Answers
Lesson 7.5 Level B
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Lesson 7.6 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.
Lesson 7.5 Level C

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
296
Geometry
Kortney Bieringer
Geometry
2013
Topic: Class: Day: Surface Areas and Volumes of Everyday Items- Spheres 10th Grade - Geometry 6 Content Standards: CCSS.Math.Content.HSG-GMD.B.4 Identify the shapes of two-dimensional cross-sections of threedimensional objects, and identify three-dimensional objects generated by rotations of twodimensional objects. CCSS.Math.Content.HSG-GMD.A.3 Use volume formulas for spheres, pyramids, spheres, and spheres to solve problems. Content Objectives: Language Objectives: SWBAT identify the correct three-dimensional SWBAT use preposition correctly in a sentence shape from the two-dimensional shape to describe the placement of a sphere. SWBAT solve a problem based on a sphere Key Vocabulary: Materials (including supplementary and Content Vocabulary: adapted): Projector for PowerPoint 1. Area Household objects that were the shape 2. Surface Area of sphere 3. Volume Guided notes 4. Sphere Worksheets 5. SA= 4r2 3 6. V= (4/3)r Cross-Curricular Vocabulary: 1. Radius 2. Household objects that were the shape of spheres Higher-Order Questions: What 2-D shape corresponds with the 3-D sphere? What objects around the house are sphere shaped? What would you do to find the surface area or volume of a shape that had more than just a sphere in it? Review Activities I will ask the students to recall that a sphere is like a circle, which, in geometrical contexts, is in two Building Background dimensions, a sphere is the set of points which are all the same distance r from a given point in space. The Explicit Links to Previous Experiences: students will identify spheres from their objects that Students have learned about different they brought from home. I will then ask the students types of shapes and were asked to bring why these items are spheres and not just 2-D circles in household objects and identify them and what the difference is between the 2-D and 3-D as these shapes. objects. The students will share their ideas with a partner and then write their answers on whiteboards. The students will then share their answers with the Explicit Links to Past Learning: The first day of this unit the students class by raising the whiteboards. learned about the difference between 2Time: 5-10 minutes D and 3-D shapes. The students learned that spheres are 3-D and come from extended circles. They did not learn how to solve for the volume or surface area. Lesson Sequence Student Activities (Check all that apply Students will fill in their guided notes while listening to for activities throughout lesson): me lecture on volume and surface areas of spheres. The students will write down the equations of these Scaffolding:
Kortney Bieringer
Geometry
2013
Teacher Modeling Guided (Small Group/Partner) Independent Grouping: Whole Class Small Group Partners Independent Language Processes: Reading Writing Listening Speaking Strategies: Hands-on Meaningful Links to Objectives
and why they work using the PowerPoint. The PowerPoint will include a lot of visuals along with examples. The first slide will include that days content and language objectives. During the lecture I will make sure to speak slowly, enunciate, and reiterate. I will be sure to ask the students questions to check for understanding as Im lecturing. For example, I will ask the students the next step while solving one of the formulas. The PowerPoint will be focused on sports such as baseball and basketball since both of these sports use spheres. Time: 20 minutes After the PowerPoint lecture the students will then get with their partners and discuss what types of sports use spheres. This will also tie in sports from the ELLs home country because not all sports are in the United states. This gives the ELLs a connection to their culture. The students will then have to write a short story (1-2 paragraphs) on why a sports teams needed to measure the volume and surface area of a sphere in that particular sport. The students will be asked to use prepositions in their story to describe where the spheres will go when using them. I will give a short mini-lecture on what a preposition is before the students begin their stories. The students will then share with their partners the story they came up with. I will also have the students highlight the prepositions in yellow, put red orange bars on both sides of the verbs, underline adverbs in purple, circling nouns in green, and boxing adjectives in blue. This shows me that they used the prepositions correctly within their sentences and they were able to identify them. Time: 25 minutes Check for Understanding and Assessment The end of this lesson will focus on finding the surface area and volume of spheres independently. Students will do worksheets called Students Study Guides. This will give me an understanding if the ELLs understood the lecture (listening skills). The worksheets will also help the students with their reading skills because they will have to follow the directions that the worksheet gives. The students will specifically do worksheet 7.6 for this section. The worksheets have a variety of levels that I can give to higher cognitive leveled students. Time: Whatever time is remaining. The assessment will be sent home for homework.
Review Key Vocabulary: How and When? The key vocabulary will be taught in the main lecture of this lesson. The students will then use this vocabulary when writing in their sentences. Review Key Content Concepts: How and When? The key content concepts will be taught
Kortney Bieringer
Geometry
2013
in the main lecture but will be reinforced when doing the practice worksheets. Review of all content and language objectives: How and When? The lesson begins with the student using listening skills in order to understand the lesson and the directions given. The students will focus on their speaking skills when they discuss the different sports in their country that use spheres. Writing skills are focused on when the student writes a paragraph using vocabulary as well as the target language objective, different types of prepositions in their story about spheres in sports. I am looking for students that used several different types of prepositions correctly in a sentence.
Spheres
Miss Bieringer
Content Objectives
You will be able to identify a sphere You will be able to solve a problem based on the surface area and volume of a sphere
Language Objectives
You will be able to use prepositions correctly in a sentence to describe the placement of a sphere.
Review: What are the properties of a sphere?

Perfectly symmetrical From the center of the sphere the radius is equal not matter where it touches No edges The cross section of a sphere is always a circle

The surface area is the sum of all the areas of all the shapes that cover the surface of an object
What is volume?
The amount of 3-dimensional space an object occupies
Sphere Surface Area and Volume
Source: http://math.about.com/od/formulas/ss/surfaceareavol.htm
Why is it useful to find the surface area and volume of a sphere?

WHAT ARE PREPOSITIONS?

Miss Bieringer
WHAT ARE THEY?
Links a noun to another noun.
EXAMPLE SENTENCES
The book is on the table. The book is beneath the table. The book is leaning against the table. The book is beside the table. She held the book over the table. She read the book during class.
Name: ______________________________
Date: ______________
Spheres: Surface Area and Volume Review: What is a sphere?
What is volume?
Sphere Surface Area and Volume Surface area formula:
Volume formula:
Example Problems r= SA=
V=
Name: ______________________________
Date: ______________
Example Problems Continued r= SA=
V=
Why is it important to find the volume and surface area of a cone? (3 guesses)
Language: What is a preposition?
Examples of Prepositions:
On a separate sheet of paper write 1-2 paragraphs on why a sports team would need to measure the volume and surface area of a sphere in that particular sport. Use prepositions in story to help describe where the spheres will go when the teams are using them. Try to focus on sports from your country. Highlight the prepositions in yellow, put orange bars around the VERBS, underline the adverbs in purple, circle the possessive nouns in green, and box the adjectives in blue.
NAME
CLASS
DATE
7.6
Fill in the blank.
1.
Surface Area and Volume of Spheres
The set of all points in space that are the same distance, r, for a given center point is known as a . The volume of a cylinder minus the volume of a cone equals the volume of a . The formula 4r 2 can be used to calculate the of a sphere.
2.
3.
Find the surface area of each sphere, with radius r or diameter d. Round your answer to the nearest tenth.
4. 7. 10.
d6 r7 d9
5. 8. 11.
d4 r2 r9
6. 9. 12.
d 10 r5 r 12
Find the surface area of the sphere based on the area, A, of a cross section through its center. Express your answer as an exact answer.
13. 14. 15. 16. 17.
A 19 A 44 A 240 A 50 A 308
Find the volume of each sphere, with radius r or diameter d. Round your answer to the nearest tenth.
18. 21. 24.
r1 d 60 r 11
19. 22. 25.
d4 r5 d 22
20. 23. 26.
d 12 d 10 d 50
Geometry
142
Answers
Lesson 7.5 Level B
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
Lesson 7.6 Level A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.
Lesson 7.5 Level C

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
296
Geometry
NAME
CLASS
DATE
7.6
Find the surface area of the sphere with the radius r or diameter d. Express your answers as exact answers in terms of .
1. 4.
r4 r 6.4
2. 5.
d4 d 4.2
3. 6.
d 10 r 8.7
The surface area of a sphere is given. Find the length of the radius to the nearest tenth.
7. 10.
24 36
8. 11.
10 27
9. 12.
100 20
Find the volume of the sphere with radius r or diameter d. Round your answers to the nearest hundredth.
13. 16. 19.
r 14 r 50 r 0.1
14. 17. 20.
d 6.2 d 12.9 d 0.1
15. 18. 21.
r 2.5 d 0.54 r 11.1
The surface area of a sphere is given. Find the volume to the nearest tenth.
22. 25. 28. 31.
100 19 900
23. 26. 29.
100 38 88
24. 27. 30.
9 450 317
Explain what happens to the volume of a sphere when the diameter is doubled. Explain what happens to the surface area of a sphere when the diameter is doubled.
32.
Find the volume of the sphere based on the area, A, of a cross section through its center. Round your answer to the nearest hundredth.
33.
A 100
34.
A 17
Geometry
143
Answers
Lesson 7.6 Level B
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
28.
2 2
2538.9 units3 432.2 units3 530.7 units3 The volume increases by a factor of 8. The surface area increases by a factor of 4. 725.25 units3 293.60 units3
29. 30. 31. 32. 33.

2
64 units 16 units
100 units2 163.84 units2 17.64 units

2
34.
302.76 units 1.4 0.9
Lesson 7.6 Level C

1.
2.8 3 2.6 2.2 11,494.04 units3 124.79 units3 65.45 units3 523,598.78 units 1124 units3 0.08 units 0 units3 0 units
3 3 3
cone: 2250 centimeters3 sphere: 4500 centimeters3 hemisphere: 2250 centimeters3 cylinder: 6750 centimeters3 greatest volume: cylinder
2. 3. 4.
12 1.8 192 centimeters2 s
15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.
5. 6. 7. 8. 9. 10.
6 units They are equal in length. 15,308.33 centimeters2 54,000 centimeters3 50 centimeters long
5,728.72 units3 94 units3 523.6 units3 14.1 units 22 units3 897.6 units3
3
43.4 units3
Lesson 7.7 Level A

1. 2.
(1, 2, 3) (2, 5, 6)
Geometry
297
NAME
CLASS
DATE
7.6
1.

cone: sphere: hemisphere: cylinder: greatest volume:
A right circular cone, sphere, hemisphere, and right cylinder can each t inside a cube with any at surface resting completely on the face of the cube. The interior side of the cube measures 30 centimeters. Find the maximum possible volume of each gure. Then determine which gure has the greatest volume.
2.
The volume-to-surface-area ratio of a sphere is 4 to 1. Find the radius of the sphere. The volume-to-surface-area ratio of a sphere is 3 to 5. Find the radius of the sphere. Find the exact surface area of a hemisphere whose radius is 8 centimeters. The surface area of a sphere and cube are the same. Express the radius r in terms of the side s of the cube.
3.
4.
5.
6.
The surface area of a sphere is numerically the same as its volume. Find the length of the diameter.
This gure is comprised of a cone, cylinder and hemisphere. The heights of the cone, cylinder, and hemisphere are each 30 centimeters. Use this gure for Exercises 710.
7.
Compare the radii of the cone, cylinder, and hemisphere.
8. 9. 10.
Find the total surface area of the gure to the nearest hundredth. Find the exact volume of the gure in terms of . Suppose you wanted to cut the gure cross-wise to make two new gures equal in volume, the piece with the cone would be how long?
144
Geometry
Answers
Lesson 7.6 Level B
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
28.
2 2
2538.9 units3 432.2 units3 530.7 units3 The volume increases by a factor of 8. The surface area increases by a factor of 4. 725.25 units3 293.60 units3
29. 30. 31. 32. 33.

2
64 units 16 units
100 units2 163.84 units2 17.64 units

2
34.
302.76 units 1.4 0.9
Lesson 7.6 Level C

1.
2.8 3 2.6 2.2 11,494.04 units3 124.79 units3 65.45 units3 523,598.78 units 1124 units3 0.08 units 0 units3 0 units
3 3 3
cone: 2250 centimeters3 sphere: 4500 centimeters3 hemisphere: 2250 centimeters3 cylinder: 6750 centimeters3 greatest volume: cylinder
2. 3. 4.
12 1.8 192 centimeters2 s
15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27.
5. 6. 7. 8. 9. 10.
6 units They are equal in length. 15,308.33 centimeters2 54,000 centimeters3 50 centimeters long
5,728.72 units3 94 units3 523.6 units3 14.1 units 22 units3 897.6 units3
3
43.4 units3
Lesson 7.7 Level A

1. 2.
(1, 2, 3) (2, 5, 6)
Geometry
297
Conclusion
In mathematics it is really difficult to differentiate day to day
instruction. Most math classes are just lecture and number based. I was able to have the students at least interact with each other to come up with different real life examples. I was also able to get the students to practice their written language skills by writing about the shapes they learned about. I find that it is really important to connect math to the real world. If students cannot make this connection it is really hard for them to care about math. If they dont care then they wont learn. I was able to get students to look at real life examples by having them brainstorm with their partner different 3-D objects that represented the shape we were learning about that day. The students then wrote a paragraph about with emphasis on nouns, verbs, adverbs, adjectives, or prepositions depending on the day. If I had the students focus on just nouns all week I feel like the lessons would have become quickly boring. At least the different type of writing every day gave students practice with their writing skills and a different style of writing each day. For example, the day I had students focus on verbs they had to describe how they would eat ice cream. The next day I had the students us prepositions to describe the placement of a ball in a sport. This helps the students connect the 3-D shapes to the real world as well as practice difficult language skills.
The students also had a chance to practice their oral skills, which is another difficult thing to do within a math class. Like I said previously, the math classroom is very much teacher centered. The teacher lectures and then the students do their worksheets, but I tried to make my lessons more student centered. The students had time to come up with realia in every lesson with their partner. This focuses on listening skills because the students must listen to their partners input, but they also must practice their speaking skills because they would have to reply to what their partner is saying. Once again it is difficult to implement something into a math lesson. The hardest thing to implement into the math lesson was reading. I focused on reading by having the PowerPoint and guided notes. The students must be able to connect what theyre reading on the PowerPoint in order to fill in their notes. Without their notes they wouldnt have examples to work with when they do their homework worksheets. The worksheets are another way that reading is implemented in the lessons. The students must be able to comprehend what the directions are asking them to do so that they will be able to do the worksheet properly. Finally, the biggest thing that I made sure to have present in my lessons was the key features of the SIOP model. The SIOP model focuses on preparing lessons in content areas and language, building background, providing comprehensible input, using strategies, interaction, practicing and
applying, lesson delivery and review. Every lesson begins with a review of 2D shapes and the properties of the 3-D shape of the day. This pries on the students background knowledge. Next, the teacher would lecture and the students would do partner activities. During this time it is perfect for the teacher to go around and give the students input when (s)he feels the student needs it. This can be on either the content area or language skills or both. The teacher would also be able to use strategies such as enunciating, slowing speech, and using simple sentences during the lecture. Finally the students apply their knowledge in the group work and homework worksheets.

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Kortney Bieringer MW 2:00pm to 3:15pm Dr.

Jeff Popko Final Unit

Texts/Resources: http://tarantamath.pbworks.com/f/Geo+Masters.pdf http://holtmcdougal.hmhco.com/hm/series.htm?level2Code=MSIB10010&level3Code=3_AG http://math.about.com/od/formulas/ss/surfaceareavol.htm

Topic: Surface Areas and Volumes of Everyday ItemsIntro to 3-D Shapes

Theme: Surface Areas and Volumes of Everyday Items

1st slide in the PowerPoint.

Height Width Length

Apex Base Cylinder Cone Height Prism Sphere 3-Deminsional

Intro to 3-D Shapes Review: Shapes I used in my quilt:

What is a 2-D shape?

3-Dimensional: What is a 3-D shape?

Types of 3-D Shapes: Prisms:

Practice Masters Level A

Surface Area and Volume

111 127 222 255 333 343 344

2. 4. 6. 8. 10. 12. 14.

145 345 225 555 334 434 444

15. 17. 19. 21. 22.

111 333 555

16. 18. 20.

222 444 666

Lesson 7.1 Level B

Lesson 7.1 Level C

Practice Masters Levels A, B, and C

Practice Masters Level B

Surface Area and Volume

Copyright by Holt, Rinehart and Winston. All rights reserved.

Lesson 7.1 Level B

Lesson 7.1 Level C

Practice Masters Levels A, B, and C

Practice Masters Level C

Surface Area and Volume

constructing a sand box with a limited amount of lumber

Copyright by Holt, Rinehart and Winston. All rights reserved.

Lesson 7.1 Level B

Lesson 7.1 Level C

Practice Masters Levels A, B, and C

12. 13. 14. 15. 16.

3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

17. 18. 19. 20. 21. 22. 23. 24. 25.

4 to 5 or 0.8 7 to 6 4 centimeters 6 centimeters s 15 s 1.8 96 units2 512 units

Lesson 7.2 Level A

100 inches3 72 centimeters3 48 centimeters3 225 inches

Lesson 7.2 Level B

Practice Masters Levels A, B, and C

will form sentences using possessive nouns.

Review: What are the properties of a prism?

What is surface area?

The amount of 3-dimensional space an object occupies.

Prism Surface Area and Volume

s= 2.5, b= 3, l= 1, h= 2 s= 1.41, b= 2, l= 3, h= 1 s= 5.5, b= 6, l= 3.1, h= 4.4

1. h= 4, w= 2, l= 6 2. h= 3.5, w= 1.8, l= 7 3. h= 1, w= 3.3, l= 1

WHAT ARE NOUNS?

WHAT ARE NOUNS?

WHAT ARE NOUNS?

WHAT ARE NOUNS?

WHAT ARE NOUNS?

WHAT IS A POSSESSIVE NOUN?

A possessive noun shows that someone or something owns an item.

Prisms: Surface Area and Volume Review: What is a prism?

Prism Surface Area and Volume What is surface area?

Rectangular Prism Surface area formula:

Triangular Prism Surface area formula: