Name of Lesson: Volume of a Cylinder and Rectangular Prism
Teacher: Ms. Reyes
Date: June 2, 2013 Class: 5 th Grade Geometry Purpose of the lesson: The purpose of this lesson is for the students to apply the concept of volume to a real-life object so that they can form real-life connections with geometry.
Resources used in planning the lesson: National Council of Teachers of Mathematics http://www.nctm.org/standards/content.aspx?id=314 Standards Toolkit http://standardstoolkit.k12.hi.us/common-core/ General Learner Outcomes (GLOs) Rubrics http://doe.k12.hi.us/curriculum/GLO_rubric.htm
Class Profile: Class make-up including Exceptional Learners: (Describe current academic functioning as well as learning preferences/ interests, i.e., they learn auditorily, visually, kinesthetically? Are they below, on, above grade level?) You can use information from your classroom profile as pre-assessment if current and applicable.
Academic Functioning This class is mostly average with a few very high and a few very low end students.
Learning Preferences/Interests Learning preferences are diverse in this class. All students will benefit from a multisensory learning approach that is engaging with real-life connections. These students enjoy experimentation and hands on activities.
Below or Above Grade Level Most students in this class are slightly below grade level for mathematics according to standardized test scores. A few students are above grade level, and a few are significantly below grade level.
Differentiation Rationale How do you plan to differentiate (content, process, and product)? Explain why (this should be linked to your student learning needs/style/interests. This link needs to be addressed in your write-up.)
The content knowledge remains the same for all students in this lesson plan. That is to calculate the volume of a 3-dimensional geometric figure and to make real-life connections to this content. However, the process and product are simplified or made more complex in order to challenge each student appropriately.
For example, students that work on the Volume of a Cylinder will be working on more complex critical thinking and problem solving measures. These students will take a more abstract approach to learning the concept. They will be working with two rectangular pieces of paper that are the same size and creating a tall and short cylinder with them. They will predict which cylinder has a larger volume. Then, they will count how many cups of cheerios fit into each cylinder. Many of them may be surprised that although the rectangles were the same size the volume of the shorter cylinder will be significantly larger than the tall one. Next, they will calculate the volume of each cylinder to conclude that the shorter cylinder does have a larger volume than the tall cylinder. Lastly, they will write a paragraph explaining their findings.
On the other hand, students working on the Volume of a Rectangular Prism will be working a more simplified version of the same concept, volume. These students will use unit cubes to fill a rectangular prism. This method of delivering the concept is more concrete because the exact amount of unit cubes that fill the rectangular prism equals to the volume, exactly. After filling the prism the students will count how many unit cubes it took to fill the prism. Then, they will formulate the equation and solve to discover that the answers are exactly the same. Lastly, they will write a paragraph explaining their findings.
All groups will briefly share their findings so that the entire class can be a part of both learning experiences. Sharing also helps students to wrap up the learning process by building confidence and showing that they understand it so well that they could teach it to someone else.
Hawaii State Standards and Benchmarks Geometric measurement: Understand concepts of volume and relate volume to multiplication and to addition. 5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l w h and V = b h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non- overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
GLOs (one or two will suffice) GLO #3: Complex Thinker: (The ability to demonstrate critical thinking and problem solving) Indicator: Considers multiple perspectives in analyzing and solving a variety of problems GLO #2: Community Contributor: (The understanding that it is essential for human beings to work together) Indicator: Cooperates with and helps and encourages others in group situations
National Standards http://www.nctm.org/standards/content.aspx?id=314 Grades 68 Expectations: In grades 68 all students should precisely describe, classify, and understand relationships among types of two- and three- dimensional objects using their defining properties; understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects; create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship. *This was the only website where I found national standards. Although I am preparing this lesson for 5 th graders to meet Hawaii State Standards, this website lists this concept as a 6 th -8 th
grade concept.
Student Learning Objectives: Students will apply their knowledge of the volume of a 3-dimensional geometrical figure to a real-life object. What do you want the students to learn? I want students to learn why the knowledge of volume is relative to them. I want them to make a connection with this geometrical concept and the world they are living in.
Are they all going to learn the same content, at the same level? All students will learn the same content, but at levels that challenge each individual student appropriately.
If not, describe the different student leaning objectives you have for each group or individual (students with IEPs may have their own objectives) The objective will remain the same for all students.
Assessment Post Assessment- how will you assess what students have learned after the lesson? (If there are 3 different activities, there will need to be 3 grading rubrics or other assessment measures for each learning activity.)
Rubric for Rectangular Prism CRITERIA Exceeds SLO Meets SLO Approaching SLO Well-Below SLO Measure and interpret a rectangular prisms volume using unit cubes Student measures and interprets the volume with 90- 100% accuracy Student measures and interprets the volume with 70- 89% accuracy Student measures and interprets the volume with 60- 69% accuracy Student measures and interprets the volume with 59% or less accuracy Construct the proper equation to find the volume of the rectangular prism and solve the equation Student constructs the proper equation and solves the equation with 90-100% accuracy Student constructs the proper equation and solves the equation with 70-89% accuracy Student constructs the proper equation and solves the equation with 60-69% accuracy Student constructs the proper equation and solves the equation with 59% or less accuracy Relate the concept of a 3- dimensional shapes volume to a real-life object Student can demonstrate relation of this concept to a real- life object with 90- 100% accuracy Student can demonstrate relation of this concept to a real- life object with 70- 89% accuracy Student can demonstrate relation of this concept to a real- life object with 60- 69% accuracy Student cannot demonstrate relation of this concept to a real- life object with accuracy
Rubric for Cylinder CRITERIA Exceeds SLO Meets SLO Approaching SLO Well-Below SLO Measure and interpret a cylinders volume using cheerios Student measures and interprets the volume with 90- 100% accuracy Student measures and interprets the volume with 70- 89% accuracy Student measures and interprets the volume with 60- 69% accuracy Student measures and interprets the volume with 59% or less accuracy Construct the proper equation to find the volume of the cylinder and solve the equation Student constructs the proper equation and solves the equation with 90-100% accuracy Student constructs the proper equation and solves the equation with 70-89% accuracy Student constructs the proper equation and solves the equation with 60-69% accuracy Student constructs the proper equation and solves the equation with 59% or less accuracy Relate the concept of a 3- dimensional shapes volume to a real-life object Student can demonstrate relation of this concept to a real- life object with 90- 100% accuracy Student can demonstrate relation of this concept to a real- life object with 70- 89% accuracy Student can demonstrate relation of this concept to a real- life object with 60- 69% accuracy Student cannot demonstrate relation of this concept to a real- life object with accuracy Teacher Content Knowledge What is your background/experience in this subject matter? Include your degree, workshops, and experience with this topic. I have an Associate in the Arts of Teaching and an Associate in Liberal Arts. I am currently enrolled in the Elementary Education program at Chaminade University to obtain my Bachelor in Elementary Education. I was a math and science resource teacher for about 5 months. I planned and carried out a variety of science and math lessons for kindergarten to 6 th grade students. These lessons were designed to enrich and reinforce the concepts that students were learning in their regular classes. In the time I spent with these students I observed that they lacked the ability to make real-life connections with geometrical concepts. I was surprised because geometry is what has built the world we live in today. Therefore, I want to design lessons that help students to connect academic concepts to real-life.
Materials/Set-Up/Safety Defines the activities of the lesson plan Volume of a Rectangular Prism: 1. Instructions 2. Volume of a Rectangular Prism Worksheet 3. Rectangular Prism Boxes 4. Unit Cubes 5. Pencils 6. Erasers
Volume of a Cylinder 1. Instructions 2. Volume of a Cylinder Worksheet 3. 4 x 8 inch Rectangular Sheets of Card Stock Paper 4. Tape 5. Cheerios 6. Cups 7. Ruler 8. Pencils 9. Erasers Literature Connection What other books from childrens literature can be used to accompany/extend this topic (listing just your math text book is not acceptable.) Let's All Assume, We Can Measure Volume! by Tracy Kompelien Measuring Volume by Julia Vogel How Do We Measure? Volume by Chris Woodford Secret Treasures and Magical Measures by Lauren Meacham Perimeter, Area, and Volume: A Monster Book of Dimensions by David A. Adler Procedures Steps in Procedure: Describe the steps in the learning activity. If there are 3 groups of learners, include procedures for each group (procedure cannot be 'students work with teacher.' but the plans and activities for each student needs to be included. Procedure for students working on the Volume of a Rectangular Prism: 1. Give instructions (rules, guidelines, etc.) 2. Divide students into groups of 2-4 3. Hand out materials 4. Monitor while they work 5. DIRECTIONS 1. Each student chooses a role/roles. (recorder, presenter, task manager, etc.) 2. As a team, discuss and predict the volume of the rectangular prism. How many unit cubes do you think will fit in the rectangular prism? 3. Fill the rectangular prism to its rim with unit cubes. 4. Log down on the worksheet, how many unit cubes it took to fill the rectangular prism. 5. Write a response to your prediction on the worksheet. 6. Count the unit cubes to find the necessary measurements (length, width, height) in order to construct the volume of the rectangular prism. Log the measurements down on the worksheet. 7. Construct the equation for the volume of the rectangular prism, log down the equation and solve. 8. Compare and Contrast your teams findings. Answer the questions on the worksheet. *The worksheet that supplements this activity will be structured in a way that guides students on what to log and where to log it.
Procedure for students working on the Volume of a Cylinder: 1. Give instructions (rules, guidelines, etc.) 2. Divide students into groups of 2-4 3. Hand out materials 4. Monitor while they work 5. DIRECTIONS 1. Each student chooses a role/roles. (recorder, presenter, task manager, etc.) 2. Roll one rectangular sheet of paper into a tall cylinder and tape it. 3. Roll the other rectangular sheet of paper into a short cylinder and tape it. 4. As a team, discuss and predict the volumes of the cylinders. Do you think one is greater, or are they equal? Why have your formed this prediction? Log down your response on the worksheet. 5. Fill the long cylinder with cheerios using the cup and be sure to fill the cup to the rim. Log how many cups it took to fill the cylinder. 6. Repeat step 5 with the short cylinder. 7. Write a response to your prediction on the worksheet. 8. Use a ruler for measurements to find the volumes for each cylinder. Log the measurements down on the worksheet. 9. Construct the equations for the volume of the cylinders, log down the equations and solve. 10. Compare and contrast your teams findings. Answer the questions on the worksheet. *The worksheet that supplements this activity will be structured in a way that guides students on what to log and where to log it.
Management Considerations For example, how will the room be arranged for three small groups (will you need to do this ahead of time or have students in charge of it?) The goal of this section is to anticipate student need for order and structure and have this element planned in your lesson.) I will arrange the students desks into pods ahead of time. I will group students into groups of 2-4 according to their academic and social abilities. Students will get to choose their roles after being placed in their groups. There will be rules and guidelines that will be established before starting group projects. These rules and guidelines will always be hanging on the wall of our classroom, but they will be reviewed when doing group work. Reflection I feel that this lesson plan will meet the needs of the diversity of learners in this class. I structured it to be similar to Mr. Jackson and Cubing, from our text, Tomlinson's Chapter 12. I really like the differentiating approach he took because although students were working at their individually appropriate level, it was challenging, engaging, and they all had the opportunity to learn from each other.