LESSON PLAN (day 1) Integrated Algebra

Topic: Volume of Cones

Central Focus (CF)

AIM
Common Core
Standards

Students will be able to compute the volume of a cone.

How do we compute the volume of a cone?

CC.8.G.9 Solve real-world and mathematical problems involving volume of

cylinders, cones and spheres. Know the formulas for the volume of cones, cylinders, and
spheres and use them to solve real-world and mathematical problems.

Mathematic
Practice:
Content
Objectives:

MP 6: Attend to precision
MP 2: Reason abstractly and quantitatively
Given the dimensions of a cone, students will be able to compute the volume by using
the volume formula and substitution.
Given the volume and height of a cone, students will be able to compute the radius by
rewriting the volume formula and using substitution.

Length:

54 minutes

Materials:

whiteboard, dry-erase markers, eraser, cylinder and cone with the same height and
radius, lentils, TI 83 calculator, differentiated worksheets for class work and homework,
assessments
Prerequisite Skills Compute a number taken to a power
Multiply terms
Cancel terms
Solve for a formula using substitution
Compute the volume of a cylinder
Vocabulary:
Circle, Radius, Diameter, Area, Volume, Compare, Ratio, Proportion,
Power/Exponent, Units

Procedure:

1. Student will copy AIM promptly after class begins.

2. Students will start Do Now.
3. Selected student will show and explain answer to Do Now to the class, which in this
case will simply be to state the volume formula for the cylinder.
4. Teacher introduces experiment to determine relationship between the volume of a cone
and cylinder and derive volume formula for a cone.
5. Teacher discusses vocabulary.
6. Distribute in-class worksheet.
7. Class works on selected problems with teacher guiding them.
8. Students work on worksheet independently while teacher circulates and offers
assistance.
9. Teacher hands out worksheet for homework.
10. Teacher hands out assessment.
11. Students turn in assessment at the end of the class period.

Teacher Does
Motivation (3
minutes)

Introduce to
new material
(10 minutes)

Students Do

The teacher instructs students to copy Aim and Do Now.

Students work
Write the volume formula for the cylinder.
on the problem
If selected student gives incorrect or incomplete formula, teacher asks
independently.
class for more input and guides the way to the correct/complete formula.
Selected
student gives answer
and explains.

Other students
respond.

Teacher presents students with lentils, a cylinder and cone with the
same height and radius. Teacher explains that the purpose of the
activity is to determine the relationship between cylinders and cones
and that lentils will be poured from the cone into the cylinder until
the cylinder is full.
Teacher invites volunteers to come pour a cone full of lentils into the
cylinder.
After it is shown that three cones full of lentils fill a cylinder.
Teacher writes the following on the board3 (volume of the cone)=volume of the cylinder
Ask students how to fill the right side of the equation. Guide to
volume formula determined during motivation
Ask what type of equation we have. (Multiplication)
Ask what the inverse operation of multiplication is. (Division)
Divide both sides by 3 to complete derivation of equation.
Discuss vocabulary

Students
volunteer to pour
lentils.

Students
answer questions to
help teacher derive
the equation for
volume of a cone.

Students copy
derivation from the
board.

Copy
vocabulary words.

Guided
Practice
(10 min)

Example 1: Find the volume of a cone with a radius of 2 inches and a

height of 5 inches.
Discuss and annotate steps.
Step 1:
Write the volume formula for the cone.
Step 2:
Substitute 2 inches for r and 5 inches for h.
Step 3:
Compute
=
=4
Step 4:
Multiply like terms.
Step 5:
Make sure that dimension of the unit matches dimension of object.
Exponent/Power should match the number of dimensions involved in
computation/ volume is 3-dimensional, so for inches we have
.

Students need to
write down steps
as the teacher is
guiding them.
Students answer
questions for
example 2.

Example 2: Find the volume of a cone with a radius of 3 inches and a

height of 5 inches.
Solicit and discuss steps with students.
What is step 1? What is step 2? What is step 3? What is step 4
What is step 5?

Independent
Practice
(21 min)

Informal
Assessment
Formal
Assessment
(10 min)

Circulate around the classroom when students are solving problems

on their own.
Check if students are working on their task.
Help students who are struggling. Pay specific attention to struggling
readers and model decoding of word problems.
Clarify or show more examples if most of students are still confused.
Address the entire class if a specific type of confusion is common.
Observe students and note how they approach problems. Listen to
conversations. Ask clarifying questions. Ask students to explain their
steps. Take notes on clipboards with list of student names.

Students work.
Students respond
to questions.

Students ask
questions.

Students work.
Students respond
to questions.

The teacher hands out assessment quizzes.

Students do the quiz
Red: What is the volume of a cone with a height of 5 inches and a radius and hand it in.
of 4 inches?
Yellow: A cone has volume of 100

and a height of 12 inches. What

is the radius of the cone?

Green: A cone has volume of 100

and a height of 12 inches. What is

the radius of the cone?

How many cones of lentils will it take to fill a cylinder if the cone and
cylinder have the same radius but the height of the cylinder is twice the
height of the cone?

Name:
Directions: Show all work. If is included in your answer, leave the answer in form. Be sure to
include units.
Red
Find the volume for each cone.

(4) A cone has a volume of 30

and a radius of 3 inches. What is the height of the cone?

(5) A cone has volume of 100

and a height of 12 inches. What is the radius of the cone?

Yellow
(6) How many cones of lentils will it take to fill a cylinder if the cone and cylinder have the same
radius but the height of the cylinder is twice the height of the cone? Explain your answer.

Green
(7) A cone and cylinder both have a radius of 5 inches. The height of the cylinder is 10 inches. If
the cone and cylinder have the same volume, what is the height of the cone? Explain your
answer.

LESSON PLAN (day 2) Integrated Algebra

Topic: Surface Area and Volume of a Sphere
Central Focus (CF)

Students will be able to compute the surface area and volume of a sphere.

AIM
Common Core
Standards

How do we find the surface area and volume of a sphere?

Mathematic
Practice:
Content
Objectives:

Language
Objective:

CC.8.G.9 Solve real-world and mathematical problems involving volume of

cylinders, cones and spheres. Know the formulas for the volume of cones, cylinders, and
spheres and use them to solve real-world and mathematical problems.
MP 6: Attend to precision
MP 2: Reason abstractly and quantitatively
Given the radius of sphere, students will be able to find the surface area by surface
area formula and substitution.
Given the radius of a sphere, students will be able to find the volume by using the
volume formula and substitution.
Given the volume or surface area of a sphere, students will be able to find the radius
by rewriting the respective formula and using substitution.
Students will be able to verbally explain their steps as they solve a problem.

Length:

54 minutes

Materials:

whiteboard, dry-erase markers, eraser, basketball, TI 83 calculator, differentiated

worksheets for class work and homework, assessments

Prerequisite Skills

Compute a number taken to a power

Multiply terms
Cancel terms
Solve for a formula using substitution

Vocabulary:

Sphere, Radius, Diameter, Surface Area, Volume, Units

Procedure:

1. Student will copy AIM promptly after class begins.

2. Students will start Do Now.
3. Selected student will show and explain answer to Do Now to the class, which in this
case will be to find the area of a circle with a radius of 3 inches.
4. Teacher introduces new formulas and models solving for volume and surface area for
a given radius.
5. Teacher discusses vocabulary.
6. Teacher distributes in-class worksheet.
7. Class works on selected problems with teacher guiding them.
8. Students work on worksheet independently while teacher circulates and offers
assistance.
9. Teacher hands out worksheet for homework.
10. Teacher hands out assessment.
11. Students turn in assessment at the end of the class period.

Teacher Does
Motivation
(3 minutes)

Introduction
to new
material (5
min)

Students Do

The teacher instructs students to copy Aim and Do Now.

Find the area of a circle with a radius of 3 inches.
If selected student gives incorrect or incomplete answer, teacher asks
class for more input and guides the way to the correct/complete
answer.

Presents basketball as model of sphere.

Mentions that formulas will be derived in a future demonstration.
Writes and discusses formulas

Volume of sphere:

Surface area of sphere :

What is the one piece of information I need to find the volume or the
surface area of a sphere?

Example r = 1 inch

If my radius is 1 inch, what should my units for volume be?

Cubic inches:

Students work
on the problem
independently.

Selected
student gives answer
and explains.

Other students
respond

Students write
down formulas.

Students answer
questions.

Guided
Practice
(15 min)

Independent
Practice
(21 min)

Informal
Assessment

Example 1: Find the volume of a sphere with a radius of 2 inches.

Discuss and annotate steps.
Step 1:
Write the volume formula for the sphere.
Step 2:
Substitute 2 inches for r.
Step 3:
Compute = = 8
Step 4:
Multiply like terms.
Step 5:
Make sure that dimension of the unit matches dimension of object.
Exponent/Power should match the number of dimensions involved in
computation/ volume is 3-dimensional, so for inches we have
.
Example 2: Find the surface area of a sphere with a radius of 2 inches.
Discuss and annotate steps.
Solicit and discuss steps with students.
What is step 1? What is step 2? What is step 3? What is step 4
What is step 5?
Example 3: Find surface area and volume of sphere for r = 3 ft
Circulate around the classroom when students are solving problems
on their own.
Check if students are working on their task.
Help students who are struggling. Pay specific attention to
struggling readers and model decoding of word problems.
Clarify or show more examples if most of students are still
confused. Address the entire class if a specific type of confusion is
common.
Observe students and note how they approach problems. Listen to
conversations. Ask clarifying questions. Ask students to explain their
steps. Take notes on clipboards with list of student names.

Students need to
write down steps
as the teacher is
guiding them.
Students answer
questions for
examples 2 & 3.

Students work.
Students respond
to questions.

Students ask
questions.

Students work.

Students
respond to questions.

Discussion of
Teacher uses problem (5) from worksheet as an example- A sphere

Students
problems
has a surface area of 16
. Find the radius of the sphere.
respond to questions.
which require

Students take
=

Discuss and annotate steps.

working
notes.
backwards(10
min)
Formal
The teacher hands out assessment quizzes.
Students do the quiz
Assessment
Red: What is the volume and surface area of sphere with a radius of 3 and hand it in.
inches?
(10 min)
Yellow: A sphere has a surface area of 100
. What is the radius of
the sphere?
Green: A sphere has a volume of 36
. What is the surface area of
the sphere?

Name:
Directions: Show all work. If is included in your answer, leave the answer in form. Be sure to
include units.
Red

Find the surface area for each sphere.

(1) r

= 5 in

(2) r = 4 in

Find the volume of each sphere.

(3) r = 3 in

(4) d = 12 ft

(5) A sphere has a surface area of 16

Yellow
(6) A sphere has a volume of 36

. Find the radius of the sphere.

. Find the radius of the sphere.

Green
(7) A sphere has a surface area of 100

. Find the volume of the sphere.

LESSON PLAN (day 3) Integrated Algebra

Topic: Relationship Between Radius and Volume and Surface Area
Central Focus (CF)

Students will be able to determine how multiplying the radius by a factor affects
the volume of cylinders, cones and spheres.

AIM

How does multiplying the radius of radii of cylinders, cones and spheres by a factor affect
the volume?

Common Core
Standards

Mathematic
Practice:
Content
Objectives:

Language
Objective:

CC.8.G.9 Solve real-world and mathematical problems involving volume of

cylinders, cones and spheres. Know the formulas for the volume of cones, cylinders, and
spheres and use them to solve real-world and mathematical problems.
MP 6: Attend to precision
MP 2: Reason abstractly and quantitatively
Given a radius multiplied by a factor n, students will calculate the new volume of a
cylinder, cone or sphere.
Given a radius multiplied by a factor n, students will show the factor of the new volume
by writing a ratio.
Students will be able to solve exponential functions that involve exponential decay.
Students will be able to identify rate of decay and decay factor from a given equation
or a word problem.
Students will be able to verbally explain their steps as they solve a problem.
Students will be able explain in written form how multiplying the radius by a factor
affects the volume of cylinders, cones and spheres. .

Length:

54 minutes

Materials:

whiteboard, dry-erase markers, eraser, 6 cylinders of height h and radius r, 6 cylinders of

height h and radius 2r,lentils, 6 large cups, TI 83 calculator, differentiated worksheets for
class work and homework, assessments
Solve for the volume of cylinders, cones and spheres using respective volume
formulas and substitution
Solve for surface area of sphere using formula for surface area and substitution

Prerequisite Skills

Vocabulary:

Sphere, Radius, Diameter, Surface Area, Volume, Units, Factor, Ratio

Procedure:

1. Student will copy AIM promptly after class begins.

2. Students will start Do Now.
3. Selected student will show and explain answer to Do Now to the class, which in this
case will be to find the volume of a cylinder with radius 4 inches and height 3 inches.
4. Teacher introduces experiment to show how multiplying the radius of cylinder by a
factor n affects the volume and guides students to generalized principle.
5. Teacher discusses vocabulary.
6. Teacher distributes in-class worksheet.
7. Class works on selected problems with teacher guiding them.
8. Students work on worksheet independently while teacher circulates and offers
assistance.
9. Teacher hands out worksheet for homework.
10. Teacher hands out assessment.
11. Students turn in assessment at the end of the class period.

Teacher Does
Motivation
(3 minutes)

Introduction
to new
material (12
min)

Students Do

The teacher instructs students to copy Aim and Do Now.

Find the volume of a cylinder with radius 4 inches and height 3 inches.
If selected student gives incorrect or incomplete answer, teacher asks
class for more input and guides the way to the correct/complete answer.

Teacher presents students with lentils and two sets of cylinders.

All cylinders have the same height. The smaller cylinders have a radius
which is half the radius of the larger cylinders. To save time, this is
demonstrated by Xeroxed images of rulers taped on the bottoms of the
cylinders. Students are asked how many small cylinders it will take to fill a
large cylinder. A large cup of lentils, one small and one large cylinder are
passed out to each of the 5 groups. Students discover that it takes 4
small cylinders to fill a large cylinder.

Teacher challenges students to explain the proportion.

Teacher writes the proportion on the board

=4

Teacher asks

What is the expression for the numerator?

What is the expression for the denominator?

What is

How do we reduce the expression

Students work
on the problem
independently.

Selected
student gives answer
and explains.

Other students
respond.

Students take
notes.

Students
respond to questions.

Students write
down and repeat rule :
Whatever you do to
the radius, you do to
the factor.

Students explain
why it takes 4
small cylinders to
fill one large
cylinder after
learning more of
the
mathematical
details.

Teacher repeats the process with n

Summarize rule: Whatever you do to the radius, you do to the

factor. Ask students to attempt to explain why it takes 4 small cylinders
to fill the large cylinder and encourage them to refer to the rule and
emphasize that the area base of the larger cylinder is four times greater
than the base of the smaller cylinder.

Guided
Practice
(10 min)

Students take
notes.
Students
respond to
questions.

Example 1: How many times greater is the volume of a sphere if its

radius has been multiplied by a factor of 2?
Step 1:
Write a ratio:
=
Step 2:
Write volume formulas, substituting 2r for r in larger sphere:

Step 3:
Compute

= 8 and reduce

=8

Note that every ratio reduces to the factor of the radius taken to the
power of the radius. Repeat Whatever you do to the radius, you do to the
factor.
Example 2: How many times greater is the surface area of a sphere if its
radius has been multiplied by a factor of 2? Guide to insight that we
immediately know the answer is
since 2 is the factor of the radius and
2 is the exponent/power of the radius in the surface area formula.
Independent
Practice
(21 min)

Circulate around the classroom when students are solving problems

Students work.
on their own.

Students respond
Check if students are working on their task.
to questions.
Help students who are struggling. Pay specific attention to struggling
Students ask
questions.
readers and model decoding of word problems.
Clarify or show more examples if most of students are still confused.
Address the entire class if a specific type of confusion is common.

Students work.

Students
respond to questions.

Informal
Assessment

Observe students and note how they approach problems. Listen to

conversations. Ask clarifying questions. Ask students to explain their
steps. Take notes on clipboards with list of student names.

Formal
Assessment

The teacher hands out assessment quizzes.

Students do the quiz
Red: Two cylinders have the same height. One has a radius 4 times larger and hand it in.

(10 min)

than the other. How many times greater is the volume of the larger
cylinder? Yellow: A beach ball has a radius of 1 foot. A larger beach ball
has a radius of 3 feet. How many times as much air does the larger beach
ball contain? Green: Show that if you multiply the radius of any cylinder
by n, the volume of the new cylinder will be multiplied by . Show this
by writing a ratio.

Name:
Directions: Show all work. If is included in your answer, leave the answer in form. Be sure to
include units. You may need to use your notes.

Red
(1) Explain what we mean when say whatever you do to the radius, you do to the factor.

(2) In our experiment, the large and small cylinders have the same height, but the radius of the
large cylinder is twice the radius of the small cylinder. We just observed that it took four small
cylinders of lentils to fill one large cylinder. Explain why.

(3) Two cylinders have the same height. One has a radius 3 times larger than the other. How
many times greater is the volume of the larger cylinder?

(4) A beach ball has a radius of 1 foot. A larger beach ball has a radius of 2 feet. How many
times as much air does the larger beach ball contain?

(5) A company sells a can of tomatoes and peppers for $2 a can. They are going to sell a jumbo
sized can with twice the height and three times the radius. Assuming the price will be
proportionate, how much will they charge for the jumbo sized can?

Yellow
(6) A cylinder and a cone have the same height, but the radius of the cone is three times the
radius of the cylinder. How many times greater is the volume of the cone?

Green
(7) Show that if you multiply the radius of any cylinder by n, the volume of the new cylinder will
be multiplied by . Show this by writing a ratio.

The following rubric was used to assess the students work on the assessment:
Question SLO

Full Credit

Partial Credit

No Credit

Given the surface

area of a sphere, a
student will compute
the radius by working
backwards from the
formula for surface
area and by
substitution.

Student correctly
computes the radius
by working backwards
from the formula for
surface area and by
substitution. Units are
correct.

Missing or incorrect
units are worth a
point.
Student uses correct
formula and
procedure but makes
computational errors
such as not taking the
square root of the
radius.

No work is done.
Incorrect formula is
used or work is
unintelligible.

Given a word problem

which refers to
cylinders with the
same height and radii
r and rn, where n is a
factor greater than 1, a
student will compute
how many small
cylinders it will take to
equal the volume of
the larger cylinder by
computing n^2.

Student correctly
computes problem by
any method.

Student uses a
method which is
correct but arrives at
incorrect answer via
computational
answers.

No work is done.
Incorrect formula is
used or work is
unintelligible.
Problem is done as
linear problem.

Given two scenariosone where the height

of a cone is multiplied
by a factor, the other
where the radius of
the same cone is
multiplied by the same
factor, a student will
explain why the factor
of the volume in case
1 is different from the
factor in case 2 by
distinguishing the
linear case from the

Student correctly
uses vocabulary to
clearly explain why
the factor of the
volume in case 1 is
different from the
factor in case 2 by
distinguishing the
linear case from the
non-linear case.

Student explains why

the factor of the
volume in case 1 is
different from the
factor in case 2 by
distinguishing the
linear case from the
non-linear case but
vocabulary is used
incorrectly or
explanation is not
entirely clear or
correct.
Student uses
alternative method or
explaining which is
partially correct.

No work is done.
Answer is
unintelligible.

Question on
the quiz

Type of
Question
(Procedural,
Conceptual,
Problem
Solving)
Procedural

Number
of
students
receiving
full credit

(2)

(3)

(1)

Number Summary of types of student

of
error
students
receiving
no credit

22

Number
of
students
receiving
partial
credit
4

(1)Student used incorrect

formula.
(2)Student did not take square
root.
(3)Student did not include
units.
(4)Student made error while
dividing.

Problem
Solving

14

Conceptual

14

10

(1)Student found volume of

both cans and made
computational errors resulting
in close but incorrect
proportion.
(2) Student divided larger
diameter by smaller diameter:
ie linear comparison.
(3)Student drew diagrams but
only compared them from a 2dimensional perspective.
(1)Student only attempted to
construct the volume formula
for cone from diagram, and
formula was incorrect.
(2)Student incorrectly
assessed the relationship
between the height and the
volume of a cone and thus
gave incomplete explanation.
(3)Student explained the
volume proportion between
the large and small cone by
referring to the analogous
example of the proportion of
large and small cylinders
without identifying the more
general principle of the factor
of the radius.

Samples