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Teacher: Lauren Wiley Lesson Topic: Unit 3 Review Course: CCR Math Ready Date: 11.8.

2017

Learning Objectives: By the end of this class session, student will be able to:
Essential Questions:
o What is the relationship between the perimeter and the area of a figure? The surface
area and volume?
o How can you use volume formulas to solve problems?
o How do these formulas apply in real-life situations?
Content Objectives:
o Review for Unit 3 Test:
Measurement and Proportional Reasoning: Solidify student understanding on a variety of
standard measurements commonly encountered in real-life scenarios.
o Solve multi-step problems that involve planning or converting units of measure
o Solve word problems containing rates and proportions
o Apply geometric concepts in modeling situation
o Reason quantitatively and use units to solve problems
o Use coordinates to prove simple geometric theorems algebraically
o Explain volume formulas and use them to solve problems
Academic Language Objectives:
o Recall and apply definitions of unit vocabulary including perimeter, area, surface area,
volume, square, rectangle, triangle, quadrilateral, pyramid, cone, sphere.
Assessment Statement: What artifacts show they have met the objective?
o Bell-work problems
o Gallery Walk Answers
o Conversations with peers and teachers
o Practice Test
Specific Standard Indicators Aligned with this Lesson:
o NO.1: Use units as a way to understand problems and to guide the solution of multi-step
problems
o NO.2: Define appropriate quantities for the purpose of descriptive modeling
o G.1: Use coordinates to prove simple geometric theorems algebraically
o G.2: Use coordinates to compute perimeters of polygons and areas of triangles and
rectangles, e.g., using the distance formula
o G.3: Give an informal argument for the formulas for the circumference of a circle, area of
a circle, volume of a cylinder, pyramid, and cone.
o G.4: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
o G.5: Apply concepts of density based on area and volume in modeling situations (e.g.,
persons per square mile, BTUs per cubic foot)
o G.6: Apply geometric methods to solve design problems (e.g., designing an object or
structure to satisfy physical constraints or minimize cost; working with typographic
grid systems based on ratios)
Specific NCTM Mathematical Practices:
o Make sense of problems and persevere in solving them through reasoning and
exploration. (NCTM 2a)
o Reason abstractly and quantitatively by using multiple forms of representations
to make sense of and understand mathematics. (NCTM 2b)
o Construct viable arguments and critique the reasoning of others.
o Contextualize mathematical ideas by connecting them to real-world situations.
Model with mathematics. (NCTM 2c)
o Use appropriate tools strategically. (NCTM 4e)
o Attend to precision.
o Look for and make use of patterns and structure. (NCTM 2b)
o Look for and express regularity in repeated reasoning. (NCTM 5a)
o Demonstrate flexible use of strategies and methods while reflecting on which
procedures seem to work best for specific ty pes of problems.
o Reflect on mistakes and misconceptions to improve mathematical understanding.
Mathematical Conceptual Categories (NCTM 1a):
o Number and Quantity o Modeling
o Algebra o Geometry
o Functions o Statistics and Probability
Supporting a Variety of Learners: Ways to differentiate/accommodate include
Students with IEPs/504 Plans:
o Student will be able to correctly identify pertinent information from a story problem
using annotation skills
o Place students near the front of the class
o Modified story problems/questions on tests and homework as needed
Students with Specific Language Needs:
o Reinforcing academic language through rich vocabulary focus, providing differentiated
instruction on multiple learning styles and needs, pre-teach key words, guided notes.
Students with Other Learning Needs:
o Differentiated instruction, seating charts, challenge problems
o Focus on Zone of Proximal Development, developmentally appropriate instruction
o Discourse instruction, social
This lesson in particular incorporates movement around the room (especially vital for students
who are not necessarily engaged sitting at a desk for the entire lesson). This lesson also allows
students to work together, with a few challenge problems for the higher-ability students who may
need the challenge.
Learning Tasks (NCTM 5b):
o Class/Group Discussion o Lecture/Direct Instruction/Modeling
o Cooperative Learning/Small Group o Question/Answer
o Guided Practice o Learning Stations
o Writing to Learn o Simulation/Role Playing/Game
o Hands-on o Independent Learning
o Inquiry Learning/PBL

Preparation needed for the lesson:


o Materials: Large post-its for students to work on, markers
o Technology: bell-work slides. Instruction slide
o Copy: packets with review questions, worked out answers to post on canvas
Specific Learning Tasks:
o Bell-work Discussion: 2-3 skills check questions to help prepare students for test
o Cooperative Small-Group Learning Activity
Lesson Agenda:
Prior Academic Learning and Prerequisite Skills (Warm-Up): How will you support students in accessing
prior knowledge, personal, real-world and/or cultural connections?
o A slide with bell-work problems will be on the board as students come in, asking them to practices
skills previously learned (mostly in the last few weeks of the unit), with the focus on prior
academic learning objects and warm-up skills to be used later in the lesson.
o The idea of scaffolding will be utilized, consistently building upon prior academic learning and
progressing towards stronger comprehension of the subject.
What do I expect my students to know already?
o Understand the concept of a ratio and use ratio reasoning to solve problems
o Students should be able to connect ratio reasoning to proportional relationships and use these
relationships to solve real-world and mathematical problems
o Basic understandings of area, surface area, and volume
o Students should be able to solve real-life and mathematical problems involving area, surface area,
and volume of two and three dimensional figures.
TIME TEACHER WILL BE: STUDENTS WILL BE: RATIONALE:
0-5 MIN Taking attendance and walking Completing bell-work Activated prior
around the room as students settle problem. academic learning and
in. Homework out on desks for pre-requisite skills.
Checking completion of homework teacher to check.
and answering any individual
question students may have
Also time for any class
announcements
5-10 Facilitating discussion and Participating in discussion Use discussion to build a
MIN modeling full solutions for bell- by offering answers. foundation for skills to
work problems (how to pick out Explaining answers given be used in todays
important information, how to use to class lesson, identifying areas
formulas and pick which to use, Asking questions when of strength and deficit in
etc.) they are unsure of the prior academic learning.
process.
Questioning any statement Preparing students to
or answer that doesnt recall any skills theyve
seem true. previously learned
Help students explain
and support their
answers with
mathematical reasoning.
10-13 Explain goal/objective for the day. Listening to directions Social construct of
MIN Have directions on board and say Receiving the packet of knowledge
them aloud. questions Discourse instruction
and classroom
Have students pair up in groups of management
2-3. Together, they will work on
the questions on the worksheet.
Holly and I will be around to
answer any questions that they
may have.

Pick at least 5 of the 8 questions to


work on as a group.
13-33 Walking around the room, giving Working in partners or Learning is social
MIN any feedback and helping students groups to answer the students work together
who may need it. review questions. allow the teacher to
If a solution is not full, encouraging hear conversations
students to take another look and Justifying their answers
fill in any spots. and showing all of their Zone of proximal
work. development giving a
As we check answers, we will have choice and a minimum
each group put up an answer on number of problems
the posters around the room for worked with extra for
everyone to see. students who may need
the challenge.
33-49 Walk through more difficult Students if comfortable will Students will gain
MIN questions (or questions not many share their own answers confidence to speak and
of the groups completed with the support of the share answers in their
accurately). teacher. classroom community
and demonstrate their
thinking while working
through the problems:
problem-solving skills
and reasoning.
Daily Assessment (NCTM 3f and 5c):
Level(s) of Higher Order Thinking Addressed Today:
o Knowledge o Analysis
o Comprehension o Synthesis
o Application o Evaluation
Formative:
o Class Discussion o Listened to conversations
o CPS clickers o Math Journal
o Email teacher o Quiz
o Entrance/Exit Slip o Video quiz
o Teacher Observe o Voting
o Thumbs up, neutral, down o Whiteboard Check
o Homework Check o Other: Answers on activity posters
Summative:
o Test (on 11/10) o Presentation
o Project o Final Exam
o Report o Other:
Based on student assessment feedback, what is the instructional impact for tomorrows lesson?
Students in the first period had a clear grasp of all of the questions, including question #8. This question
will not need to be reviewed tomorrow for that class. However, the second period has significantly less
understanding of this topic and would probably appreciate more review of similar questions tomorrow.
Other Reflections:
Timing worked out well for 2/3 of the classes. The last class didnt make it to putting answers up around
the room to complete the gallery walk portion. Also, we had all students complete question #8 as it was
the hardest question on the worksheet. Otherwise, they had the choice. Many students completed more
than 5 questions, some completing the entire packet.
CCR Math Ready: Unit 3b Review for Test
Question 1: Sam cuts grass at $0.10 per square meter. How much does Sam
earn cutting this area?

Question 2: An ICEE consists of a cylindrical cup with a hemisphere on top. The


height of the cylinder is 8 inches and the diameter is 4 inches. What is the
volume of the ICEE pictured here? What is the surface area of the ICEE?

Question 3: Abby wanted to paint a box to give her grandmother for her
birthday. The box is pictured below. How many square inches will Abby have
to paint?

5 in.
4 in.

12 in.
Question 4: All of the dimensions of a cylinder were quadrupled, and it
resulted in a cylinder with a volume of 8064 cubic centimeters. What was the
volume of the smaller cylinder?

Question 5: Which is larger, a cylindrical vase with a diameter of 8 inches and a


height of 13 inches, or a basketball with a diameter of 14 inches?

Question 6: Find the volume of the cube, pictured here, with a cone shaped
hole in it.
Question 7: Find the area and perimeter of the irregular polygon.

Question 8: Consider the points P(8,3), I(2,1), K(1,4), and E(7,6). Plot the
points. Find the perimeter and area of the shape. Round your answers to the
nearest hundredth.

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