Beruflich Dokumente
Kultur Dokumente
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
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 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.