8 Aufrufe

Hochgeladen von api-384852100

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

- Mathematics Grade X SA II Papers (4)
- Water and Wastewater Formulas
- Add Math P2 Trial SPM Zon a 2010
- Budget of Work in Math 6- 1st-4th Qtr.
- 9th Surface Area and Volume Test Paper-2
- MYE 2019
- Chapter 2 II Volume ENHANCE
- Compass Placement Assessment Study Guide and Frequently Asked Questions
- Curriculum Night Ppt
- geometrylessonplan aprager akarafas
- Maths Times 2008 com
- Indiainfoline - Business School -- CAT FULL LENGTH TEST 3
- SSC ModelTest4
- Question-paper-Paper-1R-June-2014.pdf
- Maths Question paper Winter: 0580_w02_qp_4
- Honors Module 5 Test Review
- Description of an Apparatus to Register Graphically the Settlements of a Plame Plate Resting Upon a Subsoil and Charged
- Introduction of Mathematics Competencies in Grade II
- 30 June Maths I
- SKUSKAPMAT.pdf

Sie sind auf Seite 1von 27

TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,

to solve problems using appropriate units of measure;

TEKS Process Standards: 1 (E) create and use representations to organize, record, and communicate mathematical ideas;

ELPS: 4F. use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,

students will be able to Use Digital Interactive Cover Key Concept – S work on Lesson Check 15 mins allowed time to work

find the surface area of a Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice

prism and a cylinder PearsonTexas.com concept from whiteboard and check their work with as a QUIZ grade on page 356

Students follow from (teacher introduction) teacher of Student Companion

Key concept 1 prism After ~8 mins, T calls on If S finishes early, he/she

Student Companion

Lateral and total surface selected Ss to demonstrate brings the book to teacher

Interactive Journal page

areas of a prism their work on whiteboard desk to be graded promptly

461 Q 1-3 includes solving Then, S starts

Cylinders

Use Prompt Questions Lateral and total surface strategies pearsonrealize.com on

and Connect areas of a cylinder Q 4-6 includes if students chromebook

Mathematical Ideas (1)(F) T guides Ss to solve understood the lesson Group grading if all students

Problems 1-4 and students S explain their finished together – assigned S

solve Got It? parts after understanding on q 4-6 distributes markers and T calls

each problem is presented. with oral explanation to the out correct answer/solution

Advanced Ss can continue class. and Ss grades themselves and

solving coming questions and T jots Ss grades on printed

check their solution with T. spreadsheet log

Geometry – LESSON PLAN

To explain and help them identify 3-D figures and what they look like, I used the following manipulatives.

Also, to explain the concept of surface area and volume, I used the following manipulatives

Geometry – LESSON PLAN

Since I can unwrap these manipulatives, students can be able to see what they look like, and what shapes the 3-D figures have. So, then when I unwrapped the

manipulatives, they could conceptualize the figure.

Here is the knowledge check (quiz) of the surface of cylinder and prism

Geometry – LESSON PLAN

Teacher: Mr.Bilal

Week from: 4/16/2018 to 4/20/2018

Grade Level: 9 , 10ESL Support: GT Support: SPED / 504 Support:

Technology PBL assignments Extra instruction/explanation

Hands on interest-based extension activites Minimizing distractions to the students

Technology thrive on complexity Extra time to complete exams

Calculation devices

RC 1: Geometric Structure

Reporting Category: RC 4: Congruence and the Geometry of Size

Bloom’s Taxonomy: ☒2. Comprehension ☐5. Synthesis

☒3. Application ☐6. Evaluation

Instructional Strategies (check all that apply):

☒Multiple Intelligences ☒Scaffolding ☐Interest Centers

☐Jigsaw ☐Flexible Grouping ☒Interest Groups

☐Taped Material ☒Learning Contracts ☒Varied Homework

☒Modified Directions ☒Small‐group Instruction ☐Listening Centers

☐Varying Organizers ☐Group Investigation ☐Varied Journal Prompts

☒Varied Texts ☐Independent Study ☒Complex Instruction

☐Reading Buddies ☒Instructional Conversations ☐Academic Vocabulary

☐Modeling ☐Varied Questioning Strategies ☐Other: ______________________________

Assessment / Product (check all that apply):

☒Quiz / Exam ☐Performance‐based Assessment

☐Thinking Map ☒Creative Representation / Game

☐Storyboard ☐Exit Ticket / Exit Writing

☐PowerPoint ☐Debate

☒Slideshow ☐Webcast

☒Published Writing ☐STAAR Assessment

☒Drawing ☐Portfolio

Geometry – LESSON PLAN

1. Warmups from Solve-IT of each lesson on Pearson 1. conclusion / conclusión 1. Pearson book

2. Teaching from NOTES section topic 2. conditional / condicional 2. White boards

3. 5E MODEL as modeled on the book 3. contrapositive / contrapositivo 3. Grid paper for graphing

4. Cooperative Learning Kagan Algebra 1 book for activities 4. converse / recíproco 4. Number line ruler

5. equivalent statements / 5. MathXL for HW

enunciados equivalentes 6. GeoGebra for interactive graphing

6. hypothesis / hipótesis 7.

1.ENGAGE &

Objective 2. EXPLAIN 4.ELABORATE 5. EVALUATE

2.EXPLORE

Preparing to Teach Guided Problem Solving Practice Assess and Intervene

Interactive Learning

~2 mins ~10 mins ~40 mins ~20 mins ~18 mins

Lesson 14-3 | Surface Areas of Pyramids and Cones 45 MIN – CLASS TIME MONDAY 4/16/2018

TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,

to solve problems using appropriate units of measure;

TEKS Process Standards: 1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental

math, estimation, and number sense as appropriate, to solve problems;

ELPS: 4G. demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or

students will be able to Use Digital Interactive Cover Key Concept – S work on Lesson Check 15 mins allowed time to work

find the surface area of a Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice

a pyramid and a cone PearsonTexas.com concept from whiteboard and check their work with If S finishes early, he/she

Students follow from (teacher introduction) teacher brings the book to teacher

Key concept 1 prism After ~8 mins, T calls on desk to be graded promptly

Student Companion

Lateral and total surface selected Ss to demonstrate Then, S starts

Interactive Journal page

areas of a pyramid their work on whiteboard pearsonrealize.com on

468 Q 1-3 includes solving

Cylinders chromebook

Use Prompt Questions Lateral and total surface strategies

and Connect areas of a cone Q 4-6 includes if students

Mathematical Ideas (1)(F) T guides Ss to solve understood the lesson

Problems 1-3 and students S explain their

solve Got It? parts after understanding on q 4-6

each problem is presented. with oral explanation to the

Advanced Ss can continue class.

Geometry – LESSON PLAN

check their solution with T.

Lesson 14-4 | Volumes of Prisms and Cylinders 90 MIN – CLASS TIME WEDNESDAY 4/18/2018

TEKS: 11. (D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems

using appropriate units of measure.

TEKS Process Standards: 1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

ELPS: 3G. express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in

Objective: Use Digital Interactive Cover Key Concept – S work on Lesson Check 15 mins allowed time to work

Students will be able to Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice

find the volume of a prism PearsonTexas.com concept from whiteboard and check their work with If S finishes early, he/she

and the volume of a Students follow from (teacher introduction) teacher brings the book to teacher

cylinder. Key concept After ~8 mins, T calls on desk to be graded promptly

Student Companion

Volumr of cyclinder selected Ss to demonstrate Then, S starts

Interactive Journal page

Volume of prism their work on whiteboard pearsonrealize.com on

473

T guides Ss to solve Q 1-3 includes solving chromebook

Use Prompt Questions Problems 1-4 and students strategies

and Connect solve Got It? parts after Q 4-6 includes if students

Mathematical Ideas (1)(F) each problem is presented. understood the lesson

Advanced Ss can continue S explain their

solving coming questions and understanding on q 4-6

check their solution with T. with oral explanation to the

class.

Lesson 14-5 | Volumes of Pyramids and Cones 90 MIN – CLASS+QUIZ FRIDAY 4/20/2018

TEKS: 11. (D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems

using appropriate units of measure.

TEKS Process Standards: 1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams,

graphs, and language as appropriate;

ELPS: (2d) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as

Geometry – LESSON PLAN

Objective: Use Digital Interactive Cover Key Concept – S work on Lesson Check 15 mins allowed time to work

Students will be able to Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice

find the volume of a PearsonTexas.com concept from whiteboard and check their work with If S finishes early, he/she

pyramid and of a cone. Students follow from (teacher introduction) teacher brings the book to teacher

Key concept After ~8 mins, T calls on desk to be graded promptly

Student Companion

Volume of pyramid selected Ss to demonstrate Then, S starts

Interactive Journal page

Volume of cone their work on whiteboard pearsonrealize.com on

480 Q 1-3 includes solving

T guides Ss to solve chromebook

Use Prompt Questions Problems 1-4 and students strategies

and Connect solve Got It? parts after Q 4-6 includes if students

Mathematical Ideas (1)(F) each problem is presented. understood the lesson

Advanced Ss can continue S explain their

solving coming questions and understanding on q 4-6

check their solution with T. with oral explanation to the

class.

To explain the difference of the volume of pyramid and cone, and prism and pyramid, we did an activity. In other words, to be able to explain why there 1/3 in the volume

of pyramid, and cone, I did an activity. According to activity, I used rice. I poured rice three times into cylinder. Then they notice that the volume of cone is 1/3 of cylinder. I

did same thing for the Prism and Pyramid.

https://www.youtube.com/watch?v=O2wenAIf0H8

Also, I used Geogebra to teach the concept the of surface area and volume of 3-D figures. Here is some examples

Geometry – LESSON PLAN

https://www.geogebra.org/m/dQXzg6Gg

Essential question

Geometry – LESSON PLAN

Here is the knowledge check (quiz) of the volume of cylinder and prism

Geometry – LESSON PLAN

Teacher: Mr.Bilal

Week from: 4/23/2018 to 4/27/2018

Grade Level: 9 , 10ESL Support: GT Support: SPED / 504 Support:

Technology PBL assignments Extra instruction/explanation

Hands on interest-based extension activites Minimizing distractions to the students

Technology thrive on complexity Extra time to complete exams

Calculation devices

RC 1: Geometric Structure

Reporting Category: RC 4: Congruence and the Geometry of Size

Bloom’s Taxonomy: ☒2. Comprehension ☐5. Synthesis

☒3. Application ☐6. Evaluation

Instructional Strategies (check all that apply):

☒Multiple Intelligences ☒Scaffolding ☐Interest Centers

☐Jigsaw ☐Flexible Grouping ☒Interest Groups

☐Taped Material ☒Learning Contracts ☒Varied Homework

☒Modified Directions ☒Small‐group Instruction ☐Listening Centers

☐Varying Organizers ☐Group Investigation ☐Varied Journal Prompts

☒Varied Texts ☐Independent Study ☒Complex Instruction

☐Reading Buddies ☒Instructional Conversations ☐Academic Vocabulary

☐Modeling ☐Varied Questioning Strategies ☐Other: ______________________________

Assessment / Product (check all that apply):

☒Quiz / Exam ☐Performance‐based Assessment

☐Thinking Map ☒Creative Representation / Game

☐Storyboard ☐Exit Ticket / Exit Writing

☐PowerPoint ☐Debate

☒Slideshow ☐Webcast

☒Published Writing ☐STAAR Assessment

☒Drawing ☐Portfolio

☒Visual / Oral Presentation ☐Other

Geometry – LESSON PLAN

5. Warmups from Solve-IT of each lesson on Pearson 7. conclusion / conclusión 8. Pearson book

6. Teaching from NOTES section topic 8. conditional / condicional 9. White boards

7. 5E MODEL as modeled on the book 9. contrapositive / contrapositivo 10. Grid paper for graphing

8. Cooperative Learning Kagan Algebra 1 book for activities 10. converse / recíproco 11. Number line ruler

11. equivalent statements / 12. MathXL for HW

enunciados equivalentes 13. GeoGebra for interactive graphing

12. hypothesis / hipótesis 14.

1.ENGAGE &

Objective 2. EXPLAIN 4.ELABORATE 5. EVALUATE

2.EXPLORE

Preparing to Teach Guided Problem Solving Practice Assess and Intervene

Interactive Learning

~2 mins ~10 mins ~40 mins ~20 mins ~18 mins

Lesson 14-3 | Surface Areas of Pyramids and Cones 45 MIN – CLASS TIME MONDAY 4/23/2018

TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,

to solve problems using appropriate units of measure;

TEKS Process Standards: 1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental

math, estimation, and number sense as appropriate, to solve problems;

ELPS: 4G. demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or

We are going to review We are going to review We are going to review We are going to review We are going to review

Volumes of Prisms and Volumes of Prisms and Volumes of Prisms and Volumes of Prisms and Volumes of Prisms and

Cylinders Cylinders Cylinders Cylinders Cylinders

Surface Areas of Surface Areas of Surface Areas of Surface Areas of Surface Areas of Pyramids

Pyramids and Cones. Pyramids and Cones. Pyramids and Cones. Pyramids and Cones. and Cones.

Surface Areas of Prisms Surface Areas of Prisms Surface Areas of Prisms Surface Areas of Prisms Surface Areas of Prisms

and Cylinders and Cylinders and Cylinders and Cylinders and Cylinders

Lesson 14-5 | Volumes of Pyramids and Cones 90 MIN – CLASS TIME WEDNESDAY 4/25/2018

TEKS: 11. (D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems

using appropriate units of measure.

TEKS Process Standards: 1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams,

graphs, and language as appropriate;

ELPS: (2d) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as

Geometry – LESSON PLAN

Objective: Use Digital Interactive Cover Key Concept – S work on Lesson Check 15 mins allowed time to work

Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice

Students will be able to concept from whiteboard and check their work with If S finishes early, he/she

PearsonTexas.com

find the volume of a (teacher introduction) teacher brings the book to teacher

pyramid and of a cone.

Students follow from

Key concept After ~8 mins, T calls on desk to be graded promptly

Student Companion

Volume of pyramid selected Ss to demonstrate Then, S starts

Interactive Journal page

Volume of cone their work on whiteboard pearsonrealize.com on

480 Q 1-3 includes solving

T guides Ss to solve chromebook

Use Prompt Questions Problems 1-4 and students strategies

and Connect solve Got It? parts after Q 4-6 includes if students

Mathematical Ideas (1)(F) each problem is presented. understood the lesson

Advanced Ss can continue S explain their

solving coming questions and understanding on q 4-6

check their solution with T. with oral explanation to the

class.

Lesson 14-6 | Surface Areas and Volumes of Spheres 90 MIN – CLASS+QUIZ FRIDAY 4/27/2018

TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,

to solve problems using appropriate units of measure;

TEKS Process Standards: 1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental

math, estimation, and number sense as appropriate, to solve problems;

ELPS: 4F. use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,

Objective: Use Digital Interactive Cover Key Concept – S work on Lesson Check 15 mins allowed time to work

Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice

Students will be able to concept from whiteboard and check their work with If S finishes early, he/she

PearsonTexas.com

find the surface area and (teacher introduction) teacher brings the book to teacher

volume of a sphere.

Students follow from

Key concept After ~8 mins, T calls on desk to be graded promptly

Student Companion

Volume of sphere selected Ss to demonstrate Then, S starts

Interactive Journal page

Volume of surface area their work on whiteboard pearsonrealize.com on

485 Q 1-3 includes solving

T guides Ss to solve chromebook

Use Prompt Questions Problems 1-4 and students strategies

and Connect solve Got It? parts after Q 4-6 includes if students

Mathematical Ideas (1)(F) each problem is presented. understood the lesson

Advanced Ss can continue S explain their

solving coming questions and understanding on q 4-6

check their solution with T. with oral explanation to the

class.

Geometry – LESSON PLAN

Here is another example of using Geogebra to teach the concept of volume of cone and cylinder to see their relations.

Geometry – LESSON PLAN

https://www.geogebra.org/m/DKt9rRuC

Here is the knowledge check (quiz) of the surface area of pyramid and cone

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Here is the knowledge check (quiz) of the surface area and volume of the sphere

Geometry – LESSON PLAN

Geometry – LESSON PLAN

At the end of unit, they have a unit test. Here is the unit test

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

Geometry – LESSON PLAN

- Mathematics Grade X SA II Papers (4)Hochgeladen vonMurthy Vidya
- Water and Wastewater FormulasHochgeladen vonarjmandquest
- Add Math P2 Trial SPM Zon a 2010Hochgeladen vonsmskplah
- Budget of Work in Math 6- 1st-4th Qtr.Hochgeladen vonMelinda Rafael
- 9th Surface Area and Volume Test Paper-2Hochgeladen vonkjnandu
- MYE 2019Hochgeladen vonKaneson Iyaroo
- Chapter 2 II Volume ENHANCEHochgeladen vonjuriah binti ibrahim
- Compass Placement Assessment Study Guide and Frequently Asked QuestionsHochgeladen vonJoseph Hayes
- Curriculum Night PptHochgeladen vonlibby_henderson
- geometrylessonplan aprager akarafasHochgeladen vonapi-439315454
- Maths Times 2008 comHochgeladen vonGLKydenYang
- Indiainfoline - Business School -- CAT FULL LENGTH TEST 3Hochgeladen vonapi-3783635
- SSC ModelTest4Hochgeladen vonssc1234423
- Question-paper-Paper-1R-June-2014.pdfHochgeladen vonakash
- Maths Question paper Winter: 0580_w02_qp_4Hochgeladen vonpetal
- Honors Module 5 Test ReviewHochgeladen vonAnonymous F2MbkkHC
- Description of an Apparatus to Register Graphically the Settlements of a Plame Plate Resting Upon a Subsoil and ChargedHochgeladen vonAnonymous GnfGTw
- Introduction of Mathematics Competencies in Grade IIHochgeladen vonBen Bandojo
- 30 June Maths IHochgeladen vonapi-19869803
- SKUSKAPMAT.pdfHochgeladen vonArichaikul Kunsuriya
- _ TankCalcHochgeladen vonsterling
- c07_Creo_3.0_pptHochgeladen vonÄbðül Bäşıţ
- lec 4Hochgeladen vonGhazy alshyal
- 2012 AMC 8Hochgeladen vonkalyank1
- Preantation of SSVHochgeladen vonatilla
- 05 ParametersHochgeladen vonviticodoc
- 2037977530maths Value Based Question Bank for Class Xii 2013-14Hochgeladen vonArjun Prasad
- 339c04c36fe7316e608dHochgeladen vonapi-458339294
- Integral CalculusHochgeladen vonEricson Capua
- fffff 1.pdfHochgeladen vonMaria Tns

- digital technology resources listHochgeladen vonapi-384852100
- learning centers within a classroomHochgeladen vonapi-384852100
- 5 observations doneHochgeladen vonapi-384852100
- educ 5324-article review 1Hochgeladen vonapi-384852100
- project assignmentHochgeladen vonapi-384852100
- research assignment 2Hochgeladen vonapi-384852100

- NP3Hochgeladen vonJune Dumdumaya
- EL1101E-2016-17-syllabusHochgeladen vonkevin
- Architecture Depends by Jeremy Till : SAMPLE CHAPTER preface - mess is the lawHochgeladen vonAdministrator
- Netscape Communications Corporation et al v. Federal Insurance Company et al - Document No. 155Hochgeladen vonJustia.com
- Racial Characteristics of Human Teeth With Special Emphasis on the Mongoloid DentitionHochgeladen vonRidwan Fajiri
- Article8.pdfHochgeladen vonUnni Ampadi
- 009_Legal Realism and Indian Constitution Interpretations (212-236)Hochgeladen vonAnilabh Guhey
- Lupin 2qfy2013ruHochgeladen vonAngel Broking
- (Pimlico) Harold Evans-Essential English for Journalists, Editors and Writers-Random House UK (2000)Hochgeladen vonChan Yi Wen
- Bernard Crawford v. Jack Cowley, Warden, 9 F.3d 116, 10th Cir. (1993)Hochgeladen vonScribd Government Docs
- ethics-autonomy and health syllabus sp14 lggHochgeladen vonapi-244012593
- peer and self evaluationHochgeladen vonapi-267618279
- 01-Lee-Y-JHochgeladen vonAkanishi Jinx
- PSA Norway - Guidelines Regarding the Facilities Regulations - 2015Hochgeladen vonnaveen_86
- Pilot StudyHochgeladen vonLaksmiTitisAstrytaDewi
- Anant Share Khan LtdHochgeladen vonankitrtn
- Design Project of Building using STAAD ProHochgeladen vonDraj Kumarce
- Assignment Data FE IIHochgeladen vonsarfraz2011
- The Divine Spark, And the Great Pyramid, A Temple of InitiationHochgeladen vonFrater Cattus
- Nueva Gestion Publica Espana 2003-GuillemHochgeladen vonYenef Kennedy Soto
- Fluid Mechanics by Chun-Liang LaiHochgeladen von李侑澄
- Regula Falsi MethodHochgeladen vonyeay_me
- Pernicious Anemia - MitchHochgeladen vonthalafuj
- exercise 11 - heteroatoms in the hmo methodHochgeladen vonapi-235187189
- 3. Your Next Holiday Destination(1)Hochgeladen vonjaceth villafañe
- group lesson plan with rubricHochgeladen vonapi-285603446
- Bioccular Transcerebral Iontophoresis.pdfHochgeladen vonkrishna2205
- Anatomy ArticleHochgeladen vondrsmriti
- pre-production booklet 3Hochgeladen vonapi-237720244
- HOWTO Install CM93ed3 Windows7UKHochgeladen vonflyinggecko