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Geometry – LESSON PLAN

SURFACE AREA OF CYLINDER AND PRISM 90 MIN – CLASS+QUIZ FRIDAY 4/13/2018

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 (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

TOPIC: 14. Surface Area and Volume


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

☒1. Knowledge ☐4. Analysis


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

☒Visual / Oral Presentation ☐Other

Anticipatory Set (warm-up) Key Vocabulary (key terms) Lesson Materials


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.

Detailed Lesson Components


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

solving coming questions and 


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.

Here is the link to watch the video.

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

So, you can manipulate it by changing height, and radius.

Here is the link

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

Essential question

How we can use the application of 3-D figures in our real-life?


Geometry – LESSON PLAN

Here is the knowledge check (quiz) of the volume of cylinder and prism
Geometry – LESSON PLAN

TOPIC: 14. Surface Area and Volume


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

☒1. Knowledge ☐4. Analysis


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

Anticipatory Set (warm-up) Key Vocabulary (key terms) Lesson Materials


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.

Detailed Lesson Components


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

Here is the link

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

Here is the rubric for free response-type questions


Geometry – LESSON PLAN
Geometry – LESSON PLAN