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Original Title: math 8 - volume unit plan

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Mathematics 14 days

Subject Time Frame

Developed By

CCC’s

Problem Solving

In addition to abstract questions posed in class and during practice, we will be sure to include a variety of word problems to give

students the opportunity to use their skills of gathering information, applying knowledge and evaluating decisions. This will be done

daily and, if students are at the point that more involved problems would be a worthwhile challenge, could be given as extension

activities. In doing this, we can reinforce fundamentals and scaffold learning towards higher-order thinking.

Communication

By stressing mathematical language processes like place value, showing work and the inclusion of units, we will foster an expectation

and culture of the clear and proper communication. By laying out explicit instructions for helping each other during different activities

like Row Math or Jeopardy, we will allow students to work with and help each other in a way that is conducive to learning, fun and

ideally would help support learning by using common language between students. As well, while giving instruction, we will use a

variety of repeated math vocabulary to touch on different levels of instructional needs.

Collaboration

During our Daily Problem, students will work in groups to solve problems, obligated to discuss thinking and work together to chip away

at a task. Some learning activities will also involve collaboration including Jeopardy, Row Math, and Speed Dating, where students will

work in groups or pairs to solve problems and complete the given tasks. There will also be a day where 2 classes from different quads

will work together on solving problems. This unit itself was planned collaboratively to accommodate the needs of 8 different groups of

students. We have reached out to different teachers around the school to get information and ideas on technology and other

resources we can bring to our class.

Learning Outcomes

What relevant goals will this unit address?

(include all relevant GLO(s) & SLO(s)

G.L.O.’s

Use direct and indirect measurement to solve problems.

S.L.O.’s

4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and right cylinders. [C,

CN, PS, R, V]

● Determine the volume of a given right prism, given the area of the base.

● Generalize and apply a rule for determining the volume of right cylinders.

● Explain the connection between the area of the base of a given right 3-D object and the formula for the volume of the object.

● Demonstrate that the orientation of a given 3-D object does not affect its volume.

● Apply a formula to solve a given problem involving the volume of a right cylinder or a right prism.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what What provocative questions will foster inquiry into the content?

you want students to understand & be able to use several (open-ended questions that stimulate thought and inquiry linked to

years from now) the content of the enduring understanding)

What misunderstandings are predictable?

● Volume is calculated by finding the surface area of the ● To what extent can mathematics be used to solve problems?

base and multiplying it by the height or depth. (open overarching)

● Solids of many different dimensions can have the ● How can you use mathematics to describe particular attributes

same volume. of objects? (guiding overarching)

● Volumes of complex solids can be calculated by ● In what ways can volume be used in real-world applications

adding or subtracting volumes of simpler solids. and to solve problems? (guiding topical)

● We can take our knowledge of volume calculations ● Explain what volume is and why it’s something we can

and apply it to real-life situations calculate.

● Units of measurement and exponents ● Include problem about Ojibway Cedar Longhouses

● Knowing the formula vs. understanding the formula (Rectangular prism and half a cylinder)

● Mixing up base height with prism height/depth ● Problem about different prisms reflecting light (or hydraulic

● Rewriting an equation and isolating variables cylinders or other machines if the unit switches)

(fractions, algebraic equations) ● Aztec Calendar

Knowledge: Skills

What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit? List the skills

This content knowledge may come from the indicators, or and/or behaviours that students will be able to exhibit as a result of

might also address prerequisite knowledge that students will their work in this unit. These will come from the indicators.

need for this unit.

Students will know... Students will be able to…

● How to calculate the volume of cubes, right cylinders ● Calculate volumes of cubes, right cylinders and right prisms.

and right prisms. ● Identify the volume being asked about in the question, and

● How to apply volume calculations to solve problems. use it to help solve real-world problems.

● Proper use, execution and manipulation of formulas ● Use a formula to determine volume of right prisms and

cylinders.

● Solve problems involving volume of right prisms and cylinders.

Pre-Assessment

● Kahoot Quiz

● “Daily” Problems and proceeding discussions

● 7.1/7.2 Quiz ● N/A

● 7.3/7.4 Review "Assignment”

● Chapter Practice Questions

● Assignment Worksheets

● Chapter 7 Exam

● Jeopardy

Other Evidence (observations, work samples, dialogues) Student self-assessment

● Daily Observations/Conversations ● Chapter Checklist

● Be explicit in asking students to assess themselves daily.

Have options for extra practice readily available.

Learning Assessments

Outcome

Title Kahoot “Daily” 7.1/7.2 Quiz 7.3/7.4 Practice Daily Chapter Chapter 7

Quiz Problems Review Questions Observations/ Checklist Exam

Assignment Conversation

Type

(Formative/Summative

/Pre-Assessment))

P-A P-A S F F F F S

Weighting

N/A N/A N/A N/A N/A N/A

formulas for determining

the volume of right

rectangular prisms, right

triangular prisms and right

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

cylinders. [C, CN, PS, R,

V]

Assessment Tool Overview

Assessment Brief Description Assessment Assessment Assessment

FOR AS OF

Tool Learning Learning Learning

Kahoot Quiz Questions involving volume will be administered through a Kahoot quiz as a

form of pre-assessment in order to gain an understanding as to where

students are at knowledge and skills regarding the topic. Questions will ✓

include knowledge and skills both learned from prerequisite outcomes and

from topics that are going to be addressed in the following lessons. They will

involve a range of questions in order to demonstrate depth of understanding.

The Kahoot quiz will help inform decisions made regarding instruction and

activities.

“Daily” Problems At the beginning of every “practice” lesson, a problem will be given to the

students that they must try and work through and solve. The questions will

vary in difficulty, but will require students to think beyond their current ✓

understandings, apply knowledge and skills, and think critically about the

problem.

Daily On a daily basis, students will be assessed through observation of visual cues

Observations/

Conversation

that will help in knowing whether they are understanding the concepts or if

they should be reapproached. Visual cues may include facial and body ✓

expressions, interactions, participation, and engagement. This is an ongoing

process of formative assessment. Conversations with students and the

conversations they have with one another will also be formatively assessed.

Depending on the type of dialogue they are having, it may give some sort of

indication as to how well they are understanding the topics or if there are any

misconceptions that should be addressed.

Practice In the lessons following the introduction of a new volume topic, there will

Questions always be practice questions to allow the students an opportunity to work with

the new knowledge and help develop the according skills. These practice ✓

questions will take various forms including textbook questions, Row Math, and

Speed Dating. Questions will be purposefully chosen from the textbook and

created appropriately. They will not be taken for marks, but checked for

completion.

7.1/7.2 Quiz The quiz will be used as summative assessment as a way for students to

demonstrate their understanding regarding sections 7.1 and 7.2. Questions

will be similar to that of the practice questions, but will require demonstration

of a range of knowledge and skills in relation to Webb’s Depth of Knowledge

✓ ✓

(DOK) framework. Quizzes will be marked and taken for grades.

7.3/7.4 Review Because of the long break, instead of summatively assessing students on

Assignment sections 7.3 and 7.4, students must complete a review assignment that will be

taken in for marks, but not grades. They will be provided with feedback that ✓

will help students understand what they did well and what could use

improvement. Questions will be of similar format to that of the practice

questions and will vary in demonstration of knowledge and skills in relation to

Webb’s DOK framework.

Chapter Students will be provided with a Chapter Checklist in which they must

Checklist self-assess their understanding of volume and the topics in relation to the

outcomes. They will be given outcomes with three potential options, ✓ ✓

“Understand,” “Somewhat Understand,” “Do Not Understand.” Students will

check off the appropriate box according to how they feel they understand the

outcomes. This activity will both allow students to assess their own

understanding and reflect on their knowledge and skills and provide

instructional insight to inform further decisions made regarding the rest of the

unit and review.

Chapter 7 Exam An exam will be administered at the end of the unit as a final demonstration of

students’ learning. Questions will be of similar format to the practice

questions, questions done in class, the review assignment, and the 7.1/7.2 ✓

Quiz. They will range in demonstration of knowledge and skills through a

balanced arrangement in relation to Webb’s DOK. Exams will be marked and

taken for grades.

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:

● achieve the desired results identified in Stage 1?

● equip students to complete the assessment tasks identified in Stage 2?

Prerequisite Outcomes

Grade 6:

3. Develop and apply a formula for determining the:

● Perimeter of polygons

● Area of rectangles

● Volume of right rectangular prisms

[C, CN, PS, R, V]

Grade 7:

1. Demonstrate an understanding of circles by:

● Describing the relationships among radius, diameter, and circumference of circles

● Relating circumference to pi

● Determining the sum of the central angles

● Constructing circles with a given radius or diameter

● Solving problems involving the radii, diameters, and circumferences of circles.

[C, CN, R, V]

2. Develop and apply a formula for determining the area of:

● Triangles

● Parallelograms

● Circles

[CN, PS, R, V]

Future Outcomes

Grade 8:

2. Draw and construct nets for 3-D objects. [C, CN, PS, V]

3. Determine the surface area of:

● Right rectangular prisms

● Right triangular prisms

● Right cylinders to solve problems.

[C, CN, PS, R, V]

Grade 9:

2. Determine the surface area of composite 3-D objects to solve problems. [C, CN, PS, R, V]

3. Demonstrate an understanding of similarity of polygons. [C, CN, PS, R, V]

● Hands-on experience

● Written work

● Lecture and notes

● Individual and collaborative work

● The relationship between volume and real-life experiences/applications

How will you engage students at the beginning of the unit? (motivational set)

By talking about real-world, scientific, and engineering applications of calculating volumes, we hope to get the students recognizing

the implications of how much space an object takes up. We will have different word problems that use every-day situations to make

calculating and discussing volumes relevant to students.

Assess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study: We believe the learning experiences and performance assessments align

Is there alignment between outcomes, appropriately with the outcome for this unit. Students are required to

performance assessment and learning approach volume and the relating topics in a variety of ways that will help

experiences? to ensure understanding and demonstrate their knowledge and skills.

Also, assessments will be done both formatively and summatively with a

fair balance to allow for appropriate feedback, practice, informing of

instructional decisions, and demonstration of student learning.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the ● Make erasable solids available so students may draw

curriculum content (not outcomes), instructional measurements on the surfaces.

practices, and/or the learning environment to meet ● Have manipulatives of other shapes readily available.

the learning needs and diversities of all my ● For ELL students, will purposefully make appropriate word

students? choices, focus on vocabulary, and provide a deeper explanation of

context when exploring volume in practical situations. This may

include providing images where appropriate.

● Demonstrate the input of numbers into a calculator.

● Explicitly alert students of possible quiz questions as they come

up in class.

● Provide notes prior to lessons for students who require the

additional support.

● Every lesson will start with fundamental or prerequisite problems

before moving into higher level problem solving.

● Monitor and provide additional support while working on problems

in class.

● Have extra practice resources readily available in class and on

moodle. Post notes and completed problems on moodle.

● Practice Problem Extensions.

● Additional or different textbook questions.

● Enrichment questions for after in-class work.

● “Perplexors”

Instructional Approaches: We plan on using different technologies and manipulatives to illustrate a

Do I use a variety of teacher directed and student very visual topic. Through different games and problem solving practices,

centered instructional approaches? we hope our students will be engaged in a challenging, attainable and

sometimes competitive atmosphere geared around putting math into play.

During the end of our unit, we will give certain students who have

“mastered” skills the opportunity to teach their classmates in specific skills

as review before the unit exam.

Include video for a different voice? Math Antics?

Resource Based Learning: By demonstrating the use of VR math and SketchUp, we will give

Do the students have access to various resources students a way to use technology in their home to illustrate volumes.

on an ongoing basis? Unfortunately due to the limited nature of these programs, they may not

be that helpful in answering specific questions in class, but will be a good

starting point to visualize a problem.

Equity/Multicultural Education:

Have I nurtured and promoted diversity while

honoring each child’s identity?

Monday Tuesday Wednesday Thursday Friday (36 min)

Lesson 1 Volume Notes

L.O.’s: Explore and Lesson 2

define volume. L.O.’s: Describe the

Identify practical uses of relationship between

volume. base area, height and

Pre-Assessment: volume.

Identify 2-D shapes and Show that volume is not

3-D objects. affected by orientation.

Review term right Pre-Assessment:

Kahoot Quiz Formulas for area of

rectangles, triangles

Activities and circles

Foldables Daily Problem - Swiss

Concept Map cheese

Discussion Activities:

Sketch-Up

demonstration

Foldables Notes

7.1 - Practice 7.2 - Volume of a 7.2 - Practice 7.1/7.2 Quiz Math Game

Lesson 3 Prism Notes Lesson 5 Lesson 6 Lesson 7

L.O.’s: Lesson 4 L.O.’s: L.O.’s: L.O.’s:

Calculating volume L.O.’s: Use a formula to Use a formula to Review of 7.1/7.2

given base area and Use a formula to determine the volume of determine the volume of Pre-Assessment:

height determine the volume of a right rectangular and a right rectangular and Activities

Demonstrating that a right rectangular and triangular prism. triangular prism. Jeopardy

multiple solids can triangular prism. Apply and manipulate Apply and manipulate

share the same volume Apply and m anipulate volume formulas to volume formulas to

Pre-Assessment: volume formulas to solve problems. solve problems.

“Daily” Problem - Find solve problems. Pre-Assessment: Define volume and how

volume of letter Pre-Assessment: “Daily” Problem it can be calculated?

Activities: Discussion, practice Activities: Pre-Assessment:

Water activity, giving problem? Row Math Activities

students the surface Activities: Brief review

area of the base of Foldables Notes Quiz

different solids, VR Math??

worksheet

7.3 - Volume of a 7.3 - Practice 7.4 - Solving Problems 7.4 - Practice Good Friday

Cylinder Notes Lesson 9 Involving Prisms and Lesson 11

Lesson 8 L.O.’s: Cylinders Notes L.O.’s:

L.O.’s: Determine the Use a formula to Lesson 10 Solve p roblems

volume of a cylinder. determine the volume of L.O.’s: involving right prisms

Understand t he area of a cylinder. Solve p roblems and cylinders.

a circle and how it is Apply and m anipulate involving right prisms Differentiate w hen to

applied to volume of a volume formulas to and cylinders. use which formula and

cylinder. solve problems. hen to

Differentiate w how.

Pre-Assessment: Pre-Assessment: use which formula and Pre-Assessment:

“Daily” Problem - se

“Daily” Problem - U how. “Daily” Problem

Calculate Volume of engine size example to Pre-Assessment: Activities:

radiator? solve problems Class discussion about Speed Dating - Creating

Activities problem solving and answering own

Foldables Notes Activities “Daily” Problem - Die questions?

Find and report volume Practice Problems Hard puzzle Exit Slip

of solids in the (textbook) Activities:

classroom Jigsaw with word

problems, groups of

students present

answers

Easter Break!!!

PD Day Lesson 12 Lesson 13 Lesson 14 Surface Area

Activities: L.O.’s: Activities:

Chapter 7.3/7.4 review Define v olume of right Brief review

assignment (not for prisms and cylinders. Chapter Exam

marks) Recall formulas of

Self-Assessment volume for right prisms

checklist of specific and cylinders.

skills and knowledge on Solve p roblems

PollEv/Google Surveys. involving right prisms

and cylinders.

Activities:

Centers with student

“Masters”?

http://www.analyzemath.com/middle_school_math/grade_8/problems.html

http://macneillgr9math.pbworks.com/f/BLM_7_14_Chapter_7_BLM_Answers.pdf

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