L6+Mitchell,+Jasmine


 * UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Ms. Jasmine Mitchell **__Lesson #:__** 6 **__Facet:__** Empathy
 * __ Grade Level __**** : ** 7 **__Numbers of Days:__** 3
 * __ Topic: __** Applying Surface Area and Volume problems to the real world. (solving word problems)


 * __ PART I: __**

Students will understand that volume and surface area of 2 and 3 dimensional objects (triangles, prisms, cubes) are solved using formulas when given the appropriate data about the figure. These formulas can be applicable to real world and mathematical situations. Student will know surface area, volume, geometric figure,construct the figure, solve for the unknown. Students will be able to solve for: surface area of cube, rectangular prism, sphere cylinder, pyramid, circumference of circle, volume of sphere, cube, cylinder, cone. Students will be able to relate volume/surface area to real world situations. Prezi (100 points) : Students will choose a topic that interests them. This could include anything from sports to their favorite tv show, to shopping. Your job is to take a topic and relate it to volume or surface area. You will make an actual example and find either the volume or surface area of an object related to the topic you choose. You will create a prezi which creatively demonstrates your topic, images, your formulas, and your object. This project will be graded using a rubric. Common Core State Standards Content Area: Math Grade Level: 7 Domain: Geometry Standard: draw, construct and describe geometrical figures and describe relationships between them.
 * __ Objectives __**
 * Student will understand that **
 * Student will know **
 * Student will be able to do **
 * Product: **
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

The above will be demonstrated through this lesson because we are introducing applications of the three dimensional figures and how to solve for surface area and volume related to real world problems.
 * Rationale: **


 * __ Assessments __**

I will check for understanding using an example/ non example. I will put two problems and solutions on the board. The students must determine which problem is correct and which is incorrect. For the one that is incorrect, the student must explain why. Students will experience peer assessment through the team, pair, solo expercise. They will work together and correct each other where there were mistakes on the graphic organizer or while solving the first problem. I will assess the students through the example/ non example. I will look over the answers in which they submit to see who is understanding and who may need more help to figure it out.
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **

Prezi (100 points) : Students will choose a topic that interests them. This could include anything from sports to their favorite tv show, to shopping. Your job is to take a topic and relate it to volume or surface area. You will make an actual example and find either the volume or surface area of an object related to the topic you choose. You will create a prezi which creatively demonstrates your topic, images, your formulas, and your object. This project will be graded using a rubric.
 * __ Summative (Assessment of Learning): __**

Prezi will be the incorporated type II technology in this lesson.
 * __ Integration __**
 * Technology: **
 * Art: ** Students will be creatively applying information about 3d shapes to a prezi presentation.

In groups, students will be given a graphic organizer which is a step by step chart. They will be given various problems and will discuss how they would go about solving them. The cooperative learning method will be team, pair, solo. The first part will be team where they fill out the chart. Next, in pairs, they will compare sheets and attempt to solve the first problem assigned. Then, solo, students will complete the other problems.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

The cooperative learning teams will be selected by students grabbing a colored paper out of a bag, which will determine the group that students will be in. In the group, students must work together and make sure that all students are understanding the methods, and problem solving techniques, and all students of the group must be understanding the problem by the end of the exercise.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Visual** We will be looking at pictures of where 3d shapes occur in real life and will also be doing that through the product for this lesson.
 * Verbal** We will talk about the differences between the formulas and how we go about solving them.
 * Logic** We will create a logical sequence in which we decide which formulas go to which shape and how to solve them the easiest way.
 * Kinesthetic** We will try to create 3d figures in partners with our limbs and bodies. With that, we will try to solve the SA of the shape.
 * Naturalist** We will solve for various 3d figures that occur in nature.
 * Interpersonal** We will be doing a lot of group work and partnership work in this lesson to experience how to solve these problems and to get a lot of practice.
 * Musical** We will look at different shapes in music and discuss which ones are related to the shapes we have studied and how they are related.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

There will be a class wiki in which every student will have access. Lessons, notes, homework assignments and helpful videos will all be posted. If absent, you are expected to use this tool to keep up to the best of your ability. In this lesson specifically, I will post an example of a diagram on the wiki, and expect the student to attempt to make one on their own from what they can grasp from the example and notes posted.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Prezi will be the incorporated type II technology in this lesson.
 * Type II technology: **

Gifted students will have the opportunity to exceed the expectations through their prezi because they can incorporate more technology including videos and images to go more in depth to 3d figures.
 * Gifted Students: **


 * __ Materials, Resources and Technology __**
 * // Handouts //
 * // computer/ charger/ dongle //
 * // projector/ screen. //


 * __ Source for Lesson Plan and Research __**
 * Surface Area Formulas:
 * http://math.com/tables/geometry/surfareas.htm
 * http://www.basic-mathematics.com/surface-area-formula.html
 * Pyramid Info http://www.mathsisfun.com/geometry/pyramids.html
 * Volume Formulas
 * http://www.basic-mathematics.com/volume-formulas.html
 * http://math2.org/math/geometry/areasvols.htm
 * Word Problem Examples:
 * http://www.purplemath.com/modules/perimetr2.htm
 * Awesome Surface Area: http://www.mathworksheets4kids.com/surface-area.html
 * Awesome Volume: http://www.mathta.com/jsp/geoWordProbs/worksheet/worksheet.jsp


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

Today's classroom will be in clusters because there will be a lot of group work today. The students will just turn their chairs to the front when the teacher requires their attention up front. This lesson will take three days, (total class time is 240 minutes). Day 1 Day 2 Day 3
 * __First Section__**
 * Hook (15 minutes)
 * Intro to word problems (20 minutes)
 * graphic organizer (10 minutes)
 * cooperative learning (10 minutes)
 * check for understanding (10 minutes)
 * Introduce product/ hand out rubric (10 minutes)
 * assign partners (5 minutes)
 * warm up problem (10 minutes)
 * intro to volume problems (25 minutes)
 * graphic organizer (10 minutes)
 * check for understanding (5 minutes)
 * cooperative learning (10 minutes)
 * work on projects (outline) (20 minutes)
 * warm up problem (10 minutes)
 * intro to surface area problems with graphic organizer (25 minutes)
 * check for understanding (10 minutes)
 * cooperative learning (10 minutes)
 * work on projects (plan for completion) (20 minutes)
 * assign homework (5 minutes)

Students will understand that volume and surface area of 2 and 3 dimensional objects (triangles, prisms, cubes) are solved using formulas when given the appropriate data about the figure. These formulas can be applicable to real world and mathematical situations. //tudents will be able to draw, construct, and describe geometric figures, and describe the relationships between them.// In the beginning of class, I will tell students that we are on a scavenger hunt to try to solve the surface area of various furniture pieces of furniture in the classroom. There will be hidden notecards that contain the dimensions of different furniture pieces. In groups, they will attempt to solve for the furniture. The purpose of this lesson is that surface area and volume problems are very present in real life careers in today's world. Professional painters use surface area to determine how much paint they will need for a project. They calculate the surface area of a wall by multiplying the width of the room by its height from floor to ceiling, subtracting the total areas of any windows or doors that they aren't planning to paint. They then divide the total surface area to paint by the coverage of each paint can, to determine the number of cans to purchase. Also, a far fetched fun idea is that Santa's elves use the concept of surface area with each gift they wrap. The total surface area of any gift determines how much paper they will need to cover it. They might need the surface area of a rectangular prism to wrap a board game, a sphere to wrap a basketball, or a cylinder to wrap a can of cashews. This expresses why students should care to learn about this topic.
 * Where, Why, What, Hook Tailors:** //interpersonal, intrapersonal, logical, visual, kinesthetic//

__**Second Section**__ Student will know surface area, volume, geometric figure,construct the figure, solve for the unknown. After this lesson, students will be able to solve for: surface area of cube, rectangular prism, sphere cylinder, pyramid, circumference of circle, volume of sphere, cube, cylinder, cone, pyramid, rectangular prism. In groups, students will be given a graphic organizer which is a step by step chart. They will be given various problems and will discuss how they would go about solving them. The cooperative learning method will be team, pair, solo. The first part will be team where they fill out the chart. Next, in pairs, they will compare sheets and attempt to solve the first problem assigned. Then, solo, students will complete the other problems. This will allow students to work as a big group, a small group and alone, and thus every student will be able to achieve their most comfortable completion however they personally like to work. During this lesson, I will check for understanding using an example/ non example. I will put two problems and solutions on the board. The students must determine which problem is correct and which is incorrect. For the one that is incorrect, the student must explain why. Students will experience peer assessment through the team, pair, share expercise. They will work together and correct each other where there were mistakes on the graphic organizer or while solving the first problem.
 * Equip, Explore, Rethink, Revise, Tailors:** //interpersonal, intrapersonal, visual, logical, linguistic//**.**

__**Third Section**__ Students will create a prezi in which they choose a topic related to the real world. They will find an object that is one of the shapes we have studied and find either the surface area and or volume of it. The prezi must be creative and show your personality. Choose a topic that interests you. This will be an individual project. Students will have an opportunity to talk to each other during the pair section of the cooperative learning activity. They will be discussing their project ideas and progress so far. This will give students an opportunity for feedback. Individual projects will be done on their own, so there will be no issue with roles of the project. However, for the ciiperative learning, groups will be assigned based on a card they are given with a movie title on it. In the groups, each member must come up with one of the steps to the problem, and mark who came up with which step on the paper. If someone disagrees, they can write their own step but they must also include what the other student came up with too so that everyone gets their credit for coming up with a step. After this lesson, Students will be able to relate volume/surface area to real world situations. I will assess the students through the example/ non example. Students will be writing on mini whiteboards and will raise their individual answers so that I can assess them. I will look over the answers in which they submit to see who is understanding and who may need more help to figure it out**.** Also during this lesson, I will be assessing students through walking around the room to see if anyone has individual questions, and see how students are doing. The formative assessments that will be present in this lesson include using an example/ non example as well as peer and teacher assessment.
 * Explore, Experience, Revise, Refine, Tailors:** //linguistic, interpersonal, logical//, //intrapersonal//

__**Fourth Section**__ Students will have opportunities to self assess because they will be reassessing their products when they go to revise it. They actually have to think about why they did what they did, and how to avoid making this same mistake in the future. They will also be expected to assess their own product and give themselves a grade based on the expectations sheet provided to them. Students will receive timely feedback both on their product as well as on the example non-example exercise. I will talk to any students who seem to really be struggling and possibly need some extra help. This is the final lesson of the unit but it completely relates to the unit project because we will be finding the surface area and volume of different furniture shapes in their home design. They now will be able to attack that project with confidence because they can solve those formulas, and derive the problems from a word problem relating to a real life topic.
 * Evaluate, Tailors:** //intrapersonal, interpersonal, linguistic//


 * __ Content Notes __**

Students will know surface area, volume, geometric figure,construct the figure, solve for the unknown. Students will be able to solve for: surface area of cube, rectangular prism, sphere cylinder, pyramid, circumference of circle, volume of sphere, cube, cylinder, cone.

// We will first be discussing word problems in general, and how to analyze the problem to look for what the shape is. //



In this problem, we can tell that the shape is a rectangular prism because it says the object is a chamber with length width and height of 11x9x9. Reading into the problem and assessing what the object is helps to assess what shape we are solving for. From here, we can figure out if the problem is solving for surface area or volume.

// Then, we will look at some examples that specify either surface area or volume is looking to be solved for. //

//We will discuss how we would have known which to solve for.//

It is easy to be aware of how to analyze whether we are needing to solve for surface area or volume based on the wording of the problem.

Surface Area would include wording such as how big, or how much material is needed etc. Volume would include wording such as how much could it contain, how much space is there, how much is inside,

//We will then look at some problems that are not specified whether it is area or volume. Students will look at the problems and decide which to solve for and explain why.// We know that in this problem it asks specifically for volume, so we know. If it did not specify volume, we would have known based on the information provided. We are given the radius and height of the object.



This problem is about volume, which we can tell because it is asking how many times will the object be filled during the day, asking us to figure out how much it takes to fill up the object, and thus it is required that we solve for volume.

//Students will be provided with a problem to assess analyze, pick apart, and solve for using all of the knowledge we have acquired so far.// //In this problem, we can see that we are finding the volume of the room, and then finding how many boxes can fit by finding the surface area of the box, and figuring out how many boxes would fit in the room.//



// In this problem, we have to find the volume of the cylinder and subtract the mass from it and thus we will have the mass of the empty cylinder. // // In this problem, we will find the volume and the surface area of the swimming pool (rectangular prism). // //For the first part, we will find the surface area and multiply the square meters by $6 to find the total price.// // For the second part, we will find the volume to find how many liters of water will be needed to fill the pool. //

// Finally, we will work on computers to get some [|interactive] individual practice. //


 * __ Handouts __**
 * // rubric for product //
 * // homework sheet //
 * // graphic organizer //


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**

Clipboards will benefit from this lesson because the directions will be very clear concerning when applying formulas to various word problems involving the formulas learned about the 3d figures.
 * // Clipboard: //**

Microscopes will benefit from this lesson because they can dig deep into real life applications of 3d figures.
 * // Microscope: //**

Puppies will benefit from this lesson because the teacher will be walking around the room and assessing how students are doing, as well as applying formulas as well as receiving peer feedback throughout the cooperative learning activity.
 * // Puppy: //**

Beach balls will benefit from this lesson because there is a lot of options in creating the prezi project. The topic is anything that students choose and are interested in based on a real life situation and topic.
 * // Beach Ball: //**

Each of the learning styles are addressed throughout the instruction and planning of my lesson. The activities that I have created, such as team-pair-solo as well as creating a prezi address each learning style in a way that they will learn more about assessing and solving for problems involving 3d figures of all types in the real world and incorporate word problems. Students will engage in social interactions between the class, groups, and with the teacher individually. They will have multiple opportunities to increase their intellectual development throughout all aspects of my lesson because it encourages them to think outside of simply knowing the definitions and formulas about 3d figures. Students will actually get more in depth with the lesson.
 * // Rationale: //**


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

Students will know surface area, volume, geometric figure,construct the figure, solve for the unknown. Students will be able to solve for: surface area of cube, rectangular prism, sphere cylinder, pyramid, circumference of circle, volume of sphere, cube, cylinder, cone. These topics will be covered through student activites, class discussions, homework, and the interactive game product (See Content Notes). These topics and their coverage will meet the common core standards.
 * // Content Knowledge: //**

Common Core State Standards Content Area: Math Grade Level: 7 Domain: Geometry Standard: draw, construct and describe geometrical figures and describe relationships between them.
 * // MLR or CCSS: //**

The standards above will be met in this lesson because we will be applying formulas that we learned about surface area and volume of 3d figures to that of real life situations and word problems. Students will be able to relate volume/surface area to real world situations. Students will demonstrate their understanding by creating a product consisting of a prezi in which they demonstrate the various formulas and solve for various shapes' surface area and volume related to real world situations. This lesson is designed to teach students about 3d figures including formulas those figures, including surface area and volume and how to use them in real life situations. The final product will demonstrate an understanding of what the different formulas of surface area and volume involving 3d figures are and how to apply the formulas to word problems and incorporate them through real world problems. Many activities are geared toward the completion of their product and are designed to help students accurately create their product.
 * // Facet: //**
 * // Rationale: //**


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Visual** We will be looking at pictures of where 3d shapes occur in real life and will also be doing that through the product for this lesson.
 * Verbal** We will talk about the differences between the formulas and how we go about solving them.
 * Logic** We will create a logical sequence in which we decide which formulas go to which shape and how to solve them the easiest way.
 * Kinesthetic** We will try to create 3d figures in partners with our limbs and bodies. With that, we will try to solve the SA of the shape.
 * Naturalist** We will solve for various 3d figures that occur in nature.
 * Interpersonal** We will be doing a lot of group work and partnership work in this lesson to experience how to solve these problems and to get a lot of practice.
 * Musical** We will look at different shapes in music and discuss which ones are related to the shapes we have studied and how they are related.

Prezi is the type II technology incorporated into this lesson. The MI strategies are almost all represented in this lesson today. This gives all students an opportunity to succeed based on learning in a way that is comfortable to them.
 * // Type II Technology: //**
 * // Rationale: //**

I will check for understanding using an example/ non example. I will put two problems and solutions on the board. The students must determine which problem is correct and which is incorrect. For the one that is incorrect, the student must explain why. Students will experience peer assessment through the team, pair, solo expercise. They will work together and correct each other where there were mistakes on the graphic organizer or while solving the first problem. I will assess the students through the example/ non example. I will look over the answers in which they submit to see who is understanding and who may need more help to figure it out. Prezi (100 points) : Students will choose a topic that interests them. This could include anything from sports to their favorite tv show, to shopping. Your job is to take a topic and relate it to volume or surface area. You will make an actual example and find either the volume or surface area of an object related to the topic you choose. You will create a prezi which creatively demonstrates your topic, images, your formulas, and your object. This project will be graded using a rubric. This lesson includes a variety of formative assessments to check for understanding and address misconceptions throughout the learning process. It also includes a polished summative assessment that accurately demonstrates student knowledge that has been revised and refined through formative assessment feedback. About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Formative: //**
 * // Summative: //**
 * // Rationale: //**

Portions not contributed by visitors are Copyright 2011 Tangient LLC.