technology integrated lesson frit 8530

7/28/2019 Technology Integrated Lesson FRIT 8530

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Ayoko Dogb

Unit Title: Fundamental solid figures and their volumesWhich standards will be taught in this unit?

Include # and entire standard

M6M3. Students will determine the volume of fundamental solid figures (right rectangular prisms, cylinders,

pyramids and cones).

a. Determine the formula for finding the volume of fundamental solid figures.

b. Compute the volumes of fundamental solid figures, using appropriate units of measure.

c. Estimate the volumes of simple geometric solids.d. Solve application problems involving the volume of fundamental solid figures.

What do you want students to know, be able to do, and understand at the end of this unit?

Students will UNDERSTANDTHAT:

Students will BE ABLE TO: Students will KNOW:

What big ideas do you want yourstudents to remember long term?

What will students DO that will lead them tounderstanding?

(Think Critical Thinking Skills)

What do the students need to KNOW tobe able to do the DO things in the DO

column? (Keep to a minimumnot a wishlist and not the focus of the unit.)

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Clarified Learning Goals


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Ayoko Dogb

- Understand how to determineformulas for finding the volume

of fundamental solid figures

- Usefulness for finding volumesin real life

- Find volumes of fundamental solidfigures, using appropriate units of

measure.

- Estimate the volumes of simplegeometric solids

- Solve application problems

involving the volume offundamental solid figures.

- The volume formulas offundamental solid figures

- Appropriate units of measure

- Vocabulary associated withlesson

- Recognize fundamental solid

figures (right rectangular prisms,cylinders, pyramids and cones)

How will you know they learned the above?

Assessments: Quizzes where they are able to justify work, Computing of rational numbers, in groups, pairs,

individually and in-class formative assessments, Homework, Daily warm-ups

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Ayoko Dogb

Unit Title & Concept:Fundamental solid figures and their volumes

Unit Essential Question: How important is figuring out the volumes offundamental figures for these three companies: Construction company, landscaping

company, GA Aquarium?

Topic: Fundamentalsolid figures

right rectangular

prisms

cylinders

pyramids

cones

Key Vocabulary:Prisms, cone, pyramid, rightrectangular, cylinder,congruent, vertex, three-dimensional, solid

Curriculum Map

The Topics are

the organizing

ideas for the unit.

Topic: Units ofcapacity

What are they?

Units conversion

Key Vocabulary:Volume, cubic units,

cubic feet (ft3)

cubic inches (in3)cubic yards (yd3)

cubic meters (m3)

Topic: Formuladeterminations for

solids

right rectangular

prisms

cylinders

pyramids

cones

Key Vocabulary:Formula, length, sides,

Topic: Problemsolving

Word problems

Key Vocabulary:base area


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Ayoko Dogbe

Authentic Culminating Assessment

EQ: How important is figuring out the volumes of solid figures?

Target Learning Goals

- The volume formulas of fundamental solid figures

- Appropriate units of measure

The Task/Activity:After watching the podcast on measuring volumes of objects around the house,

please find three solids in your house that have the characteristics of the solids

we studied and find their volumes.

Critical Thinking Skill(s) Included

Deduction,

To count volume in cubic unitsTo multiply to find volume

To estimate volume

To write a multiplication sentence to find the volume

To discover volume of different containers

To master unit conversions


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Ayoko Dogbe


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Ayoko Dogbe

Culminating Assessment Rubric

\

\

\ Scale

\\

Criteria \

\

1

JustBeginning

(5)

2

Almost There(10)

3

Meets the

Standard

(40)

4WOW!

(45)

Where the

right units of

measure

determined?

Units of

measure were

not correctly

determined

Only certain

units of

measure were

determined

correctly

Majority of

units of

measure were

determined

correctly

All units of

measure were

correct

Was solid

used

appropriate

Objects used

were not

solids studied

1 out of 3

objects was

appropriate

2 out of 3

objects was

appropriate

3 out of 3

objects was

appropriate

Was there

justification in

all parts of the

problems

Student

hardly

showed work

Student

partially

showed and

justified work

Student

showed and

justified

majority of

work

Student

showed and

justified all

work

completed

Were the

volumes

stated?

Volumes were

not stated

Volumes were

stated but

were incorrect

Volumes were

stated and

correct

Volumes were

stated and

correct and

explained


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Ayoko Dogbe

Launch Activity

(for entire unit!)

How will you create interest? (Hook)

How will you link knowledge? (Link)

Experiment with Volume11 8.5

The Problem Take a sheet of paper, and roll it up to form a baseless cylinder.

Now take another sheet, rotate the paper, and form another baseless cylinder.

Think about the volume of each cylinder and make a prediction.

A Prediction

Would the two volumes be equal? Would the short cylinder have greater volume?

Would the tall cylinder have greater volume?

Explanation Why did you predict as you did?

A Demonstration Tape two sheets of paper to form the two cylinders, one short

and one tall . Hold the tall cylinder upright in a shallow box and fill with rice.

Now fill the shorter cylinder, and compare the two amounts of rice. Was your

prediction correct?

The Calculation Calculate both volumes. (You may need these formulas) Circumference = 2(pi)(r)

Volume = (pi)(r^2)h

8.511


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Ayoko Dogbe

(This may be the activating strategy from a lesson or a lesson itself)

New Learning/AcquisitionLesson Plan

Subject: Middle Grades Mathematics(Grade level/Content) 6th grade

GPS:

Compute the volumes of fundamental solid figures, using appropriate units of

measure.

Learning Goal(s):

Be able to compute the volumes of fundamental solid figures, using appropriate

units of measure.

Essential Question: If you needed 2 liters of water to stay hydrated throughoutthe day, how many cylinder shaped water bottles would you need?(Go straight to planning your Summarizing

Remember Backwards Design)

Activate Learning:

Will use a Brainstorming activity with a word problem where each group of 3-4

student will do one step of the problem and each group will have the ability to


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Ayoko Dogbe

modify without changing other groups work and add their step to the solution.

Teaching Strategies: (insert two graphic organizers for teaching strategies)

(Keep in mind: Lectures-Distributed

Guided Practice, DistributedSummarizing in Pairs, Graphic

Organizers, Mnemonics, etc)

Geometric

Shape

Surface Area

B = area of the base

P = perimeter of the

base

Volume

B = area of the base

P = perimeter of the base

rectangular

prism

SA = 2B + Ph

SA = 2(lw) + (2l + 2w)hV = lwh

regular square

pyramid

SA = B + n(1/2sl)

SA = s2 + (4)(1/2sl)

SA = s2 + 2sl

l= slant height

V = 1/3Bh

V = 1/3(b2)h

= 1/3b2h
http://www.mathleague.com/help/geometry/3space.htm#volumehttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.shodor.org/interactivate/activities/sa_volume/index.htmlhttp://www.mathleague.com/help/geometry/3space.htm#volume


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Ayoko Dogbe

cylinder

SA = 2B + ph

SA = 2( r2) + (2r)h

V = Bh

V = r2h

Next graphic at the end of document. Fig 1.1

Both graphics will give students a visual on how volumes are determined for

the figures being studied.

I will have students complete word problems involving the lesson in pairs and

in groups of no more than 3.

Questioning: Include Five Questions using Blooms Taxonomylabel with

Level of Learning

(Knowledge, Understanding, Application, etc)

-Define what a volume is

-Calculate the volume of a cone (pyramid, rectangular prism, cylinder) knowing

these dimensions?

-Illustrate how the volume of tri-dimensional figures are related to simple

figures surface areas-Identify the following solid figures

-Design a solid figure of your own and try finding the volume using basic

figures


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Ayoko Dogbe

Summarizing:

-I will use the 3-2-1 activity to have them summarize what was learned

throughout the lesson.

-In pairs students will decide on an object in the classroom to find the volume

of it and present to the class.

Insert TWO completed graphic organizers for teaching Strategies.

I will use the six event sequence chart to list how the volume ofa pyramid is found. In this case only 3 events will be listed.

A table can also be used to summarize Figure 1.1 in an easier

visual aid.


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Ayoko Dogbe

____Critical Thinking/Extending/Refining Lesson Plan(What are you going to have your students do with their new knowledge/skills

that they learned in the acquisition lessons?)

Subject:6th grade Mathematics(Grade level/Course)

GPS:

M6M3. Students will determine the volume of fundamental solid figures

(right rectangular prisms, cylinders, pyramids and cones).

a. Determine the formula for finding the volume of fundamental solid figures.

b. Compute the volumes of fundamental solid figures, using appropriate units of

measure.

c. Estimate the volumes of simple geometric solids.d. Solve application problems involving the volume of fundamental solid

figures.

Learning Goal(s):(What will they do with the knowledge or skills?)

(Compare/Contrast, Classify, Induction,

Deduction, Error Analysis, ConstructingSupport, Abstracting, Analyze Perspectives)

Students will be able to find volumes of fundamental solid figures, usingappropriate units of measure; they will estimate the volumes of simple

geometric solids and solve application problems involving the volume of

fundamental solid figures.

Essential Question:

How important is figuring out the volumes of fundamental figures for these

three companies: Construction company, Landscaping company, GA

Aquarium?

Beginning:(Review, mini-lesson, etc)

Write down the different units of measurement to determine volumes. Identify

formulas of the different fundamental solid figures studied. Identify the

different figures by name. Compute basic problems involving finding volumes.

Perform units of measure conversion.


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Ayoko Dogbe

Middle: Student Centered!!!(Critical Thinking: Compare/Contrast, Classify, Induction,

Deduction, Error Analysis, Constructing

Support, Abstracting, Analyze Perspectives)

One of the Blooms taxonomy questions I determined: Design a solid figure of

your own and try finding the volume using basic figures could be used as an

induction/deductive strategy to get the student to think critically and think

outside the box but at the same time using prior knowledge of standard surface

area and knowledge acquired through lesson to come up with the answers.

End/Sharing: (Whole group or small group)

I will use the Challenge envelope strategy for the class in groups of 3 to

solve a word problem involvind the lesson learned. A final disscusion can

take place where the L part of a KWL will be orally stated.

Extending/Refining Strategies. (Inductive, Abstracting,Compare/Contrast, Classifying, etc.)

* Fig 1.1 can be used as an extending/refining strategy as well as the 6 event sequence

chart

Differentiation Component

In order to use differentiation strategies I will group students by interest and

styles of learning as it would be easier for student of like interest and learning

styles to work together in a group setting. When it comes to ability it would be

hard as when we pair higher ability students with each other they tend to not be

very efficient and likewise lower ability with higher. Pairing by ability simply

seems to be too complicated to be effective.


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Ayoko Dogbe

Formative assessment is utilized throughout the unit and clearly informs instruction

- Compare and contrast volumes of figures (tri-dimensional) to surface

areas (tw0-dimensional)

- Use visual representations (solid figures) to make a visual impact on

student retention

- The authentic assessment in itself would be a performance based task that

helps student perform a demonstration that is evaluated.

- I will utilize labeling as well to assist students in determining different

solid figures that will be cut up and stuck to the wall; and from a group of

words, students will have a chance to label the figures

- A multiple choice quiz will also be used to assess the students

knowledge of the use of the units of measure and computing volumes

calculations. Performance will be reviewed to allow revisiting areas that

need improvement.


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Ayoko Dogbe

Fig: 1.1

How do youfind volume

of basic solid

figures?

V=r3

V=B

h

V=r2h

A=1/3

Bh

V=r2h

technology integrated lesson frit 8530

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