Lesson Plan

Lesson PlanModule 2ETAP 628

NAME: Barbra Ann Pearl

Type of Lesson: Graphics and Mobile Devices in Education

Lesson Plan Title A Classroom Full of Water

Discipline and Topic This lesson is an introduction to finding the volume of rectangular prism in a math class.

Target Population

This lesson will be presented to 30 heterogeneous students in the 7th grade who receive 250 minutes of support a week. They are expected to having learned from previous lesson on area of squares, rectangles, basic properties of three-dimensional figures and examples of three dimensional figures. The class has already procedures and routines on dealing with mobile technology/gadget.

Curriculum Links

The Common Core State Standards for Mathematics (CCSSM)

Geometry 7.G Solve real-life and mathematical problems involving angle measure, area, surface area and volume 6. Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms

Objectives After the classroom activity with 80% accuracy, grade 7 students will be able to1.) solve complex, multi-step problems2.) measure length3.) find the volume of a rectangular prism by computation

List the ISTE Student Standards/Profiles objectives with which your lesson plan aligns.

2. Communication and collaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

5. Digital citizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.a. Advocate and practice safe, legal, and responsible use of information and technologyb. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivityc. Demonstrate personal responsibility for lifelong learningd. Exhibit leadership for digital citizenship

6. Technology operations and conceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations.a. Understand and use technology systemsb. Select and use applications effectively and productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learning of new technologies

Materials and Timing

I am using a PowerPoint Presentation to present the class discussion. Linked in the PowerPoint is the Poll Everywhere and a video clip from the futures channel (www.futureschannel.com) where real life application of the topic is taken from. Each student will use an Ipad to answer questions for Poll Everywhere. This lesson is for double period class of 90 minutes.

Scope and Sequence

Introduction/ReviewThe student will answer the following question through Poll Everywhere:

What is the area of a square with side of 3 inches? Slide #1What is the area of a rectangle with side length 2 inches and width of 4 inches? Slide #2What is the area of a triangle with base of 4 inches and height of 2 inches? Slide #3Give at least 2 basic properties of three-dimensional figure Slide #4Give an example of a three-dimensional figure Slide #5

Ask students if they know what volume is though Poll Everywhere and engage students in a discussion about the definition of this term. Slide #6-8.

Show the video on applications of the mathematical process involving volume. Slide #9

Guided PracticeMake sure that students understand the idea of the room being filled with water. Have a gallon container available for the students to look at as they estimate the capacity of the room or show Slide #10. Use Poll Everywhere to record the class estimate. Slide #11

Review the concept of cubic foot as a unit of volume. Show students a box which has a volume of 1 cubic foot, and be sure they understand that multiplying the length, width and height measurements of the room will tell how many of those boxes would fit in the room. Have students do this calculation. Once you have calculated the volume of the room in cubic feet, remind the students that the original question asked for the number of gallons. Slide #12 20.

Slide #21: Tell students they are going to use mathematics to find out how many gallons of water it would take to fill the room. First they have to find the dimensions of the room ---the length, width and height. To measure the length and width of the room, you can use a tape measure or a yardstick, but a more instructive approach would be to measure the length of a students step (in feet), and then have him or her walk off the length and width of the room. This procedure will reinforce the concept of unit, since the students step length is being used as a unit of length measurement. It also presents an opportunity to discuss the conversion of units, since you multiply to convert the students step length into feet. One way to find the height is for you to touch the ceiling with a broomstick or similar object, and add the length of the broomstick to the height at which you are holding it. Or students can estimate the height based on your own height.

Slide #22: Tell them that there are about 7.5 gallons in each cubic foot, and ask students how they would use this fact to find out how many gallons would fit in the total number of cubic feet that they found for the room. Be sure all students understand why multiplication is the appropriate operation. Then make this calculation and compare the answer to the students original estimates

Independent Practice The students will answer the independent practice handout provided.

Carla, Grant and Tyra boarded an airplane in New York City bound for San Francisco. Grant found out that each passenger was allowed to bring one piece of carry-on luggage. The rule was that the height, length and width of the bag must add up to 45 inches or less.

1. Whose bag holds the most? Least? Explain your answer.2. Which bags meet the size restriction?When they got to the airport, they saw this sign.

3. Which bags will the airline allow onto the plane as carry-on luggage, following the second size restriction?4. Carla said, "It would be simpler if the rule gave a maximum for bag's volume, instead of dimensions."a.) What is the volume of largest allowable bag?b.) Which of the three friends could bring their bags onto the plane if the airline used this volume rule?c.) Why might the airline not want to use this rule? Explain your reasoning

ClosureYou may wish to bring the class back together to discuss any problems that were especially hard for students to solve. Once the students have been allowed to share what they found, summarize once more the main points of the lesson.Students should have a strong grasp of the volume of a rectangular prism.

Supplemental Materials

Go to http://www.adaptedmind.com/pgamev74.php?utm_expid=33853517-86.v4vq6O9oQsyjqJKHlfeNTw.1&tagId=1227&utm_referrer=http:%2F%2Fwww.adaptedmind.com%2Fgradelistresponsive.php%3Fgrade%3D6. This site provides math problems for middle school students. The example attached relates to building containers and finding the volume. This can be used as an extension activity for students.

Evaluation of Students

Scoring rubric

4321ExplanationA complete response with a detailed explanation.Good solid response with clear explanation.Explanation is unclear.Misses key pointsMechanicsNo math errors.No major math errors or serious flaws in reasoning.May be some serious math errors or flaws in reasoning.Major math errors or serious flaws in reasoning.Demonstrated KnowledgeShows complete understanding of the questions, mathematical ideas, and processesShows substantial understanding of the problem, ideas, and processes.Response shows some understanding of the problem.Response shows a complete lack of understanding for the problemCounter ExamplesIncludes counter examples.

Does not include counter examples.

Evaluation of the Lesson

This lesson will be successful if there is already procedure or routine set up for using mobile technology in class. The result of Poll everywhere will give the teacher an idea or quick feedback if they are ready for the new lesson or if they have pre-requisite skills or knowledge to understand the current lesson. The use of Poll everywhere will help the teacher if s/he needs to adjust her lesson more efficiently.