school:teacher: - cpb-us-west-2-juc1ugur1qwqqqo4 ... · web viewst. edward’s lesson plan...

St. Edward’s Lesson Plan TemplateSubject: Mathematics Grade level: 7 th grade Teacher: Ms. DaughtryDate: Feb. 25th/26th Tues/Wed Coop. Teacher: Mrs. Villarreal Campus: Clint Small Middle School*Independent Practice *Whole group Instruction*Cooperative Learning *Technology Integration*Guided Practice/Exploration *Formal Assessment *Checking for Understanding/Explanation

*Centers *Modeling*Lecture *Reteach*A Project *Visuals *Informal Assessment

OBJECTIVES: The students will be able to identify the base and height of a prism, pyramid, and cylinder and apply the formula for finding the volume of a prism, pyramid, and cylinder. The students will also be able to solve higher level word problems involving finding the volume of a prism, pyramid, and cylinder.

TEKS/Standards:

(9) Measurement. The student solves application problems involving estimation and measurement. The student is expected to: (C) estimate measurements and solve application problems involving volume of prisms (rectangular and triangular) and cylinders.

Homework:The homework is attached below.

MATERIALS

Students: Pencil/pen and their homework form last class and binders

Teacher: Everything is already in the classroom except for enough copies of the class work (a packet) and homework. The teacher also must have the PowerPoint on their laptop.

Activity & Time Student Objectives & Procedures: What Students Do

Teacher Procedures: What Teacher Does

I. WARM-UP/Anticipatory Settitle: Warm-up Review Questions

*pedagogical purpose: Checking for

Objective(s): The students will be able to explain what B represents

Teacher Procedures*The teacher

St. Edward’s Lesson Plan TemplateSubject: Mathematics Grade level: 7 th grade Teacher: Ms. DaughtryDate: Feb. 25th/26th Tues/Wed Coop. Teacher: Mrs. Villarreal Campus: Clint Small Middle Schoolunderstanding/Informal Assessment

Materials: The students must have their homework from the previous class.

and the steps for finding the volume of a prism, pyramid, and cylinder.

Student Procedures*The students will greet the teacher as he/she walks in. *The student will sit down quietly in their seat.*Once the bell has rung and the teacher begins the review, the students are expected to remain quiet unless called on to answer a question.*If the student has any questions, comments or concerns, they are expected to raise their hand and wait to be called on by the teacher.*AT ANY POINT DURING THE CLASS, IF A STUDENT IS READY TO MOVE ON THEY WILL CONTNUE THE REST OF THE PACKET (THE TEACHER WILL ADDRESS THIS NOW AND AT THE BEGINNING OF EACH ACTIVITY).

will greet the students as they walk in and tell them to sit quietly in their seat.*The teacher will begin by asking the students how they are doing and how their week has been so far. *Then the teacher will ask the students to pass their homework up to the person in front of them so they can begin the lesson for the day.*Once the teacher has collected all of the homework, the teacher will begin asking the students “key ?’s” in order to review and check for understanding.

Key ?’s:What is volume? When we are looking for the volume inside a prism, pyramid, or cylinder, what are we trying to find? How can

St. Edward’s Lesson Plan TemplateSubject: Mathematics Grade level: 7 th grade Teacher: Ms. DaughtryDate: Feb. 25th/26th Tues/Wed Coop. Teacher: Mrs. Villarreal Campus: Clint Small Middle School

10 minuteswe find the volume of a prism, pyramid, or cylinder? What does B represent in the volume formula? Why is the formula for finding the volume of a prism, pyramid, and cylinder all the same? How does the formula for finding the volume of various types of prisms and pyramids differ?

Transition The students will listen quietly and follow the teacher’s instructions (to the right).

Teacher: “We are going to be reviewing volume today and applying what we learned throughout the last few classes to solve word problems.”The teacher will tell the students to quietly and within 30 seconds move to their pre-assigned groups of four (the four people closest to them).

II. LESSON STRUCTURE/ACTIVITIES**(see list at top of form)


1st

Activitytitle: Working on the First page of the Worksheet Labeled “Class work” in Groups

*pedagogical purpose: Independent Learning/Cooperative Learning

Materials:Enough copies of class work packet (page one)

15 min

Objective(s): The students will be able to individually, as well as in groups of four, find the volume of a rectangular prism given word problems.

Student Procedures:The students will listen quietly to the teacher as he/she gives instructions. The students will first begin working on the first page of the packet (Volume of Rectangular Prism Problems) individually for 10 minutes. They will then work with their partner for the remaining five minutes to compare and discuss answers. They will raise their hand and wait to be addressed by the teacher if they have a question, comment, or concern.

Teacher ProceduresThe teacher will instruct the students to work on the first page of the packet individually for ten minutes. The teacher will set a ten minute timer for this activity. Once the timer goes off, the teacher will instruct the students to compare and discuss their answers with their partner for five minutes. The teacher will walk around the classroom throughout this timer, helping students when needed.

Key ?’s:During individual timer: What does B represent? What is the base? How do you measure height?During partner time: How can you defend your answer to


your partner?Transition The students will listen

quietly to the teacher.The teacher will draw a name from the box of popsicle sticks and instruct the person dawn and his/her group to stand up and move to the projector to present and defend their answer for the first problem.

2nd

Activity

title: Discussing Steps for Solving the Problems on the first page of the “Class work”

*pedagogical purpose: Checking for Understanding/Explanation/Informal Assessment

Materials: Enough copies of class work packet (page one)

______15 min

Objective(s):The students will be able to find the volume of a rectangular prism given word problems and be able to explain and defend their answer.

Student Procedures:The group of four called on to present will explain and defend their answer to the first problem. Once they have finished and the teacher has instructed to do so, the class will agree or disagree with the answer and process explained. If the students disagree they will defend their point. Once the class has come to an agreement, the same process will continue for the next problem.

Teacher ProceduresThe teacher will instruct the students to be quiet and listen to the group of students presenting. The teacher will direct the discussion and ask “Key ?’s” throughout. Once the class has come to an agreement on the solution to the problem, the teacher will pull another name out of the box and the same process explained to the left will occur until all three questions are covered.

Key ?’s:


How can you defend your answer? What is the base? What is the formula for the area of the base?

Transition The students will listen quietly and follow the teacher’s instructions listed on the right.

The teacher will instruct the students to work individually on the second page of the packet for 10 minutes and then set a timer for ten minutes.

3rd Activitytitle: Working on the Second page of the Worksheet Labeled “Class work”


Materials:Enough copies of class work packet (page two)

13 min

Objective(s): The students will be able to individually as well as in groups of four find the volume of a triangular prism given word problems.

Student Procedures:The students will listen quietly to the teacher as he/she gives instructions. The students will first begin working on the second page of the packet (Volume of Rectangular Prism Problems) individually for 8 minutes. They will then work with their partner for the remaining five minutes to compare and discuss answers. They will raise their hand and wait to be addressed by the teacher if they have a question, comment, or concern.

Teacher ProceduresThe teacher will instruct the students to work on the second page of the packet individually for ten minutes. The teacher will set an 8 minute timer for this activity. Once the timer goes off, the teacher will instruct the students to compare and discuss their answers with their partner for five minutes. The teacher will walk around the classroom throughout this


timer, helping students when needed.

Key ?’s:During individual timer: What does B represent? What is the base? How do you measure height?During partner time: How can you defend your answer to your partner?

Transition The students will listen quietly to the teacher.

The teacher will draw a name from the box of popsicle sticks and instruct the person dawn and his/her group to stand up and move to the projector to present and defend their answer for the first problem.

4th Activitytitle: Discussing Steps for Solving the Problems on the second page of the “Class work”


Materials:Enough copies of class work

Objective(s):The students will be able to find the volume of a triangular prism given word problems and be able to explain and defend their answer.

Student Procedures:The group of four called on to present will explain and defend their answer to the

Teacher ProceduresThe teacher will instruct the students to be quiet and listen to the group of students presenting. The teacher will direct the discussion and ask “Key ?’s” throughout.

St. Edward’s Lesson Plan TemplateSubject: Mathematics Grade level: 7 th grade Teacher: Ms. DaughtryDate: Feb. 25th/26th Tues/Wed Coop. Teacher: Mrs. Villarreal Campus: Clint Small Middle Schoolpacket (page two)

10 min.

first problem. Once they have finished and the teacher has instructed to do so, the class will agree or disagree with the answer and process explained. If the students disagree they will defend their point. Once the class has come to an agreement, the same process will continue for the next problem.

Once the class has come to an agreement on the solution to the problem, the teacher will pull another name out of the box and the same process explained to the left will occur until all two questions are covered.

Key ?’s:How can you defend your answer? What is the base? What is the formula for the area of the base?

Transition The students will listen quietly and follow the teacher’s instructions listed on the right.

The teacher will instruct the students to work individually on the third page of the packet for 10 minutes and then set a timer for ten minutes.

5th Activitytitle: Working on the third page of the Worksheet Labeled “Class work”


Objective(s): The students will be able to individually as well as in groups of four find the volume of a cylinder given word problems.

Student Procedures:The students will listen

Teacher ProceduresThe teacher will instruct the students to work on the third page of the packet individually for 8 minutes. The

St. Edward’s Lesson Plan TemplateSubject: Mathematics Grade level: 7 th grade Teacher: Ms. DaughtryDate: Feb. 25th/26th Tues/Wed Coop. Teacher: Mrs. Villarreal Campus: Clint Small Middle SchoolMaterials:Enough copies of class work packet (page three)

12 min.

quietly to the teacher as he/she gives instructions. The students will first begin working on the third page of the packet (Volume of Rectangular Prism Problems) individually for 8 minutes. They will then work with their partner for the remaining five minutes to compare and discuss answers. They will raise their hand and wait to be addressed by the teacher if they have a question, comment, or concern.

teacher will set a ten minute timer for this activity. Once the timer goes off, the teacher will instruct the students to compare and discuss their answers with their partner for five minutes. The teacher will walk around the classroom throughout this timer, helping students when needed.

Key ?’s:During individual timer: What does B represent? What is the base? How do you measure height?During partner time: How can you defend your answer to your partner?

Transition The students will listen quietly to the teacher.

The teacher will draw a name from the box of popsicle sticks and instruct the person dawn and his/her group to stand up and move to the projector to present and


defend their answer for the first problem.

6th Activitytitle: Discussing Steps for Solving the Problems on the third page of the “Class work”


Materials:Enough copies of class work packet (page three)

10 min.

Objective(s):The students will be able to find the volume of a cylinder given word problems and be able to explain and defend their answer.

Student Procedures:The group of four called on to present will explain and defend their answer to the first problem. Once they have finished and the teacher has instructed to do so, the class will agree or disagree with the answer and process explained. If the students disagree they will defend their point. Once the class has come to an agreement, the same process will continue for the next problem.

Teacher ProceduresThe teacher will instruct the students to be quiet and listen to the group of students presenting. The teacher will direct the discussion and ask “Key ?’s” throughout. Once the class has come to an agreement on the solution to the problem, the teacher will pull another name out of the box and the same process explained to the left will occur until all two questions are covered.

Key ?’s:How can you defend your answer? What is the base? What is the formula for the area of the base?

Transition The students will listen quietly to the teacher. The student will pass their class work up when instructed by

Teacher: “Before we go let’s quickly review volume


the teacher. and specifically what we did today with volume.” The teacher will have the students pass their homework to the front at this time and the teacher will collect it.

III. CLOSURE

title: Review and Reflection over Volume


Materials: Enough copies of the worksheet labeled “Homework” for each student and potentially a dry erase board and marker.

5 min

Objective(s):The students will be able to answer the key questions in detail about what volume is and how you can find the volume of a rectangular prism, triangular prism, and cylinder. Also, the students will be able to explain the similarities and differences of the volume formula for the 3-D figures.

Student ProceduresThe students will answer key questions when called on by the teacher.

Teacher ProceduresThe teacher will ask the students the key questions below.

Key ?’s:What is volume? When we are looking for the volume inside a prism, pyramid, or cylinder, what are we trying to find? How can we find the volume of a prism, pyramid, or cylinder? What does B represent in the volume formula? Why is the formula for finding the volume of a prism, pyramid, and cylinder all


the same? How does the formula for finding the volume of various types of prisms and pyramids differ?

Planned Modifications and Differentiation: (ILL/504/SpEd accommodations)

These students (about half of the students in class) have SPED certified instructors helping them one on one and are placed in a seating arrangement most comfortable to them (They are usually located in the front and the side closest to the door, the left side when you in the front teaching). The lesson is structured with the intent to help these students feel more at ease. For instance, we count down a lot and constantly remind the students what they are expected to do, one thing at a time. We constantly remind the students verbally what we expect from them and when we expect it done by.

Assessment(s): (attach copies of assessment documents, criteria and rubrics)

Attached below is the class work, the key to the class work, the homework, and the key to the homework. The homework will be a percentage grade where each problem is worth 10 points out of 100. The class work will not be graded. Other forms of assessment are informal and occur during class time when we walk around observing and helping students and when we call on students during class.

Data collection and analysis:

I came up with the data based off of the TEKS and what I found in IXL and the book Motivation Math: Level Seven. I believe this book had the most useful information to best benefit all of our students and we adjusted the problems to even better suit our student’s needs. I also made up and used Google images to get some of the class work and homework problems. I put problems I believe will best help them prepare for the MOY and STAAR test and, most importantly, better understand the concepts.

Resources: (Include coursework, internships, Internet resources, colleagues, textbooks, etc.)Below is all the coursework. I made up my own problems and obtained the rest from the book Motivation Math: Level Seven and Accelerated Curriculum.

Post-Lesson Reflection:


Volume of Rectangular Prism Problems


Volume of Triangular Prism Problems


Volume of Cylinders Problems


Volume of Rectangular Prism Problems Part 2


Volume of Triangular Prism Problems Part 2


Volume of Cylinder Problems Part 2


Homework

school:teacher: - cpb-us-west-2-juc1ugur1qwqqqo4 ... · web viewst. edward’s lesson plan...

Documents