Proficient Math Lessons - Sanford Inspire Program

Proficient Math Lessons

I.

Pre-kindergarten

II.

2nd Grade

III.

6th Grade

IV.

8th Grade (Inquiry)

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Pre-K Math Lesson (Back to Table of Contents)

Teachers:

Subject: Mathematics - Preschool

Standards: Stand 1 -Number sense and Operation Concept 1- Number Sense D. Compares two sets of objects using terms such as more, fewer, or the same. Objective (Explicit): • Students will be able to compare two groups of objects to identify which has more, which has fewer, or if they are the same Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

100% of class will get 80% or higher Sub-objectives, SWBAT (Sequenced from basic to complex):   

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How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

Identify- To establish the identity of Objects- A material thing More- Greater in number Fewer- amounting to or consisting of a lower number Same- having the same amount

Key vocabulary: Identify, more, fewer, less

Materials: counting crocodiles, Smartboard lesson, animal figures, worksheet

Opening (state objectives, connect to previous learning, and make relevant to real life)    

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

We are going to be learning about more, fewer, and same. Raise your hand if you have heard the word “more” before. Turn and talk to your partner, when have you heard the word “more”. Raise your hand if you have heard the word “fewer” before. Turn and talk to your partner about when you have heard the word “fewer”. Raise your hand if you have heard the word “same” before. Call on random students to share when they have heard “same” before. I’m glad that many of us have heard these words before. Today we are going learn how to compare groups of things to see if they have more, fewer, or the same. It’s important to know more, fewer, and same when you need to know an amount of something. Like while building a Lego tower and your friends are passing your pieces and you need to tell them how much you need. Instructional Input

Teacher Will:      

Student Will:

How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

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What will students be doing to actively capture and process the new material? How will students be engaged?


“When comparing two groups of objects you can always tell one thing. Which group has more, fewer, or the same. Having more objects means there is a higher number of objects, fewer means there are not as many, and same means that there is the equal amount in both groups.” I will get familiar objects and separate them into two groups one will have more and the other will have fewer I will count aloud with the students and ask which they think has more, meaning the most objects and which has fewer meaning less objects. I will then make two groups that have the same amount of objects in it and explain to them that if there are two groups that have the same number, then it is considered to be the same.

Listen and actively participate. They will answer the questions to the best of their knowledge.

Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy  

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

Student A learns best when they are able to manipulate content on their own. They will have their own set of objects and work with their aide to mirror what I create. Teacher Will:     

Guided Practice

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Student Will:

How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

Teacher Will: After teaching the students what the term means, I will have them come to the table and work one on one with me to do a worksheet to practice the new concept. I will assist them and ask many questions to see if they are beginning to grasp the concept. Once they finish the worksheet with my assistance, they will be able to continue to play time.

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How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?

Student Will: Work one on one with me as we finish the worksheet I have provided. Listen to the story (hopefully not interrupt or act out) Participate in the Smartboard activity.

Following dramatic play and recess, the student will come back to circle and I will read them the story counting crocodiles. I will ask if there are more or less monkeys in the story then there are crocodiles and I will also make sure they notice that the book is just like the song we have been reading but then I will ask them what is different about the story and the song and which has less monkeys and which has more. Then I would ask how to make it the same. After the story and connections, I will then pull up a Smartboard activity where the kids roll a dice then move the farm animals from the board to the farm and after we move the animals we will see if the barn has more or less then the board or if they are the same. We will do this a few times for extra practice. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org



Differentiation Strategy   

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge? How can you utilize grouping strategies?

Student A will start with questions such as “which pile has more or fewer?” and will respond with pointing (questions from the aide). The aide will work with Student A to form the words/sounds for “more, fewer, and same”. When the student has demonstrated mastery with the formation of words and identifying more or fewer, they will move into the guided practice written above. Teacher Will:

Student Will:

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Independent Practice

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How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

I will put the animals in groups and I will have each child come up and count the number of objects and tell me which has more, less, or the same

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How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?

Come up one by one and answer the question to the best of their knowledge.





Similar to the GP, Student A will be asked to demonstrate mastery on lower level questions before moving on to the objective-aligned independent practice. (See GP differentiation for more information). Closing/Student Reflection/Real-life connections:  

How will students summarize and state the significance of what they learned? Why will students be engaged?

Everyone did so great you really seem to know how to tell the difference between the different groups I gave you. Now we are able to figure out how to tell the difference between two groups of this and can tell if they have more, less, or the same amount.


2nd Grade Math Lesson (Back to Table of Contents)

Teachers:

Subject: Math - Graphing

Common Core State Standards: 2.MD.10 • Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve, put-together, take-apart, and compare problems using information presented in a bar graph. Objective (Explicit): This is an introductory lesson for teaching this standard. Students have previously learned how to collect data, and they are now using this data to create bar graphs. The next lessons will include: solving problems using bar graphs, creating picture graphs, and solving problems using picture graphs. TSW collect and record data, then use it to create a bar graph. Evidence of Mastery (Measurable):   


The students’ completed exit tickets will require them to create a bar graph using a given set of data. It will be scored at the meets level using the academic expectations rubric. Sub-objectives, SWBAT (Sequenced from basic to complex): How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

• • • •

SWBAT define data as information that has been collected SWBAT identify different parts of a graph (title, key, categories) SWBAT list the steps required to create a bar graph SWBAT create a graph using previously collected data

Key vocabulary:

Materials: M&M’s, tally charts, graphs, crayons, pencils, PowerPoints Opening (state objectives, connect to previous learning, and make relevant to real life)    

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Show PowerPoint o State standard, objective, and purpose o Review terms, steps, parts of graph Allow time for students to have table talks over PowerPoint

Instructional Input

Teacher Will:      

Student Will:


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TW do a think aloud using information from a survey that was taken previously of the class and placed in a graph 1. Display the data that was collected 2. Decide how to label the graph 3. Begin to fill in graph TW then step out of the think aloud and provide points to all students that are focusing and looking up at the example TW pull popsicle sticks and have students explain "what were the steps I took”

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SW sit and look forward with empty hands SW watch to make sure all steps are complete SW answer if called on



Student LC has an IEP requiring support materials. LC will be provided with a lesson outline that clearly illustrates the steps required to complete a bar graph. Teacher Will:      

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Guided Practice

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Student Will:

TW refer back to the objective TW explain that now they will be doing a “we do” as a class TW go over group expectations TW go over jobs 1. C/D’s will separate the materials 2. A’s record the data 3. B’s label graph TW allow students 5 minutes to collect and record data TW ask C’s to grab materials TW will say go and students will begin to work TW walk around and monitor the students TW clap for students attention TW pull popsicle sticks 1. What did you title the graph? 2. How did you number it? 3. What are your categories?

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SW be sitting and facing the board

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SW grab materials if they are the C’s SW begin to work o C/D’s will collect the data by separating the colors o A’s will record the data using tally marks, pictures, or simply writing down the number o B’s will write categories, number the chart, and place a title SW clap with teacher and face forward SW answer if name is called o Crayon colors o Numbered it by one o Categories are the colors SW color in the graph along with the teacher o A’s will first o Student that is called on will say how many crayons they have for that color o Student will explain how much and why o B’s will then color the next section then C’s then D’s

TW begin to graph the data along with the students TW explain to the students that they will alternate taking turns coloring in the graph TW have the A’s color first TW pull popsicles 1. How many ______ do we have? 2. How much am I going to color in? 3. How do you know?

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Lower level students are grouped with higher level students. Student LC is using her handout to complete her portion of the assignment. Student Will:

Teacher Will: 

Independent Practice

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How will you plan to coach and correct during this practice?  How will you provide opportunities for remediation and extension?  How will you clearly state and model academic and behavioral expectations?  Did you provide enough detail so that another person could facilitate the practice?

TW review objective TW explain that now they have completed a graph together it will now be their turn to complete a graph on their own TW go over directions 1. Open M&M bag 2. Collect data (separate the colors) 3. Record the data (use tallies, pictures, or numbers) 4. Make a graph (label, number, title) 5. When done turn it in to bin 6. Grab ticket out the door near bin TW go over academic expectations and then have students begin to work

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SW look up at board

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SW begin to work



Lower level students will have hints on their graphs on how to label and how to number the graph. They will also have a mat to help separate the colors. High level students will be asked to challenge themselves to number the graph by something other than one’s. Closing/Student Reflection/Real-life connections:  


The ticket out the door is a final assessment. Students will have to list the steps required to complete a bar graph (student with IEP will be given a list of the steps and will put them in order). Then, students will be given this set of data and will be required to create a bar graph using this data. 1) What are the three steps we use to create a bar graph? 2) Using the set of data given, create a bar graph that shows what color hair students in this class have: Hair Color Number of Students Brown 7 Black 5 Blonde 6 Red 2


6th Grade Math Lesson (Back to Table of Contents)

Teachers:

Subject: 6th Grade Math – Creating Box and Whisker Plots

Common Core State Standards: 6.SP.4- Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Objective (Explicit): • TSWBAT create a box plot from a set of data Evidence of Mastery (Measurable):   


TSW create a box and whisker plot on their exit ticket. Exemplar response attached. Sub-objectives, SWBAT (Sequenced from basic to complex):   

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Prior Knowledge: Students will recall how to find median (the middle number in a set of data). Meaningful/Relevant for Students: Students will know that this content will be on both their unit and benchmark assessments. Vocabulary (Knowledge): Students will be able to define median, upper quartile (median of upper half of numbers), lower quartile (median of lower half of numbers), minimum (lowest number in a set), and maximum (highest number in a set). Skill: Students will be able to create a box and whisker plot given a set of data.

Key vocabulary:

Materials: Exit ticket (attached), ¼ pieces of construction paper (for them to write their numbers on), big pieces of construction paper labeled with “Median- Q2,” “Lower Quartile- Q1,” “Upper Quartile- Q3,” “Minimum,” and “Maximum,” class notebook, doc cam, yarn Opening (state objectives, connect to previous learning, and make relevant to real life)    


Instructional Input

“Last week, we started learning about creating box and whisker plots. Today, we’re going to learn more about creating these graphs. This will be on your unit assessment- remember, you saw a question about them on the pretest? Also, it will be on your benchmark assessment from the school, so it’s very important to pay attention and ask questions today. So, today we will be able to create a box and whisker plot from a set of data. Girls, what are we doing today? Boys, what are we doing today?” Teacher Will: Student Will:      


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Instructional Input: 10 minutes

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TTW pass out note frame- flow map for steps to creating a box and whisker plot. TTW fill in the steps with the students. • TTW fill in steps with students. Step 1: Write the numbers from least to greatest. Step 2: Draw a number line with the minimum and maximum. Step 3: Find the median of all the numbers and plot it on the linelabel it Q2. Step 4: Find the median of the lower half of the numbers and plot in on the number linelabel it Q1. Step 5: Find the median of the upper half of the numbers and plot it on the number linelabel it Q3. Step 6: Draw a box around the quartiles, and whiskers to the minimum and maximum. • On note frame, TTW have students write that the lower quartile is Q1 and is the median of the lower half of data, median is Q2, and upper quartile is Q3 and is the median of the upper half of data. Through notes, TTW ask multiple questions, of the whole class and of random students using Popsicle sticks and TKS. • TTW model creating a box plot for students with a set of numbers (small). TTW outline expectations for modeling- “Pencils down, eyes on the board. No books, no origami. You do not write this down.” • Questions: “I’m going to ask you some questions designed to get you thinking analytically, or thinking about the facts.” • How do we find the median? • Why would it also be called Q2? • What does the word “quartile” remind you of? Why would we call each median a quartile? • What do we do if there are two numbers in the middle? Co-Teaching Strategy 

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TSW take out math notebook and follow along with teacher. TSW answer questions as asked. TSW watch as TT models creating a box and whisker plot.




Team Teaching- Teacher A will lead instruction, and Teacher B will step in as desired. Teacher Will: Guided Practice: 25 minutes

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Student Will:


Teacher Will: • TTW pass out construction paper. TTW instruct all students to write their favorite number between 70 and 120 on the piece of construction paper.

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Student Will: • TSW write favorite number on piece of paper. • TSW stand up and get in order from least to greatest.


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TTW instruct all students to stand up. “What is the first thing we always do when creating graphs?” “Put the numbers in order from least to greatest/smallest to biggest.” TTW instruct students to put themselves in order from least to greatest. When in order, TTW ask, “What is our minimum?” “What is our maximum?” “How do we find quartile 2, or the median, again?” “Find the middle number.” TTW instruct students to hold up numbers, and find the median by lowering their numbers from each side evenly. The last st with their number up is the median. If there are two students, the class will find the mean of the two numbers. The st will receive a piece of construction paper labeled “MedianQ2.” During this time, TT has been drawing a number line on the whiteboard. When students answer, she will label the minimum and maximum. When students find the median, she will label it. “Now, let’s find the lower quartile. How do we do that?” “Find the median of the lower half of the numbers.” TTW instruct students to find the median the same way, from between the minimum and Q2. The st left with number up will receive a sign that says, “Lower QuartileQ1.” TTW instruct students to find the upper quartile the same way, and that st will receive a sign that says, “Upper Quartile- Q3.” During this time, TT has been labeling these on the whiteboard. “Now we’re going to create our box and whiskers.” TTW give an end of the yarn to the minimum, then box in the quartiles, then give the other end to the maximum. Then, TTW draws this on the whiteboard. “Now you have created a box and whisker plot with a set of numbers. Who can summarize what we did? Who else? Anyone want to elaborate on that? Can someone else summarize using different words?”

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TSW answer questions as asked, finding the minimum and maximum. TSW find median by lowering number as necessary. TSW watch as TT creates a box and whisker plot on the board. TSW find the upper and lower quartiles in the same fashion. TSW watch as TT labels quartiles on whiteboard. TSW hold the yarn as it comes to them. TSW summarize the steps to creating a box plot in multiple ways. TSW draw the plot in their math notebooks.

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TTW instruct students to sit back down and draw this plot in their math notebooks. Co-Teaching Strategy 




Team Teaching- as the students build the box plot, Teacher B will step in as desired. Differentiation- reviewing the definition of median for students who don’t remember from yesterday.


Teacher Will:

Student Will:

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How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

Independent Practice: 45 minutes

Teacher Will: • TTW pass out a ½ sheet of paper. TTW put two sets of data on the board- differentiation. A’s will have lower numbers, and an odd number of values. B’s will have higher numbers, and an even number of values. • TTW instruct students to create a box and whisker plot on their ½ sheet of paper. “You may use your notes.” • If students begin finishing, “If you have finished, please create another plot for the other set of data.”

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Student Will: • TSW create a box and whisker plot on the ½ sheet of paper. • TSW use notes if they want. • If TS finishes, TSW create the other box plot.

A’s: 75, 68, 80, 99, 93, 85, 74, 86, 70, 82, 87, 94, 88, 95, 91, 90, 79 B’s: 127, 111, 132, 148, 119, 125, 129, 132, 141, 139, 130, 128, 127, 131, 128, 137, 140, 120 Co-Teaching Strategy 




Team Teaching- both teachers will be circulating during independent practice, assisting students as necessary. Differentiation- two different sets of data (SpEd). When finished, create other plot (Gifted). Closing/Student Reflection/Real-life connections:  


“Did we do what we said we would in our objective? Have you successfully met the objective? How did we meet the objective? When are you going to use the skills you have learned today? Now, I’ll pass out your exit ticket. You’ve got one last box and whisker plot to create for me to show me that you’ve become masters at creating box and whisker plots.” TTW pass out exit ticket, and students will create the box and whisker plot. (10 min)


8th Grade Math Lesson (Inquiry) (Back to Table of Contents)

Teachers:

Subject: 8th Grade Math

Common Core State Standards: • 8.G.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems Objective (Explicit): • SWBAT determine and calculate the volume of a cylinder by using the formula of area of a circle multiplied by height Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response.

See attached the 4-question exit ticket. Sub-objectives, SWBAT (Sequenced from basic to complex):   


Prior Knowledge: Ability to calculate area of a circle and knowledge of how to calculate volume of prisms, knowledge that 1ml=1cm. Vocabulary (Knowledge): Cylinder defined as a geometric figure with parallel sides and circular or oval base. Volume defined as the amount of space inside an object. Skill: Find the volume of a cylinder: • Measure the radius of the face (circle) • Find the area of the circle (3.14 X r2) • Multiply the area by the height Meaningful/Relevant for Students: Ability to determine volume of soda cans, buckets, etc. Key vocabulary: Materials: Cylinder, Volume 12oz soda can and juice box, metric ruler, paper/pencil, per set of partners, calculator per person Engage   

How will you activate student interest? How will you hook student attention? What questions will you pose, based on your objective, that students will seek to answer in Explore?

Raise your hand if you have ever drank from a soda can. Raise your hand if you have ever drank from a juice box. Today you need to figure out exactly how much liquid it would take to fill a soda can, or the volume of the soda can. How do you find the area of a circle? (𝐴𝐴 = 𝜋𝜋𝑟𝑟 2 ) What is volume? (See definition in SO) How do we find the volume of a rectangular prism? (LxWxH) What is a cylinder? (see definition in SO) Our big question for this lesson is, “How do you find the volume of this can?” Explore   

How will model your performance expectations? Remember, you are not modeling what you want students to discover but need to model expected behavior or required procedures. How will students take the lead and actively use materials to discover information that will help them answer the question posed in Engage? What questions or prompts will you be prepared to use with students while they are “exploring”?


Teacher Will: Pass out materials to each set of partners. Begin monitoring partners that are generally set up with high-low. If students are struggling, begin prompting with questions like: -What are the steps for calculating the volume of a box? -How could that information be helpful to us and what we’re trying to do today? -I see that you’ve calculated the area of the circle, why did you start there? What would be your next step? Why is that?

Student Will: In some order, the teacher expects to see: -Begin manipulating and calculating the volume of the juice box (this is most likely the first step since they know it). -Begin calculating the area of the circle since this prior knowledge. -Relate that calculating the volume of the prism was area or a face times another dimension. -Attempt calculating volume of cylinder by determining area of a face and multiplying by the third dimension. -Add both volumes together.

For higher students completed early: Once you get the volumes of each container, how do you find out how much liquid would fit into both containers? Co-Teaching Strategy 

What co-teaching approach will you use to maximize student achievement?


What accommodations/modifications will you provide for specific students? How will you anticipate students that need an additional challenge?

One teach, one assist. Students A, B, and C all have IEPs that identify their struggles with multiply with numbers larger than 3 digit. Though we have been working with them on multiplying with decimals, they have not mastered that skill. I have specifically placed these students near my desk so I can purposefully check in on their progress as they do at times struggle with some elements of number sense. They have been given a calculator to assist in this exploration as the key is for them to arrive conceptually at the idea that solving for volume of some shapes is quite similar and not to get too hung up on the calculations. I have also provided them with the equation for volume for a box as well as the net of that box and a cylinder so they could manipulate the shapes better. Students D and E are students who calculate algorithms fine, but throughout the geometry unit have really struggled with spatial concepts. I have provided these students with 3D see through shapes as well as nets to provide visual assistance. Explain   

How will all students have an opportunity to share what they discovered? How will you connect student discoveries to correct content terms/explanations? How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from Engage before moving on?

Teacher Will: Ask all students to take 15 seconds and confirm their answer with their partner. Ask students to write on white boards their answers and show teacher.

Student Will: All students: Look, Lean, Whisper with partner. All Students: Write answers on white boards. Conceal and reveal answers.

Ask for 3 different students with correct answers to explain their thinking and how they arrived to their answers. **

Do first a Think Pair Share of HOW they came up with the answer. Call on 3 students who will explain their process.

Have the class use this information to create the algorithm (equation) for solving for volume of a cylinder.

All Students: Take notes in their notebooks to match the correct steps taken.

Ask the class some things each correct solution has in common and begin to list them on the white board. Explain that what they had figured out actually has a formula of: V= (𝜋𝜋 × 𝑟𝑟 2 ) × ℎ

All Students: Take notes of the formula. Partner A tell B the formula. Partner B corrects or tells A the formula. Practice calculating for Formula using problems 1-3 on GP wkst.

Complete I-Do, We-Do, You-Do on 1-3 (attached below).






One teach, one assist. There are 3 students in the classroom that have IEPs centered on reading and writing. Often times, the pace of note taking is difficult for them and I provide them with CLOZE notes or something else to assist. Today, however, since most of our class is exploration and all we are documenting in our notebooks is the actual equation I’m not providing them with extra materials but will make the exerted effort to check their notebooks during this section and that the information was written down correctly and they understand what they wrote. **To also further assist these students who struggle with writing even equations, they will get to use large grid paper to help them align and organize the equations. Students A, B, and C will continue to use a calculator for 2 problems of the guided practice. I will push them to solve #3 without a calculator and I will note that they may struggle because it does involve decimals. Elaborate   

How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a deep level? How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If question”) How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Pass out a worksheet of 5 problems.

Student Will: Work in pairs to complete questions 1-2.

For questions 1 & 2: First students work in pairs. Then they work a problem by themselves. Finally they will compare with their partner.

Work independently for questions 3-5.

Students will complete questions 3-5 independently. Teacher will walk around pairs and take note of any that are not able to complete the problems after being guided to the formula. During independent practice, a small group can be formed. Co-Teaching Strategy 




One teach, one assist. Beyond Students A, B, and C, there are 3 more students who at times make silly calculation errors or who just lose track in where they are in the equation. During the Elaborate, I will call back all 6 students to my U table while the rest of the class finishes problems 1-5 and the exit ticket. With these 6 students, I will reinforce a strategy introduced earlier where we take a sheet of paper and make boxes for each step of the equation. I will also show them the checklist the equation strategy (just meaning we write the algorithm at the top of the page and as each step is completed, we check it off until we are finished with the equation). I will have the students choose with strategy they like the most to use. Students A, B, and C will be allowed to use a calculator for #’s 3 and 4 but will be asked to solve #1 and 2 without it. Evaluate  

How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)? How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Students will complete a 4-question exit ticket as an assessment.


Guided Practice NAME__________________________________________ 1) James wanted to plant pansies in his new planter. He wondered how much potting soil he should buy to fill it. Use the measurements in the diagram below to determine the planter’s volume.

The planter’s volume is ___________125,600cm3_________

2) Sam had a barrel with a radius of 8in and a height of 17in. How many cubic inches of water would the barrel hold? _3418_in3__

3) For a science experiment, you have to use a graduated cylinder’s worth of hydrochloric acid. The graduated cylinder has a radius of 1cm and a height of 11cm in3. How many cm does the graduated cylinder hold? ___34.56___cm3


Student Name: __________________________ Score: Volume of a Cylindrical Prism 1) Radius of a cylinder is 6 inches and the height is 13 inches. Find the exact volume of a cylinder. Volume = _____________ 2)

Radius of a cylindrical tank is 4.5 feet and the height of a tank is 25 feet. Find the volume of the cylindrical tank to the nearest hundredth place. Volume = _____________

3)

Radius = 1.2 yards; Height = 3.4 yards. Find the volume of a cylindrical prism to the nearest two decimal places.  Volume = _____________

4)

Radius of a cylindrical prism is 2 inches and the height of a prism is four times the radius. Find the volume of a cylindrical prism. Volume = _____________

5)

Find the volume of a cylindrical prism whose radius is 3.5 yards and the height is 8 yards. (Round off the result to the nearest tenth) Volume = _____________

Answers: Radius of a cylinder is 6 inches and the height is 13 inches. Find the exact volume of a cylinder. Volume = 468 Radius of a cylindrical tank is 4.5 feet and the height of a tank is 25 feet. Find the volume of the cylindrical tank to the nearest hundredth place. Volume = 1590.43 Radius = 1.2 yards; Height = 3.4 yards. Find the volume of a cylindrical prism to the nearest two decimal places. Volume = 15.37 Radius of a cylindrical prism is 2 inches and the height of a prism is four times the radius. Find the volume of a cylindrical prism. Volume = 100.48 Find the volume of a cylindrical prism whose radius is 3.5 yards and the height is 8 yards. (Round off the result to the nearest tenth) Volume = 307.9


Exit Ticket Name___________________

Per_______

1) What is the equation for calculating volume for a cylindrical prism? V = πr2h 2) Patrick the painter is trying to figure out how many paint cans he needs to buy for his next job. One important piece of information he needs to figure out first is how much paint, each can holds. He measures the radius of the can, 10 cm, and the height, 5 cm. Find out how much paint each can holds. 1,570 cm3 3) Chuy’s family had just bought an above-ground pool for the summer. Chuy’s dad wants to know how much water will fill it when it is completely full. Chuy measured the radius, 6 ft., and the height, 6 ft. What is the volume of the above-ground pool? 678.24ft 3 4) If a Pringle’s container has a radius of 4 inches and a height of 8 inches, what is its volume? 401.92in3
