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Student Teaching Lesson Plan Volume of Cylinders 1

This lesson plan template outlines a math lesson for 8th grade students on calculating the volume of cylinders. The lesson includes activating prior knowledge of area, direct instruction on the volume formula with examples, and independent practice problems for students to solve.

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131 views4 pages

Student Teaching Lesson Plan Volume of Cylinders 1

This lesson plan template outlines a math lesson for 8th grade students on calculating the volume of cylinders. The lesson includes activating prior knowledge of area, direct instruction on the volume formula with examples, and independent practice problems for students to solve.

Uploaded by

api-592589780
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Jennifer Stock

2/22/2022

Lesson Plan Template for Student Teaching and the CalTPA

Grade      8th Subje      Math Lesson  8.1 Volume of


Level ct Title: Cylinders
Area:

Preparation to Teach
Unit Theme Geometry: Volume & Similar Solids
(Where within
the unit is Beginning
your lesson?)
Content Solve real-world and mathematical problems involving volume of cylinders,
Standard(s): cones, and spheres.
8.G.9: Know the formulas for the volumes of cones, cylinders, and spheres and use
them to solve real-world and mathematical problems
ELD
Standards:
Learning By the end of the lesson, students will be able to use the volume formula for a cylinder
Goal(s) or to find the volume or the height of a given cylinder.
Objective(s):
Materials, Google Slides, projector, whiteboards, expo markers, erasers, math notebooks, pencils,
Resources, or printed notes, homework stamp sheet, cylinder examples (Pringles, soda can, soup,
Tools: candle, Breathe Savers, Blistex, bike pump, etc).
Technology Teacher: ipad, doceri software, stylus, projector
Integration: Student:

Adaptations/ Accommodations
Three Focus Students
Focus Student 1: ?
English Learner
Printed notes. Visual examples. Vocabulary review.
Focus Student 2: IEP, Student A. The student’s primary impact to educational
504, GATE, or other performance is ADHD. Of secondary concern is AUT which
identified need effects his verbal/non-verbal communication and social
interactions.

One way I seek to support this student’s learning is by using


tangible, visual examples. These 3D examples will allow
students to better visualize volume compared to a 2D picture.
Focus Student 3: A
student who has had
life experience(s)
either inside or
outside of school, that
may result in a need
for additional social-
emotional and/or
academic support

Instructional Plan
Activating Background Knowledge
Instructional    
Strategies
Warm Up (established class routine - students come to class, get out their homework
and stamp sheet. At the bell they begin working on posted problems in the box
provided on their stamp sheet):

Students are presented 3 problems where they need to find the area of a circle when
given the radius. This is a 7th grade content standard that we will use in today’s
lesson.
Informal    Students trade papers and check their work with the answers presented on the
Assessment board.
Student Students are assigned seats in table groups of four. Each desk is labeled A, B, C, or
Grouping D. A’s & B’s trade papers. C’s & D’s trade papers. If someone is absent the three
students rotate papers with the three students remaining in the table group. This is an
established classroom procedure/routine & does not need to be explicitly explained
daily.
Time Estimate 5-10 minutes
Instructional Input
Instructional  Whole Class:
Strategies
   Teacher will show an assortment of familiar items that are cylinder in shape. (see
slide 3 for examples)

Teacher will distribute printed notes for students to add to their math notebooks.
Students will highlight the learning objective. Using the Pringles can (or other items
on display) the teacher will point out the base and the height of the can. 0

Discussion questions (slide 4):


What are we measuring when we find the volume?
What operation do we use to get a product?
What formula do you need to find the area of the base? (connect to warm up)
How do we know what the diameter is?

I DO (Teacher)- Teacher demonstrates how to solve Ex. 1 & Ex. 2. Teacher “thinks
aloud” allowing students to see the thought process - acknowledging questions along
the way. Students will write the steps in their printed notes so they have a sample to
reference.

WE DO (Students provide input to help solve the problem)


Partner Share: Students look at examples 3 & 4 and identify the variables in the
examples (volume, radius).

After students have time to identify the information they have been given, we will
return to whole class discussion to complete ex. 3 & ex 4 together.

Informal Teacher will walk around class and observe student notebooks and listen to partner
Assessment share discussions.
Student Whole Group / Partner Share
Grouping
Time Estimate 20 minutes
Closure
Instructional      “Nose Goes” - last person to touch their nose goes to get the whiteboards and
Strategies erasers for the group. (An established class routine in Mrs. Cohrt’s class to
determine who from the table group will get up and get the supplies).

YOU DO (Students)- Using whiteboards students work out sample problems


independently. When time is up, students hold up their boards for teacher to view.
Formal      By the end of the lesson students will be able to calculate the volume or the
Assessment height of a cylinder using V=Bh (volume equals area of the base times the height).
Student Independent Practice with table group support
Grouping
Time Estimate

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