CONNECTICUT ALTERNATE ROUTE TO CERTIFICATION PROGRAM

Office of Higher Education

Lesson Plan Template (edTPA format)
Course Name: Algebra
Date: 2/2/2024
Lesson Title: Volumes of Cone / Cylinder / Sphere
Teacher Candidate: Youngsang Son
Grade Level: 8th
School or Site: West Rocks Middle School
Number of Students: 25
Period/Time: 4

Curricular Context (unit, relevant content preceding, concurrent with, or following):

Geometry, Volume, 3D shapes
Concept Preceding: 8.G.B.6 , 8.EE.A.2, 8.NS.A.1
Concept Following: HS.G.-GMD.A.1 , HS.G.-GMD.A.2 , HS.G.-GMD.A.3

Performance Standards Focus (Cite CT Core Standards on which lesson is focused):

8.G.C.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Content Knowledge and Skills (aligned to your lesson objective(s):

Know the definition of volume

Know the shapes of cone, cylinder, and sphere
Identify the 3d shapes in real life objects
Know the formulas for the volume of cone, cylinders, and spheres.
Know how to physically measure the desired elements (radius, diameter) of a real life cone, cylinder, and sphere
Know how to apply the measured elements (radius and volume ) onto the formula (volume)
Solve real world problems involving volumes and 3d objects.

Lesson Objective(s):
(What will students know, understand, do as a result of this lesson? Identify the language focus your lesson will provide to support attainment of the content objectives? Objectives must be measurable.)
Lesson Objective(s) (Content):

The students will analyze real life objects comprised of cone, cylinder, and sphere, measure the necessary elements and calculate the volumes to solve real world problems with 90% accuracy.

Lesson Objective(s) (Language):

The students will be expected to show an understanding of formulas for the volumes of cone, cylinder, and sphere by being able to identify each elements within the formula
The students will be expected to be able to identify each shape within real life scenarios.
The students will be expected to be able to physically acquire necessary elements (radius) of cone, cylinder, and sphere to obtain volume of real life objects.
The students will be expected to use their understanding of volume to solve real life problems.
Key Vocabulary with Definition:

Pi(π): In math, pi is the ratio of a circle's circumference to its diameter and it is approximately 3.14159...
Circumference(C): The complete distance around a circle or a closed curve is called its Circumference. Measured in length unit.
Diameter(d): In geometry, a diameter of a circle is any straight line segment that passes through the center of the circle and whose endpoints lie on the circle. Measured in length unit.
Radius(R): The distance from the center of a circle to its circumference. It is half of the diameter. Measured in length unit.
Volume: measure of the space occupied within the boundaries of any three-dimensional solid
Cone: three-dimensional geometric shape that tapers smoothly from a flat base to a point called the apex or vertex
Cylinder: a three-dimensional solid that holds two parallel bases joined by a curved surface, at a fixed distance.
Sphere: a solid geometric shape whose surface is made up of all the points that are an equal distance from the point that is the shape's center

Materials/Equipment:

Smart water bottle, strings, ruler, tape measurer, scissors, markers

Learning Activities:
(What strategies will you implement to facilitate student attainment of the lesson’s learning objective(s)?)
Initiation:
(Bridge today’s lesson to previous lesson and/or prior knowledge; gain student interest.) (5min)

1) When you buy a 2 Liter soda , what does 2 Liter refer to ?

2) Think of the shapes: cone, cylinder, and sphere

Can you think of an object that is made up of two or more of these shapes ?
Lesson Development :
(Procedures and activities that facilitate student learning.)

Time Frame Activities/Description

35 minutes *Teacher starts by reminding the students about the shapes and the formulas for volume of a cone,
sphere, and cylinder. Teacher then implores students to analyze the formulas for the volumes and to
understand what is a measurable quantity within each formula (3~5 minutes)
*Teacher draws an ice cream cone on the board with its length, width, and height listed.
Teacher then asks students to break down the shape into shapes we have gone over and to find its
volume. (3~5 min)
* Teacher then goes over with the classroom on the procedure of obtaining the volume of the ice
cream drawn, along with its value. (3~5 min)
* Teacher then hands out a smart water bottle to each pair of students and challenges the students to
confirm the volume listed on the bottle to be the accurate volume. Teacher notifies the students, the
most accurate measurement of volume will get a prize at the end. But they must have an organized
report of each measurement. Materials such as strings, tape measures, rulers, and scissors are
available. (5~10 minutes)
*Teacher asks for volunteers to present their procedure on how they measured their volume. Class
observe, compare and contrast different procedures students took to measure their volume. Class as a
whole decide if smartwater had labeled the accurate volume onto its bottle (5~10 min)

** For students who are done early, the teacher will have a mustard bottle to ask them to find the
volume of. The teacher will ask the class if he was to buy a big container of mustard, how many of
these mustard bottles he will be able to fill.

Closure:
(How will students reflect on what they learned relative to today’s lesson objective(s) and connect to future learning?)

Time Frame Activities/Description

5 minutes *Teacher will draw a ketchup bottle composed of cylinders and cone shapes with its dimensions listed.
He will ask the classroom how many liters of ketchup will fit in the bottle.

Homework: Last Page of worksheet: calculate the length of a circular garden fence and compare the price of the options given.
Differentiation Strategies:
(How will you adapt lesson to meet special learning needs of students?)
Students work in groups in the hands on portion. Some students can opt to the drawn version of each items. The teacher will present more guided questions to help students along the way.
Assessment of Student Learning
 (How will you determine whether objectives were met?)
Lesson Objective (Content): During the lesson, the teacher checks for understanding by checking the student's application of measurements onto the volume formula. The teacher will also check for
understanding by facilitating and listening to student discourse. The teacher will also have the exit ticket.
Lesson Objective (Language): Measurement Report. Questioning by teacher.
Attach all related lesson materials