Ayoko Dogbe

Unit Title: Fundamental solid figures and their volumes

Which standards will be taught in this unit? Include # and entire standard M6M3. Students will determine the volume of fundamental solid figures (right rectangular prisms, cylinders, pyramids and cones). a. Determine the formula for finding the volume of fundamental solid figures. b. Compute the volumes of fundamental solid figures, using appropriate units of measure. c. Estimate the volumes of simple geometric solids. d. Solve application problems involving the volume of fundamental solid figures.

Clarified Learning Goals

What do you want students to know, be able to do, and understand at the end of this unit? Students will UNDERSTAND THAT:
What big ideas do you want your students to remember long term?

Students will BE ABLE TO:

What will students DO that will lead them to understanding? (Think Critical Thinking Skills)

Students will KNOW:

What do the students need to KNOW to be able to do the DO things in the DO column? (Keep to a minimumnot a wish list and not the focus of the unit.)

Page 1 of 15

Ayoko Dogbe

- Understand how to determine formulas for finding the volume of fundamental solid figures - Usefulness for finding volumes in real life

- Find volumes of fundamental solid figures, using appropriate units of measure. - Estimate the volumes of simple geometric solids - Solve application problems involving the volume of fundamental solid figures.

- The volume formulas of fundamental solid figures - Appropriate units of measure - Vocabulary associated with lesson - Recognize fundamental solid figures (right rectangular prisms, cylinders, pyramids and cones)

How will you know they learned the above? Assessments: Quizzes where they are able to justify work, Computing of rational numbers, in groups, pairs, individually and in-class formative assessments, Homework, Daily warm-ups

Page 2 of 15

Ayoko Dogbe Curriculum Map

Unit Essential Question: How important is figuring out the volumes of fundamental figures for these three companies: Construction company, landscaping company, GA Aquarium?

Unit Title & Concept: Fundamental solid figures and their volumes

The Topics are the organizing ideas for the unit.

Topic: Fundamental solid figures

Topic: Units of capacity

right rectangular prisms cylinders pyramids cones

What are they? Units conversion

Topic: Formula determinations for solids right rectangular prisms

Topic: Problem solving

Word problems

cylinders pyramids cones Key Vocabulary:

base area

Key Vocabulary:
Prisms, cone, pyramid, right rectangular, cylinder, congruent, vertex, threedimensional, solid

Key Vocabulary:
Volume, cubic units, cubic feet (ft3) cubic inches (in3) cubic yards (yd3) cubic meters (m3)

Key Vocabulary:
Formula, length, sides,

Ayoko Dogbe

Authentic Culminating Assessment

EQ: How important is figuring out the volumes of solid figures?

Target Learning Goals - The volume formulas of fundamental solid figures - Appropriate units of measure

The Task/Activity: After watching the podcast on measuring volumes of objects around the house, please find three solids in your house that have the characteristics of the solids we studied and find their volumes.

Critical Thinking Skill(s) Included Deduction, To count volume in cubic units To multiply to find volume To estimate volume To write a multiplication sentence to find the volume To discover volume of different containers To master unit conversions

Ayoko Dogbe

Ayoko Dogbe

Culminating Assessment Rubric

\ \ \ Scale \ \ Criteria \ \

1 Just Beginning
(5)

2 Almost There (10)

3 Meets the Standard (40) Majority of units of measure were determined correctly 2 out of 3 objects was appropriate

4
WOW! (45)

Where the right units of measure determined? Was solid used appropriate

Units of measure were not correctly determined

Only certain units of measure were determined correctly 1 out of 3 objects was appropriate Student partially showed and justified work

All units of measure were correct

Objects used were not solids studied

3 out of 3 objects was appropriate Student showed and justified all work completed Volumes were stated and correct and explained

Student Was there hardly justification in showed work all parts of the problems Were the Volumes were volumes not stated stated?

Student showed and justified majority of work Volumes were Volumes were stated but stated and were incorrect correct

Ayoko Dogbe

Launch Activity (for entire unit!)

How will you create interest? (Hook) How will you link knowledge? (Link)

Experiment with Volume

11 8.5

8.5

11

The Problem Take a sheet of paper, and roll it up to form a baseless cylinder. Now take another sheet, rotate the paper, and form another baseless cylinder. Think about the volume of each cylinder and make a prediction. A Prediction Would the two volumes be equal? Would the short cylinder have greater volume? Would the tall cylinder have greater volume? Explanation Why did you predict as you did? A Demonstration Tape two sheets of paper to form the two cylinders, one short and one tall . Hold the tall cylinder upright in a shallow box and fill with rice. Now fill the shorter cylinder, and compare the two amounts of rice. Was your prediction correct? The Calculation Calculate both volumes. (You may need these formulas) Circumference = 2(pi)(r) Volume = (pi)(r^2)h

Ayoko Dogbe

(This may be the activating strategy from a lesson or a lesson itself)

New Learning/Acquisition Lesson Plan Subject: Middle Grades Mathematics
(Grade level/Content) 6th grade

GPS: Compute the volumes of fundamental solid figures, using appropriate units of measure. Learning Goal(s): Be able to compute the volumes of fundamental solid figures, using appropriate units of measure. Essential Question: If you needed 2 liters of water to stay hydrated throughout the day, how many cylinder shaped water bottles would you need?
(Go straight to planning your Summarizing Remember Backwards Design)

Activate Learning: Will use a Brainstorming activity with a word problem where each group of 3-4 student will do one step of the problem and each group will have the ability to

Ayoko Dogbe

modify without changing other groups work and add their step to the solution. Teaching Strategies: (insert two graphic organizers for teaching strategies) (Keep in mind: Lectures-Distributed Guided Practice, Distributed Summarizing in Pairs, Graphic Organizers, Mnemonics, etc) Surface Area Geometric B = area of the base Shape P = perimeter of the base SA = 2B + Ph Volume B = area of the base P = perimeter of the base

SA = 2(lw) + (2l + 2w)h rectangular prism

V = lwh

SA = B + n(1/2sl) SA = s2 + (4)(1/2sl) SA = s2 + 2sl regular square pyramid

V = 1/3Bh V = 1/3(b2)h = 1/3b2h

l = slant height

Ayoko Dogbe

SA = 2B + ph SA = 2( r2) + (2r)h cylinder

V = Bh V = r2h

Next graphic at the end of document. Fig 1.1

Both graphics will give students a visual on how volumes are determined for the figures being studied. I will have students complete word problems involving the lesson in pairs and in groups of no more than 3.

Questioning: Include Five Questions using Blooms Taxonomylabel with Level of Learning (Knowledge, Understanding, Application, etc) -Define what a volume is -Calculate the volume of a cone (pyramid, rectangular prism, cylinder) knowing these dimensions? -Illustrate how the volume of tri-dimensional figures are related to simple figures surface areas -Identify the following solid figures -Design a solid figure of your own and try finding the volume using basic figures

Ayoko Dogbe

Summarizing: -I will use the 3-2-1 activity to have them summarize what was learned throughout the lesson. -In pairs students will decide on an object in the classroom to find the volume of it and present to the class.

Insert TWO completed graphic organizers for teaching Strategies.

I will use the six event sequence chart to list how the volume of a pyramid is found. In this case only 3 events will be listed. A table can also be used to summarize Figure 1.1 in an easier visual aid.

Ayoko Dogbe

____Critical Thinking/ Extending/Refining Lesson Plan (What are you going to have your students do with their new knowledge/skills that they learned in the acquisition lessons?)

Subject:6th grade Mathematics

(Grade level/Course)

GPS: M6M3. Students will determine the volume of fundamental solid figures (right rectangular prisms, cylinders, pyramids and cones). a. Determine the formula for finding the volume of fundamental solid figures. b. Compute the volumes of fundamental solid figures, using appropriate units of measure. c. Estimate the volumes of simple geometric solids. d. Solve application problems involving the volume of fundamental solid figures. Learning Goal(s):
(What will they do with the knowledge or skills?) (Compare/Contrast, Classify, Induction, Deduction, Error Analysis, Constructing Support, Abstracting, Analyze Perspectives)

Students will be able to find volumes of fundamental solid figures, using appropriate units of measure; they will estimate the volumes of simple geometric solids and solve application problems involving the volume of fundamental solid figures. Essential Question: How important is figuring out the volumes of fundamental figures for these three companies: Construction company, Landscaping company, GA Aquarium? Beginning:
(Review, mini-lesson, etc)

Write down the different units of measurement to determine volumes. Identify formulas of the different fundamental solid figures studied. Identify the different figures by name. Compute basic problems involving finding volumes. Perform units of measure conversion.

Ayoko Dogbe

Middle: Student Centered!!!

(Critical Thinking: Compare/Contrast, Classify, Induction, Deduction, Error Analysis, Constructing Support, Abstracting, Analyze Perspectives)

One of the Blooms taxonomy questions I determined: Design a solid figure of your own and try finding the volume using basic figures could be used as an induction/deductive strategy to get the student to think critically and think outside the box but at the same time using prior knowledge of standard surface area and knowledge acquired through lesson to come up with the answers.

End/Sharing: (Whole group or small group) I will use the Challenge envelope strategy for the class in groups of 3 to solve a word problem involvind the lesson learned. A final disscusion can take place where the L part of a KWL will be orally stated.

Extending/Refining Strategies.
Compare/Contrast, Classifying, etc.)

(Inductive, Abstracting,

* Fig 1.1 can be used as an extending/refining strategy as well as the 6 event sequence chart

Differentiation Component
In order to use differentiation strategies I will group students by interest and styles of learning as it would be easier for student of like interest and learning styles to work together in a group setting. When it comes to ability it would be hard as when we pair higher ability students with each other they tend to not be very efficient and likewise lower ability with higher. Pairing by ability simply seems to be too complicated to be effective.

Ayoko Dogbe

Formative assessment is utilized throughout the unit and clearly informs instruction

- Compare and contrast volumes of figures (tri-dimensional) to surface areas (tw0-dimensional) - Use visual representations (solid figures) to make a visual impact on student retention - The authentic assessment in itself would be a performance based task that helps student perform a demonstration that is evaluated. - I will utilize labeling as well to assist students in determining different solid figures that will be cut up and stuck to the wall; and from a group of words, students will have a chance to label the figures - A multiple choice quiz will also be used to assess the students knowledge of the use of the units of measure and computing volumes calculations. Performance will be reviewed to allow revisiting areas that need improvement.

Ayoko Dogbe

Fig: 1.1

V= r 3

V=B h

V= r 2

How do you find volume of basic solid figures?

A=1/3 Bh

V= r 2