Lesson Plan

Module 2
ETAP 628

NAME: Barbra Ann Pearl

Type of Lesson: Graphics and Mobile Devices in Education

Lesson Plan Title A Classroom Full of Water

Discipline and Topic This lesson is an introduction to finding the volume of

rectangular prism in a math class.

Target Population
This lesson will be presented to 30 heterogeneous students in the 7 th
grade who receive 250 minutes of support a week. They are expected to
having learned from previous lesson on area of squares, rectangles, basic
properties of three-dimensional figures and examples of three dimensional
figures. The class has already procedures and routines on dealing with mobile
technology/gadget.
Curriculum Links
The Common Core State Standards for Mathematics (CCSSM)

Geometry 7.G Solve real-life and mathematical problems involving angle

measure, area, surface area and volume
6. Solve real-world and mathematical problems involving area,
volume and surface area of two- and three-dimensional objects
composed of triangles, quadrilaterals, polygons, cubes and right prisms

Objectives After the classroom activity with 80% accuracy, grade 7

students will be able to
1.) solve complex, multi-step problems
2.) measure length
3.) find the volume of a rectangular prism by computation

List the ISTE Student Standards/Profiles objectives with which your lesson plan
aligns.
2. Communication and collaboration
Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
5. Digital citizenship
Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of
information and technology
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

6. Technology operations and concepts

Students demonstrate a sound understanding of technology concepts,
systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

Materials and Timing

I am using a PowerPoint Presentation to present the class discussion. Linked
in the PowerPoint is the Poll Everywhere and a video clip from the futures
channel (www.futureschannel.com) where real life application of the topic is
taken from. Each student will use an Ipad to answer questions for Poll
Everywhere. This lesson is for double period class of 90 minutes.
Scope and Sequence
1. Introduction/Review

The student will answer the following question through Poll

Everywhere:
a.) What is the area of a square with side of 3 inches? Slide #1
b.) What is the area of a rectangle with side length 2 inches
and width of 4 inches? Slide #2
c.) What is the area of a triangle with base of 4 inches and
height of 2 inches? Slide #3
d.) Give at least 2 basic properties of three-dimensional figure
Slide #4
e.) Give an example of a three-dimensional figure Slide #5

Ask students if they know what volume is though Poll

Everywhere and engage students in a discussion about the
definition of this term. Slide #6-8.

Show the video on applications of the mathematical process

involving volume. Slide #9

2. Guided Practice
Make sure that students understand the idea of the room being
filled with water. Have a gallon container available for the
students to look at as they estimate the capacity of the room
or show Slide #10.
Use Poll Everywhere to record the class estimate. Slide #11

Review the concept of cubic foot as a unit of volume. Show

students a box which has a volume of 1 cubic foot, and be sure
they understand that multiplying the length, width and height
measurements of the room will tell how many of those boxes
would fit in the room. Have students do this calculation. Once
you have calculated the volume of the room in cubic feet,
remind the students that the original question asked for the
number of gallons. Slide #12 20.

Slide #21: Tell students they are going to use mathematics to

find out how many gallons of water it would take to fill the
room. First they have to find the dimensions of the room ---the
length, width and height. To measure the length and width of
the room, you can use a tape measure or a yardstick, but a more
instructive approach would be to measure the length of a
students step (in feet), and then have him or her walk off the
length and width of the room. This procedure will reinforce the
concept of unit, since the students step length is being used
as a unit of length measurement. It also presents an opportunity
to discuss the conversion of units, since you multiply to convert
the students step length into feet. One way to find the height
is for you to touch the ceiling with a broomstick or similar
object, and add the length of the broomstick to the height at
which you are holding it. Or students can estimate the height
based on your own height.

Slide #22: Tell them that there are about 7.5 gallons in each
cubic foot, and ask students how they would use this fact to
find out how many gallons would fit in the total number of cubic
feet that they found for the room. Be sure all students
understand why multiplication is the appropriate operation.
Then make this calculation and compare the answer to the
students original estimates

3. Independent Practice
The students will answer the independent practice handout
provided.
Carla, Grant and Tyra boarded an airplane in New York City bound for San Francisco.
Grant found out that each passenger was allowed to bring one piece of carry-on luggage.
The rule was that the height, length and width of the bag must add up to 45 inches or less.

1. Whose bag holds the most? Least? Explain your answer.

2. Which bags meet the size restriction?
When they got to the airport, they saw this sign.
3. Which bags will the airline allow onto the plane as carry-on luggage, following the
second size restriction?
4. Carla said, "It would be simpler if the rule gave a maximum for bag's volume, instead of
dimensions."
a.) What is the volume of largest allowable bag?
b.) Which of the three friends could bring their bags onto the plane if the airline used this
volume rule?
c.) Why might the airline not want to use this rule? Explain your reasoning
4. Closure
You may wish to bring the class back together to discuss any problems
that were especially hard for students to solve. Once the students have been
allowed to share what they found, summarize once more the main points of
the lesson.

Students should have a strong grasp of the volume of a rectangular prism.

Supplemental Materials
Go to http://www.adaptedmind.com/pgamev74.php?utm_expid=3385351786.v4vq6O9oQsyjqJKHlfeNTw.1&tagId=1227&utm_referrer=http:%2F
%2Fwww.adaptedmind.com%2Fgradelistresponsive.php%3Fgrade%3D6. This site
provides math problems for middle school students. The example attached relates to
building containers and finding the volume. This can be used as an extension activity for
students.

Evaluation of Students
Scoring rubric
Explanation

4
A complete
response with a
detailed
explanation.

3
2
Good solid
Explanation is
response with
unclear.
clear explanation.

1
Misses key points

Mechanics

Demonstrated
Knowledge

Counter
Examples

No math errors.

No major math May be some

Major math errors
errors or serious serious math
or serious flaws in
flaws in
errors or flaws in reasoning.
reasoning.
reasoning.
Shows complete Shows substantial Response shows Response shows a
understanding of understanding of some
complete lack of
the questions,
the problem,
understanding of understanding for
mathematical
ideas, and
the problem.
the problem
ideas, and
processes.
processes
Includes counter
Does not include
examples.
counter examples.

Evaluation of the Lesson

This lesson will be successful if there is already procedure or routine set up for using
mobile technology in class. The result of Poll everywhere will give the teacher an idea or
quick feedback if they are ready for the new lesson or if they have pre-requisite skills or
knowledge to understand the current lesson. The use of Poll everywhere will help the
teacher if s/he needs to adjust her lesson more efficiently.