CORE’s Math Lesson Planning and Preparation Form
Lesson Title: Fill it up!
Learning Objective(s):
Students will
(1) develop through investigation the formulas for the
volume of a pyramid and cone, based on the volume of
the corresponding prism or cylinder of the same radius
and height (MG2.04);
(2) solve problems involving the volumes of prisms,
pyramids, cylinders, and cones (NA2.01, NA2.03, NA2.04,
NA2.08).
Lesson Source (program, page, etc.):
TIPS4RM: Grade 9 Applied – Unit 1: Measurement
Key Background Knowledge:
 Geometric shapes.
 Application of formulas for rectangles, triangles, circles,
and trapezoids (e.g., be able to select and substitute into).
 Determination of the volume of rectangular prisms and
cylinders.
 Appropriate use of the basic function keys on a calculator
(x², x³, π).
Teacher Actions
Intro/Model (10 min):
Teacher orients students to the 3-D relational solids, instructs
students to sort the shapes and allows for exploration time.
Teacher asks the students specific questions about the
relationship between the shapes while reviewing the
terminology related to the geometric shapes (e.g. What is the
same with all the prisms? What is different? What is the same
about the cylinder and cone? What is different?).
Teacher explains that the class will investigate how to find the
formulas for the volume of a pyramid and cone from a prism
and cylinder with the same base and height.
Guided Practice (30 minutes):
Teacher demonstrates how to estimate using a think-aloud
and shows how to compare the volume of geometric shapes
using the 3-D relational solids and baggies of sand or beads
and paper.
Monitor
Teacher observes thinking/inquiry skills during the investigation and takes-up worksheet as a class.
Adjust instruction/reteach/additional guided practice (while class is
independently working):
Teacher provides additional guided practice.
© 2013 Consortium on Reaching Excellence in Education, Inc.
Standards: 1, 2, 3, 5, 6, 7
Materials:
 3-D relational solids
 filler beads or sand
 baggies
 paper plates
 BLM 1.1.1, 1.1.2
Key Vocabulary:
prism, pyramid, cylinder, cone, volume
Standards for Mathematical Practice:
1.Make sense of problems and persevere in solving them
2. Construct viable arguments and critique the reasoning
of others
3. Reason abstractly and quantitatively
5. Attend to precision
6. Use appropriate tools strategically
7. Look for and make use of structure
Student Actions
Working in small groups, with one set of solid shapes,
students establish their own criteria and rationale for
sorting the various solids into groups.
Each group shares its strategy with the whole class.
Students record important terminology (e.g. prism and
pyramid) into their journal.
Students add a definition of volume to their journal.
In small groups students compare the volumes of prisms
(cylinder) and pyramids (cone) with congruent bases and
equal heights by completing the investigation on BLM
1.1.1.
The student(s) repeats the investigation.
1
 CORE’s Math Lesson Planning and Preparation Form
In a pair share, students complete BLM 1.1.2,
Teacher using ability grouping, pairs up the student(s) with a
alternating as indicated between writing and
partner(s) in the class.
coaching.

If difficulties persist, teacher can administer the Gap Closing

The student(s) completes the diagnostic test and
intermediate/senior volume and surface area diagnostic test and
participates in interventions.
plan interventions.

Independent Practice/Extension/Connections (25 minutes):

Students individually calculate the volume of pyramids and cones (BLM 1.1.2).
As an extension, students can use the 3-D relational sets and record as many paired relationships as they can (e.g. the
small, triangular prism is half the volume of the small, square-based prism).

Closure (5 minutes):
The teacher explains that through the investigation it was discovered that the contents of three pyramids fit exactly into
the prism with the same base and height. Therefore, the volume of a pyramid is one-third the volume of the related prism.
1
𝑉= 𝐵ℎ, where B is the area of the base of the pyramid and h is the height.
3

Likewise, it was discovered that the contents of three cones fit exactly into the cylinder with the same base and height.
Therefore, the volume of a cone is one-third the volume of the related cylinder.
1
𝑉= 𝜋𝑟 2 ℎ , where r is the base radius of the pyramid and h is the height.
3

Students, using words, pictures, numbers, and symbols, students describe the relationships they discovered today in their
journal.

Applying the Tiered Approach

During tier one, assessment and instruction are planned in relation to the curriculum for all students. The
teacher applies principles of Universal Design for Learning (UDL) and Differentiated Instruction (DI). The
teacher observes, monitors student progress, and notes which students may be experiencing difficulty.
Prior to this lesson, the entire class could benefit from a review session on calculating the volume of prisms
and cylinders. Throughout the lesson all students can be provided with a formula sheet and have access
to calculators. The teacher can also consider a variety of formats as alternatives to journal entries (e.g.
student note, pair/share, group discussion, exit card, poster, electronic posting). A Word Wall can be
developed and used throughout the unit as new vocabulary and terms arise that require clarification (e.g.
prism, pyramid, cylinder, cone, volume).

During tier two, on the basis of assessment results, differentiated instruction and interventions are
planned for students who are facing learning challenges. Student progress in response to these
interventions is closely monitored, and instruction is adjusted as needed. In this lesson the teacher
provides additional guided practice as the student(s) repeats the investigation. If necessary, the teacher
can also use ability grouping and pair up the student(s) with a partner in the class to complete the
volume calculation. In a pair share, students can complete BLM 1.1.2, alternating between writing and
coaching. Other accommodations the teacher can provide for students at tier two are extra time and
graph paper for keeping formulas properly aligned.

During tier three, students who require intense support, receive even more precise and personalized
assessment and instruction, often with the help of the in-school team and/or other resources. If
difficulties persist, the teacher or special education teacher can use the Gap Closing intermediate/senior

© 2013 CORE Inc. Lesson Preparation and Planning Form

 CORE’s Math Lesson Planning and Preparation Form
volume and surface area resource. The purpose of the resource is to help students build a foundation
for successfully working with volumes and surface areas of more complex shapes including cones,
pyramids, spheres, and composite shapes. The teacher administers the diagnostic test and plans
interventions (e.g. if students struggle with questions 1-3, use Volumes of Prisms intervention material).
Each set of intervention materials includes a single-task Open Question approach and Think Sheet
approach. The interventions consist of three-parts including questions to ask before using the approach,
using the approach, and consolidating/reflecting on the approach. The progress of the student will
continue to be closely monitored. At this tier, it may also be necessary to modify curriculum
expectations by reducing the number/complexity of the expectations (e.g. develop through investigation
the formula for the volume of a pyramid OR cone, based on the volume of the corresponding prism or
cylinder of the same radius and height) or use expectations from a different grade level (e.g. determine,
through investigation the relationship between the height, the area of the base, and the volume of a
rectangular prism, and generalize to develop the formula).

© 2013 CORE Inc. Lesson Preparation and Planning Form