Daily Clipboard Plan: 04/09/13 04/18/13

Tuesday (4/09) Subject/Time Overview IL Standard/benchmark: 7.A.3b Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations. Objective(s): SWBAT use a discovered formula to find the area of a circle Do Now Estimate the area of the circle? Explain how you found your answer 2 in by 2 in

Teacher: Peddie
Key Lesson Elements

Grade Level: 7

WHAT THE TEACHER WILL DO Connector/Activator: (L 73) Looking at our Do Now, who can share how they estimated the area of the circle? If its less that 4 in2, is it between 2 and 3in 2 or 3 and 4 in2. How do you know?

WHAT STUDENTS WILL DO M: seated V: level 0 P: tracking the speaker I anticipate that some students may not fully participate, so I will walk around and scan the room to ensure engagement.

Subject: Math Start/end time: 9:50 11:10 11:10 12:30 1:30 2:50

Mini Lesson: Today, were going to discover the formula to find the area of a circle. Since we discovered pi last time, were going to discover area today. Looking at these triangles, we can see it makes a circle. How can we use these to find the area of this circle? (TPS for 10 seconds). What other familiar shape can we make to find the area of the circle? I do: (P287) Were going to use these pre-cut circles to create a parallelogram. Since each half is a different color, were going to create the shape like Im doing up here. Make sure youre following along so you know what this is going to look like. Once I set my pieces, I alternate the colors and make the shape of a parallelogram. Now that I have this shape, I can find the area by measuring the height and base. Once I multiply base x height, I have the area. We do: (10 min) Looking at this example, what part of the circle does the height compare to? Talk about this with your partner and be ready for a cold call. You will have 20 seconds. Ready? Go. Now, were going to cut out our circles and find their areas using the formula of a parallelogram. Once you find the area, record it in on P286 and compare the measures of the parallelogram to that of the circle. Before we move on, what does the height of the parallelogram compare to in the circle? (the radius). Excellent. You will have 7 minutes to set the circles into parallelograms, measure and calculate the area, and complete your data. Who can share what the base compares to in a circle? (pi x r). Now we know the

M: seated V: level 0 P: tracking the speaker I anticipate that some students may take too much time cutting out the circles, so I will have some pre-cut for them to simply manipulate.

Rename the number 9 using a formula. If you finish early, list the parts of a circle that can help you find the area.

Exit Slip Ms. Peddie is changing her clock face and is covering it with a new cover. In order to find the right cover, she has to find the area. The radius of the clock is 5 in. What is the area? If you finish early, write down What should Ms. Peddie change the face of the clock to and why?

M: seated V: level 1 P: TPS/partner work I anticipate that some students may find it difficult to make the connection between radius and height, so I will have them TPS to exchange ideas.

Daily Clipboard Plan: 04/09/13 04/18/13

Teacher: Peddie

Grade Level: 7

formula for finding the area of a circle- pi times r2 Low Now, lets turn to page 287. Looking at number one, were going to use our formula pi times 10 squared, or 3.14 x 100 = 314 in2 Now, try number 2 on your own and be ready to share out. What did you get for number 2 and how did you find it? (152 x 3.14 = 706.5 in2) High Now that we know the formula, pi x r2, try numbers 1 and 2 on your own. Be ready to share out. What did you get for number 2 and how did you find it? (152 x 3.14 = 706.5 in2) Practice: You do: (5 min) Now that weve discovered the formula for area of a circle, were going to practice numbers 3-4 on our own. Make sure to use the anchor charts as a reminder of the formula. If you finish early, challenge yourself and try numbers 5 and 6. Who can share how they found the area for number 5? (I did 78/2= 39. 392 x 3.14 = 4,775.94 ft2). Excellent. How did you get number 6? (212 x 3.14 = 1,384.74 m2). Great. High (5 min) Now that weve discovered the formula, complete number 3-6 on your own. You will have 5 minutes to complete this. If you finish early, complete 8-9 on P286. Side groups: IXL Closing: Exit Slip

Vocabulary: Perimeter Circumference Radius Diameter Area

M: seated V: level 0 P: completing the practice problems I anticipate that some students may confuse diameter and radius, so I will have them refer to the anchor chart as a reminder.

Materials: Pre-cut circles P286 (Book) Calculators Anchor chart of area of circle Homework: P287 (Solve) Wednesday (4/10) Subject/Time Overview

M: Seated V: Level 0 P: Completing exit slip

Modifications: Students with IEPs will have pre-cut circles and will only complete half of the you do.

Small Groups:

Key Lesson Elements

Daily Clipboard Plan: 04/09/13 04/18/13

Subject: Math Start/end time: 9:50 11:10 11:10 12:30 1:30 2:50 IL Standard/benchmark: 9.A.3c Use concepts of symmetry, congruency, similarity, scale, perspective, and angles to describe and analyze twoand three-dimensional shapes found in practical applications Objective(s): SWBAT identify geometric solids through vocabulary Do Now: List as many words of geometry shapes as you can. Rename the number 10 by finding the area/perimeter of a shape If you finish early, draw a net of a rectangular prism and label as many parts as you can. Exit Slip Name 3 parts of a polyhedron and explain what they are.

Teacher: Peddie

Grade Level: 7
WHAT STUDENTS WILL DO M: seated V: level 0 P: tracking the speaker I anticipate that some students may not be able to compare the different perspectives, so I will probe them with questions and provide a realworld example.

WHAT THE TEACHER WILL DO Connector/Activator: (L 74) When we look at geometric solids, we have so many vocabulary words that they can be somewhat difficult to remember. Today, were going to be creative mathematicians and explore polyhedrons-.Where have you heard of poly before? (TPS 10 seconds) What do you know about it? which is a solid formed by polygons that enclose part of a space. Looking at this pentagon, how many sides are there? (5). Excellent. Now, looking at this pyramid, a type of polyhedron, how many sides are there- including the base? (5). Excellent, this is called a pentahedron- penta, meaning 5. Mini Lesson: I do: 5 min Today, were going to play a matching game that matches vocabulary words to their pictures. This game is going to be a bit tricky- instead of matching 2 cards, were going to match 3. Were matching the shape, its term, and the side that the arrow is pointing to. So, if I have 12 cards, I have to match 3. Once I mix them up, Im going to flip one card over, and I see its a shape. Looking at the base of this shape, I see its a hexagon with arrows pointing to a lateral face, so I know that I need a card the points to the face and a card that shows hexagonal prism. If I flip the wrong card, then I will let the next player go. Once I have all 3 cards, I will make a pile and put them on my side. If you need a reminder of each term, remember to look at the anchor chart to help you out. We do: 10 min Now, working with a partner at a soft level 1, were going to play this game for ten minutes. Remember, make your own piles, because were going to use this for our independent practice. How many cards are we going to match? (3) What type of cards are we going to match? (in powerpoint) base/edge, shape, and shape term. You will have 8 minutes to complete this with your partner, afterwards, were going to share our answers to check if were correct. When youre matching your cards, think about how you matched the word to the shape and be ready to share your answer. Who would like to come up and share their matches? Make sure youre following along so you can use this for your independent practice. If you finish early, start to draw and label your matches as best as you can using the cards. (Low) Students will have pictures of pentahedrons, hexahedrons, heptahedrons and

M: seated V: level 0 P: tracking the speaker I anticipate that some students may get confused with vocabulary, so I will point out the anchor chart with the terms and pictures.

M: seated V: level 1 P: playing a matching game I anticipate that some students may get confused with matching the appropriate words, so I will walk around to assist them in this process.

Daily Clipboard Plan: 04/09/13 04/18/13

octahedrons

Teacher: Peddie

Grade Level: 7

(High) Students will have pictures of prisms Side groups- create words/pictures for geome-tree Students will create pictures of polyhedrons, label them and write a short definition on construction paper. These will be ornaments of the geometree. They will have an instruction sheet and will be able to reference the anchor chart. Practice: You do: (5 min) Draw and label 3 parts of one of your polyhedrons. How many sides, or faces, does it have? You will have 5 minutes to complete this at a level 0 on your own. If you finish early, draw and label another polyhedron. (Low) Students will have pictures of pentahedrons, hexahedrons, heptahedrons and octahedrons (High) Students will have pictures of prisms Closing: Exit slip

Vocabulary: Polyhedron Pentahedron (low) Hexahedron (low) Heptahedron (high) Octahedron (high) Edge Vertex Lateral face Base Materials: Anchor chart Rulers Polyhedrons Geome-tree instructions Construction paper Scratch Homework: Solid Figures ws Thursday (4/11) Subject/Time Overview IL Standard/benchmark: Subject: Math Start/end time: 9:50 11:10 11:10 12:30 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions. Objective(s): SWBAT draw end, side, and top views of

M: seated V: level 0 P: drawing/labeling a polyhedron I anticipate that some may struggle with drawing the polyhedron, so I will provide them with rulers and point to the example in the anchor chart.

Modifications: Students with IEPs wil have a pre-made polyhedron and will only label 3 parts Key Lesson Elements WHAT THE TEACHER WILL DO Connector/Activator: (L 75) Looking at this picture, take about 10 seconds to find 2 big differences between the boys. (countdown). What did you notice? (His eyes/nose are upside down). Looking at this picture, you see that from this perspective, it looks normal, but if you flip the picture, it looks much different. This is something were going to talk about today, were going to look at different shapes from different perspectives.

Small Groups:

WHAT STUDENTS WILL DO M: seated V: level 0 P: tracking the speaker I anticipate that some students may not connect mathematical perspectives to the real world, so I will use a real-world example and connect it to various jobs.

Daily Clipboard Plan: 04/09/13 04/18/13

1:30 2:50 3-D figures using models Do Now Looking at this box of cereal from the side, draw what it would look like from the top? Rename the number 11 by finding the perimeter of a shape If you finish early, start the warm up on P295 Exit Slip: Draw the side view of a can of soup. If you finish early, draw the top view of a tissue box.

Teacher: Peddie

Grade Level: 7

Mini Lesson: I do: (P 296/297) Today, just like architects or artists, were going to be drawing pictures of shapes from different perspectives. Lets turn to page 296. Looking at number 1 on page 296, I see that this cylinder looks like a can of soup. If I want to draw the top view, I see that its just a circle, so Im going to draw this under the top view section. Make sure that youre drawing this in your notes. If I want to draw the side view, I see that its just a rectangle, so lets draw that under side view. Looking at the front view, I see its the same as the side view, so Im going to draw another rectangle. We do: (10 min) Low Now, take 1 minute to draw your perspective of the front and side views of number 2 on P296. What did you notice about the different perspectives? (theyre all squares!) Now, lets turn to page 297. Looking at this shape from the front, I notice it looks like 5 squares, 3 squares, and 1 square on top of each other. Lets draw this under front view. Now, were going to take 3 minutes with a partner to complete the top and front views. If you need to look at the example, raise your hand and you can come up to the front. Who would like to come up and show their drawings? (sts share their drawings). While the student is up at the board, look at your own drawing to see how it is similar or different. High Now, lets turn to page 297. Im going to challenge our perspectives and artistic skills. Looking at this shape, I notice that from the top it looks like 6 squares in a row. Lets draw that in our books. Youre going to have 3 minutes to work with a partner to draw the different perspectives. Side groups: ST math

M: seated V: level 0 P: tracking the speaker I anticipate that some students may not understand how to draw a picture of various perspectives, so I will explicitly model it.

M: seated V: level 1 P: partner work I anticipate that students may get tempted to walk up to the front of the room, so I will explain the expectation.

Vocabulary:

Practice: You do: (5 min) Now that weve had some practice, lets complete number 4 on your own. Be ready to share your example in a cold call. If you finish early, complete the quick check on P298.

M: seated V: level 0 P: completing practice I anticipate that some students may not be willing to share their work, so I will use cold call to ensure

Daily Clipboard Plan: 04/09/13 04/18/13

Teacher: Peddie

Grade Level: 7
participation. M: seated V: level 0 P: completing exit slip Small Groups:

Materials: Cereal box Can of soup Blocks (Books) Homework: Draw a picture of a building from the top, side, and bottom view. Make sure to label the type of building. Monday (4/15) Subject/Time Overview IL Standard/benchmark: Subject: Math Start/end time: 9:50 11:10 11:10 12:30 1:30 2:50 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions. Objective(s): SWBAT find the surface area of a triangular prism using its parts Do Now: Find the area of this shape (width of rec= 5 ft.; height of triangle 1 ft.; height of rec= 2 ft) Rename the number 15 by finding the area of a triangle. If you finish early, explain how you found the area of the shape above.

(I will walk around to ensure participation and cold call students to participate and share their drawings) Closing: Exit Slip

Modifications: Students with IEPs will only draw the side perspective of the shape in the independent practice.

Key Lesson Elements WHAT THE TEACHER WILL DO Connector/Activator: (L76) Looking at this, who can share what type of shape this is? (triangular prism) (if students may not come up with the term, I will probe them with questions). What type of shape is at the base? (triangle). What type of shape is on the side? (rectangle). Who can point out how to find the area of a triangle? (feel free to use an anchor chart as a tool) (1/2 base x height). How can we find the area of a rectangle? (b x h). Excellent- keep this in mind while we discover today. Before we begin, take 10 seconds to discuss the difference between a prism and a pyramid! WHAT STUDENTS WILL DO M: seated V: level 0/level 1 P: describing a triangular prism I anticipate that students may not remember the term triangular prism, so I will probe them with questions.

Mini Lesson: I do: P302 (1) Looking at this triangular prism, we already know how to find the area of each shape on this prism so let's turn to page 302 to write down our information. Looking at number 1, imagine that the base is 4 inches by 3 in, we know the area of a triangle is base x height. Half of 4 is 2, and the height is 3, so 2 x 3= 6 in2. I noticed there are 2 triangles, so Im going to draw each triangle and label the area for each, 6 in2. Lets draw this in our books. Also, if I need a reminder of the sides, I can count/mark them after I draw them on the side. We do: (10 min) Now, lets draw the number of rectangles under the triangles. How many rectangles are on this triangular prism? How do you know? (3) Lets draw this in our books. Now, talk about how you can find the area of each rectangle with a partner. You have 20 seconds at a level 1, ready, go! Be ready for a cold call. How did you and your partner find the area of the rectangle, ________? (I

M: seated V: level 0 P: tracking the speaker I anticipate that some students may have difficulty imagining the sides of a triangular prism, so I will show them how to mark the sides after calculating the area. M: seated V: level 1 P: partner work I anticipate that some students may have trouble breaking down the figure, so I will refer to the anchor chart as a reminder.

Daily Clipboard Plan: 04/09/13 04/18/13

Exit Slip How

Teacher: Peddie

Grade Level: 7

222
triangles and in a triangular prism? many rectangles are

multiplied 10 (base) x 4 (height) to get 40. Excellent. Lets take 5 seconds to label the areas for each rectangle. Now, if we want to find the surface area of this triangular prism, we have to add up all of the surfaces, rectangles and triangles. Lets take 10 seconds to do this and get ready to share out your answer! (countdown) What was the surface area, ______? Now that we know how to find the surface area of a triangle prism, lets practice a problem with a partner. Lets take out a do now slip for scratch paper and complete the problem on the board. You will have 5 minutes to solve this. Before we move on, who can share how many rectangles and how many triangles are in this prism? (3 rectangles/2 triangles). Lets write this information on the left corner of our papers. You can also see this in our anchor charts, who can point to it? (on powerpoint) You have a triangular prism shaped tent as shown in the diagram. What is the surface area of the tent?

If you finish early, draw a net of a triangular prism.

Who can share how they found the surface area? What is the area of each rectangle? (232.4) What is the surface area of all of the rectangles? 697.2. What is the area of one triangle? How did you find it? (1/2b x h). 5 x 14 = 70. Since there are 2 triangles, you add them together, or multiply by 2, to get 140. If you add all of the shapes, you get 697.2 + 140 = 837.2 ft2 Side groups: IXL Vocabulary: Triangular prism Surface area Practice: You do: (5 min) Since we have had some practice, lets find the surface area of number 2 on P 302. You will have 5 minutes to complete this on your own at a level 0. If you finish early, complete the quick check on P305. High (5 min) Since we have had some practice, now lets find the surface area of number 4 on P304. You will have 5 minutes to complete this on your own at a level 0. If you finish early, complete numbers 5 and 6. M: seated V: level 0 P: completing practice I anticipate that some students will have trouble breaking down the figure, so I will have a net to show the makeup of the triangular prism.

Daily Clipboard Plan: 04/09/13 04/18/13

Teacher: Peddie

Grade Level: 7

Who can share how they found the surface area of this triangular prism in wordsexplain your process. (I found the area of each rectangle and triangle then added them up together). Great- what is the surface area of the rectangles? 315 in2 What is the surface area of the triangles? 45.5 in2 What is the surface area of the whole shape? 360.5 in2 Materials: Triangular prism anchor chart? Surface area anchor? Books Homework: P305 P304 Solve Excellent- were getting great at geometry! Closing: Exit Slip

M: seated V: level 0 P: completing exit slip Small Groups:

Modifications: Students with IEPs will have each shape drawn out for them, outlining the triangular prism for the you do.

Tuesday (4/16) Subject/Time Overview IL Standard/benchmark: Subject: Math Start/end time: 9:50 11:10 11:10 12:30 1:30 2:50 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions. Objective(s): SWBAT find the surface area of cylinders using its parts Do Now: What is the area of a circle with a radius of 4? Rename the number 16 by finding the area of a rectangle and the area of a triangle. If you finish early, If you finish early, Mini Lesson: I do: (5 min) In order to find the surface area of this water tank, we have to find the area of each shape in the cylinder. I know we have 2 circles and 1 rectangle- which you can see in this model. First, Im going to find the area of the circle- which is 2 x pi x r. If I forget the formula, I can use my anchor chart to remind me. Since the radius is 2 ft, Im going to do 2 x 3.14 x 2 to get the area of 12.56ft2. Since I have 2 circles, Im going to add this sum twice to get 25.12 ft2. Now, Im going to find the area of the last shape- the rectangle, which is tricky. Using the formula, 2 x pi x r x h, 2 x 3.14 x M: seated V: level 0 P: tracking the speaker I anticipate that some students may have difficulty conceptualizing surface area, so I will have a cylinder to model the shape and its properties. Key Lesson Elements WHAT THE TEACHER WILL DO Connector/Activator: (L 77) I have a friend who is a welder. The other day, he had to find out how much sheet metal he needed to cover a water tank in the shape of a cylinder. In order to find out, he had to find the surface area of the cylinder. The first step he did was measure- he measured the base- with a radius of 2ft, and a height of 5 ft. WHAT STUDENTS WILL DO M: seated V: level 0 P: tracking the speaker I anticipate that some students may struggle with understanding surface area of a cylinder, so I will use a real-world example to illustrate the concept.

Daily Clipboard Plan: 04/09/13 04/18/13

explain how you can find the area of a circle by changing it into a different shape. Exit Slip: What is the surface area of a cylinder with a radius of 8ft and a height of 10 ft? If you finish early, list and explain what careers would need to find the surface areas of cylinders.

Teacher: Peddie

Grade Level: 7

2 x 5 = 62.8 ft2. In order to find the surface area, I have to add all of my areas together, 25.12 + 62.8 = 87.92 ft2. Using this information, we know that the area of the sheet metal has to be 87.92ft2. We do: (10 min) (Low measures to the nearest centimeter High- measures to the nearest millimeter) Now, were going to act as welders and calculate the surface area of a shape to see how much sheet metal we would need if we created a water tank. Using these toilet paper rolls, were going to use them as scale models of water tanks. Since we need to find the surface area, were going to have to break down the cylinder into many shapes. What shapes do you see in this model water tank? (rectangle/circles). Excellent- lets draw that in our graphic organizer. Now, working with partners were going to measure each shape and record it in our notes- make sure you round to the nearest centimeter. Were going to have 4 minutes to measure and record our data at a level 1. If you forget how to find the area of a shape, where can you look to remind you? (the anchor chart). Excellent. Lets measure! (after 4 min) Who would like to share their data? Lets get a few measurements so we have an accurate measure. Make sure to change your data so were all on the same page. Be ready for a cold call. Now that weve found the areas of each shape, what do we need to do to find the surface area? (add all the areas). Excellent. Lets take 1 minute to add it all up. Be ready for a cold call. What did you get for the surface area_________? Side groups ST math M: seated V: level 1 P: working with partners I anticipate that some students may forget how to calculate the surface area, so I will guide them to use their tools (the anchor chart).

Vocabulary: Surface area Cylinder Area Pi

Practice: You do: (5 min) Now that weve practiced as mathematicians and as welders, were going to try this on our own. Lets turn to P308 and try numbers 2 and 3 on your own. If you finish early, challenge yourself by trying 4 and 5 on P309. What can we use as a tool to help us remember how to find the surface area of a cylinder? (the anchor chart). Excellent. Were going to work at a level 0. Be ready to go over number 2. How did you break down this shape to find the surface area? (I drew 2 circles and a rectangle). How did you find the area of the circles? (I did pi x 3.52 = 38.47, then multiplied by 2, since there are 2 circles, to get 76.93 cm2). Excellent. Then what? (I found the area of the rectangle by multiplying

M: seated V: level 0 P: completing practice problems I anticipate that some students may struggle with breaking down the shape, so I will walk around to ensure they are using the anchor charts as tools.

Daily Clipboard Plan: 04/09/13 04/18/13

Teacher: Peddie

Grade Level: 7

Materials: Anchor chart Mock water tank P307 TP rolls calculators Graphic Organizer Homework: P312 Thursday (4/18) Subject/Time Overview IL Standard/benchmark: Subject: Math Start/end time: 9:50 11:10 11:10 12:30 1:30 2:50 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of two- and three-dimensional regions.

2 x pi x 3.5 x 15 to get 329.7 cm2. Once I found the areas, I added them together to get 406.63 cm2. Closing: Exit Slip

M: Seated V: Level 0 P: Completing exit slip

Modifications: Students with IEPs will only complete number 2 in the you do

Small Groups:

Key Lesson Elements WHAT THE TEACHER WILL DO Connector/Activator: (L 79) Today, as welders/architects, were going to find volume of cylinders. Looking at this picture of the Marina Towers, where Ms. Johnson lives, the radius is 20ft, and a height is 500 ft. Have you seen this building before? What do you know about this building? TPS 10 seconds. How can we find the volume, or the amount inside the building? WHAT STUDENTS WILL DO M: seated V: level 0 P: tracking the speaker I anticipate that some students may not be able to conceptualize the notion of volume, so I will use a real-world example to make it more realistic.

Objective(s): SWBAT find the volume of cylinders using a formula Do Now: How much water can fit in a cylinder glass with a radius of 2ft and a height of 4ft. Explain how you found your answer. If you finish early, rename the number 17 by drawing a shape and labeling its perimeter complete the warm up on P318. Exit Slip: Mini Lesson: I do: (5 min) Looking at our measurements, I know the radius of the base is 20 ft and the height is 500 ft. If I want to find the volume of the building, Im going to use a formula- V = r2h, which is x r2 x h, or 3.14 x 202 x 500. When I plug it into my calculator, I will 628,000ft3. Since were multiplying 3 dimensions, were going to cube the unit. We do: (5 min) Using our data from yesterday, or by re-measuring our cylinders, were going to look at our model tanks to figure out how much water will fit- were going to measure the volume. Turning to P319, lets take 20 seconds to draw our cylinder and record our information from yesterday. Excellent. Now, find the volume of the water tank using the formula. Be ready for a cold call. Lets take 2 minutes at a M: seated V: level 0 P: tracking the speaker I anticipate that some students may not be following the example, so I will scan the room and narrate the students who are engaged.

M: seated

Daily Clipboard Plan: 04/09/13 04/18/13

What is the volume of a cylinder with a radius of 7ft and a height of 15ft? Show your work. If you finish early, draw and label a cylinder and then find its volume

Teacher: Peddie

Grade Level: 7
V: level 1 P: working with partner I anticipate that some students may struggle with measuring to the nearest centimeter, so I will walk around to make sure the partners are collaborating and sharing their measurements.

level 1 to find our volume. What did you and your partner get for volume _______? (Low- nearest centimeter. High- nearest millimeter) Now, lets measure these other cylinders to the nearest centimeter/millimeter with a partner. How are we going to find the radius? (measure the diameter and divide it by 2). Excellent. Lets complete number 2 with a partner. Make sure to draw and label your shape and then find the volume. What are your questions? Ok- lets take 5 minutes to measure this cylinder and the volume. Be ready for a cold call. What did you and your partner get for volume _______? Side groups IXL

Vocabulary: Volume Cylinder

Practice: You do: (5 min) I notice were becoming excellent mathematicians by measuring accurately and labeling our illustrations. Now, using the cylinder in the front of the room, find the volume on your own. The diameter is 5 in and the height is 6 inches. Complete number 3 on your own. Be ready for a cold call. How did you find the volume_____? Explain each step from finding radius to how you used the formula. Closing: Exit Slip

M: seated V: level 0 P: finding the volume I anticipate that some students may not feel confident in their measuring skills, so I will take this time to use precise praise. M: Seated V: Level 0 P: Completing exit slip

Materials: Anchor chart Can of soup Calculators Toilet paper rolls/data from previous day Cylinders (model) / paper towel rolls? Scale model of water tank rulers Homework: Study for test/Complete study guide Thursday (4/18) Subject/Time Overview IL Standard/benchmark:

Modifications: Students with IEPs will have the radius provided in the you do portion

Small Groups:

Key Lesson Elements WHAT THE TEACHER WILL DO Connector/Activator: Today were going to see how well we understand geometry. Before we begin our review, lets use our do nows to talk with a partner about some careers that use WHAT STUDENTS WILL DO M: seated V: level 1

Subject: Math

Daily Clipboard Plan: 04/09/13 04/18/13

Start/end time: 9:50 11:10 11:10 12:30 1:30 2:50 Do Now: What careers involve geometry? How do they use geometry? What did you find difficult in yesterdays homework? Why? Exit Slip: On a scale of 1 to 5 (5 being the best), how well did you do on the test? Explain your answer. If you finish early, you can read silently or raise your hand silently to complete a puzzle. Objective(s): SWBAT check their understanding of geometry using an assessment

Teacher: Peddie

Grade Level: 7
P: TPS I anticipate that some students may struggle with making this connection, so I will have them share their Do Nows with a partner.

geometry. Think about how they use geometry. Be ready to share out your answers and well make a list on the board.

Mini Lesson: I do: 5 min Looking at the study guide from last night, Im going to look at one of the problems that was really challenging for me. Keisha is painting a shoebox for an art project. The length of the box is 15 inches, the width is 4 inches, and the height is 7 inches. What is the total surface area of the box? Show your work. If I want to show surface area, I have to find each area of the rectangular prism. I know one area is 15 x 4 x 2 = 120 Another is 15 x 7 x 2 = 210 And the last one is 4 x 7 x 2 = 56 Im multiplying by 2 because there are two equal sides. If I add all of the sides together, Im going to find the surface area of 386 in2. Are there any shortcuts you can see? We do: 15 min Now, lets take 10 minutes at a level 1 to compare our answers with a partner. Were going to have 10 minutes to share and compare, and then well practice a few as a class before we start our test. Remember, were working at a level 1, if we get too loud, Im going to use the chime to remind us to bring the volume down.. When I come around to see and hear you on task, you will keep your extra credit point for the test. Who would like to share what they found was difficult in their study guide? (sts share and compare their work as a class). Lets look over some of the problems that we found difficult. (I will review this with the whole class) Side groups

M: seated V: level 0 P: tracking the speaker I anticipate that some students may struggle with finding surface area, so I will review this problem with the whole class.

M: seated V: level 1 P: working with a partner I anticipate that students may get above a level 1, so I will use a chime and/or other attention signals to remind them.

Vocabulary:

Practice: You do: (40 min) Students will be checking their understanding using an assessment.

M: seated V: level 0 P: taking an assessment I anticipate that some students may finish their

Daily Clipboard Plan: 04/09/13 04/18/13

Teacher: Peddie

Grade Level: 7
test early, so I will have a puzzle prepared for them to work on.

Materials: ASB 8/9 Puzzles Calculators Homework: Practice your math facts

I know weve been working really hard at geometry, so I feel confident that were all going to do well on this test. If you finish early, you can look up at the power point for your exit slip and other options. Closing: Exit Slip Modifications: Students with IEPs will have modified assessments

M: Seated V: Level 0 P: Completing exit slip Small Groups: