SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT FOR FLM

Revised June 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give
students, anticipated responses they will give, the structure of notes if you will lecture, the directions for any activities, and key
questions you intend to pose to students. In addition, give time points to help with pacing and attach any handouts that will be used.
This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.

UNIT TITLE: SURFACE AREA AND VOLUME

LESSON TITLE: VOLUME Q UIZ

Day 12 TIME:
STUDENT TEACHER: Stephanie Chan & Tricia Dones
DATE:
Math 7/Pre-Algebra
SCHOOL: Middle School
SUBJECT:
EQUIPMENT/MATERIALS: Quiz worksheet, pencil, projector

45 min. ROOM: # 85
7
GRADE LEVEL:

TYPE OF LESSON AND

INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

Preparation/Motivation
_x_ Adaptation of Content
___ Link to Background
___ Link to Prior Learning
___ Identify Key Vocabulary
Communication Processes
_x_ Reading
_x_ Writing
___ Speaking
___ Listening

Scaffolding
Grouping
___ Modeling in Multiple Ways
___ Whole class
_x_ Wait Time
___ Small groups
___ Communication
___ Partners
_x_ Comprehensible input
_x_ Independent
Application/Representation
___ Hands-on
_x_ Meaningful
_x_ Linked to objectives
___ Promotes engagement

Assessment (w/ appropriate feedback)

_x_ Individual
___ Group
_x_ Written
___ Oral

RATIONALE: HOW DOES THE LESSON FIT INTO THE UNIT OF STUDYWHAT DOES IT BUILD ON (PRIOR KNOWLEDGE)?
LEAD UP TO?

WHAT DOES IT

Students have learned about surface area in the first half of the unit. In the second half of the unit, students have learned
about volume for prisms, pyramids, and cylinders. This is a summative assessment on the volume formulas that the
students learned. It leads up to the final summative assessment that will require students to summarize their knowledge
of surface area and volume to create castles and find the surface area and volume of their creations.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.MATH.7.G.4. Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.
CCSS.MATH.PRACTICE.MP1. Students must make sense of problems and to persevere in solving the volume.
CCSS.MATH.PRACTICE.MP2.The students will understand the abstract idea of volume to reason quantitatively by
calculating the volume of 3D figures on the test.
CCSS.MATH.PRACTICE.MP4&5. Students will be using tools strategically and modeling with mathematics as they
solve volume problems using either the formula or other tools.
CCSS.MATH.PRACTICE.MP6&7. In calculating the volume, they must attend to precision and look for and make use
of structure in their responses.
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will take a formative assessment that observes their ability to be able to solve for the volume of prisms,
pyramids, and cylinders. Students will show accuracy and precision in utilizing the differing formulas for the 3dimensional shapes with 75% correctness.
LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIECES AND INTERESTS

Students will be given instructions on the quiz and things to be careful about. Students will also
be instructed on activities they can do after they complete the quiz.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING

Teacher will pass out the quiz to each student and students are to work independently and quietly on their test.
If students have a question related to the test that does not provide a hint or answer to the problem the teacher
can answer.
After students finish the quiz, they will receive a writing assignment on the subject of surface area and
volume. The students will choose a subject to write about and turn in their work. Students who cannot
complete the writing assignment will complete it for homework.
If students are finished with the writing assignment, they will be given the rubric for the castle authentic
activity and will be sketching a rough draft of what theyd like their castle to look like.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

Tests will be collected and the writing assignment will be given to those turning in their tests.
The teacher will preview the surface area and volume task that they will be creating in class the next day.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)
ENGLISH LEARNERS
ADVANCED STUDENTS
IEP REQUIREMENTS

English learners can raise their hand to ask the teacher to read the problem or instructions for the
quiz.
Advance students work independently on the problems.
Students will be given the accommodations needed as stated on their IEP. Students with an IEP
may be given extra time for a test or a shortened version of the test.

ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)

TYPE

DESIGN

IMPLEMENTATION

FEEDBACK STRATEGY

EL

Misconceptions

The teacher will review the

misconceptions before the test.

PM

Quiz

Quiz

Teacher walks around to make sure

students are independently working
on their work.
Students attend to quiz on solving
the surface area.

Reflection

Teacher goes over the

misconceptions and explains
why they are incorrect.
The teacher will take away
the test if students are caught
cheating.
Students will receive their
quizzes back with a letter
grade and feedback for the
test.
Students will submit the
writing assignment for a
letter grade. The teacher will
provide feedback to each
student.

Students will choose a prompt and

reflect on the unit of surface area
and volume and how it relates to
them.

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING?

HAPPENED?
I EXPECT THAT THE STUDENTS WILL BE QUIET AND WORK INDEPENDENTLY ON THEIR PROBLEMS.

WHAT ACTUALLY

Name ____________________________

Volume Quiz

Show all work to receive full credit. Remember to include units in your final answer. Round to the nearest tenth if
needed.

Name __________________________

Reflection
Choose one prompt and write at least ten sentences responding to the prompt. Respond to all
questions in your selected choice.
Choice 1: What are two professions or careers that require the knowledge of surface area
and volume? How do those professions or careers use surface area and volume formulas?
Choice 2: How did you use surface area or volume in the last week? Why is it important
to know these concepts?
Choice 3: Write a short summary about the relationship of surface area and volume. What
makes them similar? What makes them different? Give examples.