Teacher Candidate: Cortney Estes Unit Title: Geometry

Date: November 8, 2011 Grade Level: 6

Subject: Math

Essential Question(s): How does geometry affect us in the real-world? How can we use volume to solve realworld problems? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators Volume/2 Geometry 6.G Solve real-world and mathematical problems involving area, surface area, and volume. 2. Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Lesson Objectives
(Blooms Taxonomy)

Must be numbered.

1. Students will be able to explain what is meant by the volume of an object. (comprehension) 2. Students will be able to calculate the volume of a given object using the given equation. (application) 3. Students will be able to differentiate between area and volume. (analysis)

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Evidence that students have achieved objective(s): 1, 2, & 3. In-class quiz. 1, 2, & 3. Review bell ringer tomorrow for grade

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

Day 1: 1. The teacher will have the students get out their homework from the last class and will go over the answers with the class before beginning the days new lesson. [CFU-routine & content] [auditory] 2. The teacher will explain to the students the definition of volume and the formula used to calculate volume while writing the information on the board. [CFU-routine] [auditory & visual] 3. The students will take note of the definition and formula for volume in their guided notes; which will be collected, graded, and returned to be used for study guide. [CFU-routine] [kinesthetic & visual][RBIS] 4. The teacher will ask several students to explain the definition of volume and ask several other students what is the formula for volume. [CFUroutine] [auditory] 5. The called upon students will answer either the definition or formula for volume.

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review

Label: visual, auditory, and kinesthetic Accommodations for learning modalities

Label: Checks for Understanding: directions, procedures/routines, and/or content (formative)

Ex. (CFU directions)

6. The teacher will begin with some guided practice questions from their guided notes on the board to work through as a group. The students will work through the guided practice questions on their guided notes while participating in solving the problems on the board. [CFU-content & procedure] [visual & auditory] [RBIS] 7. The teacher will go through several of these problems on the board before allowing the students to do some independent practice questions while the teacher circulates the room assisting students. If the students finish early they need to check over their work and have the teacher come and check over their work. [CFU-routine] 8. The students will work through their guided practice questions as a class and will then complete the independent practice questions on their own. 9. The teacher will divide the students into groups into groups. Each group member is going to have a copy of the question and will get a different question from their in-class quiz to work on as a group. [CFU-directions & procedure] [auditory, visual, & kinesthetic] [Cooperative Learning] [RBIS] 10. The students will get into their assigned groups and will get their own copy of the in-class quiz to work on the assigned question as a group. [Cooperative Learning] 11. The teacher will give the students the rest of the class period to work on and complete their question. [Cooperative Learning] Day 2: 12. The teacher will have the students get back into their groups that they were working with in the previous class. [CFU-directions] [Cooperative Learning] 13. The teacher will then put the students into different groups. Each of the new groups will have one student who was assigned a different question. The groups should have each of the questions from the in-class quiz represented by a student. [CFU- directions & procedure] [auditory, visual, & kinesthetic] [Cooperative Learning] [RBIS] 14. The students will get into their new groups. Each of the students should have answered a different question. They will then work together by explaining their assigned question to the rest of the group. At the end of the period each person in the group should have every question answered on their copy of the in-class quiz. 15. [CFU-content] [auditory, visual, & kinesthetic] [Cooperative Learning] 16. 18. The teacher will collect the students in-class quiz at the end of the period, making sure that every student has every question answered. [CFUroutine] [Cooperative Learning]

Assessment/Evaluation The students will be given and in-class quiz that they will work together on in groups. They will first be divided up into groups that are given the same question to answer. They will have the remaining class period to complete the problem. Label: formative or summative During the next class time they will be put into different groups, in order for every and describe purpose group to have a student assigned with a different question. This way the groups will already have the answers to every question but the students have to work together to explain each of the questions to the other students. Each student will be accountable for having their question completed before getting placed into the second group. By the end of the period each student will have a completed in-class quiz. (formative) [Cooperative Learning]

Closure

By the end of this lesson the students will have gained an understanding of what the volume of a shape is compared to that of the area of a shape. The students will also be able to calculate the volume of several different shapes using their given formula. Understanding will be gained through the guided notes as well as by the in-class quiz that they will be completing in their cooperative groups .

Accommodations and/or Interactions with Support Staff

I will follow any IEP and 504 accommodations.

Resources/Materials

-guided notes -in-class quiz

Time Required Reflection:

2 day for 40 minutes each