Standards:

CC.2.3.8.A.3 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. CC 7.G.B.6 Know the
formulas for the volumes of cones, cylinders, and
spheres and use them to solve real-world and
mathematical problems.G.2.3.1.1 Calculate the
surface area of prisms, cylinders, cones, pyramids,
and/or spheres. Formulas are provided on a
reference sheet. G.2.3.1.3 Find the measurement of a
missing length given the surface area or volume.
G.1.2.1.2 Identify and/or use properties of
quadrilaterals. G.1.1.1.1 Identify, determine, and/or use
the radius, diameter, segment, and/or tangent of a
circle. G.1.1.1.4 Identify and/or use the properties of a
sphere or cylinder. G.1.2.1.1 Identify and/or use
properties of triangles.

It is important for me to keep the structure of

the class similar to my CM (pre and post
assessments, homework review, lesson,
partner/group work)
I will constantly ask my students how they
derived the answer and why they did each
step.
Random calling makes sure each student is
held responsible for the work.
1 or 2 meaningful word problems is better
than a plethora of computation problems
Work with small groups during partner time
to ensure lower level students are getting
extra support that is needed.
Make sure I have complete mastery of content
before coming into class
Minimize dead time during class
Focus on discussion based learning.
Give real life examples to apply context

Teaching Methods:

Knowledge of Students and Context:

Curriculum Materials:
Laptop Cart for partner work in
Textbook
Online Text book Holt McDougal
Graph Paper
Cylinder, Cone, and Spheres of
similar size
Illuminations handout and activity
set
Smartboard with Notebook
Compatibility
Students math notebooks
Measuring cups
Sink for water supply
Net handouts
Scissors

What

Lesson
How

Why

Educational Philosophy and Beliefs
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The class period goes for about 90 minutes.

Once a week the class goes for 120 minutes.
Class time is completely structured, which
students seem to enjoy.
Most of the students in the class love to
explore mathematical concepts.
Students seem to always be in a competition to
finish the work first and like to prove other
students wrong.
During independent work time, students
almost always remain on task and are self-
motivated to finish the work.
The students seem to care mostly about their
grades and seem to be defined by it.
Some of the students enjoy exploring
challenging problems, while the other half
seem to give up easily.
Majority of students are from middle class to
well off families.
School is fairly diverse for a city school.

I am a firm believer that students need to explore math

to completely conceptualize it.
The teacher should act more as a facilitator of the
conversation being taken place and not as the all
knowing being
Students need discussion time at the beginning and
end of each lesson to share out strategies they like to
use and ask questions other students may have
A teacher shouldnt immediately help a student if
he/she is struggling. They need to time to work with
the problem to understand it.
Every student can be a math person, and they all are
capable of succeeding in their own way.
High expectations should be set for all students.
Math should be relevant and a world connection
should be made.

Theories of Teaching and Learning:

v Dweck- The idea that
intelligence is gained and
effort leads to higher
achievement.
v Oakes- Assessments should be
equitable to all students
(including formative)
v Gay- There should be cultural
awareness throughout the
classroom.
v Tomlinson- Differentiation
needs to be done properly so
all students are being
challenged. There needs to be
a reason to differentiate, not
just for the sake of doing so.
v Skemp-Relational thinking
allows students to have a
better conceptual knowledge
of mathematics over
instructional thinking.