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Norms: Students will remain at a productive partner voice in order to not disturb
other pairs and engage in discussion in reflection over their work. Students will be
reminded to explain their answers as the normal expectation in math class.
Why
Students need to be challenged and should work in small groups in order to solve
multi-step problems. Too often, I find that students arent challenged to push their
thinking past procedural knowledge, and I want my students to feel that they have
room to grow mathematically. I want students to have plenty of explore time to
have the freedom of exploring different ways in which they find it easiest or most
useful to solve the problems at hand. Letting the students fend for themselves will
give the students a greater sense of ownership in their work and confidence when it
comes to solving similar future problems. Having the opportunity to work in pairs
will give the students a chance to share their ideas with one another and use each
other as a discussion board to discuss the work. The students taking ownership
over their own work, by exploring these problems, will lead to a deeper learning
experience than memorizing an equation that will easily be forgotten after the unit
is over. Different strategies will arise from the group discussion afterwards and will
let kids view the questions in a different light (hopefully). This will hopefully get the
students to become more reflective of their work and get a true deep learning
experience through the power of reflection.
Goals/Objectives:
Students will develop an understanding of volume and how to apply it to real world
situations. Students will be able to use properties of Cones, Pyramids, Prisms,
Cylinders, and Spheres in order to calculate their volumes.
PA Core Standards:
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.1.2.1.2 Identify and/or use properties of quadrilaterals.
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.
Materials and Preparation:
Smart Board
Pencils
Challenge Packet
Constructed Response Sheet
Notebooks
Classroom Arrangement and Management Issues:
Students will work within groups of 2 during the activity portion of the assignment.
I will be floating around the partner groups to ensure students will be held on task
at all times. During the lecture and review portion of the class, students have the
expectations to be quiet and only talk when in a productive way. When students get
too talkative and loud, I will stop talking and wait for their eyes to look at me and we
will continue. This is typically not an issue in the class; the students are almost
always well behaved. I do not anticipate any issues during the class.
Plan (Class is 90 Minutes plus a 30 Minute Study Hall):
Launch/Lesson
Copy down homework
Two PSSA Prep questions will be on the board and the answers logged
into their clickers
Review Homework from the Night Before (The difficult problems)
Hand out Challenge Packet and let students start
Explore:
Students will be working in pairs doing word problems from the text and be
able to use each other as a discussion board in order to problem solve
Occasionally I will announce good strategies I hear or ask questions that will
make them think deeper about the situation.
Answers will be compared with partners and surrounding neighbors in class
I will be floating around between the pairs in order to hear how they are
solving the problem and to answer any questions needed (I will be looking at
different strategies used and asking students to explain their reasoning).
While walking around, I will share out strategies used by some pairs to help
move along students who seem to be struggling
Wrap Up:
Students will then come back together as a whole group and share out their
answers and strategies used to solve.
Time will be given for questions about strategies or discoveries made during
the activity
Students will then take the Constructed Response Sheet