COREs Math Lesson Planning and Preparation Form

Lesson Title: Volume of a Cone

Standards:
CCSS.MATH.CONTENT.8.G.C.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

Learning Objective(s) What students will know and

be able to do by lesson's end: Students will be able to
demonstrate their knowledge about linear functions.
Lesson Source (program, page, etc.):
Students will be able to.

Find the volume of a cone and see how it

relates to the previous formulas for finding the
area of a circle , volume of a sphere and
cylinder.

Make a prediction about the number of cones

needed to fill up a cylinder space.

Key Background Knowledge:

Students should be able to recognize the

formulas of these geometric shapes form their
previous math classes. This new concept
should enable them to learn more about the
material.

Students will state formulas of shapes what

they learned previously during the week.

Each group will have their own set of shapes.

Teacher Actions

Materials:
Geometric shapes, notebooks and a
smartboard.
Key Vocabulary:
1. Volume
2. Cylinders
3. Circles
4. Sphere
5. Cones

Standards for Mathematical Practice:

CCSS.MATH.PRACTICE.MP2 :

Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP3 :

Construct viable arguments and critique

the reasoning of others.

Student Actions

Intro/Model (10 minutes) Introduction, purpose, explanations, thinkalouds, visual or worked models, small steps working toward mastery, etc.:

As students walk in, they will be picking up their notebooks

in the corresponding cabinet. I will go over any questions
about the warm ups or homework problems. After,
reviewing the problems I will ask each student what they
learned about yesterdays lecture.

Students will be working on their

warm ups while I take attendance
and stamp homework for
completion.
Students will be asking questions
about last nights homework.

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COREs Math Lesson Planning and Preparation Form

Guided Practice (5-7 minutes) Include checks for understanding/
misconceptions, questioning, and engagement strategies and feedback:

Students will be reflecting what they

learned about todays lecture.

The last 5-7 mins of class I will be incorporating an exit slip

to check for understanding. A minute before the bell rings I
will tell my students that I will go over the exit slips. I will
give my students feedback about their reflections on the
following day.

Monitor Checks for understanding/formative assessment:

To check for understanding I will ask my students to do hand gestures such as: thumbs up, thumbs down and thumb to the side.
This will allow me to clarify their questions about the lecture if they were confused. If my students were confused I will reteach the
material.

Adjust instruction/reteach/additional guided practice (30

minutes) Support for students who are not mastering the concept or skill
and/or English language learners or students needing intensification:

Students will be drawing out the

geometric shapes into their
notebooks.

I will be handing out geometric shapes, so my English

Learners can visually see the shapes during the concept. I
will be writing out the instructional steps on the white board.

Independent Practice/Extension/Connections (15 minutes) Practice, extend, and apply the skills/concepts (inclusive of work that
requires higher-level thinking skills):

I will be handing out worksheets of Volume of a cone and my students will be matching the correct formula of each geometric
shape. Students will be pasting this worksheet into their notebooks and they will be writing a summary what they learned.

Closure Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s):

The purpose of todays lecture was to demonstrate how geometric shapes can be used and how formulas can be applied.

Lesson Planning Directions Using Features of Universal Lesson Design (ULD)

Universal Lesson Design Overarching Principles
1.

Multiple means of presentation of information to students (e.g., audio, video, text, speech, Braille,
still photos, or images)

2.

Multiple means of expression by students (e.g., writing, speaking, drawing, video recording)

3.

Multiple means of engagement for students (e.g., to meet differing needs for predictability,
novelty, or group interaction)
Rose & Meyer (2002)

Effective Lesson Format

1. Purpose or Learning Objective: Carefully formulated, clearly stated
2. Introduction: Brief preview or explanation of why that objective is worth learning andof
particular importancehow it will be assessed
3. Modeling/Demonstrating: Teachers not only explain but explicitly show students, in very small,
deliberately calibrated steps, how to do the working and thinking necessary to succeed on that
days assessment
4. Monitor: To ensure that every student is attentive and engaged

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Lesson Preparation and Planning Form

COREs Math Lesson Planning and Preparation Form

5. Guided Practice: Recursive cycle that starts with students applying or practicing each small step
that the teacher has just modeled
6. Monitor: Check for understanding/formative assessment
7. Adjust Instruction: By reteaching or enlisting students' expertise by having them work in pairs
to help each other
8. Repeat Steps 57: Until all or almost all students are ready to complete the days assignment,
project, or assessment by themselves
9. Independent Practice and/or tutor students needing additional support
Schmoker (2013)

Common Core State Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them. Mathematically proficient
students

Explain to themselves the meaning of a problem and look for entry points to its solution.
Explain correspondences between equations, verbal descriptions, tables, and graphs, or draw diagrams of important
features and relationships.
Check their answers to problems using a different method, and they continually ask themselves, Does this make
sense?
Understand the approaches of others to solving complex problems and identify correspondences between
approaches.

2 Reason abstractly and quantitatively. Mathematically proficient students

Make sense of quantities and their relationships in problem situations. Create a coherent representation of the
problem at hand, consider the units involved, attend to the meaning of quantities, and flexibly use different
properties of operations and objects.
Decontextualize a given situation and represent it symbolically, and also contextualize to probe into the referents for
the symbols involved.

3 Construct viable arguments and critique the reasoning of others. Mathematically

proficient students

Understand and use stated assumptions, definitions, and previously established results in constructing arguments.
Compare the effectiveness of two arguments, distinguish correct from incorrect reasoning and, if there is a flaw in an
argument, explain what it is.

4 Model with mathematics. Mathematically proficient students

Apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.
Make assumptions and approximations to simplify a complicated situation, realizing that these may need revision
later.
Identify important quantities and their relationships in a practical situation using such tools as diagrams, tables,
graphs, flowcharts, and formulas.

5 Use appropriate tools strategically. Mathematically proficient students

Use technology to visualize the results of varying assumptions, explore consequences, and compare predictions with
data.
Identify relevant external mathematical resources, such as digital content located on a website, and use them to
pose or solve problems.
Use technological tools to explore and deepen their understanding of concepts.

6 Attend to precision. Mathematically proficient students

Communicate precisely to others. They use clear definitions in discussion with others and in their own reasoning.
State the meaning of the symbols they choose. They are careful about specifying units.
Calculate accurately and efficiently, and express numerical answers with the appropriate degree of precision.

7 Look for and make use of structure. Mathematically proficient students

Look closely to discern a pattern or structure.

Step back for an overview and shift perspective.

8 Look for and express regularity in repeated reasoning. Mathematically proficient students

2013 CORE Inc.

Lesson Preparation and Planning Form

COREs Math Lesson Planning and Preparation Form

Notice if calculations are repeated, and look both for general methods and for shortcuts.
When solving problems, maintain oversight of the process while attending to the details, and continually evaluate the
reasonableness of results.

2013 CORE Inc.

Lesson Preparation and Planning Form