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 OF PRISMS

Day 8 TIME: 45 min. ROOM: 85

STUDENT TEACHER: Stephanie Chan and Tricia Dones
DATE:
Math 7/Pre-Algebra
7
SCHOOL: Middle School
SUBJECT:
GRADE LEVEL:
EQUIPMENT/MATERIALS: White boards, Doc Cam, unifix cubes, shoeboxes, I-Pad/computers
TYPE OF LESSON AND
INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

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

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

Assessment (w/ appropriate feedback)

_x_ Individual
_x_ Group
_x_ Written
_x_ Oral

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

WHAT DOES IT

The students have just completed their summative assessment on surface area for 3D figures. Today, the students will
be learning about volume and how to determine the volume for a prism. This builds upon prior knowledge of 3D shapes
and the properties of those 3D shapes. After the lesson on prisms, the lesson will lead up to the study of volume for
pyramids and cylinders. The students will take a summative test on volume and then complete an authentic activity that
reviews what they know about surface area and volume.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
CCSS.MATH.PRACTICE.MP1. One big idea of the lesson is to make sense of problems and to persevere in solving
the volume of prisms.
CCSS.MATH.PRACTICE.MP2.The students will understand the abstract words of volume and prism to reason
quantitatively by calculating the volume of prisms.
CCSS.MATH.PRACTICE.MP3. The students will construct viable arguments and critique the reasoning of others as
they work together in groups to solve for volume.
CCSS.MATH.PRACTICE.MP4&5. By filling shoe boxes with unifix cubes and manipulating virtual 3D figures online,
students will be using tools strategically and modeling with mathematics.

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.
CCSS.MATH.PRACTICE.MP8. By comparing various types of prisms, students will need to look for and express
regularity in shapes that are the same and knowhow to calculate the volume for all prisms.
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will calculate the areas of base and multiply it by the height of a prism to find the volume of a prism and apply
the formula to real-world problems.
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

10 min

Students will know the routine of coming in and sitting before the bell rings. They will take out their agendas
and write down the class work and homework for that day. They will also write the lesson objective in their
math notebooks.
The teacher will begin by showing an introductory video that defines what volume means and the various
ways that we would use it in real-life. http://www.shmoop.com/video/volume (2:37)
After the video, students will be asked to pair-share what volume means in their own words. Next, they will
also be asked to share one application of volume, or why studying volume is important.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING

5min

15 min

15 min

The teacher will go over the lesson objective with the students. She will tell the students that today we will be
learning about finding the volume for prisms. Teacher will connect surface area to volume by having a class
discussion about the similarities and differences which will help scaffold what students know about surface
area to gain new understanding about volume. The teacher will provide some real-life scenarios for volume
using prisms. The teacher will model how to solve the first problem on the Doc Cam then the class will
discuss how to solve the next real-life prism problem on their white boards.
Then the class will be divided in half and each half will read instructions online for their task. Half will work
on an interactive PBS learning site that introduces volume of prisms through manipulatives.
http://ca.pbslearningmedia.org/resource/0e98da49-8f3d-4e54-bbb4-4246b6a20c41/volume-of-prisms/
The other half will receive a shoebox and some unifix cube units. Working in groups of 4-5, the students will
need to find the volume of a shoe box using unifix cubes by filling the shoe box with rows of cubes and
calculating the volume on a piece of paper. Each student will submit a paper at the end of class.
The two groups will switch.

LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

5 min

The teacher will close the lesson by reviewing the objective of the lesson. The teacher will facilitate a thinkpair-share about what the students learned today. The students will discuss why this is important and what
possible careers might use the information in this lesson.

ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)

ENGLISH LEARNERS

Each of the groups will be a heterogeneous design that integrates English Learners with students
of proficient English skills. ELs will be able to practice speaking skills in a less intimidating
setting and can practice talking about the key vocabulary of the unit. ELs will also be practicing
their listening skills as they continue to listen to spoken English from native English speakers
during the think-pair-share activities. ELs will also be working on their reading and listening
skills as the students must follow the directions to be successful in the tasks.

ADVANCED STUDENTS

IEP REQUIREMENTS

Advanced students will be given an additional website to practice volume of prisms. The task will
have 15 additional problems of guess and check volume. The Geogebra website allows students
to manipulate the blocks to see how volume is affected. https://www.geogebra.org/m/FgQVdDTb
Students with IEPs will be accommodated according to however their IEP suggests. For students
with seeing or hearing impairments, they will be seated in the front of the class. For the student
that may have a speaking disability, he/she will not be required to present in front of the class but
will still be expected to contribute to their group in some way.

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

TYPE

DESIGN

IMPLEMENTATION

EL

Pair-share

Students will discuss what volume

is and how volume relates in the
real-world after watching a
introductory video.

PM

FEEDBACK STRATEGY

Students will share their

answers with their table
partner. Their partner will
offer peer feedback about
their responses. The teacher
will walk around and listen to
various groups and correct
possible misconceptions.
PBS Learning Website
Students will be learning and
Students will receive
solving problems for the volume of feedback immediately from
prisms.
the PBS website. The website
will correct the calculations
of the students and allow
students to amend their
answers.
Volume of a shoebox with Students will be finding the volume Students will turn in their
unifix cubes
of a shoebox using unifix cubes.
papers at the end of class.
The work will be graded and
the papers will be given back
to the students. The teacher
will be informed if the
students understand the
concept of volume and how
to calculate the volume of a
rectangular prism.

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

HAPPENED?

WHAT ACTUALLY

I expect that the students will like using technology because the PBS interactive site is almost like a video game. I also
think that the students will enjoy using manipulatives because the lesson is student-centered and hands-on. I foresee
that there might be possible technology problems (technology seems to fail when you need it the most).