LESSON Accommodated Lessson One Volume

8/3/2019 LESSON Accommodated Lessson One Volume

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Steve Keller Accommodations Assignment: Lesson One 1

Accommodations will appear in BOLD and slightly larger font!

Things in italics is information I have added to clarify. They are not changes but rather just letting you know what is going on, it is not a deviation from the original lesson.

Volume of Prisms

I. G oal(s):y G-GMD .1. G ive an informal argument for the formulas for the circumference of a circle,

area of a circle, volume of a cylinder, pyramid, and cone.y G-GMD .3. Use volume formulas for cylinders, pyramids, cones, and spheres to solve

problems.y G-GMD .4. Identify the shapes of two -dimensional cross -sections of three -dimensional

objects, and identify three -dimensional objects generated by rotations of two -

dimensional objects.y G-MG.1. Use geometric shapes, their measures, and their properties to

describe objects (e .g., modeling a tree trunk or a human torso as a cylinder)y T o discover , understand, and apply the formula for volume for prisms.

II. Objective(s):y The student will be able to find volume of any prism given adequate information.

III. M aterial(s):y Fold -ables

D isscussion: Fold-ables are things made out of construction paper. It has many tabs and is an easy way

of organizing information. In my class it is being used to store formulas of area and perimeter of 2-dimensional objects on one side, and to store formulas of volume and surface area of 3-dimensional objects on the other side. I will not expect my students to

memorize formulas, rather I expect them to be able to understand what they need, look upa formula, and apply that formula to get the intended result.

y E lmoy W hite Boardy C alculators for individual students

D iscussion: All students will have a calculator available to them. They may get up to retrieve it at any

point in time during the lesson. They do not have to ask and I expect many (those who need it the most in particular) to grab one before class starts.

y P rojector with P ower P oint

Discussion: T he entire lesson is presented orally and the P ower P oint goes with the lessonslide by slide allowing the students to follow the lesson both visually and orally .




T his should help Jenna because she can sometimes have great difficultyprocessing oral language . T he P ower P oint will be there to give her another aid of what to do or what is being talked about . T he P ower P oint also provides visualcues, such as pictures or diagrams, throughout the lesson which will help Jenna .

y H andouts

Discussion: All students will receive a handout that outlines the lesson a little bit . It breaksdown the discovery lesson as well as gives room for the warm -up, in -classexercises, and any notes one wishes to take . T he room for in -class exercises alsoallows room to draw each shape a problem is introducing . T his should help Jennafocus because she enjoys drawing . T his handout as well as the homework hasvery simple directions also so Jenna will not have a problem interpreting multi -

step directions (because they do not exist) . T he homework does contain some

word problems that might be a little bit difficult, but the hints as well as thelesson should make these problems considerably easier for her .

y Individual blocks ( 1x1x1 in3) to make different rectangular prisms on grouptables . [Any type of rectangular prism can be used as long as its dimensionsare easily distinguishable .]

Discussion: T his is for the discovery lesson . Each table will have a pre -assembled rectangularprism on it and the students sitting at that table will work together to do thediscovery lesson regarding each table s individual prisms . T he discovery lesson

does not have any in -depth questions involving a lot of writing and thereforeJenna should not have difficulty expressing her ideas in writing .

y Youtube video: http://www .youtube .com/watch?v=vZ P eEBigUpk

Discussion: I will use this youtube video to allow the students to visualize what volume is andhow it is created . It shows shapes going from 2 -dimensions to 3 -dimensions andhow one can find the formula for volume for each of these shapes individually . Iwill then reiterate that volume is still V=B*h and the video is just saying what the

area of the Base actually is after each time I show the video . I believe that this

will help not only my IE P student, Jenna, but the class as a whole to understandvolume better . (T his video would be great to show in my next lesson over surfacearea too!) T his video will help Jenna in particular because she is a better visuallearner than audio .

y T ables (not individual desks)




Discussion: I will utilize the use of tables (rather than desks) in my classroom because I wishto have group work a common theme . Each problem during this lecture will bepresented on a P ower P oint slide and then the class will work in groups (eachgroup will be comprised of the students one is sitting with at each table) at each

individual problem . T

he problems presented in the class (viaP

owerP

oint) will bemore like in -class exercises that will be worked on in table -groups . T hereforeevery time I present a problem to the class during lecture it will be treated in thismanner, worked on in groups . T his should help Jenna because group work willgive her more time to think about something, she needs this because she cansometimes get frustrated and angry when not given enough wait time . It couldbe counter -productive as well though because Jenna can be socially awkward ,as one teacher put it . I will do my best to place Jenna with students she iscomfortable with because she does work well with small groups if she iscomfortable with the people .

IV . M otivation:

1. So far we have been focusing on two dimensional polygons. And finding the area andthe perimeter of these polygons. But we live in a three dimensional world. Everythingyou see has three dimensions. Everything has a length, a width, and a height or depth.

(A box or something tangible would be nice to have to express the length, width, andheight or depth.) Today we are going to talk about how to find volume of threedimensional objects. But for right now I would like you to work on the warm up at the

board review what we did yesterday.V . Lesson Procedure:

2. H ave the P ower P oint on slide 2 with the warm -up on the projector before thestudents enter .

3. Please get out your fold -ables and start working on the warm up.4 . You will notice you have a space available on your handout that I just gave you

to work on this problem . 5 . Have a student explain how to do the first warm up problem.6. Have students start shouting out different real -world examples of a rectangular prism.

[Students should have a good idea of what some real -world examples of a rectangular

prism are. Acknowledge which ones are correct and which ones are not. Have one

ready (perhaps a cereal box) as a readily handy example.]7 . Explain the group discovery . Slide 3 .

Each group has a different sized rectangular prism on their table . On thesame handout I gave you for the warm up there is an area directly belowthe warm up labeled group activity . T his is where you will find theseproblems . Read the directions, follow the worksheet, and if you have any




questions raise your hand . You are to work with your table groups . Youhave ten minutes .

Discussion: Students will have trouble with some of the questions, especially numbers 3 and6. Also, check to see how Jenna is doing with her group early and often . M ake

sure she is working well with her group and how her discovery activity is going . Don t forget about the RES T of the class though!

(3 . Circle the correct answer . T he number of cubes on the base of the solid equals the (area, perimeter, volume) of the base of the solid . 6. If B is the area of the base of a rectangular prism and H is the height of the solid,then the formula for the volume is V= ___________ .)I will not answer the questions the students have about these questions directly; I will

allow them to struggle through them giving very subtle hints if the students are not onthe right track .

8. After 10 minutes call the class s attention back .

Transition: Go through the group activity . Explain each answer, in particular 3 -6. Explain

volume of a prism as being the area of the base=B times the height, slide 4 . This is an

important part. I wish to explain volume this way because now all the students have to do is

find the area of any base (which was covered in previous lessons in finding area of two -

dimensional objects), slide 5 . I will also explain at this point how volume is the ability to fill

something. If we are asking for the volume of a solid, we are asking how much we can fit into

it.

9. G o through the first two problems in the P ower P oint dealing with volume of a

rectangular prism. Slides 6 and 7 .

10. Show the first 15 seconds of the video on volume and surface area of arectangular prism . Slide 8 .

11. After the video I will go into a small discussion about how volume is three -

dimensions . It has length, width, and height . Explaining how the video wasgoing from two -dimensions to three -dimensions . T hen I will also reiterate thatvolume asking how much you can fit into a solid . Also have a discussion on thewritten expression that is in each problem (squared and cubed) . Explain wherethe numbers in each formula come from as well as give an in -depthexplanation of what squared and cubed means in the context of the problems . T his will be beneficial to Jenna because she has difficulty with writtenexpression, but also to all the other students because this can be overlookedby most teachers and is not a SI M P LE concept .




prism by breaking up the trapezoidal prism into a rectangular prism and triangularprisms. Two, I would hand out the homework to let the students get a start on it.

Side Note: I wish to get both of these done, but I would rather let the students get a start on the

homework because it is not much, but it will allow students to ask me questions and get

some one -on -one time with me addressing any misconceptions they may have. It is possiblethat I cannot get through the entire P ower P oint/ lesson though. If I cannot finish the

lesson and have to spend more time on it the next day then I will extend the lesson to takeup two full days instead of one and a half days. I want to do this because I don t like theidea of starting a new lesson halfway through a class period. (Also, seeing as it took my co -

op 5 weeks to cover this material if I lengthen this lesson to two days I am still ahead of schedule.) Extending the lesson to two days could also have a good effect on strugglingstudents, allowing them to have more time to grasp the material. Lengthening to two days

also allows for more one -on -one time with struggling students and allows me to see wheremy 4 ELL s are and my 2 I EP s.

V I. Process Standardsy Problem Solving:

M y entire lesson is built around having students solve different problems. I try to make each of in -class exercises different so that they are not just applying the same techniques every time,but rather making them pull from other sources sometimes (i.e. Pythagorean Theorem) to solve

a problem fully.

y Reasoning and P roof:

T he beginning of this lesson is a discovery activity where students are makingconjectures about the ideas of volume of a rectangular prism and what the formulamight be for said prism .

y Communication:

T hroughout the lesson students are encouraged to work with their table groups anddiscuss how to solve each in -class exercise . T o do this they have to be able to organizeand express their mathematical ideas clearly and be able to dispute answers .

y Representations:

I have a P ower P oint to represent ever problem I am talking about . I also use thewhiteboard throughout the lesson to express my ideas . T he students are given 3 -Dobjects to do their discovery with, and use a youtube video to further express the ideaof volume .

LESSON Accommodated Lessson One Volume

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