Lead Teach Math

7/28/2019 Lead Teach Math

1/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7Tuesday (4/09)

Subject/Time Overview Key Lesson Elements

WHAT THE TEACHER WILL DO WHAT STUDENTS WILL DO

Subject:Math

Start/endtime:9:50 11:10

11:10 12:30

1:30 2:50

IL Standard/benchmark:7.A.3b Apply the concepts and attributesof length, capacity, weight/mass,perimeter, area, volume, time,temperature and angle measures inpractical situations.

Objective(s):

SWBAT use a discovered formula to findthe area of a circle

Connector/Activator: (L 73)

Looking at our Do Now, who can share how they estimated the area of the circle?If its less that 4 in2, is it between 2 and 3in 2 or 3 and 4 in2. How do you know?

M: seatedV: level 0P: tracking the speakerI anticipate that some students may not fullyparticipate, so I will walk around and scan theroom to ensure engagement.

Do NowEstimate the area of the circle? Explainhow you found your answer

2 in by2 in

Rename the number 9 using a formula.

If you finish early, list the parts of a circlethat can help you find the area.

Exit SlipMs. Peddie is changing her clock face andis covering it with a new cover. In order tofind the right cover, she has to find thearea. The radius of the clock is 5 in. Whatis the area?

If you finish early, write down Whatshould Ms. Peddie change the face of the

clock to and why?

Mini Lesson:Today, were going to discover the formula to find the area of a circle. Since wediscovered pi last time, were going to discover area today. Looking at thesetriangles, we can see it makes a circle. How can we use these to find the area ofthis circle? (TPS for 10 seconds). What other familiar shape can we make tofind the area of the circle?

I do: (P287)Were going to use these pre-cut circles to create a parallelogram. Since each halfis a different color, were going to create the shape l ike Im doing up here. Makesure youre following along so you know what this is going to look like.Once I set my pieces, I alternate the colors and make the shape of a parallelogram.Now that I have this shape, I can find the area by measuring the height and base.Once I multiply base x height, I have the area.

We do: (10 min)Looking at this example, what part of the circle does the height compare to? Talkabout this with your partner and be ready for a cold call. You will have 20 seconds.Ready? Go.Now, were going to cut out our circles and find their areas using the formula of aparallelogram. Once you find the area, record it in on P286 and compare themeasures of the parallelogram to that of the circle. Before we move on, what doesthe height of the parallelogram compare to in the circle? (the radius). Excellent. Youwill have 7 minutes to set the circles into parallelograms, measure and calculate thearea, and complete your data.

Who can share what the base compares to in a circle? (pi x r). Now we know the

M: seatedV: level 0P: tracking the speakerI anticipate that some students may take toomuch time cutting out the circles, so I will havesome pre-cut for them to simply manipulate.

M: seated

V: level 1P: TPS/partner workI anticipate that some students may find itdifficult to make the connection between radiusand height, so I will have them TPS toexchange ideas.


2/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7formula for finding the area of a circle- pi times r2

LowNow, lets turn to page 287. Looking at number one, were going to use our formulapi times 10 squared, or 3.14 x 100 = 314 in 2

Now, try number 2 on your own and be ready to share out.What did you get for number 2 and how did you find it? (15 2 x 3.14 = 706.5 in2)

HighNow that we know the formula, pi x r2, try numbers 1 and 2 on your own. Be readyto share out.What did you get for number 2 and how did you find it? (15 2 x 3.14 = 706.5 in2)

Vocabulary:PerimeterCircumferenceRadiusDiameter

Area

Practice:You do: (5 min)Now that weve discovered the formula for area of a circle, were going to practicenumbers 3-4 on our own. Make sure to use the anchor charts as a reminder of theformula. If you finish early, challenge yourself and try numbers 5 and 6.

Who can share how they found the area for number 5? (I did 78/2= 39. 39 2 x 3.14 =4,775.94 ft2). Excellent. How did you get number 6? (212 x 3.14 = 1,384.74 m2).Great.

High (5 min)Now that weve discovered the formula, complete number 3-6 on your own. You willhave 5 minutes to complete this.

If you finish early, complete 8-9 on P286.

Side groups:IXL

M: seatedV: level 0P: completing the practice problemsI anticipate that some students may confusediameter and radius, so I will have them refer to

the anchor chart as a reminder.

Materials:Pre-cut circlesP286 (Book)CalculatorsAnchor chart of area of circle

Closing:Exit Slip M: Seated

V: Level 0P: Completing exit slip

Homework:P287 (Solve)

Modifications:Students with IEPs will have pre-cut circles and will only complete half of the youdo.

Small Groups:

Wednesday (4/10)



3/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7WHAT THE TEACHER WILL DO WHAT STUDENTS WILL DO

Subject:Math

Start/end

time:9:50 11:10

11:10 12:30

1:30 2:50

IL Standard/benchmark:

9.A.3c Use concepts of symmetry,congruency, similarity, scale, perspective,and angles to describe and analyze two-and three-dimensional shapes found inpractical applications

Objective(s):SWBAT identify geometric solids throughvocabulary

Connector/Activator:(L 74)When we look at geometric solids, we have so many vocabulary words that theycan be somewhat difficult to remember. Today, were going to be creativemathematicians and explore polyhedrons-.Where have you heard of poly

before? (TPS 10 seconds) What do you know about it?which is a solid formed by polygons that enclose part of a space. Looking at thispentagon, how many sides are there? (5). Excellent. Now, looking at this pyramid,a type of polyhedron, how many sides are there- including the base? (5). Excellent,this is called a pentahedron- penta, meaning 5.

M: seatedV: level 0P: tracking the speakerI anticipate that some students may not be able

to compare the different perspectives, so I willprobe them with questions and provide a real-world example.

Do Now:List as many words of geometry shapesas you can.

Rename the number 10 by finding the

area/perimeter of a shape

If you finish early,- draw a net of a rectangular

prism and label as many partsas you can.

Exit SlipName 3 parts of a polyhedron and explainwhat they are.

Mini Lesson:I do: 5 minToday, were going to play a matching game that matches vocabulary words totheir pictures. This game is going to be a bit tricky- instead of matching 2 cards,were going to match 3. Were matching the shape, its term, and the side that the

arrow is pointing to. So, if I have 12 cards, I have to match 3. Once I mix them up,Im going to flip one card over, and I see its a shape. Looking at the base of thisshape, I see its a hexagon with arrows pointing to a lateral face, so I know that Ineed a card the points to the face and a card that shows hexagonal prism. If I flipthe wrong card, then I will let the next player go. Once I have all 3 cards, I will makea pile and put them on my side. If you need a reminder of each term, remember tolook at the anchor chart to help you out.

We do: 10 minNow, working with a partner at a soft level 1, were going to play this game for tenminutes. Remember, make your own piles, because were going to use this for ourindependent practice.

How many cards are we going to match? (3) What type of cards are we going tomatch? (in powerpoint) base/edge, shape, and shape term. You will have 8minutes to complete this with your partner, afterwards, were going to share ouranswers to check if were correct.When youre matching your cards, think abouthow you matched the word to the shape and be ready to share your answer.

Who would like to come up and share their matches? Make sure youre followingalong so you can use this for your independent practice.

If you finish early, start to draw and label your matches as best as you can usingthe cards.

(Low)Students will have pictures of pentahedrons, hexahedrons, heptahedrons and

M: seatedV: level 0P: tracking the speaker

I anticipate that some students may getconfused with vocabulary, so I will point out theanchor chart with the terms and pictures.

M: seatedV: level 1P: playing a matching gameI anticipate that some students may getconfused with matching the appropriate words,

so I will walk around to assist them in thisprocess.


4/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7octahedrons

(High)Students will have pictures of prisms

Side groups- create words/pictures for geome-treeStudents will create pictures of polyhedrons, label them and write a short definitionon construction paper. These will be ornaments of the geometree. They will havean instruction sheet and will be able to reference the anchor chart.

Vocabulary:PolyhedronPentahedron (low)Hexahedron (low)Heptahedron (high)Octahedron (high)EdgeVertex

Lateral faceBase

Practice:You do: (5 min)Draw and label 3 parts of one of your polyhedrons. How many sides, or faces, doesit have? You will have 5 minutes to complete this at a level 0 on your own. If youfinish early, draw and label another polyhedron.(Low)Students will have pictures of pentahedrons, hexahedrons, heptahedrons andoctahedrons

(High)Students will have pictures of prisms

M: seatedV: level 0P: drawing/labeling a polyhedronI anticipate that some may struggle withdrawing the polyhedron, so I will provide themwith rulers and point to the example in theanchor chart.

Materials:Anchor chartRulersPolyhedronsGeome-tree instructionsConstruction paperScratch

Closing:Exit slip

Homework:Solid Figures ws

Modifications:Students with IEPs wil have a pre-made polyhedron and will only label 3 parts

Small Groups:

Thursday (4/11)



Subject:Math


11:10 12:30


7.C.3b Use concrete and graphic modelsand appropriate formulas to findperimeters, areas, surface areas andvolumes of two- and three-dimensionalregions.

Objective(s):

SWBAT draw end, side, and top views of

Connector/Activator:(L 75)Looking at this picture, take about 10 seconds to find 2 big differences between theboys. (countdown). What did you notice? (His eyes/nose are upside down). Lookingat this picture, you see that from this perspective, it looks normal, but if you flip thepicture, it looks much different. This is something were going to talk about today,were going to look at different shapes from different perspectives.

M: seatedV: level 0P: tracking the speakerI anticipate that some students may not connectmathematical perspectives to the real world, so Iwill use a real-world example and connect it tovarious jobs.


5/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 71:30 2:50 3-D figures using models

Do NowLooking at this box of cereal from the side,draw what it would look like from the top?

Rename the number 11 by finding theperimeter of a shape

If you finish early, start the warm up onP295

Exit Slip:Draw the side view of a can of soup. If youfinish early, draw the top view of a t issuebox.

Mini Lesson:I do: (P 296/297)Today, just like architects or artists, were going to be drawing pictures of shapes

from different perspectives. Lets turn to page 296. Looking at number 1 on page296, I see that this cylinder looks like a can of soup. If I want to draw the top view, Isee that its just a circle, so Im going to draw this under the top view section. Makesure that youre drawing this in your notes. If I want to draw the side view, I see thatits just a rectangle, so lets draw that under side view. Looking at the front view, Isee its the same as the side view, so Im going to draw another rectangle.

We do: (10 min)LowNow, take 1 minute to draw your perspective of the front and side views of number2 on P296. What did you notice about the different perspectives? (theyre allsquares!)

Now, lets turn to page 297. Looking at this shape from the front, I notice it lookslike 5 squares, 3 squares, and 1 square on top of each other. Lets draw this underfront view. Now, were going to take 3 minutes with a partner to complete the topand front views. If you need to look at the example, raise your hand and you cancome up to the front.

Who would like to come up and show their drawings? (sts share their drawings) .While the student is up at the board, look at your own drawing to see how it issimilar or different.

HighNow, lets turn to page 297. Im going to challenge our perspectives and artisticskills. Looking at this shape, I notice that from the top it looks like 6 squares in arow. Lets draw that in our books. Youre going to have 3 minutes to work with apartner to draw the different perspectives.

Side groups:ST math

M: seatedV: level 0

P: tracking the speakerI anticipate that some students may not understandhow to draw a picture of various perspectives, so Iwill explicitly model it.

M: seatedV: level 1P: partner workI anticipate that students may get tempted to walkup to the front of the room, so I will explain theexpectation.

Vocabulary: Practice:You do: (5 min)Now that weve had some practice, lets complete number 4 on your own. Be ready

to share your example in a cold call. If you finish early, complete the quick check onP298.

M: seatedV: level 0P: completing practice

I anticipate that some students may not be willingto share their work, so I will use cold call to ensure


6/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7(I will walk around to ensure participation and cold call students to participate andshare their drawings)

participation.

Materials:Cereal boxCan of soup

Blocks(Books)

Closing:Exit Slip M: seated

V: level 0

P: completing exit slip

Homework:Draw a picture of a building from the top,side, and bottom view. Make sure to labelthe type of building.

Modifications:Students with IEPs will only draw the side perspective of the shape in theindependent practice.

Small Groups:

Monday (4/15)



Subject:

Math


11:10 12:30

1:30 2:50



Objective(s):

SWBAT find the surface area of atriangular prism using its parts

Connector/Activator:(L76)Looking at this, who can share what type of shape this is? (triangular prism)

(if students may not come up with the term, I will probe them with questions). Whattype of shape is at the base? (triangle). What type of shape is on the side?(rectangle). Who can point out how to find the area of a triangle? (feel free to usean anchor chart as a tool) (1/2 base x height). How can we find the area of arectangle? (b x h). Excellent- keep this in mind while we discover today. Before webegin, take 10 seconds to discuss the difference between a prism and apyramid!

M: seatedV: level 0/level 1

P: describing a triangular prismI anticipate that students may not remember theterm triangular prism, so I will probe them withquestions.

Do Now:Find the area of this shape (width of rec=

5 ft.; height of triangle 1 ft.; height of rec=2 ft)

Rename the number 15 by finding thearea of a triangle.

If you finish early, explain how you foundthe area of the shape above.

Mini Lesson:I do: P302 (1)

Looking at this triangular prism, we already know how to find the area of eachshape on this prism so let's turn to page 302 to write down our information. Lookingat number 1, imagine that the base is 4 inches by 3 in, we know the area of atriangle is base x height. Half of 4 is 2, and the height is 3, so 2 x 3= 6 in 2. Inoticed there are 2 triangles, so Im going to draw each triangle and label the area for each, 6 in2. Lets draw this in our books. Also, if I need a reminder of the sides, Ican count/mark them after I draw them on the side.

We do: (10 min)Now, lets draw the number of rectangles under the triangles. How many rectanglesare on this triangular prism? How do you know? (3) Lets draw this in ourbooks. Now, talk about how you can find the area of each rectangle with a partner.

You have 20 seconds at a level 1, ready, go! Be ready for a cold call.How did you and your partner find the area of the rectangle, ________? (I

M: seated

V: level 0P: tracking the speakerI anticipate that some students may have difficultyimagining the sides of a triangular prism, so I willshow them how to mark the sides after calculatingthe area.

M: seatedV: level 1P: partner workI anticipate that some students may have trouble

breaking down the figure, so I will refer to theanchor chart as a reminder.


7/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7Exit Slip

How

manytriangles and rectangles arein a triangular prism?

If you finish early, draw a net of atriangular prism.

multiplied 10 (base) x 4 (height) to get 40. Excellent. Lets take 5 seconds to labelthe areas for each rectangle. Now, if we want to find the surface area of thistriangular prism, we have to add up all of the surfaces, rectangles and triangles.Lets take 10 seconds to do this and get ready to share out your answer!(countdown) What was the surface area, ______?

Now that we know how to find the surface area of a triangle prism, lets practice aproblem with a partner. Lets take out a do now slip for scratch paper and completethe problem on the board. You will have 5 minutes to solve this. Before we moveon, who can share how many rectangles and how many triangles are in this prism?(3 rectangles/2 triangles). Lets write this information on the left corner of ourpapers.You can also see this in our anchor charts, who can point to it?

(on powerpoint) You have a triangular prism shaped tent as shown in the diagram.What is the surface area of the tent?

Who can share how they found the surface area? What is the area of eachrectangle? (232.4) What is the surface area of all of the rectangles? 697.2. What isthe area of one triangle? How did you find it? (1/2b x h). 5 x 14 = 70. Since thereare 2 triangles, you add them together, or multiply by 2, to get 140. If you add all ofthe shapes, you get 697.2 + 140 = 837.2 ft2

Side groups:

IXL

Vocabulary:Triangular prismSurface area

Practice:You do: (5 min)Since we have had some practice, lets find the surface area of number 2 on P 302.You will have 5 minutes to complete this on your own at a level 0. If you finish early,complete the quick check on P305.

High (5 min)Since we have had some practice, now lets find the surface area of number 4 onP304. You will have 5 minutes to complete this on your own at a level 0. If you

finish early, complete numbers 5 and 6.

M: seatedV: level 0P: completing practiceI anticipate that some students will have troublebreaking down the figure, so I will have a net toshow the makeup of the triangular prism.

222


8/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7Who can share how they found the surface area of this triangular prism in words-explain your process. (I found the area of each rectangle and triangle then addedthem up together).Great- what is the surface area of the rectangles? 315 in2What is the surface area of the triangles? 45.5 in2

What is the surface area of the whole shape? 360.5 in2

Excellent- were getting great at geometry!

Materials:Triangular prism anchor chart?Surface area anchor?Books

Closing:Exit Slip M: seated

V: level 0P: completing exit slip

Homework:P305P304 Solve

Modifications:Students with IEPs will have each shape drawn out for them, outlining thetriangular prism for the you do.

Small Groups:

Tuesday (4/16)



Subject:Math

Start/endtime:

9:50 11:10

11:10 12:30

1:30 2:50



Objective(s):SWBAT find the surface area of cylindersusing its parts

Connector/Activator: (L 77)I have a friend who is a welder. The other day, he had to find out how much sheetmetal he needed to cover a water tank in the shape of a cylinder. In order to findout, he had to find the surface area of the cylinder. The first step he did wasmeasure- he measured the base- with a radius of 2ft, and a height of 5 ft.

M: seatedV: level 0P: tracking the speakerI anticipate that some students may strugglewith understanding surface area of a cylinder,so I will use a real-world example to illustrate

the concept.

Do Now:What is the area of a circle with a radius of4?

Rename the number 16 by finding thearea of a rectangle and the area of atriangle.

If you finish early, If you finish early,

Mini Lesson:I do: (5 min)In order to find the surface area of this water tank, we have to find the area of eachshape in the cylinder. I know we have 2 circles and 1 rectangle- which you can seein this model. First, Im going to find the area of the circle- which is 2 x pi x r. If Iforget the formula, I can use my anchor chart to remind me. Since the radius is 2 ft,Im going to do 2 x 3.14 x 2 to get the area of 12.56ft 2. Since I have 2 circles, Im

going to add this sum twice to get 25.12 ft2. Now, Im going to find the area o f thelast shape- the rectangle, which is tricky. Using the formula, 2 x pi x r x h, 2 x 3.14 x

M: seatedV: level 0P: tracking the speakerI anticipate that some students may havedifficulty conceptualizing surface area, so I willhave a cylinder to model the shape and itsproperties.


9/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7explain how you can find the area of acircle by changing it into a different shape.

Exit Slip:

What is the surface area of a cylinder witha radius of 8ft and a height of 10 ft?

If you finish early, list and explain whatcareers would need to find the surfaceareas of cylinders.

2 x 5 = 62.8 ft2. In order to find the surface area, I have to add all of my areastogether, 25.12 + 62.8 = 87.92 ft2. Using this information, we know that the area ofthe sheet metal has to be 87.92ft2.

We do: (10 min)

(Low

measures to the nearest centimeterHigh- measures to the nearest millimeter)Now, were going to act as welders and calculate the surface area of a shape tosee how much sheet metal we would need if we created a water tank. Using thesetoilet paper rolls, were going to use them as scale models of water tanks.

Since we need to find the surface area, were going to have to break down thecylinder into many shapes. What shapes do you see in this model water tank?(rectangle/circles). Excellent- lets draw that in our graphic organizer. Now, workingwith partners were going to measure each shape and record it in our notes - makesure you round to the nearest centimeter. Were going to have 4 minutes tomeasure and record our data at a level 1. If you forget how to find the area of a

shape, where can you look to remind you? (the anchor chart). Excellent. Letsmeasure!

(after 4 min) Who would like to share their data? Lets get a few measurements sowe have an accurate measure. Make sure to change your data so were all on thesame page. Be ready for a cold call.

Now that weve found the areas of each shape, what do we need to do to find thesurface area? (add all the areas). Excellent. Lets take 1 minute to add it all up. Beready for a cold call. What did you get for the surface area_________?

Side groups

ST math

M: seatedV: level 1P: working with partnersI anticipate that some students may forget howto calculate the surface area, so I will guidethem to use their tools (the anchor chart).

Vocabulary:Surface areaCylinderAreaPi

Practice:You do: (5 min)Now that weve practiced as mathematicians and as welders, were going to try thison our own. Lets turn to P308 and try numbers 2 and 3 on your own. If you finishearly, challenge yourself by trying 4 and 5 on P309. What can we use as a tool tohelp us remember how to find the surface area of a cylinder? (the anchor chart).Excellent. Were going to work at a level 0.

Be ready to go over number 2. How did you break down this shape to find thesurface area? (I drew 2 circles and a rectangle). How did you find the area of the

circles? (I did pi x 3.52

= 38.47, then multiplied by 2, since there are 2 circles, to get76.93 cm2). Excellent. Then what? (I found the area of the rectangle by multiplying

M: seatedV: level 0P: completing practice problemsI anticipate that some students may strugglewith breaking down the shape, so I will walkaround to ensure they are using the anchorcharts as tools.


10/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 72 x pi x 3.5 x 15 to get 329.7 cm 2. Once I found the areas, I added them together toget 406.63 cm2.

Materials:Anchor chartMock water tank

P307TP rollscalculatorsGraphic Organizer


V: Level 0

P: Completing exit slip

Homework:P312

Modifications:Students with IEPs will only complete number 2 in the you do

Small Groups:

Thursday (4/18)



Subject:Math


11:10 12:30

1:30 2:50

IL Standard/benchmark:7.C.3b Use concrete and graphic modelsand appropriate formulas to findperimeters, areas, surface areas andvolumes of two- and three-dimensionalregions.

Objective(s):SWBAT find the volume of cylinders usinga formula

Connector/Activator: (L 79)Today, as welders/architects, were going to find volume ofcylinders. Looking atthis picture of the Marina Towers, where Ms. Johnson lives, the radius is 20ft, and aheight is 500 ft. Have you seen this building before? What do you know aboutthis building? TPS 10 seconds.How can we find the volume, or the amount inside the building?

M: seatedV: level 0P: tracking the speakerI anticipate that some students may not be ableto conceptualize the notion of volume, so I willuse a real-world example to make it morerealistic.

Do Now:How much water can fit in a cylinder glasswith a radius of 2ft and a height of 4ft.Explain how you found your answer.

If you finish early,- rename the number 17 by

drawing a shape and labeling itsperimeter

- complete the warm up on P318.Exit Slip:

Mini Lesson:I do: (5 min)Looking at our measurements, I know the radius of the base is 20 ft and the heightis 500 ft. If I want to find the volume of the building, Im going to use a formula- V =r2h, which is x r2 x h, or 3.14 x 202 x 500. When I plug it into my calculator, I will628,000ft3. Since were multiplying 3 dimensions, were going to cube the unit.

We do: (5 min)Using our data from yesterday, or by re-measuring our cylinders, were going tolook at our model tanks to figure out how much water will fit- were going tomeasure the volume. Turning to P319, lets take 20 seconds to draw our cylinder

and record our information from yesterday. Excellent. Now, find the volume of thewater tank using the formula. Be ready for a cold call. Lets take 2 minutes at a

M: seatedV: level 0P: tracking the speakerI anticipate that some students may not befollowing the example, so I will scan the roomand narrate the students who are engaged.

M: seated


11/13

Daily Clipboard Plan: 04/09/13 04/18/13 Teacher: Peddie Grade Level: 7

What is the volume of a cylinder with aradius of 7ft and a height of 15ft? Showyour work.

If you finish early, draw and label acylinder and then find its volume

level 1 to find our volume.

What did you and your partner get for volume _______?

(Low- nearest centimeter. High- nearest millimeter)

Now, lets measure these other cylinders to the nearest centimeter/millimeter with apartner. How are we going to find the radius? (measure the diameter and divide itby 2). Excellent. Lets complete number 2 with a partner. Make sure to draw andlabel your shape and then find the volume. What are your questions? Ok- lets take5 minutes to measure this cylinder and the volume. Be ready for a cold call.

What did you and your partner get for volume _______?

Side groupsIXL

V: level 1P: working with partnerI anticipate that some students may strugglewith measuring to the nearest centimeter, so Iwill walk around to make sure the partners are

collaborating and sharing their measurements.

Vocabulary:

VolumeCylinder

Practice:

You do: (5 min)I notice were becoming excellent mathematicians by measuring accurately andlabeling our illustrations. Now, using the cylinder in the front of the room, find thevolume on your own. The diameter is 5 in and the height is 6 inches. Completenumber 3 on your own. Be ready for a cold call. How did you find thevolume_____? Explain each step from finding radius to how you used the formula.

M: seatedV: level 0P: finding the volumeI anticipate that some students may not feelconfident in their measuring skills, so I will takethis time to use precise praise.

Materials:Anchor chartCan of soupCalculatorsToilet paper rolls/data from previous day

Cylinders (model) / paper towel rolls?Scale model of water tankrulers


V: Level 0P: Completing exit slip

Homework:Study for test/Complete study guide

Modifications:Students with IEPs will have the radius provided in the you do portion

Small Groups:

Thursday (4/18)



Subject:Math

IL Standard/benchmark: Connector/Activator:

Today were going to see how well we understand geometry. Before we begin ourreview, lets use our do nows to talk with a partner about some careers that use

M: seatedV: level 1


12/13



11:10 12:30

1:30 2:50

Objective(s):

SWBAT check their understanding ofgeometry using an assessment

geometry. Think about how they use geometry. Be ready to share out your answersand well make a list on the board.

P: TPSI anticipate that some students may strugglewith making this connection, so I will have themshare their Do Nows with a partner.

Do Now:What careers involve geometry? How dothey use geometry?

What did you find difficult in yesterdayshomework? Why?

Exit Slip:On a scale of 1 to 5 (5 being the best),how well did you do on the test? Explainyour answer.

If you finish early, you can read silently orraise your hand silently to complete apuzzle.

Mini Lesson:I do: 5 minLooking at the study guide from last night, Im going to look at one of the problemsthat was really challenging for me.Keisha is painting a shoebox for an art project. The length of the box is 15 inches,the width is 4 inches, and the height is 7 inches. What is the total surface area ofthe box? Show your work.If I want to show surface area, I have to find each area of the rectangular prism. I

know one area is 15 x 4 x 2 = 120Another is 15 x 7 x 2 = 210And the last one is 4 x 7 x 2 = 56Im multiplying by 2 because there are two equal sides. If I add all of the sidestogether, Im going to find the surface area of 386 in 2. Are there any shortcutsyou can see?

We do: 15 minNow, lets take 10 minutes at a level 1 to compare our answers with a partner.Were going to have 10 minutes to share and compare, and then well practice afew as a class before we start our test. Remember, were working at a level 1, if weget too loud, Im going to use the chime to remind us to bring the volume down..

When I come around to see and hear you on task, you will keep your extracredit point for the test.

Who would like to share what they found was difficult in their study guide? (stsshare and compare their work as a class).Lets look over some of the problems that we found difficult.(I will review this with the whole class)

Side groups

M: seatedV: level 0P: tracking the speakerI anticipate that some students may strugglewith finding surface area, so I will review thisproblem with the whole class.

M: seatedV: level 1P: working with a partnerI anticipate that students may get above a level1, so I will use a chime and/or other attentionsignals to remind them.

Vocabulary: Practice:You do: (40 min)

Students will be checking their understanding using an assessment.

M: seatedV: level 0

P: taking an assessmentI anticipate that some students may finish their


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I know weve been working really hard at geometry, so I feel confident that were allgoing to do well on this test. If you finish early, you can look up at the power pointfor your exit slip and other options.

test early, so I will have a puzzle prepared forthem to work on.

Materials:

ASB 8/9PuzzlesCalculators

Closing:

Exit Slip M: SeatedV: Level 0P: Completing exit slip

Homework:Practice your math facts

Modifications:Students with IEPs will have modified assessments

Small Groups:

Documents

Lead Teach Math