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

STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE:
SCHOOL: CSUF
SUBJECT:
EQUIPMENT/MATERIALS: Paper, tape, scissors, worksheet, pebbles

OF PYRAMIDS

12/14/16 TIME: 45 mins. ROOM: #

Math
7th
GRADE LEVEL:

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 solving the volume of a pyramid is part of the unit for surface area and volume. Standards require that
students are to be able to solve the volume of a pyramid suing the volume formula. Students are familiar with the
surface area for a pyramid as well as area of a triangle and polygons.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.MATH.7.G.4. Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.
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. Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP3. Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4. Model with mathematics.
CCSS.MATH.PRACTICE.MP6. Attend to Precision
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will use the formula for the volume of a pyramid by multiplying the area of base with the height of a pyramid
then divide by three; students will apply the formula to real-world problems. Students will be able to solve for the
volume of regular pyramids.
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

Students begin the class with a warm-up activity as presented on the projector prior to them starting class. The

warm-up usually attends to the students prior knowledge and is related to the lesson for the day. Students are
given 5 minutes to work on the warm-up or as needed.
The warm-up problem for today is to solve for the surface area of a pyramid.
After the warm-up the teacher then goes over the objectives as a class before beginning the activity. After the
objectives, the teacher begins the lesson with filling up popcorns using different containers such as a scooper.
The teacher discusses that popcorn pourers have to scoop a certain number of times to fill the popcorn
container.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING

Students are to work in their groups to find the formula experimentally. Students are given two pieces of
paper, scissors, tape, and a ruler. Students are to cut out the given shapes on the worksheet. The shapes include
a 2.25 in height by 2 in wide triangles and 2 in. by 2 in. squares shaped as a T, three on top and two in the
middle going vertical. The students must fold these shapes nets to form an open square box and open
pyramid. Students are given pebbles to fill the box using the pyramids. The teacher asks students How many
pyramids does it take to fill the box. The students will discuss in their groups the relationship between a
pyramid and a prism cube. The teacher walks around the classroom to progress monitor the students and ask
clarifying questions and check for understanding. The students will then discuss as a class with the teacher
how it relates to the formula for a pyramid.
The teacher then show students a video that relates to the volume of a pyramid.
The teacher passes out worksheets for students that contain practice problems for solving the volume of a
pyramid. The teacher, on the dock cam, shows students the volume of a pyramid formula as shown on the
video. The teacher then attends to one or two problems as needed to show students how to solve for the
volume. The teacher then instructs students to continue to work on the worksheet in class and finish it up for
homework. The teacher walks around the classroom to ask any clarifying questions and helps students with the
problems.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

The teacher instructs students to take out their notebook and write down the formula for the volume of a
cylinder as well as draw a picture to represent the measurements as a graphic organizer. The students write
down characteristics as well as a property chart of this figures relationship to a cube or other 3-d figures.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)
ENGLISH LEARNERS

ADVANCED STUDENTS
IEP REQUIREMENTS

English Learners are accommodated through modeling the volume of a pyramid through the
pebbles activity. Students can see the physical representation for the volume of a pyramid and are
given a worksheet to solve. They can work in groups to practice their literacy speaking and
listening skills.
Advanced students will be able to assist their peers as they work in groups creating a pyramid and
prism and filling it up to establish a relationship. They are also given a worksheet for solving the
volume of a cylinder and can work at their own pace to solve it.
Students will be given the accommodations needed as stated on their IEP.

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

TYPE

DESIGN

EL

Warm-up

PM

Pebbles Activity

IMPLEMENTATION

FEEDBACK STRATEGY

Beginning of class students begin Teacher goes over the answer

their warm-up on their warm-up
and explains how they got
worksheet provided
the answer.
Teacher walks around the
Teacher reviews students
classroom towards each group and
work and reviews it as a
checks to see if they are close or
class, makes the necessary
have trouble with developing a
corrections as needed and
formula for the volume of a
then provide students with
pyramid.
the worksheet.

Solving the Volume of a

Pyramid Worksheet

Students practice as a class then

independently or in pairs in solving
the volume of a pyramid using the
formula discussed as a class.

The following day the

teacher will review the
homework as a class and
collect the assignment for
points.

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY
HAPPENED?
STUDENTS MAY TAKE TIME IN TAPING UP THE 2-D NETS TO CREATE THE 3-D NETS. ESTABLISH ROLES SO STUDENTS DO NOT TAKE TOO
MUCH TIME CREATING THE 3-D FIGURE.