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TAT2 Task 3: Technology Production 1

TAT2 Task 3: Technology Production

Katherine Kramer

Student ID: 000308071

Mentor Name: Kelly Brown

Date June 19, 2018

A Written Project Presented to the Faculty of the Teachers College of

Western Governors University


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Table of Contents

 Unit Overview

 Audience

 Performance Objectives and Goals of the Unit

 Instructional Strategies

 Length and Delivery approach of Instructional Unit

 Schedule of Learning Activities and Assessment Objectives

 Materials Needed

 Day 1 What you learned quiz (Appendix A), RPJ 8.1 Discovery (Appendix B)

 Day 2 8.1 Lesson and notes (Appendix C)

 Day 3 8.1 Concept Quiz (Appendix D) , RPJ 8.2 Discovery ( Appendix E)

 Day 4 8.2 Lesson and notes (Appendix F)

 Day 5 8.2 Concept Quiz (Appendix G) , RPJ 8.3 Discovery (Appendix H)

 Day 6 8.3 Lesson and notes (Appendix I)

 Day 7 Review and 8.3 Concept Quiz (Appendix J)

 Day 8 Chapter review

 Day 9 Chapter Test (Appendix K)

Overview of the Unit


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This unit is intended to teach students the proper use of Pi when finding area of a circle and

applying it to find the volume of a cylinder, cone and/or sphere. The unit is for all 8th grade middle

school math students.

Audience

In my learner’s analysis, I found that I have a total of 9 students who have IEP/504 plans and 14

who need to have a plan. I have 2 aides, one for my 5 ELL students and 1 for my 3 special

education students. Snohomish is home to two middle schools. Centennial has 832 students. The

school is comprised of 437 7th graders and 395 8th graders. The demographics at Centennial Middle

School are much different than that of our sister school, Valley View, which resides 15 miles south.

We have 142 students who receive free/reduced meals compared to Valley Views’ 85 students. Our

student body is made up of 90% white, 6% Hispanic, 2% Asian, and 1% Black. The Centennial

Middle School student to teacher ratio is 26:1. Valley View ratio is 21:1. My math classes average

28:1.

I teach 3 different classes of 8th grade math, total of 78 students. These classes are vastly

different and their characteristics require that I use various teaching methods. First period has 30

students. In these 30 amazing students, I have 2 students who are on a 504/IEP plan and 6, who

should be, but do not qualify. One student has an ELL aide. 37 % of these students have lower than

a C, 36% of this class misses assignments regularly. In my needs analysis, I addressed the missing

homework issues I was having in my classes. Students are given 0% credit for the homework scores

even though homework practice is given, corrected and recorded. In my analysis, this class recorded

on average, as having a lack of time to do their homework; this is mostly due to outside extra

curricular activities. This class starts at 7:30 am. Most of these students are not awake, and require

more stimulation than my later classes. With their late night sports they are lacking in sleep and
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concentration. They are high achievers and can recover what they have missed without help.

Overall, this class likes math. They are good thinkers and problem solvers.

My 3rd period class is made up of 26 students. Four of those students are on a 504/IEP plan,

1 does not qualify, and 3 are in a special education program. 31% of this class has less than a C and

27% of them have missing homework practice. This class reported their missing was due to a lack

of help/knowledge at home. This class is highly inquisitive. I use them often for evaluations

because I know they can work both independently and in groups. They have a curiosity for math.

My last 8th grade math period of the day is 6th period. This class is made up of 26 students.

Three of those students are on a 504/IEP plan, 7 who do not qualify for a plan, and one who is in a

special education program. I have 4 ELL students who receive help as well. This class lacks

educational motivation and has attendance issues; this was the result of the surveys from my needs

analysis. 38% of this class has lower than a C and 25% of them have not done their homework

practice. This class is a fun bunch. Most of them report that by the time they get to the end of the

day, their medications are wearing off. They are full of energy, full of jokes, and full of love. They

need to be stimulated and given room to move around often. Most of the students in this class lack

any good feelings towards math.

Performance Objectives and Goals of the Unit

Performance Objectives

My instructional unit for Chapter 8 has 4 performance objectives.

1. Students will recall and apply the area of a circle, with a score of 4/5, when asked.

2. When asked to find the volume of a cylinder, students will demonstrate efficiency 4 out of 5

times, using the area of a circle.


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3. Students will apply the area of a circle 5 out of 6 times when asked to find the volume of a

cone.

4. Students will find the Volume of a sphere 4 out of 5 times correctly when asked.

Goals

At the end of this unit, students will be able to apply the area of a circle and use pi, to find

the volume of a cylinder, cone, and a sphere.

Instructional Strategies

The curriculum we use allows for a discovery day to begin all sections. Students will be

using constructivism on these days with their partners. This will allow students a deeper

understanding of how the formulas work. Students will be using the behaviorist-learning theory, “do

as I do”, on the first day of lessons. They will be writing notes (lecture format) and formulas down

and copying practice problems given for their notes. This allows the students the ability to look

back at the notes, knowing they have proper formulas and guidance to follow outside of class.

Students will use Khan academy at home for further instruction if needed. As we get into more

practice problems and homework guidance, students will be using a cognitivist approach. IXL will

be used for 10 daily practice problems at home. There will be some lessons that are a cognitivist

approach as we use manipulatives for students to explore the formulas in use. Online activities will

be based on a per student basis depending on how the teacher sees fit from in class formative

assessment.
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Length and Delivery approach of Instructional Unit

This unit on Volume is designed to take 9 days. Each section will take 2 days to teach. One

day for discovery, hands on learning, and one day for notes, practice and homework. The following

day will start with a concept quiz for formative assessment. After each concept quiz, students will

begin their discovery day for the following section. The unit will have a prior knowledge

assessment at the beginning, 3 concept quizzes during the unit, a day for chapter review and a

summative assessment on day 9. Based on how students perform on the concept quizzes and in-

class practice, the teacher will assign problems for homework from Khan academy, IXl, and/or

Math games. This will allow students more work than just the assigned problems in the textbook.

Schedule of Learning Activities and Assessment objectives

All lessons plans, notes, and assessments are uploaded and are sequenced as follows: (Every period

is made up of 55 minute classes.)

 Day 1 What you learned quiz (Appendix A) , RPJ 8.1 Discovery (Appendix B)

Students will be given 10 minutes to answer the questions on the What you learned

assessment. The objective is for students use pi to find the area of a circle 4 out of 5 times

correctly. Students will have the last 40 minutes to work on the RPJ pages with a partner.

 Day 2 8.1 Lesson and notes (Appendix C)

 Day 3 8.1 Concept Quiz (Appendix D) , RPJ 8.2 Discovery ( Appendix E)

Students will be given 10 minutes to answer the questions for the concept quiz. Students will

apply the area of a circle 4 out of 5 times when asked to find the volume of a cylinder.

Students will have the last 40 minutes to work on the RPJ pages with a partner.

 Day 4 8.2 Lesson and notes (Appendix F)

 Day 5 8.2 Concept Quiz (Appendix G) , RPJ 8.3 Discovery (Appendix H)


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Students will be given 10 minutes to take the Concept quiz. Students will apply the area of a

circle 5 out of 6 times correctly in finding the volume of a cone. They will be given the last

40 minutes to work on the RPJ pages with a partner.

 Day 6 8.3 Lesson and notes (Appendix I)

 Day 7 Review and 8.3 Concept Quiz (Appendix J)

Students will be given 10 minutes to take the Concept quiz. Students will find the volume of

a sphere 4 out of 5 times correctly when asked. Students will have the last 40 minutes to

work on the RPJ pages with a partner.

 Day 8 Chapter review (55 mins)

 Day 9 Chapter Test (Appendix K) (55 mins)

Students will apply the area of a circle and use pi, to find the volume of a cylinder, cone,

and a sphere.

Materials Needed

 Pencil

 Record Practice Journal

 72 coins

 Rulers

 Big Ideas Math book

 Math Journal

 Calculator

 Scissors

 Sno-Cone Holder

 Tape

 Rice
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 Masking Tape

 Magformers

Description of Lesson in the plan of Instruction and Delivery

 Day 1 What you learned quiz (Appendix A) , RPJ 8.1 Discovery (Appendix B) (55mins)

Teacher will remind students how to find the area of a circle, best if you let the students lead

you to the formula and help where needed. Provide two practice problems.

Students will get their Big Ideas Math book and turn to Pg. 335. Students will take the

assessment. Students will work for 10 minutes. When turned in, teacher will direct students

to their RPJ books with a partner. This is student led. Students will work through the

discovery pages to help find the volume of a cylinder. Student groups will need 72 coins and

a ruler for this activity. End the lesson with the answers to the RPJ pages. Ask around the

room about what students learned today about cylinders, area of a base, and what the

different parts of the formulas mean. Have students write down the formula for Volume of a

cylinder, this will be left for you on their desk as an exit task.

 Day 2 8.1 Lesson and notes (Appendix C) (55 minutes)

Teacher will direct the learning with this lesson. Students will take notes and work on

practice problems. The learning target for this section is: I can find the volume of a cylinder.

Teacher will follow the notes provided in the Appendix for 8.1. There are 2 practice

problems provided. AS you write them down for student notes allow them to speak out loud

about how they might solve them. Ask, what do we notice/wonder about the area of a circle
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and the volume of a cylinder? Using Magformers, show the students a 2D shape vs. a 3D

shape. Then have a student volunteer build one for you. Allow students to get their books

and open to their homework on Pg. 338. Work through a few select problems from each

type. Give students one finding radius, one finding volume and one finding height. As

students converse around the room listen for some of the misconceptions. Address those and

allow them to continue work for the rest of the period. In the last 5 minutes of class come

back as a class and discuss the formula for area of a circle, volume of a cylinder. Remind

students to square the radius, write out the formulas, and substitute numbers given properly.

Remind them of their concept quiz the following day.

 Day 3 8.1 Concept Quiz (Appendix D), RPJ 8.2 Discovery ( Appendix E)

Correct homework; answer any questions that arise (5 minutes). Students will be given their

concept quiz (10 minutes). Teacher will direct students to their RPJ books with a partner.

This is student led. Students will work through the discovery pages to help find the volume

of a cone. Student groups will need scissors, sno-cone holder, ruler, tape and rice for this

activity. During this lesson, show the YouTube video on volume of cone, cylinder, and

sphere. Allow them to continue working while holding on to their questions. End the lesson

with the answers to the RPJ pages. What did they notice/wonder about the video and the

correlation of the formulas and shapes? Ask around the room about what students learned

today about cone, area of a base, and what the different parts of the formulas mean. Have

students write down the formula for Volume of a cone, this will be left for you on their desk

as an exit task.

 Day 4 8.2 Lesson and notes (Appendix F)

Teacher will direct the learning with this lesson. Students’ will take notes and work on

practice problems. The learning target for this section is: I can find the volume of a cone.
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Teacher will follow the notes provided in the Appendix for 8.2. There is a warm up provided

with 6 problems, allow students 5 minutes to work through these. There is one example and

2 practice problems provided. As you write them down for student notes allow them to

speak out loud about how they might solve them. Allow students to get their books and open

to their homework on Pg. 343. Work through a few select problems from each type, one

finding radius, one finding volume and one finding height. As students converse around the

room listen for some of the misconceptions. Address those and allow them to continue work

for the rest of the period. In the last 5 minutes of class come back as a class and discuss the

formula for area of a circle, volume of a cylinder, and volume of a cone. Remind students to

square the radius, write out the formulas, use 1/3 of the cylinder, and substitute numbers

given properly. Remind them of their concept quiz the following day.

 Day 5 8.2 Concept Quiz (Appendix G), RPJ 8.3 Discovery (Appendix H)

Correct homework; answer any questions that arise (5 minutes). Students will be given their

concept quiz (10 minutes). Teacher will direct students to their RPJ books with a partner.

This is student led. Students will work through the discovery pages to help find the volume

of a sphere. Student groups will need scissors, ruler, masking tape and rice for this activity.

Go over the Essential question at the top of the RPJ pages. This will be a difficult student

day with the use of 4/3 and r^3. While students build nets and fill the shapes with rice,

listen to their conversations. End the lesson with the answers to the RPJ pages. What did

they notice/wonder about the video and the correlation of the formulas and shapes? Ask

around the room about what students learned today about cone, area of a base, and what the

different parts of the formulas mean. Have students write down the formula for Volume of a

cone, this will be left for you on their desk as an exit task.
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 Day 6 8.3 Lesson and notes (Appendix I)

Teacher will direct the learning with this lesson. Students will take notes and work on

practice problems. The learning target for this section is: I can find the volume of a sphere.

Teacher will follow the notes provided in the Appendix for 8.3. There is one example for

students to find the radius, one to find the volume and one to find the volume of composite

figures. As you write them down for student notes allow them to speak out loud about how

they might solve them. Allow students to get their books and open to their homework on Pg.

352. Work through a few select problems from each type, one finding radius, one finding

volume and one finding height. As students converse around the room listen for some of the

misconceptions. Address those and allow them to continue work for the rest of the period. In

the last 5 minutes of class come back as a class and discuss the mistakes students found they

were making. Have students share out the difference in all 3 formulas. Remind students to

cube the radius, write out the formulas, use 4/3 instead of 1/3, and substitute numbers given

properly. Remind them of their concept quiz the following day and the chapter test in 3

days.

 Day 7 Review and 8.3 Concept Quiz (Appendix J)

Correct homework; answer any questions that arise (30 minutes). Students will be given

their concept quiz and the rest of the period to work. This will be a difficult day. Walk

around the room to ask students about mistakes they are making. Allowing them to talk

through them with you may help redirect them to the correct answer.

 Day 8 Chapter review (55 minutes)

Students will work on the in book review on Pg. 363-365. They can use their math journal,

notes, book and their elbow partner if needed. Choose one problem in each section to spot
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check as you walk around the room to help students. At end of class, remind students to use

their math sites, Khan academy.org, Mathgames.org, and IXL.com to study and practice for

the chapter test the following day.

 Day 9 Chapter Test (Appendix K)

Students will work independently all period on the chapter test. Walk around the room to look

for misconceptions and possibly redirect students.


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Lesson Plans:

Day 1: What you learned Assessment (Appendix A)


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Day 1: RPJ Discovery of cylinders

Lesson:
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RPJ Pages: Appendix B


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Day 2: 8.1 Lesson and Notes


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Appendix C
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Day 3: Concept Quiz 8.1,

RPJ 8.2 Discovery day, YouTube video

Lesson plan
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Concept Quiz 8.1 (Appendix D)


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RPJ Pages: (Appendix E)


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Day 4 8.2 Lesson and Notes

Lesson plans:
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Notes: Warm up (Appendix F)


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Day 5 8.2 Concept Quiz, 8.3 RPJ pages


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Lesson plan:

Concept Quiz 8.2 (Appendix G)


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RPJ Pages: (Appendix H)


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Day 6 8.3 Lesson and Notes


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Notes: (Appendix I)
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Day 7 Review and 8.3 Concept Quiz


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8.3 Concept Quiz (Appendix J)

Day 8: Test Review


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Lesson Plan:
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Day 9 Chapter 8 Test


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Day 9 Chapter Test (Appendix K)


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