Teacher: Bichler Subject: Geometry Grade Level: 9-12
Teacher: D. Luce Subject: Geometry Grade Level: 9-12
5-E Model Lesson –February 8, 2010
Objectives: Lateral and Total Surface Area of Prisms, Pyramids, Cylinders, and Cones with Nets
Content: SWBAT to use nets to identify and find surface area of 3-dimensional figures and SWBAT to use formulas to find the surface area of right prisms, pyramids, and cylinders,.
TEKS: 111.24.B.08.08.A The student is expected to find lateral and total surface area of prisms, pyramids and cylinders using concrete models and nets (two-dimensional models
Language The student will be able to describe verbally and/or in writing how to find the surface area of 3-dimensional figures.
Vocabulary:
Content Specific face, edge, vertex, prism, pyramid, cylinder, cone, sphere, net, cross-section, lateral face, lateral edge, surface area, lateral surface area, altitude, oblique prism, right prism, vertex of a pyramid, slant height,
Related dimensions, base, perimeter, area
Materials:
Models of Solids with Nets, Nets, TAKS formula charts, Surface Area GIZMO's
Activities:
Warm-Up SW answer warm-up problem on overhead relating to surface area.
ENGAGE TW explain real world application of surface area. TW show real world examples of solids. SW investigate solids and unfold nets.
EXPLORE SW work in groups to use TAKS formula charts to measure dimensions of nets for cylinders, rectangular prism, pyramid and a cone. SW calculate the lateral surface area and then the total surface area of the 3 dimensional figures.
EXPLAIN: TW introduce vocabulary. TW demonstrate with Surface Area GIZMO's what nets look like for various figures and dimensions. TW introduce Formula Chart and remind students where the formulas for area of 2 dimensional objects are found. TW stress that when students have a net they can find the area of each face and add the area of the faces to get the surface area. TW will also introduce surface area formulas and show students how they work with GIZMO's. TW work example problems with class, emphasizing strategies to use on TAKS test.
Guiding Questions:
1) What units (linear, square or cubic) do we use for finding surface area?
2) How do we classify a pyramid?
3) What shape is the lateral surface area of a cylinder?
4) If you do not have a net, how would could you find the surface area?
ELABORATE: N/A
EVALUATE TW observe and monitor students as they calculate surface area for nets.
5-E Model Lesson – February 9, 2010
Objectives: Lateral and Total Surface Area and Volume of Prisms, Pyramids, Cylinders, and Cones and using formulas to work backwards to find missing dimensions for both surface area and volume.
Content: SWBAT to use nets to identify and find surface area and volumeof 3-dimensional figures and SWBAT to use formulas to find the surface area of right prisms, pyramids, and cylinders,.
TEKS: 111.24.B.08.08.A The student is expected to find lateral and total surface area of prisms, pyramids and cylinders using concrete models and nets (two-dimensional models 111.24.B.08.08.B-The student is expected to connect models of prisms, cylinders, pyramids, spheres, and cones to formulas for volume of these solids
Language The student will be able to describe verbally and/or in writing how to find the surface area and volume of 3-dimensional figures.
Vocabulary: Content Specific volume, base, height, altitude, slant height,
Related dimensions, base, perimeter, area
Materials: Released TAKS questions, TAKS formula charts, Models of Solids, rice
Activities:
Warm-Up SW answer warm-up problem on overhead relating to surface area.
ENGAGE TW ask students for real life applications where it is important to find the volume of solids. TW explain to students it is often important to maximize volume for the least amount of surface area for packaging.
EXPLORE SW use solids and rice to discover that cones and pyramids are 1/3 the volume of cylinders and prisms with the same base.
EXPLAIN: TW review vocabulary. TW review formulas for surface area of solids and introduce formulas for volume.TW stress that the capital B in the formulas stands for area of the Base and the capital P in the formulas stands for Perimeter of the base. TW show how to find the height of a pyramid or cone if given the slant height and side length of base.TW work example problems with class from previous TAKS tests, emphasizing strategies to use on TAKS test.
Guiding Questions:
If you have the slant height of a pyramid and cone, but not the height, how can you find the height?
Given the volume of a cylinder and the diameter of the base how would you find the height of the cylinder?
How do you know whether to add or subtract the volume of figures that form a composite figure?
ELABORATE:
SW work practice TAKS questions using the numbered heads together group approach in game format. SW work in groups to solve the problems making sure everyone in group knows how to solve the problems. TW call a number and the student with assigned number in each group will come to board to solve problem. Students will earn stamps for problems on the board. Stamps will be redeemed at end of the week for prizes.
EVALUATE TW observe and monitor students as they work problems.
5-E Model Lesson – February 10, 2010
Objectives: Estimating measurements and using formulas to solve application problems involving lateral and total surface area and volume of prisms, cylinders, pyramids, cones and spheres.
Content: SWBAT to estimate measurement and apply formulas to solve application problems involving lateral and total surface area and volume of prisms, cylinders, pyramids, cones and spheres.
TEKS111.24.B.08.08.C-The student is expected to estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume
Language: SWBAT describe verbally the steps needed to solve application problems.
Vocabulary: Content Specific prism, cylinder, pyramid, cone, lateral surface area, total surface area, volume, composite figure
Related
dimension, base, area
Materials:
Released TAKS Questions, TAKS formula charts, dry erase markers
Activities:
Warm-Up SW answer problem on overhead.
ENGAGE TW tell students they are going to play a bingo game using their practice questions they have been working on all week.
EXPLORE: N/A
EXPLAIN: TW review strategies for working application problems with class. TW go over CUBES strategy and show how to eliminate answer choices. TW work example problems from previous TAKS tests with class emphasizing strategies.
Guiding Questions:
If you are asked to estimate dimensions to nearest centimeter how do you determine which centimeter to round to?
What is the first step in solving word problems?
How do you determine what formula to use?
ELABORATE:
SW work practice TAKS questions using the numbered heads together group approach in game format. SW work in groups to solve the problem making sure everyone in group knows how to solve the problems. TW call a number and the student with assigned number in each group will come to board to solve problem. The first student at the board to solve the problem correctly will get 2 stamps and student's in his group will get one stamp.
EVALUATE TW observe and monitor students as they work problems.
5-E Model Lesson –February 11, 2010
Objectives: Estimating measurements and using formulas to solve application problems involving lateral and total surface area and volume of prisms, cylinders, pyramids, cones and spheres.
Content Objective: SWBAT to estimate measurement and apply formulas to solve application problems involving lateral and total surface area and volume of prisms, cylinders, pyramids, cones and spheres.
TEKS: 111.24.B.08.08.C-The student is expected to estimate measurements and use formulas to solve application problems involving lateral and total surface area and volume
Language: SWBAT describe verbally the steps needed to solve application problems.
Vocabulary:
Content Specific
prism, cylinder, pyramid, cone, lateral surface area, total surface area, volume, composite figure
Related
dimension, base,
Materials:
Released TAKS Questions, Bingo Cards, 8.8.A, 8.8.B and 8.8.C Practice TAKS questions, dry erase markers
Activities:
Warm-Up: SW answer problem about volume on overhead
ENGAGE TW tell students they are going to play a bingo game using their practice questions they have been working on all week.
EXPLORE: N/A
EXPLAIN: TW review strategies for application problems.
SW work guided practice problems in pairs before playing Bingo game at end of class.
ELABORATE: TW distribute bingo cards and explain rules of Bingo game. Students will put their answer choices in Bingo problem number on their card. When they have 5 in a row they yell Bingo, then they give their answers. Students and teacher can challenge answer if they think it is wrong.
EVALUATE TW observe and monitor students as they work problems
5-E Model Lesson – February 12, 2010
Objectives:. Students will continue working in Cognitive Tutor.
Vocabulary:
Content Specific
N/A
Related
N/A
Materials:
Laptops, Cognitive Tutor
Activities:
Warm-Up SW answer Warm Up Question on Overhead
ENGAGE N/A
EXPLORE N/A
EXPLAIN: N/A
ELABORATE SW work independently in cognitive tutor.
EVALUATE
TW observe and monitor students as they work problems.
WICR Strategies are used throughout the lesson.