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Katherine Kramer
Table of Contents
Unit Overview
Audience
Instructional Strategies
Materials Needed
Day 1 What you learned quiz (Appendix A), RPJ 8.1 Discovery (Appendix B)
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
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
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
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
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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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.
All lessons plans, notes, and assessments are uploaded and are sequenced as follows: (Every period
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.
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.
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
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
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
72 coins
Rulers
Math Journal
Calculator
Scissors
Sno-Cone Holder
Tape
Rice
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Masking Tape
Magformers
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.
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.
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.
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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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.
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.
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
Students will work independently all period on the chapter test. Walk around the room to look
Lesson Plans:
Lesson:
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Appendix C
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Lesson plan
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Lesson plans:
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Lesson plan:
Notes: (Appendix I)
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Lesson Plan:
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