Volume+Lesson+Plan

= Volume Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 27 || **Date / Time ** March 10 11:35 am || Math |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students have learned how to find area and perimeter and have learend about three dimensional figures. || Students will learn how to find the volume of a rectangular prism. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Standard: 3.0 Knowledge of Measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Topic: C. Applications in measurement <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Indicator: 1. Estimate and apply measurement formulas <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Objective:d. Estimate and determine volume by counting || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">HCPS Geometry unit assessment || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be able to find the volume of a rectangular prism. || <span style="font-family: Arial,Helvetica,sans-serif;">Language Function: calculating volume by using the formula <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary:volume <span style="font-family: Arial,Helvetica,sans-serif;">Keywords: length, width, height <span style="font-family: Arial,Helvetica,sans-serif;">Connecting words: temporal (first, next, then) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will work on problems independently at their seats. They will also complete word problems while working with the teacher. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Subject **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Pre-assessment: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Purpose and relevance: **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">SC Citation: **
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Summative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (towards which the students are working: unit assessment, benchmark assessment...) ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Data-based Information – Pretest <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">and/or Formative Assessment) **<span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** |||||| **Instructional Decisions based on** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**the Data** || <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students’ Prior Knowledge **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Students know how to find the area of a rectangle. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">The formula to find volume is the area of a rectangle but they are then multiplying that answer by the height of the figure. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Madison has a harder time grasping the concepts and needs more instruction. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">We will be working in smaller groups so students get more one on one instruction. I will pay extra attention to Madison when working with her group and I will have the opporunity to work more one on one with her. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * <  |||| The word problems given to the students will make the content more meaningful and relateable/ consider other culturals and living styles. ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Math Connects Grade 5 Teacher's Guide, Math Connects Grade 5 textbooks, dry erase boards, dry erase markers, volume word problems ||
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Materials ==

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">document camera, projector ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Technology Integration **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(If applicable) //

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Teacher must prepare the word problems that will be done with the students. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teacher Preparation and Resources **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Groups will be predetermined for a smoother transition. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Students will be working in smaller groups which help with classroom management and behaviors. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Management Considerations **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Motivation, Procedures, Transitions, Materials, Behavior)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">The amount of time at each rotation may change based on how much time is left of class after the direct instruction. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Possible Modification of Plans **

**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Time ** || ==<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Procedure == || · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Warm-up · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Motivation · <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">Bridge || 10 min || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">.Warm-Up: Determine the three dimensional figure by the net. Draw 4 different nets on the board.
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Instructional Sequence = || **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Approximate **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Planned Beginning//**

Mr. Eisentraut takes a tally of how had the homework completed and how did not.Ask the students if they had any questions on the homework. Show the students the answers so they can check their work. || //(Clearly explain instructional activities in sequence.)// || 10 min
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Development of the New Learning//**

45 min || Procedure: 1. Ask students what a rectangular prism looks like. Then tell them they will be learning how to find the volume of it. 2. Students will be introduced the formula for finding the volume of a rectangular prism. V= l x w x h V= volume l= length w= width h= height 3. Demonstrate the examples from the book on page 632 for the students. 4. Show the students an example where you are given the volume but missing one of the dimensions and they must figure it out. 5. Explain to the students they will doing rotations. One group will work with Mr. Eisentraut on practicing for the MSAs. Another group will work independently on some problems. The final group will work with me on some word problems involving volume. ~Mr Eisentraut's group: Reviewing measurement and converting for practice before the MSAs the following week. ~Independent group: page 633 #8-19 ~My group: We will work on word problems involving finding the volume and finding figures with the larger volume. 4. After 15 minutes, the group with Mr. Eisentraut will do seatwork and the students doing seatwork will come to me. My group will then go to Mr. Eisentraut. 5. Finally after another 15 minutes the stuents will go to their last rotation. || <span style="font-family: 'Arial','sans-serif'; font-size: 8pt; font-style: normal; font-weight: normal; margin: 0in 0in 0pt;">(As appropriate to lesson) ||  || N/A || **//<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">(Closure) //**
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">**//Enrichment or Remediation//**
 * === //Planned Ending// ===

· <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">﻿Summary · <span style="font-family: Arial,Helvetica,sans-serif; font-size: 9pt;">﻿Homework || 5 min || Debriefing: Students will return to their seats. As they do ths, ask the students to give me the formula for finding the voume of a rectangular prism. Ask them various other formulas to refresh their memory. ||

= = = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // = // What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> While watching students I noticed they all understood the concept of volume and know its length multiplied by the width multiplied by the height. Even when the students were given the volume and missing one of the dimensions the students were able to find the missing piece. They knew they had to divide to find the missing piece. The one error students made was multiplying but I could tell where they messed up because I made them show their work. Some students were multiplying by the same number twice and forgot the third number so I would remind them the dimensions of the figure again and they would realize what they did. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Using the white boards for my assessment was very good for this lesson. I all the students answers as they sat around me in a circle. If a student answered correctly I would tell them correct and have them erase their answer so another student could not see it and copy it down. I would not move onto the next problem until every student had the correct answer and was ready to move on. Next time if I was do this again, I may give each student a copy of the word problems instead of them having to listen to me read the problems. I believe the rotation of three groups worked well because there were only 9 students in each group which meant each student got more one on one instruction. Also, each student got to answer the word problems with me and get immediate feedback. If a student was struggling I was able to walk the student through the problem and get them in the right direction. For students who like to talk and may not always pay attention this did not work so well for. I read the problems aloud so the students had to listen carefully and pay attention to what I was saying. I think the biggest challenge in this lesson was time. I was trying to teach the students volume as a whole class quickly so we could move onto the rotations. Students had questions and explaining the problems I demonstrated took longer than planned. While I was doing word problems with the smaller group, I had to pay attention to the clock and make sure we did not go over on time and give the other two groups the same amount of time. I think in the future I could look at the clock after the direct instruction and divide the remaining time into 3. Then I could set a timer so I did not have to watch the clock the whole time. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> ||
 * ** Analysis: **
 * **<span style="font-family: 'Arial','sans-serif';">Reflection: **