LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
TAPS 1, 2
Content Area
Grade/Course
Math
8
Unit of Study Unit 3 Geometric Applications of Exponents
Instructional Period Week 14 (Review pythagoren theorem and volume of solids and composite figures)
Insert a standard(s) below (include code). HIGHLIGHT the SKILLS that students need to be able to do and
UNDERLINE the CONCEPTS that students need to know.
Mcc8G9 Know the formulas for cones, cylinders, and spheres and use them in real world scenarios.
List Behaviors
(what students should be able to do; focus on verbs)
Demonstrate, identify, explain, describe, apply, use, solve
DOK Level
TAPS 2, 3, 4, 5
1
2
3
4
DOK Level
TAPS 2, 3, 4, 5
List Content
(what students should know; focus on concepts)
Determine DOK
(align to instruction and assessment)
Concepts students should learn.
Attributes of geometric figures can be used to identify figures and find their measures.
• Relationships between change in length of radius or diameter, height, and volume exist for cylinders, cones and spheres.
DOK Levels
2,3
-
Possible Aligned Activities and Questions
Identify the appropriate formula for spheres, cones, and cylinders
Examine how to solve problems using correct formulas for 3 dimensional shapes.
Compare and contrast right various properties for solving complex problems
Relate properties of 3 dimensional figures with real life scenarios.
Possible Aligned Assessment Items/Tasks
4
DOK Ceiling
Resources
(on/offline)
Math Textbook,
Worksheetworks.com
Modeled on Whiteboard,
Student work
Various Teacher resources
Resources
(on/offline)
1 Students will demonstrate knowledge of appropriate formulas for 3 dimensional shapes
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

2
3
4
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Explain the characteristics of 2-d and 3-d figures
Students will create problems using various shapes to show the concept of volume
Students will relate volume in everyday situations.
Determine various occupations that utilize volume and area
Writing Across Curriculum,
Math textbook, Teacher assessments
Outside resources
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Standards (Primary) DOK (Ceiling)
4
Mcc8G9 Know the formulas for cones, cylinders, and spheres and use them in real world scenarios.
Integrated
K NOW/ U NDERSTAND Essential Question/Enduring Understanding: real-world?
• How does the change in radius affect the volume of a cylinder, cone, or sphere?
• How does the change in height affect the volume of a cylinder, cone, or sphere?
• How does the volume of a cylinder, cone, and sphere with the same radius change if it is doubled?
Enduring understanding
Find attributes of geometric figures that can be used to identify figures and find their measures.
Find relationships between change in length of radius or diameter, height, and volume exist for cylinders, cones and spheres
COMMON MISCONCEPTIONS
****Taken From SLDS resources****
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Common misconceptions
Refer to Learnzillion.com
The students may not be able to multiply decimals accurately
The students may confuse the various formulas
When students are solving problems with spheres, they want to square the radius instead of cube the radius.
Students are multiplying times 2 instead of times itself.
Vocabulary- Tier 1
Words using to teach
Tiers 2-3
Demonstrate, identify, explain, describe
KNOWLEDGE & SKILLS
(Key Vocabulary)
Vocabulary Tier 2
Academic vocabulary across content-areas
Distance formula,
Deductive reasoning
.
Vocabulary Tier 3
Content-specific, domain-specific
Recognize, Compare,
Debate/Defend,
Geometric solid
Hypotenuse
Irrational
Leg of a triangle
Perfect square
Pythagorean Theorem
Pythagorean triple
Right triangle
Cylinder
Cone
Sphere
Radius
Diameter
TAPS 2, 3, 5
Pre-assessment to Inform Instruction
Math week 9 Assessment
Unit 2 summative
Daily Formal assessments
Assessment for Learning or Assessment of Learning
Students will complete formative and informal assessments.
TAPS 2, 3, 4
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

D O
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Content Process
Advanced Students will create their own problems related to Volume of solids and create scenarios where finding volume is useful to our lives.
Create possible quiz questions for the formative assessment.
1. Guide students to understanding how to apply formulas to different scenarios.
Ready
Need
Prerequisites
Recognize and determine the formulas for various solids.
Multiply multi digit numbers with fluency.
Substitute numbers into a formula.
Order of operations.
P.E.M.D.A.S.
Guide Students on how to compare and contrast the various formulas for volume of shapes.
Apply Pythagorean theorem to real life scenarios.
Teacher will present video
(learnzillion, youtube, etc. reinforcing the skills of order of operations.
Teacher will reteach shapes using manipulatives.
Product
Students will create their own problems related to Volume of solids and create scenarios where finding volume is useful to our lives.
2. Students will create math problems using
Pythagorean Theorem
1. Students will solve problems with volume of solids and composite solids.
Students will solve problems
Pythagorean theorem with the study guide.
Solve basic problems using order of operations.
Solve problems substituting numbers into various formulas.
TAPS 2, 3, 5, 6, 8
Steps to Deliver the Lesson Using WICOR
AVID
®
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

E ngage
(Hook, introduction to lesson concepts)
WICOR:
LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
1.
Bring in manipulatives to show visuals
2.
Ask questions to lead the students into volume.
E xplore/
E xplain
(teaching content all students need to know, understand and be able to do as determined by unpacked standard)
WICOR:
E nrich/
E laborate
(differentiation of process )
WICOR:
E valuation
(Formative assessment)
WICOR:
Resources
1.
Solve complex problems of volume with compound shapes.
2.
Students will find the errors in their peers work, and explain how to correct the mistakes.
3.
3. Students will Use P. A C. E. organizer. P- Problem, A – Answer, C –
Calculate, E - Explain
.
Students will solve problems with volume by writing in their own words in a
Writing Across Curriculum activity. Students will also show diagrams for their writing.
Students will evaluate and grade their peer’s work after they have created their own problems. Students will complete assessment with Volume and area.
Ticket out the door.
CPS units (clickers)
Plickers
Pertinent questions at the end of each lesson
Math Workbook, Worksheetworks.com, studyisland.com, gameaquarium.com
Classroom Performance System (Clickers.) Learnzillion
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans

LESSON PLANNING GUIDE
Conyers Middle School – 2014-2015
Strategy 1: Create a rigorous system of teaching and learning Action Steps: 1, 2, 3, 6
Specific Results: Institutionalize Cycle for Results Performance Indicator: Teacher lesson plans