West Virginia State University

Lesson Plan

Teacher Candidate: Parker Wolfe

Date:

11/2/15

School: Dunbar Middle

.

Grade/Subject: 8th grade Algebra

Lesson Topic: Volume of Prisms.

Instructional Objectives/Student Outcomes

Students will define a prism
Students will find the volume of a prism
Students will solve real-world and mathematical problems
WV CSOs
M.7.G.6: Solve real-world and mathematical problems involving area,
volume, and surface area of two-and three-dimensional objects composed of
triangles, quadrilaterals, polygons, cubes, and right prisms
M.6.G.2: Find the volume of a right rectangular prism with fractional edge
lengths by packing it with unit cubes of appropriate unit fraction edge
lengths and show the volume is the same as would be found multiplying the
edge lengths of the prism. Apply the formulas V=lwh and V=Bh to find the
volume of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.
Management Framework
Overall Time- 90 minutes
Time Frame- 30 min. teacher introduction and lesson
30 min. worksheet and ask questions
30 min. book assignment
Strategies

Teacher/student led discussion

Teacher modeling/demonstration

Differentiated Instruction/Adaptation/Intervention

If students have trouble keeping track of the measurements of the

base of a solid, then have the students sketch the solid on their paper,
shade the base a color, and write its measurements in the same color.
They could even color-code the measurements as they substitute them
into the volume formula.
If students are having trouble determining the different parts of the
prism, then draw a prism on the board and break it up piece by piece
and show which is the base and which is the height.
For the hearing impaired, use the microphone and speakers while
delivering the lesson so that all students will be able to hear.
For the visual learners show the PowerPoint and work out every
example on the board.
For learning disabled, allow the students to work in groups and make
sure to have students ask questions.
For the slow learners, make sure to take the time to explain the
material and give enough time for students to finish all the activities.

Procedures
Introduction/Lesson Set

Give brief introduction of myself and let the students know the topic
and section that is going to be covered.
Let the students know the CSOs, objectives, and student outcomes by
writing them on the board
Ask the students what a prism is and if anyone would draw it on the
board

Body and Transition

Show PowerPoint presentation that I created on finding the volume of a

rectangular and triangular prism.
Draw a prism on the board and write a definition on what a prism is.
Draw and label a rectangular prism and a triangular prism, showing the
base and the height
Explain to the students to find the volume of a prism you have to
multiple the base times the height
Have students find the volume of a rectangular prism that is 3 cm by
4.2cm by 5cm. Explain to find the base you have to multiply the
length times the width
Have them find the volume of a triangular prism that is 2cm by 6cm by
7cm. Explain to find the base of this prism you have to find the area of
the triangle, which is one half times the base times the height.

Give students the question: a room air conditioner can cool a room
with a volume of 1600 cubic feet. If the room has a height of 8 feet
and a length of 16 feet, what is the maximum width of the room?
Show how to find a missing length of a prism, using a known volume.
Let students know to find the volume of any prism, use formula V=Bh.
B is the area of the base, and is capitalized. The formula or method
used to find the value of B will be different for different prisms,
depending on the shape of the base.
Have students read the Why? section in the textbook and have them
answer the following questions: 1. What unites are used to find the
area of the base? 2. Since the area of the bottom is multiplied times
the height to give the total number of cubes, what units would be used
to denote the number of cubes? 3. How many one-inch cubes are in
the block of clay? Explain how to answer the question.

Closure

Have students get into groups of two and play a game on their Ipad
that deals with volume of a prism. Game can be found at
http://www.xpmath.com/forums/arcade.php?do=play&gameid=118
Give handout 12-2 Skill Practice to the students. Have them complete
and turn in
Once handouts are complete go over all the answers and explain step
by step
Assign problems 6-17, 28, 29, and 33-45 out of the textbook and have
the students work individually.

Diagnostic:

Ask students at the beginning of the class what a prism is (objective 1)

Ask students how to find the volume of a prism. (objective 2)

Formative:

While teaching the lesson give students opportunities to ask questions

concerning the material. (objectives 1,2,3)
Walk around the room to make sure students are completing the
handout and ask if they need any help or have questions. (objectives
1,2,3)

Summative:

Assign the handout 12-2 Skills Practice to be turned in to assess the

students knowledge and understanding of how to find the volume of a
prism. (objectives 1,2,3)

Assign textbook problems 6-17,28,29 and 33-45 to work on after

completing the handout. (objectives 1,2,3)

Material

Dry and erase marker

Textbook
Handout 12-2 Skills Practice
Calculator

Extended Activities
If students finish early

Have students get into groups of three and come up with their own
prisms and quiz one another.

If lesson finishes early

Have some more examples on finding the volume of a prism to work

through as a whole class

If technology fails

Bring extra batteries for the students calculators incase they do not
function properly

Technology used in this lesson:

PowerPoint
XP Math game

Reflection:
I found the most helpful part of my planning and lesson plans were to
do some research on multiple sites online. I watched a few videos on the
subject matter, including YouTube and Kan Academy. Doing some research
online by watching videos and reading gave me some different ways of
teaching the students the new material. Another helpful method I used in
preparing my lesson was to look through the teachers textbook. The
textbook is set up to give the teacher some ideas on how to deliver the
lesson and some questions to ask the students. I found my objectives from
the textbook and online while looking through the West Virginia CSOs. The
procedures of the lesson I came up with on my own. I determined myself the
best was to present the new material to the class. I did not have much say
in the material that I was going to cover because my observing teacher told
me what he would like for me to teach. The assessment of the material I
found in the teachers textbook handouts. The questions on the handout let

me know if the students comprehended the material that I taught on. Some
ways that I determined how to challenge the students were to ask questions
while teaching the lesson. Once I came up with some ideas I would ask my
friends if they could answer them to see if they had to critically think. I
believe that the way that I prepared my lesson was successful. The CSOs of
my lesson cover a large section of material. To actually teach everything in
the CSOs, I would have to teach a few different sections.
The delivery of my lesson was the part that I thought went the
best. They students all participated in conversation and answered all the
questions that I asked them. A part that I believe could use some work is my
actual lesson plan. I find it hard to integrate all the material appropriate for
the eighth grade pre-algebra class. All the students understood the lesson
and did well on the handouts and book problems. I thought that my
sequence of procedures went very well and that the students were engaged
in the material. I had the perfect amount of material. From the beginning of
the lesson all the way to the end of class, all the students were staying busy.
Once I finished with the lesson, I went over all the key factors of the lesson
with the students and asked them a few questions on what they learned. I
do not believe that the pace of the lesson was to fast or to slow to lose any
of the students. Keeping them involved with the lesson kept them engaged.

Before I taught this lesson I asked the teacher to pay attention to my

voice, pronunciation, gestures, and tone of voice. The feedback that I
received from this request was that I need to work a bit on speaking a little
louder so that all students can hear me. I tend to start off loud and then fade
a bit. I need to work on speaking louder. I believe that my examples and
material were well thought out and the students understood them. I know
this because the students did very well on answering questions and on the
assigned work.
My choice of strategies and activities that I did with the class
accommodated individual differences and learning styles. The visual and
oral means of delivery of the material I thought were very good. Every time I
would ask the class a question, many of the students would raise their hand
to answer it. When I would ask for volunteers to do a problem on the board,
many of them wanted to do it. When students were working on the assigned
work I would go around and help each student with the material. I would
break it down step by step until they would understand it. I did have an
activity for students that finished early but did not have to do it.
The students and I related very well. Many of the students love
mathematics and so do I. I feel like the students responded very well to my

lesson. I actually had two different students say they liked my style of
teaching. The students were very attentive and enthusiastic. Every time I
would ask a question, they would want me to have them answer it. . Luckily
I did not have to deal with students not responding to questions that I asked.
I gave all students the opportunity to participate in the lesson.

Data Base Decision:

For this lesson, I collected data from the worksheet 12-2 and the homework
problems. There was 12 questions on the worksheet and 25 homework
problems. I gave each student one point for each problem that they
correctly answered.

Worksheet 12-2:
18 students received 100% (12/12)

3 students received 92% (11/12)

4 students received 83% (10/12)
1 student received 67% (8/12)

Worksheet 12-2
20
18
16
14
12
10
8
6
4
2
0

0.92

0.83
Series 1

Homework Problems:
16 students received 100% (25/25)

0.75

0.67

2 students received 96% (24/25)

1 student received 92% (23/25)
5 students received 88% (22/25)
1 student received 72% (18/25)

Homework
18
16
14
12
10
8
6
4
2
0

0.96

0.92
Series 1

0.88

0.72

According to the data that I collected from both assessments, I came to the
conclusion that all objectives were met. All but one student received a C or
better on the assignments. When grading the homework problems, I noticed
that the majority of the students miss the problem that ask them to find the
volume of an object that consisted of a rectangular prism and a triangular
prism. The students were having trouble finding the volume of an object that
consisted of two parts. I would spend more time on explaining how to find
the volume of an object that has two parts. I would explain that you would
find the volume of one object and then find the volume of the second object
and add them together. I would do multiple examples of these types of
problems so students are able to master the concept. Having the students
first play the game on their ipads in groups before giving them the handout
was not a great idea. I learned that students will rush to finish their work so
they wont have to do it for homework. This is something that I will take in
consideration when planning my next lesson. You need to give students
enough time to work on problems so they do not feel rushed. When students
rush they tend to make mistakes. I believe if I gave them more class time to
finish, more of the students would have answered all the questions correctly.