Co-Teaching Lesson Plan (Direct Instruction)

Instructional Input

Teachers:
Subject:
Adrian Chang, Tiffany Tibbetts
7th Grade Math
Standard:
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.
Objective (Explicit):
By the end of the lesson, each student will be able to find the volume of a cone, and understand the
relationship to the volume of a cylinder (previous lesson).
Evidence of Mastery (Measurable):
80% of students will be able to answer example problems, and do a set of problems for homework.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Review prior knowledge of volume, area of base, height, and radius, as they pertain to a cylinder
Learn the new three-dimensional shape of a cone, along with the formula for its volume
Compare and contrast the formulas for volume of a cylinder to that of a cone, thereby comparing the
objects themselves
Key vocabulary:
Materials:
Volume
Notebooks
Base (Area)
Pencils
Height
Manipulatives (Cone and Cylinder)
Radius
Water
Projector
Workbooks
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will explain the objective and right it on the board above where the homework is listed
The teacher will ask students to recall the formula used to find the volume of a cylinder
The teacher will remind students of key vocabulary, namely volume, base, height, and radius

Teacher Will:
Student Will:
Remind students that we are moving
Have a chance to review prior lesson on
onto the next volume object, and have
volume of a cylinder
Will take notes, adding to their flipbook of
them recall that the last object covered
volume/surface area formulas
was a cylinder
Will be given a step by step process they can
Emphasis will be put on key words that
use to find volume of a cone
were used in finding the volume of a
Students can also ask questions if necessary
cylinder
The formula for volume of a cone will
be given, as both Volume = 1/3 base x
height, as well as Volume = 1/3 pi x
radius squared x height
Step by step process will be given for
finding the volume of a cone, namely:
1. Square the radius
2. Multiply by the height
3. Multiply by pi (or 3.14)
4. Multiply by 1/3 (remind students

Independent

Guided Practice

this is the same as dividing by 3)

5. Label with units cubed

Co-Teaching Strategy/Differentiation
The one teach, one observe strategy will be used. One teacher will be giving the lecture while the
other teacher observes them as well as the students, stepping in if assistance is required.
Key words will be stressed and used repeatedly throughout the lesson. Manipulatives will be used to
physically demonstrate the relationship between the volume of a cone and cylinder.
Hearing disability: Teacher giving lecture will be wearing radio transmitter that is synced to hearing
aid, and will have written copy of lecture notes in case verbal version is too difficult to follow
Teacher Will:
Student Will:
Tell students they are to work with
Work in groups of 3-4 with their table mates
Students will then be asked to repeat the steps
their table mates in groups of 3-4
Will ask students to verify they
for finding volume of a cone to verify they
understand the five steps for finding the
are all on the same page

Groups will be asked to work together on two

volume of a cone
Will remind students of the rules for
example problems
Groups are to put their pencils down and stick
group work reasonable working
their thumbs up when they have all finished
volume, pencils down and thumbs up
and verified the problems with one another
when the group is finished
Students will have an opportunity to go over
After all groups are finished, teacher
the answers with the teacher to verify
will go over the answers with the class,
correctness before moving on to independent
answering any questions that may arise
practice

Co-Teaching Strategy/Differentiation
One teach, one observe will be used once more. One teacher will lead the guided example problems,
while making sure the class is following along, while the other teacher observes to make sure nobody
is falling behind.
Students are seated in groups of four, so they can compare answers and make sure each of their table
mates is following the right steps.
For groups that seem to finish early/have a greater mastery of this concept, a third question will be
available, requiring students to find the volume of a combined cylinder and cone.
Hearing disability: Pre-written example problems will be on a sheet to be given to this student so he
will not have to listen for measurements/instructions. Teacher will make sure to stop by to observe that
he is making good progress on example problems as student occasionally has difficulty collaborating
with others during class.
Teacher Will:
Student Will:
Ask students to now prepare to work
Work silently on workbook questions until
silently in their seats
complete
Assign problems from the student
They can ask teacher any questions relating to

Practice

workbook for individual work

Walk around monitoring progress and
level of understanding as students solve
the problems

the lesson/workbook problems

Any problems not finished will be homework
that is due the following class period

Co-Teaching Strategy/Differentiation
Both teachers will be available to monitor students, as well as answer questions that may arise
Hearing disability: Silent, independent work tends not to be an issue for this student, the teacher will
make sure that he understand the assignment

Closing/Student Reflection/Real-life connections:

The teacher will review/summarize what has been learned at the end of the lecture component
Each student will have to write a sentence or two describing how the volume of a cone and volume of
a cylinder are related