David Baker & Kaitlyn Valis: FINAL PROJECT ED602

To note, within your lesson plan, you must highlight (or otherwise draw attention to) the areas that
demonstrate evidence of (1) learner-centered principles, (2) Understanding by Design, and (3) Universal
Design for Learning. You may include references to Web 2.0 tools or other technology resources as
desired, but you do not need to create any materials.

A. Grade Level and Subject Area: 9-10 Geometry (connect to Common Core or
MCPS curriculum)

CCSS.Math.Content.HSG.GMD.A.3
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

1. Instructional Goal(s):
a. Students will be able to find volumes of different types of pyramids and cones
b. Students will be able to apply volumes of pyramids and cones to variety of real-
life situations.
Based on UbD these goals will be used to determine whether there is sufficient evidence to show
that the desired results were accomplished.

1. Objectives:
a. Students will be able to use formulas for pyramids and cones to find the volume of these
shapes.
b. Students will be able to use their knowledge of the formulas of volumes and pyramids to
solve a variety of real life problems.

D. Variability Statement: Application of UDL and LCPs - In this section, identify

flexible options that are in place in your classroom environment related to any of the LCPs
or UDL checkpoints.
Allowing students to use calculators UDL MM Representation: Optimize access to
tools and assistive technologies
Access to google classroom, different websites, videos, and previous notes UDL MM
Representation: Illustrate through multiple media.
Variability in classroom seating structure (pairs, groups, circles) LCP 11
Creating a comfortable environment where students feel comfortable asking questions
LCP 7

E. Assessment: A clear assessment plan includes all of the following:

a. Formative Assessment(s):
Kahoots, and socrative as pre-assessments, and formative assessments (quick checks to
see where the students are in their understand of the material). (MM Action &
Expression: Vary methods for response and navigation).
 The immediate feedback of these resources allows students to be informed about their
mastery of the material and develops self-assessment and reflection skills. (MM
Engagement: Develop self-assessment and reflection).
Strategically placed polls that inform and guide future instruction. LCP
5(Metacognition).
Quick checks/whiteboard checks, or nearpod checks (short answer, draw it, multiple
choice). A problem is modeled and students are asked to use a similar skill to solve a
problem. (MM Action and Expression: Enhance capacity for monitoring
progress)

b. At the beginning of the lesson students will complete a socrative Quick Quiz that gives
them each individual feedback. The teacher will have access to a class summary of the students
mastery of prior knowledge and will use this to inform which questions to go over and which
concepts to reinforce prior skills and concepts. During the Nearpod lesson students will answer
short answer, multiple choice, poll, and draw it responses and the teacher will get immediate
feedback. This feedback can be shared with each students on their computer screen. MM
Action and expression Use multiple media for communication) MM
Representation (Activate or supply background knowledge) MM Engagement
(Increase master-oriented feedback)

c. Students will have a choice between a project and test (which was created to be in line
with common core standards and learning objectives). The test would assess students ability to
apply 3D solid figure surface area and volume formulas to different types of solid figures. The
project would allow students to find a real life solid figure in their own life (home, school, etc)
associated with their own hobby or interest. Student would find the object, take a picture, bring
it it, and then would have to find the volume and surface area of that object. Students would
have also have to create a flipped lesson of them explaining how they solved for the surface
area and volume. A rubric would be used to assess the accuracy and effective of the project. LCP
4, 7, 12, MM Engagement: Optimize individual choice and autonomy, relevance,
value, and authenticity, MM Action and Expression: support planning and strategy
development, multiple means for communication, multiple tools for construction
and composition, methods for response and navigation

d. Pre-assessment will be given and then the summative assessment will be used to gauge
mastery of the content. If 70% of students score better than the pre-assessment then that would
show mastery of the skills and content. Based on UbD these assessments will be used to
determine whether there is sufficient evidence to show that the desired results were
accomplished. These results would inform future lessons. LCP2

F. Opening (Anticipatory Set):

Kahoot activity they will grab a partner or two and perform a 10 question team kahoot,
where they will see the question, talk amongst themselves, and then answer in a
competitive manner. The top few students, and highest riser will be acknowledged after
 every question. (MM Engagement: Foster collaboration and community,
LCP11)
Communicate the objectives for the day in slides and on the board. (MM Engagement:
heighten salience of goals and objectives, LCP 2)
At the beginning of the Nearpod lesson, there will be pictures/videos of real life objects
that are in the shape of pyramids and cones (ancient pyramids, ice cream cones, etc).
(MM Engagement: Optimize relevance, value, and authenticity, LCP 3, 4)

G. Instructional Methods: Any combination of the following activities that makes sense for
what you are trying to accomplish. Be sure to highlight or otherwise draw attention to your
inclusion of UDL checkpoints and/or LCPs.

Nearpod Lesson:
Guided Notes Sheet: Students will be given a guided notes sheet to fill in throughout the
Nearpod lesson that includes fill in the blanks for theorems and vocabulary, examples,
and scratchwork MM Representation: Highlight patterns, critical features, big
ideas, and relationship
Pictures/videos of real life objects (see Opening) MM Representation (offer
alternatives for visual information, illustrate through multiple media)
Videos - when am I ever going to use this? Students will first watch a video of an
architect or engineer applying these skills and knowledge to something in their real life
profession MM Engagement (optimize relevance, value and authenticity)
Modeling: Pictures labeled with various dimensions needed to solve for surface area and
volume. MM Representation (support decoding text, mathematical notation,
and symbols)
Link to website: Interactive websites will be used to allow students to explore these 3D
shapes visually. These interactive websites allow students to drag the figures around so
that is support visualizing these 3D figures since that is sometimes hard to students on a
flat paper. http://www.learner.org/interactives/geometry/3d_pyramids.html (MM
Representation: Illustrate through multiple media, offer alernatives for
visual information)
Checking for understanding by having placing pictures labeled with various dimensions
on the board and having students work in partners and use their whiteboards to solve
the volume or surface area. LCP (10) MM Engagement (Foster collaboration and
community)
Impromptu open ended questions should be asked strategically based on students
understanding and responses. MM Action and expression (vary the methods for
response and navigation)
Independent Practice: https://www.ixl.com/math/ will be used by students to practice
these skills of finding surface area and volume of pyramids and cones. This resource
gives immediate feedback as well as complete worked out solutions with explanations for
incorrect responses. Students also get a SmartScore that tracks their progress. The
teacher will also have the ability to track the analytics of student mastery. MM Action
and Expression (enhance capacity for monitoring progress, builds fluencies
 with graduated levels of support for practice and performance) MM
Engagement (increase master-oriented feedback)

H. Closing:
At the end of the Nearpod lesson students will answer a few questions of a reflective
nature. Students will be asked to Explain to another person how to apply their
knowledge of volume and surface area formulas to solve real world problems. Students
will also be asked to rate their confidence from very confident to not confident at all. This
feedback will be available for the teacher to use to guide future lessons. MM Action
and Expression (Vary methods for response and navigation)
Remind students that Nearpod lesson will be available on classroom website to use for
studying, along with helpful websites available in classroom resources. (MM
Representation: Illustrate through multiple media, offer alternatives for
auditory information, offer alternative for visual information)
Remind students of independent practice that is expected for homework