derivingatvolumeofconeusingvolumeofcylinder

Author:LindaSchweitzer
Datecreated:02/18/20167:49PMPSTDatemodified:02/11/20171:47PMPST

UseAPAStyleFormatForInTextCitationsAndFullReferences(Publications,WebResources,LessonsPlans
Etc.)AndIncludeFullReferencePageAtTheEndOfTheLessonPlan.

VITALINFORMATION
Subject(s) Mathematics

Topic/UnitofStudy&Time Geometry
Allotment

Grade/Level Grade7,Grade8

Objective Studentswillbeableto:

Comparethevolummeofsimilar3Dshapes.
Createacylinderwithequivalentmeasurementsofbaseandheightofagivencone.
Findthevolumeofdifferentconesandcylindersusingtheformulaforvolumeofeach3Dpolygon.
Usetheformulaforthevolumeofaconetosolverealworldproblems.

Summary Thislessonisdesignedforstudentstoinquireabouttherelationshipbetweenthevolumeofacylinderandthevolume
ofacone.Theanticipatorysetwillactivatepriorknowledgeofvolumewhilethecuesandquestionsaredesignedto
engagestudentsandgetthemreadyandexcitedtolearnaboutanotherwiseabstractidea.Areviewvocabulary
worksheetisprovidedanddesignedtoreinforcenecessaryvocabularytohelpwithstudentunderstandingoftheterms
usedthroughoutthislesson.Themodelingactivitybytheteacherwillallowthestudentstoarriveattheformulaofa
coneratherthanjustbeinggiventheformulaandaskedtomemorizeit.Thisprocessofdiscoveringtheformulawillbe
moremeaningfulandlonglastingthanthetraditionalmethodsofsimplycopyingitdownintotheirnotebooks.Students
thenaregivenampleopportunitytopracticewithintheirgroupandsharetheirsolutionswiththeclass.Reviewingthe
answersasaclasswillallowtheteachertocheckforunderstandingandhelpthosethatmaynothavequiteunderstood
howtoplugthegiveninformationintotheformula.Finallythestudentsareprovidedwithaseriesofprogressively
challengingproblemstoworkonindependently.Effortismadetodifferentiatelessonforstudentswithlearning
disabilities,EnglishLanguageLearners,atriskstudents,andadvancedlearners.

IMPLEMENTATION
W(Where,Why&What) Thestudentisexpectedto:

Identifytheformulaforthevolumeofacone.
Usetheformulaofaconetosolverealworldproblems.

H(Hooked&Hold) AnticipatorySet:

Workingintheirdesignatedgroupsof4(quads),studetscreateastarwebtoaccesspriorknowledgeaboutvolume.
(Worksheetattachedinmaterials).Informationcanincludebutisnotlimitedto,definitionofvolume,howvolumeis
measured,volumeofcylinder,andanyotherformulathattheyrememberforvolumeofthreedimensionalshapes
studiedthusfar.Thisactivity

Seatingchartsforstudentsaredesignedingroupsoffourwithtwodesksfacingthefrontoftheclassandtheothertwo
facingeachothersittingperpendiculartotheothertwo.SeatingchartsarereassignedaftereachUnitTestaccordingto
thetestperformance.Studentsareplacedwithagroupofcohortsthatperformedonthesamelevel.Highperforming
studentsareplacedingroupsoffourtocollaborateingroups,while,lowerperformingstudentsareplacedingroupsof
threewhichleavesoneemptyseatfortheteachertositandhelpguidestudentswhennecessary.

Engagement:

What3Dshapehavewestudiedrecentlythatyouthinkissimilartothissugarcone?Discussinyourquadsfor1
minute.Studentsvolunteerinformationtoclassroomdiscussionforthenext2minutes.

EssentialQuestion:

Whatkindsofthingscanyouthinkof,inreallife,whenyouhearthewordcone?possibleanswers:icecreamcone,
orangecautioncone,birthdayhat,andvolccanoe.

Howcanyoufindthevolumeofaconeusingacylinder?

Ifyoumadeapapercylinderwiththesamebaseandheightasthissugarcone,whichdoyouthinkwouldholdmore
rice?Howmuchmorericewouldthecylinderhold?Let'sexploreandfindout.

E(Explore&Experience) Model:

Reviewandexplainthedimensionsusedintheformulaforthevolumeofacylinderfrompreviouslesson.Demonstrate
usingmaterialsincreatingacylinderwiththesamesizebaseandheightasthesugarconeforstudents.Thisisagood
timetodiscussthedifferencebetweenheightandslantheighttoavoidmisunderstanding.Theheightofaconeisthe
perpendicularlinefromthebasetothevertex,whiletheslantheightisthelenthofthesideofthe
cone.Remindstudentsthatalthoughinthecylindertheslantheightisequaltotheheight,inthecone,theslantheight
isdifferentandtheproperuseintheformulaistousetheheightofthecone.

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CuestudentsLet'susethesugarconetofillthecylinderwithriceandseehowmanyscoopsitwilltaketofillittothe
brim.

Demonstratebyfillingthecylinderwiththreescoopsofriceusingthecone.Nowshowstudentsthatifthevolumeofa
cylinderistheareaofthebasetimestheheightthenthevolumeofaconeis1/3thevolumeofthecylinder.Finish
modelingbywritingthefollowingformulaonthewhiteboardandhavingthestudentscopyitintotheirmathjournalfor
reference.

VolumeofCylinder:V=BxhorV=prh

VolumeofCone:V=1/3BxhorV=1/3prh

Where:

V=volume

B=areaofbase

h=heightofcone(notslantheight)

Practicefindingthetheareaofthesugarconewheretheradiusis1.5cmandheightis8cmcomparetoareaofcylinder
withcongruentbase.

Volumeofcylinder=(3.14)(1.5)(8)

Volumeofcylinder=56.52cubiccentimeters

volumeofsugarcone=1/3(3.14)(1.5)(8)

volumeofsugarcone=18.84cubiccentimeters

GuidedPractice:

Encouragestudentstoworkwiththeirquadmatestosolveeachofthefollowingproblems.Giveanappropriatetime
limit(anywherefrom35minutesperproblemdependingonlevelofdifficulty).Instructionsincluderoundingtothe
nearesthundrethandwritingtheiranswerscompletewithallshownworkandcubicunitsdisplayed.Uponcompletionof
eachproblem,thestudentinseat1ofeachquadcanvolunteertosharetheirfindingswiththeclassonthewhiteboard
infrontoftheclass.Answerswillbereviewedandcorrectionswillbemadebyotherstudentsaseachproblemis
completedasaclass.Thisprocessshouldlastnomorethan15minutes.

Thefollowingproblemsarelistedontheboardoneatatimeforstudentstopracticeusingtheirnewlygained
knowledgeoffindingthevolumeofaconeshaped3Dpolygon:

V= V=

RealWorldProblem:

Aconeshapedvolcanohasadiameterof500metersandaheightof200meters.Whatisthevolumeofthecone?

IndependentPractice:

Oncetheteacherhasmodeledusingtheformulaforthevolumeofaconetosolveproblemsandstudentshavehadthe
opportunitytopracticewithguidancefromteacherandincollaborationoftheirgroupmembers,theyarereadyto
practicewhattheyhavelearnedontheirown.Thefollowingproblemsaredisplayedandhandedoutonaworksheetfor
independentpractice:

Findthemissingmeasuresforeachcone.Roundtheanswertothenearesthundrethofnecessary.

1.radius=________________

height=6in

volume=100.48cubicinches

2.diameter=6ft

height=________________

Volume=56.52cubicft

Findthevolumeofthecone.Roundyouranswerstothenearesttenthifnecessary.

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 3.Findthevolumeofaconewitharadiusof20inchesandaheightof50inches.

4.Alexismakingwafflecones.Eachconehasaradiusmeasuring2inchesandaheightof6inches.Whatisthevolume
ofthecone?

5.Thevolumeofagiventrafficconeis628cubicinches.Iftheheightoftheconeis2feetthenapproximatethelength
oftheradiusininches.Use3.14forPi.

TheaboveIndependentexcersisesaredesignedtorangeincomplexityandchallengestudentstousecriticalthinking
alongwithpriorknowledgeofconvertingunitstosolvemathematicalandrealworldproblems.Thefirsttwoexercises
simplygivestudentstosolveforadifferentunknownusingtheformulaforthevolumeofacone.Questions3and4are
designedtohavethesamefunctionbutusingwordproblems.Thefifthandfinalquestionoftheindepependentpractice
isamultistepproblemwherestudentsarechallengedtoputallofthelearnedinformationfromthislessonplustheir
priorknowledgeofconvertingunitstosolvetherealworldproblem.

R(Rethink,Revise&Refine) ExitTicket:

Studentswillwritetheanswertothefollowingproblemonanindexcardalongwiththeirnameandhandintoteacherat
thedoorupontheconclusionofclassastheirexit"ticketoutthedoor".Advisestudentstoshowallwork.

Question:

Whatisthevolumeofaconewiththefollwingdimensions?r=5h=12

Thisisagreatwayfortheteachertocheckforunderstanding.

E(Evaluate)

T(Tailored)

O(Organized)

MATERIALSANDRESOURCES
InstructionalResources Attachments:

1. ReviewVocabularyWords.docx
2. VolumeStarWebDiagram.PDF

Resources
Materialsandresources:
Vocabularyworksheettobepastedintostudents'Mathnotebookforreference.
VolumeStarWebtoaccesspriorknowledgeandbuildnewvocabulary.

STANDARDS&ASSESSMENT
Standards CACaliforniaCommonCoreStateStandards(2012)
Subject:Mathematics
Grade:Grade8
Domain:Geometry8.G
Area:Solverealworldandmathematicalproblemsinvolvingvolumeofcylinders,cones,andspheres.
Standard:
9.Knowtheformulasforthevolumesofcones,cylinders,andspheresandusethemtosolverealworldand
mathematicalproblems.

Assessment/Rubrics

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