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Lesson Plan

- The lesson plan is for a 6th grade mathematics class and focuses on teaching students how to calculate the volumes of cylinders and cones. - Students will first review how to calculate the area of a circle and then be guided to deriving the formula for the volume of a cylinder, which is πr^2h. They will then practice sample problems calculating cylinder volumes. - Students will then learn that the volume of a cone is 1/3 the volume of a cylinder with the same base and height. They will practice problems calculating cone volumes. - Finally, students will work through practice worksheets in pairs, explaining problems and solutions to each other, and the teacher will assess understanding through

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heather :]
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1K views3 pages

Lesson Plan

- The lesson plan is for a 6th grade mathematics class and focuses on teaching students how to calculate the volumes of cylinders and cones. - Students will first review how to calculate the area of a circle and then be guided to deriving the formula for the volume of a cylinder, which is πr^2h. They will then practice sample problems calculating cylinder volumes. - Students will then learn that the volume of a cone is 1/3 the volume of a cylinder with the same base and height. They will practice problems calculating cone volumes. - Finally, students will work through practice worksheets in pairs, explaining problems and solutions to each other, and the teacher will assess understanding through

Uploaded by

heather :]
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan

Name: Heather Shearer


Grade Level: 6th Grade
School:
Length of Lesson: ~30min
Date: 03/01/11
Lesson Title: Volume of Cylinders and Cones
Content Mathematics
Area/Subject:

Standards:
M6M3
a: Determine the formula for finding the volume of fundamental solid
figures.
b. Compute the volumes of fundamental solid figures, using
appropriate units of measure.
M6G2
b: Compare and contrast cylinders and cones. [We'll do a little
comparing.]

Objectives:
-Students will be able to compute the volume of a cylinder and a
cone.
-Students in the class will be able to explain to their peers how to find
the volume of cylinders and cones.

Materials:
Paper Plates
Example volume problems [see attachment]
Worksheet for each student [see attachment]

Instructional Activities:
Time
Introduction:
3min
Show the class a paper plate. Ask them the formula that would be
used to find the area of that flat plate [A= pi r2]. Stack that plate with
other plates one at a time, and ask the students, knowing the area of
a circle, what do they think the volume of the new shape [cylinder]
would be. If they are having difficulties figuring it out, guide them to
the answer. Have them think about what has changed in the shape
[the height], think of the volume of a rectangle, etc. Volume of a
cylinder: pi r2 h
1. Practice with a Cylinder:
8min
On the overhead, write the volume of the cylinder. Present a practice
problem. Walk the students through this problem completely. Do
another similar problem this way. Then do a problem in which the
students are asked what to do [what formula do we need? What is the
height? etc]; write what they direct to do. Provide guidance if needed.
Do a few problems, depending on their level of understanding.
2. Introduction to a Cone:
1min
Explain to the students that if we were to take a cylinder and a cone
that had the same height and base measurements and place them
down. We could fill the cone up with a liquid and poor it into the
cylinder. If we were to do this, the cylinder would only be filled 1/3 up.
Explain that this shows that the formula of a volume of a cone would
be 1/3 of the volume of the cylinder. Volume of a cone: (1/3) pi r2 h
3. Practice with a Cone:
8min
Do the same as practicing with a cylinder, except use volume of a
cone practice problems.
4. Partner Work:
8min
Pass out Worksheet A [cylinder problem] to all the odd numbered
rows, and pass out Worksheet B to the even numbered rows.
Students will work on their problem individually. When completed
they will turn to a peer with the opposite worksheet. The two will
explain their problem in depth. [Why did they choose that formula?
Why does that formula work? What math did they do? Etc] Teachers
will walk around and provide assistance when needed. [Students that
need to can use their multiplication tables]

Closing/Summary:
2min
Have the students report their two answers. Remind the class that
the formula of a cylinder and a cone.
Assessment: Students will return their worksheets to me, and I
will use it to see how well they understood the
material taught.
Reflections/Ar
eas of
Improvement:

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