Reflection: Adjustments to Practice Speaking of Spheres (Day 2) - Section 2: Activity


During the group work in this lesson, I realized I spent too much time with one or two groups. I judged that these groups needed help developing a method of finding the volume of their ball. I wanted to help them because the approach that they were taking required too much time, and, it was not likely to work. As a result, today my time assessing and guiding the other groups was rushed.

I would definitely set a time limit for myself of two to three minutes per group and begin with those that I expect will need my help most. Once these groups start, they work more independently. Two to three minutes gives me time to ask guided questions, to get a good sense of whether a student is engaged in the task and comprehends what is going on.

If everyone in a group can answer my questions, I make note of it and proceed. If a group wants to find the volume using another approach other than measuring the circumference of the ball, I hint by asking questions like:

  • What do know about volume relationships with other figures?
  • What is your goal here? 
  • Could you try a different approach that's less uncertain?


  Timing myself in groupwork
  Adjustments to Practice: Timing myself in groupwork
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Speaking of Spheres (Day 2)

Unit 10: Volumes of Cylinders, Cones, and Spheres
Lesson 5 of 7

Objective: SWBAT apply the formula for the volume of a sphere.

Big Idea: In cooperative groups students discuss and apply methods for determining the volume of a sports ball.

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2 teachers like this lesson
Math, volume (3-D Geom), Geometry, circumference (Determining Measurements), volume of cube, Volume of spheres, Cooperative Groups
  50 minutes
sports vectors
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