Reflection: Vertical Alignment Arguments for Volume Formulas for Pyramids and Cones - Section 1: Concept Development: Central Tendency

 

To be honest, of all the changes that have been instituted as a result of the Common Core Standards adoption, the integration of Statistics into each of the classic courses has been the hardest for me to adapt to. I teach AP Statistics and still it has been difficult for me to find authentic and seamless ways to integrate statistics into a geometry course. As a result, I have generally envisioned a unit at the end of the year on statistics and, as things go, I have not ever gotten around to actually teaching that unit.

After having the idea to teach the concept of central tendency in this lesson, I'm recommitted to finding natural ways to integrate statistical thinking into geometry. It may not be the exact standards prescribed for the geometry course by the CCSS, but I definitely know that statistical thinking has an important role to play in all math courses. See other examples of this in my lessons on Partitioning Line Segments and Deriving Formulas for Sector Areas and Arc Lengths.

  Integrating Statistics
  Vertical Alignment: Integrating Statistics
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Arguments for Volume Formulas for Pyramids and Cones

Unit 11: Measurement and Dimension
Lesson 4 of 6

Objective: SWBAT give an informal argument for the volume formulas for pyramids and cones.

Big Idea: Yogi's smarter than the average bear and a cone's like a cylinder with an average base. After this lesson, students will know what this all means.

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