For today's Warm Up assignment, I wanted to see how student approached a word problem that involved calculating volume. I remind the students that one of our unit objectives is to know the volume formulas and will encourage them to attempt to recall the formulas. While most students will still need to look back in their foldables from the previous day's lesson, others are likely becoming familiar enough with it that they can recall it from memory.
In addition, I'm watching to see if students use the formula for volume of a cone or if they remember the relationship and simply divide the cylinder's volume by three.
Once the timer sounds, I select volunteers to share their answers and explain how they arrived at those answers. I seek alternate solutions and attempt to draw out any student who has chosen an the relationship approach to share with the class.
To launch today's lesson, I present the day's learning objective and key vocabulary. I want to remind students, especially those who may struggle with language, the definition of volume. I explain that during today's lesson, they will need to imagine the amount of space inside each of the eight cylinders I have on display. I then distribute the Vol of cylinders lab sheet on which the students will record their predictions, measurements and volume calculations.
Once the lab sheets have been distributed, I reveal the directions for Work Time Part I where students must look at the eight cylinders and predict which one has the greatest volume. I explain and demonstrate that they should record numbers next to the cylinder's letter label in order to indicate which they believe has the greatest volume. Then, they should repeat this procedure until they have ranked all cylinders from greatest to least volume.
I intentionally give students only two minutes to record their predictions so that they will spend the majority of their time during Work Time Part II measuring and calculating the actual volumes.
Once the two minute timer sounds, I reveal the instructions for Work Time Part II. I distribute the cylinders to the groups across the class and explain that they need to record the measurements of each one on their lab sheet. When they have completed the measurements, they should pass the cylinder to the next group. Once they have measured all the cylinders, they must then calculate the volume of each and rank the volumes. When the work timer sounds, I reveal the questions for their Ticket Out the Door.
For today's Ticket Out the Door, I wanted students to reflect on their thinking during the prediction part of the lesson, so I asked them to record the strategy they used. I also wanted to know if students recognized how close (or far off) they were to the actual ranking of volumes and if the could identify particular attributes of cylinders that made the task more difficult.
Each of these questions, while metacognitive in nature, provide important information about how to group students for subsequent lessons based on their level of understanding and the ability to apply volume formulas.