Reflection: Checks for Understanding Argument for the Volume Formula of a Cylinder - Section 1: Postulating the Formula for Rectangular Prism Volume


From my perspective, this lesson is essentially one big proof. Each part of the lesson is like a statement with a web of reasoning behind it. From my students' perspective, on the other hand (of course I'm generalizing), this lesson is a big task that just needs to get completed.

So my challenge is getting students to care about all of the reasoning inherent in the lesson. I've found that I can best accomplish this by directing students attention to the things that matter. For example making them read and re-read important passages and then asking them probing questions to make sure they've understood what they've read. I've also found it helpful to continually update our progress in the logical progression, putting the latest developments into the context of the bigger picture. In this way, students experience the lesson as an unfolding story with an inner logic and connections between its parts.

  Keeping the Chain Intact: Checking for Understanding
  Checks for Understanding: Keeping the Chain Intact: Checking for Understanding
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Argument for the Volume Formula of a Cylinder

Unit 11: Measurement and Dimension
Lesson 3 of 6

Objective: SWBAT give an informal argument for the formula for the volume of a cylinder.

Big Idea: Why don't they just call them circular prisms? In this lesson, students use their knowledge of prisms to reason about the volume formula for cylinders.

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  75 minutes
prisms to cylinder
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