Our mini-unit was focused on teaching the 8th Grade Math Common Core Standard 8.G.9: "Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems." Overview of Our Mini-Unit Vocabulary and Formulas Lesson Two Break down of the Mini-Unit Lesson One: Volume- this lesson focuses on defining volume and laying down the basic framework required for the rest of the unit

Lesson Two: Formulas and Vocabulary- This lesson thoroughly explores cylinders, cones, and spheres and their formulas

Lesson Three: Picking Word Problems Apart-This lesson is an explicit teaching of the SQRQCQ strategy to help students solve word problems.

Lesson Four: Solving Multistep Real-World Word Problems- This lesson teaches how to solve more complex word problems, using the gradual release of responsibility model. Lesson Two: Formulas and Vocabulary Rationale Learning Objectives: In this lesson, students will learn how to derive the formulas for the volumes of cylinders and cones. They will also learn the formula for the volume of a sphere. This lesson continues to build on the foundation necessary to complete the complex word problems regarding volume. It is crucial that the students have a solid understanding of these shapes in order to be able to successfully solve multistep word problems (our ultimate goal). Students will be able to:

Explain how to build and use the formulas for cylinders and cones.

Know and use the formula for volume of spheres.

Use the RAFT strategy to teach the class a bit about their shape.

Analyze several articles about their shape, concluding with a cohesive description of their shape.

Because of the large amount of information, we broke this lesson down into three days. Day 1: Cylinders and Cones Flocabulary video: "Get a Shape's Volume."

Reading of "Sir Cumference and the Sword in the Cone."

Derive the formula of a cylinder by relating it to rectangular prisms (which they learned in seventh grade).

Activity: Make a cone and a cylinder with the same height and radius. Fill the cone with sand and empty it into the cylinder. Repeat this 3 times. The cylinder will be perfectly full. This shows the students that the cone's volume=1/3 of the cylinder's volume: V=(1/3) pi*r*r*h

Frayer's Models filled in and put into vocabulary journals. Day 2: Spheres Procedure Procedure Flocabulary video (again)

YouTube video that shows how to get the formula for the volume of the sphere.

Group activity with different examples of spheres (baseballs, basketballs, golf balls, etc.), where students have to predict the order of volume of the spheres, and then measure the spheres to see if their predictions were accurate.

Frayer model for spheres. Day 3: Pulling it all together Procedure Shapes Activity: Students will read "Shapes" by Shel Silverstien and illustrate the poem and discuss the author's illustration.

Raft Activity: Students will be broken into 3 groups, and each group will represent one of the shapes we've been discussing.

Role: Their shape (spheres, cylinder, or cone)

Audience: Other shapes

Format: Presentation

Topic: An Autobiography of me! Students will be prompted to use the text sets provided and any other resources they have (internet, teacher, etc) and research their shape. They will have to present their biographies using some modern technology (Prezi, Wallwisher, Powerpoint, etc) They must use at least 5 different facts about their shapes.

As homework, students will have to write an autobiography from the point of view of their shape, as well as three facts about the other shapes. Specific Literacy Strategies/Practices Used: RAFT activity

Read-Aloud

Frayer's Models

Several Hands-on Activities Adaptations for Striving Readers and Writers Text sets on cones, cylinders, and spheres from various reading levels.

Choices involved in the RAFT activity: Students can decide how to present their information and how to get their info, as well as what shapes to work with.

Frayer Model: will help students improve their note-taking skills.

Reading information out loud

Adapting some of the text to an appropriate grade level. Luke & Freebody's Model This lesson uses all four aspects of the Luke and Freebody model. Code Breaker: Students must be able to decode the words they encounter during the RAFT activity, by asking questions or using dictionaries. Meaning Maker: While filling out the Frayer's Models (and doing the RAFT activity) students will be making their own meanings to the vocab words (by defining them in their own words) Text User: During the RAFT activity, students will have to use the texts they are given to complete the assignment and explain their shapes to their classmates. They will have to find the purpose of the texts. Text Analyst: Students will have to analyze the texts they are given to find the important information that relates to their project, looking for biases and making a personal connection to the text. Any Questions? Bueller? :) If not: http://flocabulary.com/volume-cone-cylinder-sphere/ Comments? Concerns? Ideas? Jenn W., Greg S., & Hannah P.

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# Our Mini-Unit: Understanding Volume and its Word Problems

A presentation on the mini-unit we created for LTRC 519 on volume and solving word problems related to volume.

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