USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill

Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

Lesson Content
What Standards (national [Link].3.3
or state) relate to this Recognize volume as an attribute of solid figures and understand concepts of volume
lesson? measurement.
(You should include ALL 1. A cube with side length 1 unit, called a unit cube, is said to have one cubic unit of
applicable standards. Rarely volume, and can be used to measure volume.
do teachers use just one: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to
theyd never get through have a volume of n cubic units.
them all.)
[Link].3.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
Essential Understanding This is an introductory lesson to volume and three dimensional shapes.
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you By using 3D unit cubes, students will be able to understand the difference between
teaching? volume and area and measure volume successfully.
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill
Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

in tense or tense contradiction

(i.e., I will see her
yesterday.)." Note: Degree of
mastery does not need to be
a percentage.)

Rationale This objective introduces the concept of volume to students. This lesson is needed so
Address the following students have an understanding about what volume is and how it is different than a
questions: shapes area. The use of 3D unit cubes gives students a visualization of how volume and
Why are you teaching this area differ as well as a way for them to be able to measure volume.
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will Formative

you know students have Guided questions throughout the lesson will assess students prior knowledge. If answers
mastered your objectives? arent reached successfully, I will reinforce previously learned concepts to keep the
lesson going.
Address the following:
What formative evidence Student work on worksheet provided / ask them to create various volumes using the
will you use to document cubes they have
student learning during
this lesson? Line of learning
What summative evidence
will you collect, either Self-assessment
during this lesson or in
upcoming lessons? Summative
Students usually have a unit test on math concepts
What Content Knowledge Understanding of 2D vs 3D shapes, area, volume, square units, cubic units
is necessary for a teacher
USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill
Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

to teach this material?

What background Students need to already have a basic understanding of shapes and how to measure
knowledge is necessary for area. They need to know how to measure area because volume adds one more
a student to successfully dimension to the area formula they already know. I know my learners already have this
meet these objectives? background knowledge because they have successfully gone through area lessons in
class with my CT. They have mastered area and are ready to move onto volume.
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions Students might not realize how important units are and making sure they right units
might students have about cubed on their answers for problems.
this content?

Lesson Implementation
Teaching Methods I am going to do a whole group lesson with guided questions and notes and
(What teaching method(s) will demonstrations. Then students will work with their shoulder partners using math
you use during this lesson? manipulatives.
Examples include guided
USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill
Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

release, 5 Es, direct

instruction, lecture,
demonstration, partner word,
etc.)

Step-by-Step Plan: This is Time Who is Each content area may require a different step-by-step format. Use
the longest section of your 11:50 responsibl whichever plan is appropriate for the content taught in this lesson.
lesson plan (What exactly do -1:15 e (Teacher For example, in science, you would detail the 5 Es here
you plan to do in teaching this or (Engage/Encountering the Idea; Exploring the Idea;
lesson? Be thorough. Act as if Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
you needed a substitute to Evaluation).
carry out the lesson for you.) Me: Holy moly!
Class: Guacamole!
Be sure to address all of the Me: Please get out your red math notebooks and copy down
following: our goal for the day, and rate yourself from 1-4 on your
What Higher Order understanding
Thinking (H.O.T.) questions Give students 2-3 minutes to write down goal
will you ask?
I will draw a rectangle on the board
How will materials be
Ask students How do we find the area of this rectangle?
distributed?
Who will work together in Pull a stick to get a student answer
groups and how will you The answer should be something in regards to multiplying
determine the grouping? length times width
How will students Then I will explain to students that the rectangle is a two-
transition between dimensional figure because it has two dimensions, length and
activities? width
What will you as the Then I will pull out a unit cube and ask them what the
teacher do? difference between the rectangle is and the cube I have in my
What will the students do? hand
What student data will be Student responses should be along the lines of its three-
collected during each dimensional, its not flat
phase? I will explain to students that the shape is three-dimensional
What are other adults in because it has length and width, but also height
the room doing? How are Me: What does height measure?
they supporting students Answers should be how tall something is
USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill
Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

learning? Me: How do we label our answers when we find the area of
What model of co-teaching an object?
are you using? Answers should be square units
Me: Since volume measures three-dimensional objects, we
need to write our units as cubic units.
I will use pop cubes to model finding the volume
I will pass out pop cubes to shoulder groups
I will pass out worksheets to shoulder groups
Me: (model how to put pop cubes together by showing under
the doc cam)
The worksheet is for them to find out how many different
rectangular prisms they can make using the pop cubes they
have
Some groups will have 10, 15, or 20 pop cubes
They will have 10-15 minutes to work as groups
I will have a small group at the table of my tier II learners and
we will work on the concept together
We will go back to whole group and each group will share one
of their answers
I will have students write a Line of Learning in their notebook
and self-assess themselves on a scale of 1-4
Students will also fill out an exit ticket to monitor engagement
of the lesson
What will you do if a student struggles with the content?
We have tier II learning groups. After whole group lesson, while tier Is are working, I will
pull struggling students to my small group table and reinforce any concept that they are
struggling on
What will you do if a student masters the content quickly?
I will give them more problems to figure out with the pop cubes, changing the volume
numbers they should find. I could also pair them with a struggling person and let them
help guide their peers.
USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill
Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Based on a learning survey I gave, for 16 out of 24 of my students, Math is their favorite
subject and 10 out 0f my 24 students like using hands-on materials. 16 students also like
working with a partner or small group.

If applicable, how does this lesson connect to/reflect the local community?
N/A

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Small tier II group for students who need extra support
How will you differentiate instruction for students who need additional
language support?
Not applicable in my class

Accommodations (If PJ, SJ, AD, GM, and, HB come to small group table after whole lesson to verify concepts
needed) are understood.
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials Doc cam to takes notes

(What materials will you use? White board
Why did you choose these Pop cubes
materials? Include any
Worksheet
resources you used. This can
also include people!)

Pre-conference Questions:
USF Elementary Education Lesson Plan Template (S 2014) Name: Danyelle Estill
Grade Level Being Subject/Content: Math Group Size: Date of Lesson: 03/28/17
Taught: 5 24

1. Students technology use is using pop cubes to better understand the concept of volume and measuring volume
2. Based on the TIM Matrix, this lesson is an entry lesson with the use of technology and will be active, collaborative,
and goal-directed
a. Active-Students will be engaged in the technology instead of passively receiving information from it
b. Collaborative-Students will work together using the manipulatives
c. Goal-directed-Manipulatives are used to monitor their understanding of volume
3. I planned to use this technology because most of my students said they benefit from hands-on learning and
working with partners. Using these cubes will help reinforce the concept of volume.
4. I would like you to focus on student engagement as it aligns with my inquiry.