Dakota State University

Dakota State University
College of Education

LESSON PLAN FORMAT

Name: Steve Erickson, Robbie Sylliaasen

Grade Level: 6th Grade

Date: 9/17/01

Background, Context, and Purpose

iN THIS LESSON, THE STUDENTS WILL BE WORKING with THE CONCEPT OF VOLUME. to ACCOMPLISH THIS, THE STUDENTS will be working with 24 blocks and trying to design a building. The students will use some problem solving as well as GEOMETRY

Lesson Goal(s)

Process Standards:

---Build new mathematical knowledge through problem solving.

---Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

---Create and use representations to organize, record and communicate mathematical ideas.

Content Standards:

---Understand , select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume.

---Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision.

---Develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders.

---Recognize and apply geometric ideas and relationships in areas outside the mathematics classroom, such as art, science, and everyday life.

---Precisely describe , classify, and understand relationships among types of two- and three-dimensional objects (e.g., angles, triangles, quadrilaterals, cylinders, cones) using their defining properties.

Lesson Objectives

Students will be able to design different solid boxes using 24 blocks.

Students will be able to draw the designs or methods of designs on paper.

Students will be able to share their findings with the class. They will be able to explain what they have found and how.

Materials Needed:

·  24 blocks

·  Paper to draw the designs

·  Writing utensil

A. The Lesson

1.  Introduction(getting attention, relating to past experience and/orknowledge, creating a need to know, sharing objective, in general terms)

Start the lesson off with the introduction. Tell the students that a firm wants you to be an architect and build them a new office. This building can be any box shape. It has to have a floor and a ceiling, and you can only use 24 blocks. It must be a solid box, not hollow. They also need to write down their designs in any fashion to give to the firm.

2.  Methods (include adaptations and extensions for different needs of learners)

·  Let the students create as many designs as possible.

·  Make sure it is solid and not hollow—needs a floor and roof.

·  Give them ample time to come up with a number of designs.

·  Now, talk in a group and share ideas and see what everyone came up with and it there are a variety of ways to do it.

·  Choose a few students to go to the board and show their designs and examples.

3.  Closure (providing students with opportunities to reflect and express what they are learning)

·  There was none at this time.

B. Assessments Used

Assessments (in introduction, lesson development, or summative assessment)

·  Observational

C. Extensions and Adaptations

(ideas for enrichment and adaptations)

·  Make a unit that could carry over in to other subjects.

·  Allow them to work on a computer.

D. Resources

(a bibliography listing works which might be consulted for additional information)