Analytic Geometry Week of 1/26/15

Analytic Geometry Week of 1/26/15

Dates / 1/26/15
Monday / 1/27/15
Tuesday / 1/28/15
Wednesday / 1/29/15
Thursday / 1/30/15
Friday
Standard / MCC9-12.G.C.5 Derive using similarity the fact that the length of the arc intercepted by an angle isproportional to the radius, and define the radian
measure of the angle as the constant of
proportionality; derive the formula for the area of asector. / MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. / MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
MCC9-12.G.GMD.1 Give an informal argument
for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s
principle, and informal limit arguments. / MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. / MCC9-12.G.GMD.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
MCC9-12.G.GMD.2 (+) Give an informal
argument using Cavalieri’s principle for the
formulas for the volume of a sphere and other solid figures.
Essential Question/
Key Question / How do I find arc length and area of a sector? / What are real life examples of different geometric shapes?
How do I find their volume? / How do I find the volume of different geometric shapes? / How do I find the volume of different geometric shapes? / How do I find the volume of different geometric shapes?
Lesson Opener / 5-10 minutes of review questions before test / Students will identify the names of different geometric shapes shown on smartboard / Look at formula sheet. Have a discussion about what capital B means. / Warm-up: Finding volume of prisms and cylinders / Have problem on smart board: Find volume of cone given slant height.
Procedures/Strategies
/ Arc Length and Area Test / Students will use their ipads to look for real life examples of geometric shapes (find 3 for each, copy and paste)
Students will fill out Fryer models for each shape / Nearpod presentation – identifying figures and using volume formulas / Shape swap – (change activity to include some slant heights too!)
Each group of 4 gets 4 volume problems to solve. When everyone is finished with their problem, swap shapes. At the end, group members should compare answers. / Cones and Pyramids – slant height vs. height
(To begin, have a student volunteer be measured by their slant height and then their actual height – see if they are the same.
Mixed problem practice worksheet. Include some slant height.
Lesson Summary / None (whole class to finish test) / Have students share some examples they found of each shape / Worksheet to practice finding volume (finish for homework) – online classroom / Have students summarize how to fins volume when given height vs. slant height. / Work on worksheet until end of class.
Assessment/
Evaluation / Test grade (1 of 3 unit 3 tests) / Email me the documents for daily grade
HW: worksheet over volume formulas for each shape / Assess progress using Nearpod and see participation percentage
HW grade – finish worksheet / Take up swap work for daily grade
HW grade – 2 volume word problems (post on online classroom) / HW grade – worksheet (finish for homework)
Materials Needed / Tests / Smartboard
Ipads
Paper copies for those with no ipad
Formula sheets / Formula sheets
Nearpod presentation
Ipads
HW worksheets / Formula sheets
Smartboard presentation – slant height
Swap problems (8 sets) / Yarn to measure students’ height and slant height.
Smartboard presentation
Ipads/notes
Practice worksheets