SWBAT know the formulas for the volumes of cones, cylinders, and spheres and use them to solve mathematical problems.

Using a foldable, students will organize their understanding of volume formulas and then practice applying them to three-dimensional solids.

7 minutes

For today's Warm Up assignment, I want to reinforce learning from the previous day's lesson, so I ask students to recall the relationships they discovered about volume between cones, cylinders, and spheres. This information will help them make sense of the formulas for volume, which will be introduced today.

- Quantum of Solids Notebook.pdf (PDF file)
- Quantum of Solids.notebook (SMARTBoard file)

4 minutes

As the work time timer sounds, I ask students to volunteer their answers and work to bring the class to agreement. I then distribute a foldable to students to glue into their interactive notebooks.

The Foldable is made by folding the page in half so that the type is on the outside. Then, fold the paper in half again (fourth of a page) to crease and then open. Finally, fold the top and bottom half way so they meet at the center. Students can tear the dotted lines, or two quick cuts can be made to complete the foldable.

I then display the Learning Objective and Key Vocabulary for the day: **volume**. Students record the definition in their foldable.

12 minutes

Next, I display each solid and its related volume formula with an example shown. As a class, we work through substituting the values from the example. It is here that I explain the phrase "in terms of pi" as students are sometimes asked to report their answers in these terms. Other times, they may be asked to round their answer, meaning they will need to substitute an estimate for pi.

We work through the three models in the Volume Foldable, leaving all answers in terms of pi. I then introduce the Work Time activity.

16 minutes

I want students to practice using the volume formulas, so the Work Time activity is to complete four volume word problems that require a volume formula in order to solve. I instruct students to work with their partners to solve the problems and be ready to report out when the timer sounds.

5 minutes

Once the Work Time timer sounds, I ask for volunteers to present answers to each of the four questions until we have Consensus as a class. Problem A specified that the answer is to be given in terms of pi, but the other three were not, so students will have the opportunity to report out in both terms and compare. This allows me to discuss reasonable estimates (like multiplying by 3 instead of 3.14).

1 minutes

For closure, I direct students to Turn and Talk, which means each partner takes 30 second to explain what they know about the topic, volume. After 30 seconds, their partner adds to what was said or gives an example.