LESSON PLAN

Instructor: Archilene OBrien

Time/Duration: 1hr. 50mins Course:
Math 0100
Topic: Geometry
Theme: Triple S: Part III Volume of Plane and composite shapes
Resources: Basic college Maths Text book, board, and dry marker,
computer, eno board

Objectives: Students will be able to:

A. Calculate the volume of plane and composite shapes using formulas
B. Solve application problem

Supplementary Teaching/Learning items:

Introduction:
1. Have students high five four students and tell them I am a terrific learner
2. Review Triple S meaning: Perimeter Sides; Area- Surface; Volume- Space
3. Tells students objectives for today
4. Use Eno board and PowerPoint to illustrate examples from pages 550-
556

Development:
1. Have students copy examples.
2. Asks students to do questions from pgs. 550-556 exercise 12.4
3. Checks, marks, and provide feedback to students on assignment

Conclusion: Play pass it on- have students catch a ball state one
fact they learnt today in class and then pass ball to another student
not seating in their row. Encourages students to practice skills learnt
today at home.

Evaluation:
 Lesson Modification
1. Specific learning disabilities:
Group student, have students help each other create compound shapes
using plumbing pipes, types of wood, half and whole cylinders, tennis ball,
basketball etc.
Have students watch a video on solids and its uses in everyday life
Demonstrate how to draw solids on the board have students draw them in
their books and label them correctly
Highlight the misconceptions and have students repeat what and when to
do and what not to do
Have students use strips of chart paper and tape to form rectangular
solids and cylinders step by step following the teacher.
Have students use the formula to find volume of plane solids

2. Severe disabilities:
Provide solids. Have students create two areas; one to put similar solids
and the other to put different solids.
Show students how to make compound shapes using similar solids; and
using assorted solids to make different shapes.
Show students everyday solid shapes and ask them to say their names
and put them in the correct groups (soda cans, shoe polish cans, shoe
boxes, tomato paste can, etc)
Have students use the solids and trace pictures of them in their books and
label them correctly.

3 ELL
Have students make a list of the properties of the various solids
Have students describe and write in their own words the similarity and
differences of the solids
Have students draw, write, use the ARTs, drama and explanations to
demonstrate knowledge of solids and their uses
Have students share other names that means the same for various solids in
mathematics. solids.
Provide vocabulary, pictures and definitions regarding math language and
standards and encourage the use of the math language in all discourse while
in math
Have students do worksheets with plane and composite solids
4. Cultural Diversity
Have students discuss problems using oil tanks shaped like a cylinder;
hot air balloons in the shape of a sphere; a rectangular aquarium; fish
tanks. Have students share experiences and give other examples of
solids in their everyday life.
Have students write, spell and use the mathematical language to
explain and discuss concepts about solids.
Have students work in different groups to draw, create everyday
structures, tools in their everyday life using solids.
Have students do questions from the work book using numbers and
pictures to solve problems with plane and compound solids

5. Gifted
Have gifted students research the origin of geometry and solids.
Have students compare the time periods and show the evolution of
geometry in various cultures
Have students research related words for geometry and solids in
different languages.
Compare time lines and sequence of invention
Have students research the inventors and what was the motivation
behind their research.
Have students do worksheet with more complex compound solids