Volume of Cones Lesson Plan

Cooperating Teacher Signature_________________

Nicholas Long Mr. Lombardo

February 16, 2017 Scholars Geometry

Specific Objective to Meet Goals

Students will be able to recognize the volume of a cone formula.
Students will be able to find the volume of a cone.

Ohio Department of Education Standard: High School Geometry

GEOMETRIC MEASUREMENT AND DIMENSION (HSG-GMD.A.3)
Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

Motivational Techniques
Inform students how the previous formula(s) to find volume do not work when trying to find the
area of a cone. Perhaps see if they can find the area of a cone on their own. Introduce the formula
from the textbook.

Materials Needed
Whiteboard, markers, textbooks, writing utensils for students.

Procedure for the Lesson

- Students enter classroom, find their seats, and prepare for class. (2 minutes)
- Explain what today will entail. Explain the motivational technique and answer any questions
students might have. (1 minute)
- Have students open their textbooks to page 952. Work on example one, introducing the
formula which finds the volume of cones. (3 minutes)
- Next do both “your turn” problems and example two with the class, guiding them. The
structure of these three problems should follow a scaffolding approach. (10-15 minutes)
- Let students work on the first few pages of “Evaluate: Homework and Practice.” Walk around
and answer any questions they may have. (10-15 minutes)
- Go over the questions that were assigned, with emphasis on those with which the students had
more trouble. (10 minutes)
- Assign homework and if there is time remaining, let them begin. Homework will consist of
those problems in the “Evaluate: Homework and Practice” that weren’t completed.

Academic Language
Radius, diameter, pi, volume, cone, height, slant height, fluid ounces.

Assessment Methods
In determining students’ understanding, I will be sure to pay extra close to each student’s
contribution when going over answers, as well as how many correct problems the students are
able to complete in the given 10-15 minutes of class. If much confusion is raised about specific
questions when going over the problems, I will be able to make the proper assessment. Also, the
homework that is completed will also be a method of assessment, even though it will not be
during the allotted 45 minutes.

Evaluation of Field Experience Student’s Performance

My lesson went decently well. Most of the students seemed to have a good idea of what was
going on. Unfortunately, much of the assessment will be revealed Friday when they return with
their finished homework, during which I will not be in class. However based on some of the
students’ progress during class, much was comprehended. What ended up varying from my
lesson plan was the last few steps. After giving them time to work on the problems (which
ultimately was their homework) they did not have any questions on what they had accomplished
so far (which was only the first page). Overall I felt that the lesson was a success, and I learned
that the lesson itself almost never ends up strictly following the intended plan.