BDA (Before, During After) Lesson Plan Template

Link to Google Slides: https://docs.google.com/presentation/d/17iNqei1E-

Jn8JatifPj4IlEWAV7E7WTmNiS9DbUfF0o/edit?usp=sharing

Teacher: Grade: 8th Grade

Megan Thomas
CCSS Standard for mathematics:

8.G: Solve real­world problems involving volume of cylinders, cones, and spheres. 

Objective (Explicit):
• Students will be able to estimate unknown values/missing information when solving a problem.

• Students will be able to calculate volumes of three-dimensional objects.

Evidence of Learning: What will you look for in students’ work to determine what they know? (pictures,
numbers and words).
During the independent work, I will walk around to observe what route students are taking to solve the
problem at hand. I will be looking for some type of formula involving the volume of the jar. During the
group work, I will look at the posters they are creating and listening to conversations, to ensure the students
are collaborating and modeling their work. I will also be looking for a complete model and explanation in the
final copy of their poster to when they are sharing with other groups at the end of the day.
Key math vocabulary: Materials:
Estimate Jellybean worksheet
Volume Poster boards
Three-dimensional Markers
Cylinder Calculator
Rectangular prism
Reasoning

Engage (BEFORE)
 What will you say to activate prior knowledge and explain the task?
 What is the problem that the students wil be working to solve?
 What materials will the students have available to work on, model the problem?
 What questions will you ask to be sure students understand the task?
How will you open with the objective:
(2 minutes): Objective Slide
To open with the objectives, I will them written on the board and ask that a student read them off. I will
have a short discussion on what the class thinks we will be doing based off of the objectives. When they
get their worksheet, I will have each student write the objective at the top of their paper.
(2 minutes): Jellybean Guessing Slide
I will then introduce the jar of jellybeans slide and ask students if they can guess how many are in it,
without doing any calculations. There will be multiple answers, so that’s how I will open the discussion of
estimation, and how an estimation is a guess. From there, I will push the idea that there are mathematical
ways to actually figure out how many jellybeans there are. That’s when I will introduce the actual
Jellybean worksheet, for students to start thinking about on their own. The worksheet has a picture of the
jar, so they can reference to it while working.

To ensure students understand the task, I will questions such as, “Does anyone need anymore information
or clarification?” and “Are there any questions?”.
Explore (DURING)
 What questions or prompts will you be prepared to use with students while they are “exploring”?
 What extension question will you use for students who solve the problem quickly?
 Provide differentiation for slow /advanced/ language learners
Individual work (3 minutes): Jellybean Guessing Worksheet
Students will start by exploring the problem on their own to form ideas and conclusions. I will be walking
around to guide them and check for understanding. I will ask questions such as, “What steps are you
taking?”and “How will you be tackling the problem?”. For students who solve the problem quickly, I will
ask them to explain their thinking to someone else who may need help, or find a different way to come up
with a solution. For any students who are struggling, I will suggest that they think about the shape of the
jar and it’s dimensions. I will refer them back to the objective about volume. For any students who may be
ELL, they may not know what a jellybean is so they can think about their favorite candy and look at the
problem that way.

Group work (7 minutes): Sharing Individual Solutions Slide & Joint Solution Slide
Students will be in pairings to refine their ideas. The students will notice that they probably have slightly
different answers, which is encouraged because it is an estimation After sharing ideas, they will start
creating a final model on poster board using one single model. For any groups who seem to be struggling,
I will ask that they share ideas and come up with one that is more logical. I will also push the idea that
they should use the dimensions of the jar and the volume formula to solve for that. I will suggest that
students can either look at the jar as a cylinder, or rectangular prism. If a group finishes their poster
quickly, they can start to work on the question about the black jellybeans and include reasoning. For any
language learners, they can be partnered with another student who they feel most comfortable with, or
who speaks their native language if possible.

Sharing ideas (3 minutes): Sharing Poster Slide

Students will be switching partners to share their ideas to other people. One person will be a visitor, who
is listening to the presenter. They will be asking clarifying questions to fully understand what method the
group chose. The presentor will talk about the model, explanation, and assumptions they came up with.
Both students will then compare what estimates they came up with, and the discuss if they solved for how
many black jelly beans there were.
Explain (AFTER)
What questions will you ask to initiate and maintain a discussion about the students solution to the problem?
What will you say to summarize the lesson/connect it to the objective? How will you check for
understanding?
(2 minutes)
After all groups have switched and shared their ideas with other groups, I will ask the class “What did you
notice about what the other groups came up with?” This will further encourage the idea that some groups
have different estimates depending on what method they chose. Students will also discuss that some
groups may have thought about the shape of the jar differently differently, which led to a different
volume. I will also ask the class to share what type of assumptions other groups had made. If there is no
time for this part of the lesson, I will collect the posters and grade them.
How will you close with the objective: (1 minute)
To close with the objective, I will pass out a notecard to each student and ask them to write down what the
objectives were for the day. If they can’t remember, students can refer to the worksheet that they wrote it
on. I will also ask them to say whether or not they feel that they met the objectives, and give a short
explanation.

Evaluate (ASSESSMENT) What observational data will you collect and how will it be
recorded?

I will have mutltiple ways to asses my students’ learning and understanding throughout the lesson. For
a formative assessment, I will be walking around while students are working individually and in their
groups to see what ideas they are coming up with. I will be looking for the method they chose to solve
the problem. After creating the posters, the summative assessment will occur while students are
sharing with different groups. I will be able to fully analyze how the students went about the problem
and how well they can utilize mathematical discourse when explaining. I will also be looking for a
neat final draft including a model, explanation of mathematics, and assumptions. If there is no time for
this, the poster will be turned in at the end of the class and counted as the summative assessment.
Since this is a lesson on estimation, I will not be grading whether or not their answer is accurate, but
on if they are able to come up with some answer and back it up with reasoning.