Dissect+a+One+to+One+Lesson+-+Math

toc = I. Objectives and Outcomes of the Session =

Participants will:
 * 1) Be able to apply TPACK to a discipline specific lesson by deconstructing it and analyzing the intersection of Technology-Content Knowledge, Technology-Pedagogy Knowledge, and Content-Pedagogy Knowledge.
 * 2) Be able to determine if the technology most effectively allows students to learn the given content and skill objectives.
 * 3) Be able to determine if the technology is a "best fit" for the pedagogy.

= II. Mini-Lesson - Applying Volume of a Prism (25 min.) =

1. Learn about finding the volume of a prism by watching the embedded video below. (8 min.)

media type="youtube" key="PzikZcgYiPk" height="315" width="560"

2. Record any questions you have on how to find the volume of a prism. include component="comments" page="Math-Volume Questions" limit="30" 3. Find the volume of each of the following prisms including correct unit of measure. Record your answers in the table below. Type your name with your work when you find each volume.
 * **Square prism**: Each square base has an area of 34 square centimeters and the height of the prism is 10 centimeters.
 * **Triangular prism**: Each triangular base has an area of 16 square centimeters and the height of the prism is 8 centimeters.

include component="comments" page="Math-Volume Introduction Calculations" limit="30"

//** Get in groups of 2 to complete the next activity. **//

1. Open the following Google Sketchup file.

2. Click **Start Using Sketchup** at the bottom right.

3. Find the height of the rectangular prism by clicking on the tape measure tool, clicking at the end of one of the heights, and dragging to the other end of the height. Record the height, including the unit of measure, in the following Discussion area.

4. Record the height in the following Discussion area, including the unit of measure. include component="comments" page="Volume Calculations Mini Lesson" limit="10" 5. Find the area of the base of the rectangular prism by selecting the base (click on it) and then right click on it. Choose Area, then Selection to find the area of the base. 6. Record the area in the following Discussion area, including the unit of measure. include component="comments" page="Volume Calculations Mini Lesson" limit="10"

7. Find the volume of the rectangular prism and record it into the post (use the link above) you have been working on. You will have to convert fractions to decimals, and convert feet and inches into feet, so please type all steps. Remember to include the correct unit of measure.

8. Use the same steps to find the volume of the triangular prism and post the height, area of the base and all steps to find the volume using the link above. Again, remember to include the correct units for the height, base area and volume.

//** For homework, answer the follow question with screencasting demonstrating your understanding of volume and prisms. Write a paragraph reflecting on your screencast. Post both in a blog together using the tags listed below. The following rubric will be used for grading. **//

//** Tags: williamsp1, volume, prism, cylinder **//

Part 1 If you did not know the base area of a rectangular prism, what information would you need in order to find the volume? What about with a triangular prism? Explain fully. Make up an example of each with your own numbers and diagrams and find the two volumes. Part 2 Apply your understanding of finding the volume of a prism to finding the volume of a cylinder. What are the parts of the cylinder? Can you identify the same parts you used in a prism in a cylinder? Describe in detail what you find. If the radius of the cylinder is r and the height is h, what would be the formula to find the volume of a cylinder? In two different examples, substitute numbers in the place of r and h. Do you think your formula works? Why or why not?


 * ** Content & Skills ** || ** Advanced ** || ** On-target ** || ** Novice ** ||
 * **Calculation** || * Derivation of formulas is clear and correct.
 * Derivation of formulas makes sense and is correct.
 * Derivation of formulas is easy to follow and is correct.
 * Arithmetic has no flaws. || * Derivation of formulas is clear.
 * Derivation of formulas makes sense.
 * Derivation of formulas is easy to follow.
 * Arithmetic has few flaws. || * Derivation of formulas is unclear.
 * Derivation of formulas makes little sense.
 * Derivation of formulas is difficult to follow.
 * Arithmetic has many flaws. ||
 * ** Understanding of Concepts ** || * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Understands prisms and can expand on the understanding.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Understands all the parts of a prism and how to identify them.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Understands how to apply the parts of a prism to the formula for volume of a prism.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Knows exactly how to apply the idea of the parts of a prism to the parts of a cylinder. || * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Understands prisms.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Understands all the parts of a prism and how to identify them.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Understands how to apply the parts of a prism to the formula for volume of a prism.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Has a good idea how to apply the idea of the parts of a prism to the parts of a cylinder. || * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Does not completely understand prisms.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Does not completely understand all the parts of a prism and how to identify them.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Does not completely understand how to apply the parts of a prism to the formula for volume of a prism.
 * <span style="font-family: "Comic Sans MS",cursive; font-size: 12px;">Does not completely understand how to apply the idea of the parts of a prism to the parts of a cylinder. ||

= III. Small Group Activity (15 min.) = 1. Divide into groups of 4. 2. Use this diagram to dissect and discuss the mini-lesson you just <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px;">participated in. 3. Create a similar diagram with your ideas on butcher paper to share with the group during Reflection.



= IV. Group Discussion/Reflection (5 min.) =

- Does the technology most effectively allow students to learn the given content and skill objectives? - Is the technology a "best fit" for the pedagogy within the lesson? Why? Why not? - Are their other tools that could be used to achieve the same student outcomes? What are they?

include component="comments" page="Dissect a One to One Lesson - Math" limit="10"

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answers