Teaching Phase: How will the teacher present the concept or skill to students?
Share the guiding questions for the basis of introduction:
- How can you determine the specific volume of a sphere, pyramid, cone and cylinder? (Use the correct formula for the specific figure and complete calculations)
- Given the volume and one other dimension of a 3-D figure, how do you identify the missing dimension? (Using the correct formula for the figure, substitute in the dimensions and volume given, then solve for the missing variable.)
Ask students to explain volume in their own words. (Most answers will be along the lines of "how much something holds" or "how much you can put into something.") Let this interaction build upon positive classroom engagement.
Now bring students together and focus on the primary formula for volume: Volume equals Area of the base, B, multiplied by the height (V=Bh). Now show students the formula for the volume of a cylinder, V=?r2h. Ask students how that ties back into the primary formula (the ?r2 is the actual area of the base).
Next move to the formula for the volume of a cone, V=Bh or ?r2h. Pose same question: how does that relate to the primary formula? Similar answers should develop, but how do they work the into their answer? (The relates to the fact that this shape comes to a point at the top.)
Next, move to the volume of a pyramid, V=Bh. Once again, the shows up for the same reason. Ask students why do they only give one formula for this. See what conversation develops. (They are only given "B" because of the number of different types of bases you can have on a pyramid.)
Finally, introduce the formula for volume of a sphere, V=?r3. Develop this formula once you work on the example in the guided practice section. Move onto guided practice and distribute the worksheet.