Teacher: Cassie Cooper

Unit: Chapter 12
Lesson: Volume of Cones and Pyramids
I.

Common Core State Standards

HSG.GMD.A.3Use volume formulas for cylinders, pyramids, cones, and spheres to
solve problems.

II.

Learning Objectives
The learner will be able to explain an informal derivation of the volume formulas for
cones and pyramids.
The learner will be able to find the volume of cones and pyramids.

III.

Anticipatory Set
The teacher will remind students of the Popcorn Picker video from Dan Meyers 3Act math tasks that they watched the day before. The teacher will ask students to
think about a new question: which will hold more popcorna cylinder or a cone?
Students will write down their guesses with a short explanation.

IV.

Purpose/Rationale
After learning how to find the volume of cylinders and prisms, were going to learn
about something relatedthe volume of cones and pyramids.

V.

Input
A. Task Analysis
i.
The students will complete the anticipatory set.
ii.
Once students have discussed their answers in groups, the class will go over the
ideas students have. Once the class concludes that cylinders have a greater
volume than cones, the class will start the activity.
iii.
The teacher will give students physical models of a cylinder, cone, square prism,
and square pyramid. They will be asked the construct the nets that correspond
to the physical models. In these nets, the cylinder and cone should have the
same base dimensions and height. The prism and pyramid should have the same
base dimensions and height, as well.
iv.
The teacher will distribute popcorn to each group. Students will be asked to fill
their cone with popcorn and dump its contents into the cylinder. They will
repeat this until the cylinder is full. Once they finish, they will make conclusions
about the volume of cones based on their findings. They will repeat this process
for prisms and pyramids.
v.
The teacher will note the findings of each group on the board. The class will
develop the volume formulas for cones and pyramids.
vi.
The teacher will walk through an example problem of how to use this
information.
vii.
Any remaining time will be used for student homework.
B. Thinking Levels
i.
Knowledge Students will understand the relationship between cylinders and
cones and between prisms and pyramids.

ii.
iii.

ComprehensionStudents will be able to informally explain the derivation of

the volume formulas for cones and pyramids.
ApplicationStudents will be able to find the volume of cones and pyramids.

C. Learning Styles
i.
For students who are not understanding, I will work with them in small groups
or individually to illustrate the concepts or to help connect ideas.
ii.
As an extension, I will ask students to solve real world problems using the
volume formulas discussed.
VI.

Modeling
The activity models the ideas behind the volume formulas for cones and pyramids
for students. The teacher will model how to find volume using the formulas.

VII.

Checking for Understanding

Why would the cylinder and cone have to have the same base dimensions and
height for this to work?
Would three pyramids fit inside a cylinder?
How could you explain the volume formulas for cones and pyramids to a friend who
did not know anything about the volume of cylinders and prisms?

VIII.

Guided Practice
Students will have multiple opportunities for guided practice. With each concept,
the teacher will go through examples and then let students work together with
guidance.

IX.

Independent Practice
Students will complete the homework independently.

X.

Closure
The teacher will reflect and evaluate the lesson after it is implemented to make any
necessary changes to make the lesson more effective.