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# Lesson Components

Description

## Identification of the Class

Number of Students: 24
Virginia Standards of Learning & Virginia SOL: 7.5: The student will
National Educational Technology
a) describe volume and surface area of cylinders
Standards (Students)
b) solve practical problems involving the volume and surface area
of rectangular prisms and cylinders;
NETS-S:
1. b) Engage students in exploring real-world issues and solving
authentic problems using digital tools and resources.
2. a) Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote student learning
and creativity.
2.c) Communicate relevant information and ideas effecitively to
students, parents, and peers using a variety of digital age media
and formats.
Lesson Objectives

The students will know the formulas of surface area and volume of

Materials

## cylinders and rectangular prisms.

The students will understand how to apply these formulas.
The students will understand how to solve these formulas.
The students will understand the real-life adaptations of these formulas
The students will be able to calculate the surface area and volume of
famous rectangular prism and cylindrical buildings around the world.

Procedures

1. We will review the formulas learned last class; area, surface area
and volume of rectangular prisms and cylinders

## -rectangular prism: A=lh SA=2lw+2lh+2wh, V=Bh (where

B=lw)
-cylinder: A= r2 SA=2 r2+2 rh, V=Bh (where B= r2)
2. The students will log onto their device and complete the activity
on Google Maps. The activity has different buildings around the
world with their measurements. The students are asked to find the
area, surface area and volume of each building. They are also
findings and who those people might be (occupations). They will
fill this out on a worksheet that follows along with Google Maps.
3. When the activity is completed we will discuss the students
findings as a class and talk about what kinds of things these
might be important for ( I will guide the discussion with
questions, but want the students to come up with their own
conclusions).
4. Exit Slip: see below
Assessment & Evaluation

## I will be checking the students work by walking around the room as

they are working. We will hold a discussion at the end of the activity
to talk about their findings and why this is important? And to
whom? (maybe architects, etc) At the end of the class, each student
will fill out a note card (exit slip). They will design and draw their
own building. They will list the shapes that make up the building
and how they would solve for the area, surface area and volume of
their building.
Lesson 3: Area, Surface Area and Volume Around the World!
Rebecca Kindler