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# Lesson Plan

## Name: Victoria Brown

Subject: Math
Virginia SOL: 8.7a) investigate

## and solve practical

problems involving volume and surface area of prisms,
cylinders, cones, and pyramids

## Start time: 8:30am

Date: 4/19
Stop time: 9:15am

## Lesson Title: Surface Area of Space Figures

Objectives (What do you want students to know, understand, do, or feel as a result of your instruction?)
1.
TSW use the initiating, constructing, utilizing model to read about Surface Area of Prisms
2.
TSW explain to a peer how to solve surface area problems (prisms only) and write down the steps to find the
solution.
3.
TSW identify real life surface area problems in an observational notebook.
4.
Critical vocabulary:
Materials/resources:

Space figure
Surface area
Prism
Cone
Pyramid
Cylinder
Surface area reading, Sage and Scribe worksheet, Frayer model vocabulary outline,
observational notebook outline, pencil, paper, colored pencil or pen, calculators, group
evaluation sheet

Intro (how do you capture their attention and get them interested?):
Mini-lesson (X marks the spot reading): Show students a selection from yesterdays reading on
asking students to identify the part of the passage that is the most important and placing a large X next to that
sentence. Model using the ! Exclamation for interesting parts of the reading and the ? Question mark for parts of the
Body (what comes after your interesting intro?)
Initiating (Im Curious): Read the title of the passage aloud to students. Have them write down one to two sentences
about the passage beginning with the phrase Im Curious.
Constructing: Students read the passage individually, using the X marks the spot method
Utilizing: Group discussion-What part or parts did you mark with an X? With a question mark? With an exclamation?
Why/What is confusing?
Cooperative Learning Assignment: Sage, Scribe, and Editor
Students will be divided into groups of three with mixed learning profile. Students will rotate between three roles
during this assignment: Sage, Scribe, and Editor. The Sage will read the first problem provided aloud. Then, using the
Sage Million Dollar Phrases the sage will verbally describe how to solve the surface area problem. The Scribe will
write down what the Sage says in mathematical terms (using an equation). This will continue until the Sage comes up
with a solution to the problem. When the Sage is done speaking, and the Scribe is done writing, the Editor will step in
and using a colored pencil, the editor will look through the problem for any mistakes, they should circle and correct
any mistakes made by the sage or scribe. When they are finished editing, they will sign their initials at the bottom of
the problem (if there is nothing to change the Editor must still sign the bottom). When the group agrees that the
problem is finished they can move on to the next problem where the Sage becomes the Scribe, the Scribe becomes
the Editor, and the Editor becomes the Sage (students will write their name beside the role they played at the top of
the problem, the editor will write their name below the problem since the original version of the activity does not have
an editor position).
Social Skill (Constructive Feedback): Before students begin the activity, model how the editor should provide
constructive feedback. Have two students be the Sage and Scribe for problem one on the activity sheet. Have one
student verbally communicate how they would solve the problem while the other student writes it out. When they are
finished, take on the roll of the Editor. Use a colored pencil or pen to correct any mistakes made by the students.
While making corrections, use key phrases like I see where you were going here but I think we should change or
This part looks good/great/perfect!. When finished editing, model signing off on the problem, as a student editor
would do. Ask students what they think would be inappropriate responses for an editor before starting the activity.
Each person in the group will have each job twice. Students will turn in their Sage/Scribe/Editor Worksheet to the

inbox and complete a group evaluation sheet. During their group evaluation, students should also discuss how they
think their work could have been better with the rest of the group. Ask the class how well they worked in groups.
Have several students provide their explanations of what went well and what they should work on in the future.
Mini-lesson on Surface area of other Space Figures
Tell students: We now know how to find the surface area of a prism, but what if we want to cover a cylinder, cone, or
pyramid? The good news is that there is a formula for each one AND you dont have to memorize them because they
are provided on your SOL formula sheet! Display examples of a pyramid, cone, and cylinder on the board with the
formulas underneath. Explain that all students have to do is plug the given dimensions for height, width, etc. into the
formulas and then use a calculator. Review the use of parenthesis and square numbers in the calculator by instructing
students on a step-by-step example (if they are doing 2*pi*r squared, tell them to plug in two times 3.14 times the
radius, times the radius again-this way the calculator will give them the correct answer). Hand out a blank Frayer
Model worksheet. Instruct students to write Surface Area in the middle of the model and then as a class, come up
with a definition, examples, non-examples, and a practical word problem students might be asked to solve.
Closure (purposeful summary-help them remember today or anticipate tomorrow):
Observational Notebook: For homework, students will be asked to complete four observational notebook entries in
which they describe a real life use of surface area. Model how to fill out a notebook entry using the example of
wrapping a rectangular present. Explain that students must come up with four entries for their homework, and that
they must have at least one pyramid, one cone, one cylinder, and one prism example.
Homework (If applicable):
Observational notebook-four entries
Assessment: (How will you assess if they have mastered your objectives? Be specific.)
Informal assessment of reading and Im Curious Initiating activity. Monitoring of groups during cooperative learning
assignment. Individual grade of the Sage, Scribe, Editor worksheet based on whose name is listed as the Sage,
Scribe, and Editor for each problem. Group grade will be assigned based on teacher monitoring . Students will turn in
their observational notebooks next class period for a homework grade (accuracy).

Are you differentiating lesson content, process, or product by readiness, interest, or learning profile? Explain below.
content

process

product

interest

learning profile

Cooperative Learning
Positive Interdependence-Group goal of completing the task, jobs assigned to students, group grade
based on how well students work together and how they rate their groups work.
Individual Accountability-Individual grade for each student for completing the Sage/Scribe/Editor
worksheet

Group Processing-students reflect on how well their group worked together using the group evaluation
sheet and discussion
Social Skills-constructive feedback-student editors will correct peers work using kind, constructive
feedback to help their peers; students must work together respectfully in order to get the task done in a
timely manner
Face to face interaction- students must share a sheet of paper so they must be close enough to have face
to face interaction
Resources
Sage and Scribe activity: Porter, Natalie. "Surface Area Pair Practice." Teachers Pay Teachers. N.p., n.d. Web. 20 Apr. 2016.
<https://www.teacherspayteachers.com/Product/Surface-Area-Pair-Practice-1726827>.
Reading: "CK-12 Foundation." CK-12 Foundation. N.p., n.d. Web. 20 Apr. 2016. <http://www.ck12.org/book/CK-12-Middle-School-Math-ConceptsGrade-8/r14/section/8.6/>.
S., H., W., and R. Grade 8 Mathematics Formula Sheet 2009 Mathematics Standards of Learning (n.d.): n. pag. Virginia.gov. Virginia Department of
Education. Web. 20 Apr. 2016.

Observational notebook format: Stephens, Elaine C., and Jean E. Brown. A Handbook of Content Literacy Strategies: 125 Practical Reading and
Writing Ideas. Norwood, MA: Christopher-Gordon, 2005. Print. P. 203
Group evaluation sheet: Manis, Chad. "Quick Evaluation Methodology: Group Evaluation Sheets." PsycEXTRA Dataset (n.d.): n. pag. Web. 20 Apr.
2016. <http://www.lapresenter.com/CoopEvalPacket.pdf>.
Observational Notebook format:
Name________________________

Shape____________________________

Date_________________________

Item_____________________________

Size (dimensions)_________________________________________________________
Description of item________________________________________________________
________________________________________________________________________
________________________________________________________________________
How does this show surface area?______________________________________________
_________________________________________________________________________
________________________________________________________________________