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# Lesson Plan Title: Surface Area of Rectangular Prisms & Cylinders

## Date: March 13, 2018 Grade: 9

Subject: Math Essential Question: Do the students understand how
Topic: Cylinder & Rectangular Prism Surface Area to find the surface areas of rectangular
prisms and right cylinders?
Materials:
- block manipulatives - cylinder manipulatives - ruler - white/smart board
- assignment handout
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
Students should be able to analyze right rectangular prisms and right cylinders to identify areas of
overlap and explain the impact of these areas on determining the surface area of the composite 3-D
object. They should also be able to determine the surface area of composite 3-D objects and solve
situational questions involving the surface area.

Sense of Self, Community and Place: Students will be reflective as we go over how to calculate
surface area of different shapes.
Lifelong Learners: The students will be curious, observant, and reflective throughout the lessons and
will be given the opportunity to use manipulatives and work in groups to collaborate with each
other when trying to discover the answers to the problems. The activity and lesson will allow
students to demonstrate a passion for lifelong learning.
Engaged Citizens: The group work and discussions will allow students to advocate for different ways
in approaching the problems.

Cross-Curricular Competencies:
Developing thinking: Students will be bringing knowledge from their understanding of area
problems and by thinking contextually, creatively, and critically they will develop their
understanding of the surface area of different shapes.
Developing identity & interdependence: This lesson will develop interdependence because students
will rely on each other during the group discussions. It will also allow for them to get new
perspectives and understand different ways of approaching the same problem.
Developing literacies: Students will collect, analyze, and represent ideas of the natural world in
multiple forms. They will be given the opportunity to expand their knowledge and deepen their
understandings with manipulatives throughout the problem solving process.

Outcome(s):
FM20.3: Expand and demonstrate understanding of proportional reasoning related to: rates, scale
diagrams, scale factor, area, surface area, volume. (C, CN, PS, R, V)

PGP Goals:
1.4 – a commitment to service and the capacity to be a reflective, lifelong learner and inquirer
(information being focused on)
3.2 – the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings.
4.1 – knowledge of Saskatchewan curriculum and policy documents and applies this understanding
to plan lessons, units of study and year plans using curriculum outcomes as outlined by the

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- giving them practice problems to asses what step they are at and if they are understanding the
new material

## Assessment OF Learning (summative)

- asking questions to keep students engaged and focused on what they are learning and to
determine if they are ready to move on

## Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)
- walking around the room asking questions
- giving them practice questions and manipulatives to work with

Main Procedures/Strategies:
Work through 3 example problems from the textbook
Hand out manipulatives and worksheet to students and allow them to work through it individually
or in small groups. Handout must be finished before the end of class.