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Lesson Overview

Grade Level 8th Grade

Estimated Time Needed 2 day 90 minute class period

Students will create a surface area foldable, and understand the

Lesson Description relationship between figures (triangular prism, rectangular prism, and

cylinder) and their corresponding LA and TA formulas.

(8.7) Expressions, equations, and relationships. The student applies

mathematical process standards to use geometry to solve problems.

The student is expected to:

Content Area Standards

(B) use previous knowledge of surface area to make connections to

the formulas for lateral and total surface area and determine

solutions for problems involving rectangular prisms, triangular

prisms, and cylinder

Technology Standards N/A.

Content Objective: Students will be able to solve practice problem for

total surface area or lateral surface

Objectives Language Objective: Students will discuss with their groups in how to

solve Surface area problems through the use of a foldable

Resources/Materials/Tools

● area of the base, lateral surface area*,pi (π), radius, surface area,

total surface area, Perimeter of the base area*, closest

Terms/Vocabulary (estimation)*, cylindrical*, diameter*,dimensions, formula height

(high)*, maximum* model* rectangular prism* triangular prism*

width (wide)*

List all specific technology needed, and how it will contribute to student

Technology Resources

learning.

Other Resources N/A

Lesson Procedures

A step-by-step description of the scope Describe how each stage of

Cite specifically what

and sequence of lesson activities, with the lesson will be managed,

resources for this

estimated time on task noted in including role of teacher

activity will be used, and

This template is built on parentheses for each step. In other and learners (who is doing

describe in detail how

words, completely describe the flow of what at each point), location

the traditional “Madeline the lesson-the content to be presented, (e.g., classroom, computer

they will be used.

Hunter” lesson structure. Note who will be using the

and the strategies to be used. Include lab, outside), and any

tool and in what ways.

actual words you will use and questions special considerations, such

Note any safety

you will ask students. Consider items as for differentiated

considerations needed.

such as: parts of the lesson that might be instruction.

difficult, and how you will know whether

you can go on; how to ensure that

students completely understand

directions before releasing them to work

independently; and what students will do

if they finish their work early.

Warm up:

Think-Pair-Share: (10min)

Think-Pair-Share will

Students will:

expose students to three

Be able to work

lesson-processing

with their group and

experiences within one

discuss what could

activity. It’s also easy to

possibly be a

monitor and support students

definition for total

as they complete each step.

and lateral surface

● Before starting

area. As well for

Students will be

volume (This will

asking: What does it

allow students to

mean for each…,

grasp and idea of

Volume Total

what the lesson will Students will be

Surface area and

Focus/Anticipatory Set contain of) using their

Lateral Surface area.

(motivational hook) Each part will take notebook in this

● On their own they

up to mime. section.

will think of a

possible definition

As the teacher I will:

and write it down in

Monitor the

their notebook

classroom and listen

● Then they will share

to student’s

their thoughts were

conversations as they

their group. And

discuss and agree

come up with a group

upon a definition to

definition.

possible share during

● For last students will

the class discussion.

then share their

definitions and ideas

with the class.

Students will need:

Content-input ● Classify Lateral Surface ● working in

Notebooks

(Could include content Area, Total Surface area and groups

Foldable

outline, presentation, Volume. – ● writing on their

Glue

questioning, modeling, I will discuss the definitions of notebooks

Scissors

examples) lateral surface area, total surface ● having

Color Pencils

area, and volume. discussion and

Students will then come across a conversation

3 section chart with real life with their

examples of volume, lateral and group.

total surface area. Students will ● Making

work with their group for 2 min connection to

and discuss where each example the definition

corresponded to the section ● Use response

labeled. (volume LA, and TA). cards when

Students will then come as a asking if the

class and using popsicle sticks, answer is

Students will come up to the correct or

board, and based on their group incorrect

decision will drag the example to As the teacher I will:

the section where it fits best. ● Monitor the

classroom

● Ask question:

How do you

know it goes in

that section?

What are the

differences of

each example?

Are there any

confusions,

concerns

doubt?

40min

Surface Area Foldable Foldable:

Students will be creating 3D shapes Students will be:

Net Foldable as shown in the ● ask to use

example. Students will be able to materials

Identify the lateral surfaces area appropriately,

and total surface are of triangular ● they will have

prism, rectangular prism, and limited time to

cylinder. cut and paste

Guided Practice

They will also understand the materials in to

(identify students who

properties of each Lateral and the

failed to master lesson

surface area formula for each figure, corresponding

objectives.)

and how the correspond and seen section.

on the figure. ● Students will

be asking to

follow

instruction as

they are being

told

First: Students will be asking to As the teacher:

cut each shapes shown in the

example. Once they are they will ● I will monitor

then label B for the bases of the class for miss

figure and LA for the lateral area behave

faces. conduct with

materials.

● Be appropriate

in time for

students to

finish each

instruction as

being told.

● Repeat my

instruction for

Second: Students will then be any

asked to fold each edge of the miscommunica

figure as if they were going to tion amongst

paste it together. Once that is students.

complete students will then fold ● Ask frequent

their foldable in the dotted lines question if

shows, as that is complete, everyone is

students will then paste the understanding

figures in the correspond section what to do?

in the foldable section shown Any confusions

below. Each figure will be in any steps

pasted certain way in this section that have been

is where students must have eye told.

contact with to identify the

section they need to put glue on.

students will then write the

formulas for each figure for LA

and TA. Once that is complete I

will go over what each variable

stands for, and as well how it

corresponded to the figure by

color coding B and LA, two

different colors, a matching

those colors to the formula.

.

Practice problems:

Students will be:

● Expected to

use response

cards if they

are not

understanding

and need more

time in working

on the practice

problems.

● Expected to

follow through

each step as

shown on the

board.

Practice Problems: 20 mins

● Expected to try

Once foldable has been complete

to their best of

students will then use their

their ability to

foldable as a guide. The foldable

solve for

will be use when solving practice

problems when

Independent Practice problem in Smart note, that relate

working alone.

(re-teaching and to a worksheet with the same

As the teacher:

enrichment) practice problems. Each figure

● I will make

has four practice problems two

connections to

will be done as a classroom and

our foldable to

the last two will be done

the practice

individually, and then compare to

problems.

groups answers.

● Ask students

to use their

response

cards in

identifying their

confidence in

the material.

● Ask question

as: Is any one

confuse? Do I

need to go

over again?

Are we good to

move on? Do I

need to

explain

something that

was not

understood?

Monitor class while

student work

independently on their

problems

(5min)

Exit ticket:

Students will have the last five Students are expected

minutes of the classroom to to show work, and turn

Closure Sheet of Paper

answer a word problem related to in exit in the bind on

today’s lessons. Followed with a their way out.

question in what they did not

understand todays lesson.

Special Education

NA

Students

Students will be accommodated by;

- Working with a group

English Language

- Given extra time to work

Learners

- Visual representation

- One-on-one interaction

Gifted and Talented NA

Other:

Potential Challenges/Plan B

Rarely do lessons go exactly as planned. Think through the challenges you might face in this particular lesson

(e.g., students not understanding, materials not working, the pace being too quick or too slow), and then propose

several “Plan B” scenarios so you can be as prepared as possible.

Assessment

The assessment will be an open response word problem. Asking students to solve for both lateral surface

area and total surface area. They will also be asking to answer…From today lesson what did you not

understand? In a complete sentence.

NA

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