Name of Teacher Candidate Brittney Killion

Lesson Overview
Grade Level 7th
Estimated Time Needed One 45 Minute Class Period
Students will participate in a hands on activity to discover the formula for
Lesson Description area of a rectangular prism. They will then learn how to apply the formula to
problems involving finding the area of rectangular prisms.
7.9 A

The student applies mathematical process standards to solve geometric

Content Area Standards
problems. The student is expected to:
(A) solve problems involving the volume of rectangular prisms, triangular
prisms, rectangular pyramids, and triangular pyramids
Technology Standards
The student will be able to solve problems involving finding the volume of
Objectives
rectangular prisms.

Resources/Materials/Tools
Terms/Vocabulary Volume, Prism
Technology Resources Smart Board- Visual aid for teacher instruction and class discussion.
Other Resources Handout, Assessment, pencils, snap cubes, smartboard

Lesson Procedures
This template is built on the
traditional “Madeline Hunter” Lesson Description. Teacher and Student Roles Resources
lesson structure.

Students will have a warm up Students sitting at their

problem on the smartboard as
they walk in. The warm up will
consist of reviewing how to
Engage find the area of a rectangle
and the formula.
5 minutes
We will then go over our
objective and review the
definitions of “volume” and
“prism”
desks, answering warm
up question. Raising
hands to participate in
Notes handout for
review discussion.
students, pencils.
Teacher monitoring,
Smartboard with
leading review
warm up question
discussion, calling on
students to participate
in discussion.

Students will be given a
Explore
scenario of an apartment
building. Students will use
snap cubes to construct a
Students working
hands on with snap Handout, pencils,
cubes to construct snap cubes for
models of rectangular modeling
prisms with their table
 model of the apartment
building and discuss reflection
questions with their table
group. Students will then
continue working with the
snap cubes to complete 2
more volume explorations
with their tables.
The teacher will call the class’
attention back to the front of
the room. The teacher will
lead a discussion over the
reflection questions from the
modeling activity.
Explain The teacher will then
introduce the technical
formula for volume of a
rectangular prism and discuss
how to use it. The formula will
then be used to model how to
solve problems involving
finding the area of rectangular
prisms.
The teacher will show a
rectangular prism on the
smart board and ask the
Elaborate students to find the volume.
Students will work
collaboratively with their table
groups to solve the problem.
Students will complete a 4
problem assessment where
they will be given 4
Evaluate
rectangular prisms to find the
volume of.
Closing
The teacher will lead students
groups and discussing
reflection questions.
Teacher circulating the
room listening to
student conversations
and guiding as needed.
Teacher leading
discussion, asking
questions, calling on
students to participate.
Modeling using formula
to find volume.
Handouts, pencils,
Students sitting in smartboard.
desks, engaged in
discussion, raising
hands to answer
questions and
participate in
discussion.
Students working
collaboratively with
their table groups to
solve problem.
Handouts, pencils
Teacher circulating,
listening to student
discussions, assisting
as needed.
Students sitting silently
at desks completing
Assessment for
assessment
students to complete,
independently.
pencils
Teacher monitoring.
Teacher leading
Smart Board
discussion, asking
 in a closing discussion to questions, calling on
5 min compare and contrast surface students to answer.
area and volume to make
connections between what Students sitting in
they did before, what they did desks, engaged in
today and what they will be discussion, raising
doing in upcoming classes. hands to answer
questions and
participate in
discussion.

Plans for Differentiated Instruction/Accommodations

Special Education The hands on exploration will be helpful to special education students in making
Students connections to the formula.
English Language
The vocabulary review will be beneficial to EL students.
Learners
Higher achieving students will be challenged to use mathematical language to
Gifted and Talented
answer the reflection questions.
Other:

Potential Challenges/Plan B
If students are struggling with how to model the apartment problem, I will call their attention back to the front to
demonstrate and then allow them to continue the other 2 modeling problems on their own.