SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT FOR FLM

Revised June 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give
students, anticipated responses they will give, the structure of notes if you will lecture, the directions for any activities, and key
questions you intend to pose to students. In addition, give time points to help with pacing and attach any handouts that will be used.
This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.

UNIT TITLE: SURFACE AREA AND VOLUME

LESSON TITLE: SURFACE AREA OF PRISMS

STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE: 12/14/16 TIME: 45 mins. ROOM: #
Math
7th
SCHOOL: CSUF
SUBJECT:
GRADE LEVEL:
EQUIPMENT/MATERIALS: Wrapping paper, scissors, ruler, tape, boxes, cubes, prism 3-d shapes, worksheets
TYPE OF LESSON AND
INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

Preparation/Motivation
_x_ Adaptation of Content
_x_ Link to Background
_x_ Link to Prior Learning
_x_ Identify Key Vocabulary
Communication Processes
_x_ Reading
_x_ Writing
_x_ Speaking
_x_ Listening

Scaffolding
Grouping
_x_ Modeling in Multiple Ways
_x_ Whole class
_x_ Wait Time
_x_ Small groups
_x_ Communication
_x_ Partners
_x_ Comprehensible input
_x_ Independent
Application/Representation
_x_ Hands-on
_x_ Meaningful
_x_ Linked to objectives
_x_ Promotes engagement

Assessment (w/ appropriate feedback)

_x_ Individual
_x_ Group
_x_ Written
_x_ Oral

RATIONALE: HOW DOES THE LESSON FIT INTO THE UNIT OF STUDYWHAT DOES IT BUILD ON (PRIOR KNOWLEDGE)?
LEAD UP TO?

WHAT DOES IT

This lesson fits into the surface area and volume unit because students are solving the surface area of prisms. Prisms are
part of the units required shapes the standards address such as cubes. The students attend to their prior knowledge
through the area formulas of polygons.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.MATH.7.G.4. Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.
CCSS.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
CCSS.MATH.PRACTICE.MP1. Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP3. Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP6. Attend to Precision
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will use two-dimensional nets to represent three-dimensional solids by using the area of the base and the
multiple lateral heights to find the surface area of a rectangular and triangular prism in real-life and mathematical
problems. Students will be able to use two dimensional nets to represent three dimensional solids.

LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIECES AND INTERESTS

Students begin the class with a warm-up activity presented on the projector. The students are familiar with
warm-ups and have a warm-up sheet they take out at the beginning of class. Students have 5 minutes to work
on their warm-up as well as write down their homework and be ready for the period.

On the projector, there are multiple 2-d nets and 3 different prisms. The students read the directions to match
up the prisms with the corresponding 3-d figures. After 4 minutes, the students will discuss their answers with
their table partner. The teacher calls on pairs to volunteer to share their answers. After the warm-up the teacher
and students read the objectives through cloze reading to link to objectives.
Teacher provides a real-life scenario example such as students experience with gift wrapping making the
lesson meaningful. The teacher asks students of their experiences. The teacher asks students how they would
wrap a present using wrapping paper precisely.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING
The teacher starts instruction by explaining the next hands-on activity, which is being able to gift wrap precisely. The
students are in small groups of 3. Each student has a role: one student will cut, one will tape, one will measure. Each group
receives a prism (show boxes, cubes, etc). To wrap precisely as well as wrapping paper, scissors, tape, and a ruler. The
teacher instructs students to measure to the nearest whole inch and calculate the area of each lateral surface. The teacher
also passes out the worksheet that provides students with space for the calculations as well as practice problems in the ack.
The students are given 15 minutes to wrap the prisms and calculate each 2-d net. The teacher walks around the classroom
to check students work and answer any clarifying questions they may have on the activity.
The goal for the students is to measure the prism accurately and cut out from the wrapping paper based on the
measurements. Students are then to gather each lateral surface area and combine the total measurements to obtain the
surface area.
After the activity, the teacher will gather the whole class to discuss the connections between the area of 2-d figures and the
surface area formula using nets. Teacher will call on volunteers to share their ideas and analysis. Teacher will model
speaking skills by responding in complete sentences and using the key vocabulary in the teachers responses. The teacher
will also use clarifying questions and repetition when asking questions. Teacher will model listening skills by repeating
what they students said and by using key vocabulary, asking students to repeat what other students had said and by asking
questions using different wording to simplify the meaning to help ELL understand the questions.
Once students have a general idea of the relationship between lateral surfaces and nets the teacher will provide students
with the surface e area formula if the students have not yet been able to create their own formula for calculations. Students
write down the surface area formula into their notebook and provide a picture next to it for their word banks.
The teacher will have guided practice for 2 problems from the worksheet as a class on the projector while being mindful of
the strategies the students will use. The teacher will answer any questions the students have on the worksheet. Any
problem that the students do not finish during class is homework. The teacher will walk around the classroom to progress
monitor the students and provide immediate feedback on their work.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

A few minutes before class the teacher will pass out an exit ticket which shows a prism figure as well as the
measurements and students are to calculate the surface area using the formula they learned in class. The
students will raise their hand for the teacher to check their work and after the teacher monitors their progress
and checks their understanding the students may pack up and get ready for dismissal.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)

ENGLISH LEARNERS

ADVANCED STUDENTS

IEP REQUIREMENTS

English learners will be able to see the activity through various strategies incorporated such as
modeling with mathematics for the wrapping presents precisely activity as well as with the class
on the worksheet. The students also write down the key vocabulary in their notebook to show the
formula and an image that relates to it. The teacher would assign heterogeneous groups, these
groups include students with differing literacy and language developments, students are in these
mixed groups with varying speaking and reading abilities in order to assist one another in
improving their language skills.
Students are given the worksheet when the teacher goes over the first 3 problems and can work
ahead if they understand the concept. Students also are able to teach and assist their struggling
group mates to wrap the present or measure the wrapping paper. Advances students can request a
challenge problem that asks the student to find the surface area of a complicated 3D prism or to
create their own problem. Students are given a task for extra credit to create their own Surface
Area problem that is related to real life. If the problem is great then it can possibly used on the
exam.
Students will be given the accommodations needed as stated on their IEP.

ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)

TYPE

DESIGN

EL

Warm-up

PM

IMPLEMENTATION

FEEDBACK STRATEGY

Beginning of class students begin Teacher goes over the answer

their warm-up on their warm-up
and explains how they got
worksheet provided
the answer.
Wrapping Presents Activity
Teacher walks around the
Teacher reviews students
classroom towards each group and work and provides feedback
checks to see if the students are
on students calculations.
writing and measuring the boxes
Teacher will provide
accurately and precisely. Teacher
clarification and focusing
can help with calculations.
questions to the groups and
individual.
Surface Area Worksheet
Students will work independently They will receive feedback
on the summative assessment
after the assessment is turned
worksheet utilizing their notes to in, reviewed, and graded by
review the formula worksheet.
the teacher
Students will complete the
worksheet and submit it at the end
of class

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING? WHAT ACTUALLY
HAPPENED?
I EXPECT THAT THE STUDENTS MAY BE TALKATIVE DURING THE GIFT WRAPPING ACTIVITY AS IT IS HANDS ON AND IN GROUPS. GOOD
CLASSROOM MANAGEMENT SHOULD BE IMPLEMENTED STRONGLY DURING THIS TIME.

Warm-up

Front of the Worksheet

Calculate the area for each lateral side of the prism figure to the nearest whole inch using your ruler.
Length (whole inches)

Width (whole inches)

Lateral Side 1

Lateral Side 2

Lateral Side 3

Lateral Side 4

Total:

Total: Length + Width =

Back of the Worksheet