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# Lesson Plan

By Nichole Grant

## OBJECTIVES (with active verbs):

1. Students will identify the process to find surface area of rectangular prisms.

2. Students will list the steps/process to solve surface area of rectangular prisms.

3. Students will demonstrate understanding by applying the steps/ process to find the surface area
of rectangular prisms in the context of solving real-world and mathematical problems.

STANDARDS:
6.G.4
Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets
to find the surface area of these figures. Apply these techniques in the context of solving real-world
and mathematical problems.

## DECONSTRUCTED LEARNING STANDARD (standards based grading):

Exceeds: I can use the steps/process for surface area of rectangular prisms to solve real world problems.
Meets: I can apply the steps/ process for surface area of rectangular prisms in the context of solving
mathematical problems.
Developing: I can Identify the steps/ process to find the surface area for rectangular prisms.
Unsatisfactory (Beginning): I struggle to identify the steps/ process for finding the surface area of
rectangular prisms.
GROUPING OF STUDENTS & RATIONALE: PRIOR KNOWLEDGE NEEDED/(THIS CAN BE
Students are grouped into a small group of FORMATIVE ASSESSMENT):
three students during their intervention Students need to be able to identify and apply the
period in order to give students a high steps/ process for finding the surface area and for area
amount of interaction with the content and of a rectangle.
support from the instructor. Students also need math calculation skills in addition
and multiplication.
Also see prior knowledge vocabulary under academic &
MATERIALS: related content language.
White boards
Dry erase markers STUDENT PROFILE (identify special characteristics of
Pencils for each student students relative to lesson)
Boxes to serve as rectangular prisms
Multiplication Chart Students in this group are identified as SLD and one has
Calcuators a history of ODD.
Area of a Rectangle WkSt I will circulate around the room to answer questions and
Guided Notes assure students are on task, as many of them will stop
Entrance & Exit Slip working if they get confused. I will use positive
feedback to encourage and motivate students because
IDENTIFY ACADEMIC & RELATED CONTENT some of the students have trouble getting started if
LANGUAGE : they think a task is going to be challenging. I will
Note: All Prior Knowledge connect everything we do to activities they have done
Area in class so that students realize this information is a
Surface Area review.
Rectangle
Rectangular Prism ACCOMODATIONS TO MEET INDIVIDUAL STUDENT
Length NEEDS:
Width
1. Math fact multiplication sheet used to check
accuracy of calculation.
2. Calculator to check accuracy of calculation.
3. Formulas provided to ensure accuracy.
4. Guided Notes.

## INSTRUCTIONAL MODEL(S) & RATIONALE:

Students will be working in small groups for this activity in order to give them greater access to the
content and to instructor support. The purpose of this grouping is to give reluctant learners the
opportunity to engage in hands on activities and gain a greater understanding of the content.

PROCEDURE AND ACTIVITIES (Name teaching strategy for each TIME ALLOCATIONS
activity (cooperative learning, presentation teaching, guided
inquiry, etc.)

## 1. PRE-ACTIVITY: ADVANCE ORGANIZER 3 minutes

Entrance Ticket:
1. Draw a rectangle.
2. Write the formula used to find the area of a rectangle.
3. When given a rectangular prism, how do you find the
surface area?

## Transition: Tell me how comfortable you are with this information.

1. Draw a smiley face on your paper if you are comfortable 1 minute
with this information, you knew most or all of it.
2. Draw a neutral face if you are in between, maybe you knew
some of the information but not all of it.
3. Draw a frown face if you are not comfortable with this
information, or you did not know it.

2. ACTIVITY
Group Activity:
1. Pass out packet with guided notes and worksheets. 3 minutes
2. Students are given two problems to solve for area of a
rectangle. Work is done independently and reviewed as a
group. Reinforce prior knowledge.
3. Then, surface area is explained using a rectangular prism 5 minutes
net. Box is laid flat sides are explained and area is calculated
as a group. Instructor will write each step down on the
white board. Modeling is done by the instructor with input
from the group this is a review of prior learning.
4. Next students will be given a box (Christmas present) that
has measurements written on 3 dimensions. Students will
work to find the surface area of the box (rectangular prism).
Students are given the choice to work as a group of three 10 minutes
or independently with instructor support. Students will use
a blank piece of paper to record work and steps/process. I
will announce that clear work is necessary because we are
going to share our process once we are finished.

2 minutes
Transition: Students will highlight key parts of their notes.
Key parts include: Steps/process, answer, etc.

## 4. POST ACTIVITY/ Exit Ticket 6 minutes

Once complete students will explain their process to the group
for finding the surface area of the rectangular prism.

ASSESSMENT:
Formative assessment (check off sheet- success tracker) will be used during post activity/ exit ticket. As
students explain their process to the group for finding surface area, I will use the list below as a gauge
to check for understanding. Student work/ explanation should include the following:
1. Identify the sides of the prism.
2. Use given dimensions accurately to find the area of each side.
3. Clear steps to solve each formula (3 for a rectangular prism).
4. Accurate calculation to solve for the Surface Area.
5. Accurate answer labeled with units.
STANDARD 6. GA. 4
Represent three-dimensional figures using nets made up of rectangles and triangles,
and use the nets to find the surface area of these figures. Apply these techniques in the
context of solving real-world and mathematical problems.

OBJECTIVES
1. Students will identify the process to find surface area of rectangular prisms.

2. Students will list the steps/process to solve surface area of rectangular prisms.

## 3. Students will demonstrate understanding by applying the steps/ process to find

the surface area of rectangular prisms in the context of solving real-world and
mathematical problems.

## DECONSTRUCTED LEARNING STANDARD

Exceeds: I can use the steps/process for surface area of rectangular prisms to solve real world
problems.

Meets: I can apply the steps/ process for surface area of rectangular prisms in the context of
solving mathematical problems.

Developing: I can Identify the steps/ process to find the surface area for rectangular prisms.

Beginning: I struggle to identify the steps/ process for finding the surface area of rectangular
prisms.
Guided Notes Surface Area
Name _________________________________________ Date _______________
The image below is called a ____________. To find the Surface Area, I find the
area of each side and add them together. There are _________ sides on a
rectangular prism.

## Steps to Find the Surface Area:

Find the Area Find the Area Find the Add the area of all
of the front Area of Side 6 sides together:
of the top and
bottom: and back: A & Side B:

Steps to Find the Surface Area:

Find the Area Find the Area Find the Add the area of all
of the front Area of Side 6 sides together:
of the top and
bottom: and back: A & Side B:

## Steps to Find the Surface Area:

Find the Area Find the Area Find the Add the area of all
of the front Area of Side 6 sides together:
of the top and
bottom: and back: A & Side B:

Entrance Ticket
Name ________________________________ Date: _____________
1. Draw a rectangle.

area?

## Exit Slip/ Check Off Sheet

Understanding Surface Area

## 5. Accurate answer labeled with units.

Name __________________________________ Date _____________
Instructions: First, label the length and width. Then,
find the area of TWO of the following rectangles.

10 cm

4 cm

6m

14 m

21 yd

15 yd
As part of the lesson, to help with visualizing rectangular prisms, we cut out the net below and
folded it to use as a model.