Teacher: Ms.

Agras Date: 4/19/17

School: Lesher Middle School Grade Level: 7th Content Area: Mathematics

Title: Rectangular Prisms Lesson #: 2 of 11

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 7.G.A.3. Describe the two-dimensional figures that result from slicing three-dimensional
figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Standard 7.G.B.6. Solve real-world and mathematical problems involving area, volume and surface area
of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right
prisms.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

Factual: What spaces can we measure?

Conceptual: How does the way we represent something affect how we view it?

Debatable: Does understanding form enhance creativity and ingenuity?

Essential Understandings:

We can innovatively represent and measure the space occupied by forms to create.

Evidence Outcomes: (Learning Targets)

I can identify rectangular prisms and solve for their surface area and volume.

List of Assessments: (Write the number of the learning target associated with each assessment)

Formative:

- In-class Worksheet
- Check for understanding

Summative:

- Criterion A: mid-way checkpoint

- Criterion D: Unit Assessment
 Planned Lesson Activities

Name and Purpose of Lesson Rectangular Prisms

Should be a creative title for you and the For our unit on Surface Area and Volume I decided to split it up based on shapes, instead of by
students to associate with the activity. doing Surface Area and then Volume. This was our first day of instruction for the unit, so we
Think of the purpose as the mini-rationale started with a more basic shape, the rectangular prism.
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials Time: 75 minutes
How long do you expect the activity to last - Warm-Up (4 minutes)
and what materials will you need? - Planner (1 minute)
- Surface Area (20 minutes)
- Volume (10 minutes)
- Both (5 minutes)
- Work-time (30 minutes)
- Clean up (5 minutes)
Materials:
- Notebook
- 3 colors, 1 highlighter
- Printed net
- Scissors
- Printed Worksheet

Anticipatory Set Warm-Up:

The hook to grab students attention. Pick up a paper from the red bin and cut out the net.
These are actions and statements by the - Cut along solid lines
teacher to relate the experiences of the - Fold on dotted lines
students to the objectives of the lesson, To
put students into a receptive frame of
mind.
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
 Procedures Written on the board:
(Include a play-by-play account of what Warm-Up: Pick up a paper from the red bin, cut out the net. (Cut along solid lines, fold
students and teacher will do from the on dotted lines)
minute they arrive to the minute they T: Rectangular Prisms
leave your classroom. Indicate the length A: Prisms WS
of each segment of the lesson. List actual
D: In Class
minutes.)
Agenda: Warm-Up, Planner, Notes/Examples, Work-time
Indicate whether each is:
-teacher input LT: I can identify rectangular prisms and solve for their surface area and volume.
-modeling
-questioning strategies Warm-Up:
-guided/unguided: Give 4-5 minutes to finish cutting out the net, and fold it into a box.
-whole-class practice Get out planners as they finish.
-group practice
-individual practice Planner:
-check for understanding Go over TAD, Agenda, LT
-other
Notes:
Page 133, Title: Rectangular Prisms
Characteristics:
- 6 sides
- all rectangles
- opposite sides are the same

Surface Area: the outside area of a 3D object

Using the net, discuss the connection between composite figures and the formula.
Looking at this net, how could we solve for the surface area? Remember that is the same
as us asking how much paper it would take to cover this box.
What strategies do we have from previous chapters?
If we unfold our box, what do we call this type of figure? **ATL: Research Skills** Look
back to Chapter 8 (ANSWER: Composite Figures)
Example 1, with the net (2 x 2 x 3 in): label/measure the sides lengths, color the
matching sides. How would we solve for this without knowing a formula?
Use A = b x h for the different sizes of rectangles (answer = 32).
Now we want to change this process into an equation that would work for any shape of
rectangular prism. SA = 2LW + 2WH + 2HL.
Even though we could cut out a net and fold it into a box for every problem, why might
we want to consider another method for solving for surface area?
Other strategies are color-coding, finding the 3 unique rectangles, or plug-and-chug.
Example 2: drawn (teach how to draw a 3D box 9 x 6 x 3 cm). Use colors to identify the 3
unique sides, find the area of each rectangle, multiply them all by 2, then add. What is
the purpose of multiplying by 2? If we dont do it how does it change out answer?
Answer: 198 cm^2.
Turn-and-talk, explain what methods you can use to solve and the steps you would take.

Volume: the space inside a 3D object.

V = LWH
Examples: From our net of 2 x 2 x 3 in (individual = 12 in^3), drawing of a 3.5 x 5 x 7
prism (individual = 122.5 units^3).
Take 2 minutes on your own, then have a whisper conversation to check your answers
with someone near you.

Both:
Can you have two prisms with the same volume, but different dimensions? Consider
how that might work Example: most food cans are around 8 oz for serving size, but
they do not all look the same.
If V = 48 m^3, what are two different dimensions for surface area? Example: 1 x 1 x 48, 2
x 1 x 24, How will this affect the surface areas? If volume is the same, does surface
area also have to be? (No). What implications does this have, for example, in
manufacturing?

Pass out tape to put net in notebook on pg. 132.

Work-time:
First 5 problems individually **ATL: Self-Management**. Check off with me before
moving to work with someone, choice of partners for the rest as long as they have also
finished their first 5.
Behavioral Expectation: When you work with a partner you are having whisper
conversations, no side conversations; there will be zero warnings, if you are too loud, or
off-task you will be moved back to your seat. **ATL: Social Skills**
Learning Expectation: There is an answer bank, where the answers should spell out a
word when students are done, so they can self-check that they got the correct answer.
To avoid anyone just guessing the final answer showing their work is what it will be
graded on.

Clean Up:
Turn in classwork into the red bin.
Clean up spaces, return supplies, recycle paper scraps, etc.