Lesson #3

ED 321 LESSON PLAN (Please number each lesson)

Outcomes:

(WI Teacher Standards #1, 2)

State or district standard: CCSS.Math.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.

Assessment:

Instructional objective(s): Students will know how to calculate the volume

and surface area of any rectangular prism with no top.

(WI Teacher Standard #8)

How will you determine if the lesson objective was met?

o I will observe the students progress and understanding during the stations
o I will have them be the instructor when going over the activity sheet to see if they have
understanding
o I will look at the problems they complete on the back of the activity sheet

Materials Needed:

(WI Teacher Standard #3)

List all of the materials you will need to teach this lesson. Include those you designed.
o Activity Sheet created
o 7 rectangular Tupperware with lids for stations
o Rulers
o Timer to ensure stations do not go over

Total
timeneeded:
needed:
Total time

60 minutes

Procedures:
Procedures:

___

(WI Teacher Standard #7)

Introduction: (5 min)
o Review components of a rectangular prism

Lesson #3
The areas of opposite sides are equal
o Review how to find surface area and volume of a rectangular prism
V=lwh
SA = 2(ab+bc+ac) or all the sides areas added together
o Review how to create a net or flat pattern of a rectangular prism
o Discuss todays new objective for rectangular prisms
Finding the volume and surface areas when the prism has no top.

Steps for instruction: (Specify time allotments.)

o Construct classroom into 7 stations and create student groups. Approximately 5 to 6 students to
each group. (5 minutes)
Hand out activity sheet and rectangular prisms to assigned stations.
Explain to students to imagine the containers as perfect rectangular prisms.

Measure from the top of the containers

Round to the nearest inch or half inch
Explain worksheet to students

Fill in chart only

Do not go onto the backside yet!
o Allow students to begin station work. See worksheet. 5 minutes per station. (30 minutes)
Students will not complete each station.
Be conscious of group activity
Be checking for understanding
Be a guide to those struggling.
o Bring students back to original seats for review. (15 minutes)
Allow time to complete nets
Then go over front page of activity sheet.

Ask students for the answers

Make connections of the differences between the volume and surface area of

rectangular prisms that do and do not have tops.

o If time left, give the rest of the time for students to fill out back side of the sheet (Real world
problems). If no time left, ask them to do this for homework.
Be observant of student work if giving time to work in class.

Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

How will you meet the needs of those students who understand and finish early?
How will you meet the needs of those who have difficulty understanding the material?
Include any other specific concerns in your classroom and how you will plan to meet those
needs.
o For those who finish early, they can work on the back side of the activity sheet, or their weekly

Lesson #3
challenge sheet.
o For those struggling, observe where they are struggling and try to guide them to make the
connection that the volume of a prism with no top remains the same, and the surface area
changes by subtracting the area of the top.
o Hopefully, any struggling student will receive help and guidance from their group members as
well.

Closure:
o Have the students identify the differences between the volume and surface area of a prism with
and without a top. (objective)
o Have students tell how to find surface area of a prism with no top.

Name: Andrea Bowhall-Diaz

Content Area: Math: Geometry

Date: 3/10/14

Grade Level: 7th grade