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: AREA REVIEW

STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE: 12/14/16 TIME: 45 mins. ROOM: #
Math
7th
SCHOOL: CSUF
SUBJECT:
GRADE LEVEL:
EQUIPMENT/MATERIALS: Ipad/Computers, Handheld device, Area Worksheet, Paper, Printer
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 unit of study because students are going to learn about the surface area of 3-d figures using 2-d
nets. The students are to be knowledge of the area formula for shapes and use it to understand the surface area of 3-d
shapes.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.7.G.4. Know the formulas for the area and circumference of a circle and use them to solve problems; give an
informal derivation of the relationship between the circumference and circle.
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.
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will use their prior knowledge to recall the area of 2-dimensional figures of polygons and circles. Students will
use their prior knowledge for the area of 2-d figures such as squares, rectangles, triangles, and circles. Students will
discuss and analyze the properties of these figures and solve for their area and perimeter.
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 as presented on the projector prior to them starting class. The
warm-up usually attends to the students prior knowledge and is related to the lesson for the day. Students are
given 5 minutes to work on the warm-up or as needed.

The warm-up problem for today is, Solve for the area of the following shapes: Rectangle, Triangle, and
Circle.
Students will begin warm-up at the bell and the teacher will progress monitor the students prior knowledge
understanding by walking around the room and checking students work. After 5 minutes the teacher will ask
for a volunteer to provide the class with an answer. One volunteer for each shape will provide its area. After
the warm-up the teacher then goes over the objectives as a class before beginning the activity.
The teacher then asks students do to a Think-Pair-Share activity for them to think about the use of finding the
area as well as their previous lessons on the formula for the area. The teacher asks focusing questions such as,
Think about a situation to which we would need to find the area of something. After the students think about
it, they then share it with their group mates or partners. Students can provide answers such as gardening,
painting a wall, tiling a floor and so on. Then the class will share together their ideas and rationale for the area
of figures.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING
After the introduction, the teacher instructs students that they will be creating a Google Doc that lists the properties of their
assigned figure, its formula for area, characteristics, and a visual representation. The students are working in their
heterogenous groups to input information on their shape. Each group has a different shape such as squares, rectangles,
circles, triangles, trapezoids, etc. Students are to compile of at least 5 characteristics on their shape. Students will share this
document to the teacher and ask a class the teacher will display the groups work and discuss altogether. The teacher will
print this for students so they can keep it into their notes as a graphic organizer.
Teacher provides students with a worksheet that has students solving the area for different shapes. Students have time to
work on it during class and if they do not finish it would be done for homework. Teacher walks around the classroom to
assist students and answers any clarifying questions.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

Students will log on to Kahoot.it, enter the class code, and will participate in a class quiz using their handheld
device or Ipads. The Kahoot will have problems related to solving the area of 2-dimensional figures.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)
ENGLISH LEARNERS

ADVANCED STUDENTS
IEP REQUIREMENTS

English Learners are accommodated through the graphic organizer they are given for the area
formula worksheet as well as using multiple mediums to discuss the area. The students are given
a visual display on the project, verbal discussions in groups or as class, the use of technology to
research characteristics, as well as a worksheet with problems.
Advanced students will be able to assist their peers as they work in groups to develop at least 5
characteristics for their shape. They are also given a worksheet for solving the area of 2-d figures
and can work at their own pace to solve it.
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

Group Work Activity

Solving Area Worksheet

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.
Teacher walks around the
Teacher reviews students
classroom towards each group and
work and reviews it as a
checks to see if they area inputting class, makes the necessary
the right characteristics and
corrections as needed and
formula for each figure. The
then provide students with
teacher can also look at their
the worksheet.
computer screen as students type
on Google doc.
Students will solve the area for the
The following day the
2-d figures on the worksheet in
teacher will review the
class or for homework.
homework as a class and
collect the assignment for
points.

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 HAVE FORGOTTEN THE AREA FORMULA FOR SOME SHAPES AND MAY DO THE WARM-UP INCORRECTLY.
AFTER REVIEWING THE FORMULAS AND GIVING STUDENTS A GRAPHIC ORGANIZER THAT THEY CREATED THEY WOULD THEN RECOLLECT
THEIR KNOWLEDGE AND BE ABLE TO SOLVE FOR THE SHAPES.