Digital Unit Plan Template

Unit Title: Surface Area and Volume Name: Maria Tricia Dones
Content Area: Math 1 Integrated Grade Level: 7th grade
CA Content Standard(s)/Common Core Standard(s):

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 three- dimensional
objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

CCSS.MATH.PRACTICE.MP1. One big idea of the lesson is to make sense of problems and to persevere in solving them which we
will see the students doing as they construct the 3D shapes and describe the characteristics of them.

CCSS.MATH.PRACTICE.MP2.The students will take the abstract words of prism, pyramid, and cylinder and reason quantitatively
by writing down the sides, edges, corners and such of the shapes.

CCSS.MATH.PRACTICE.MP3. The students will construct viable arguments and critique the reasoning of others as they work
together to describe their 3-dimensional shape.

CCSS.MATH.PRACTICE.MP4&5. By constructing the shapes with straws and pipe cleaners, students will be using tools
strategically and modeling with mathematics.

CCSS.MATH.PRACTICE.MP6. Attend to Precision

Big Ideas/Unit Goals:
The NCTM Content Standards that our unit addresses include the student's ability to analyze characteristics and properties of
two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships. Students also
use visualization, spatial reasoning, and geometric modeling to solve problems. The first content standard for geometry can be
seen through analyzing multiple concrete figures such as boxes, open pyramids and cubes, canned soup, and castle figures. The
students will discover volume and surface area through many activities that require students to use pebbles, water, or
construction paper. In relation to the second content the students will analyze, discuss, and discover formulas through
experimentation of open cube and pyramids as well as see the concrete visual representation of surface area of volume. Students
will attend to real-life word problems and concrete models to find the volume and surface area of figures such as cylinder castle
towers, or popcorn holders
Unit Summary:
During this unit, students will be exploring and learning about surface area and volume. In previous grades, students have
learned how to find the area of 2D figures which provides a foundational knowledge for this unit. According to our textbook,
students have just mastered a unit on circles: they have learned circumference, perimeter of composite figures, and area of
circles. This is why the concept map identifies the radius, area of polygons, perimeter, and circumference as simple knowledge or
procedural skill. Since the unit is largely built on knowing area of various shapes, we will begin our unit by reviewing area of 2D
figures.

Students will also gain an understanding of 3D figures such as prisms, pyramids, and cylinders. Students will engage in various
activities and use tools effectively to derive and explore the formulas for surface area and volume. During the beginning of the
unit, the class will define key vocabulary that will be used throughout the unit such as lateral face, base, slant height, polygon,
volume, and surface area. We will further expand on these definitions by using them as concepts to describe surface area. We
will describe the lateral areas added to the base areas as the surface area of the 3D figure. Students already have the procedural
knowledge of how to find the area of polygons and use it in finding the lateral face area and base of a 3D figure. The students will
use the concept of slant height in order to find the area of a lateral face in the surface area for a pyramid. The students will use
their prior knowledge of base area to use a new concept of multiplying the base times the height to solve for the volume.
Assessment Plan:
Entry-Level: Formative: Summative:
On a daily basis, the teacher provides Students will complete a formative The classwork assignments as well as
students with a entry level progress assessment that examines their ability to homework assignments will be used for
monitoring activity which is the warm-up. find the surface area of a given prism, as a summative assessment for grading.
While the students work on the warm-up pyramid, and cylinder based on the given For some homework corrections or review
independently, the teacher walks around units. Students will successfully attend to students will have an opportunity to
the classroom and checks students work precision at 75% accuracy. grade another peers work or attend to
as well as answer any questions or self-evaluation of their assignment.
provide clarification. The homework During instructional activities, students
problems are usually checked in the will be observed through progress
beginning of class after the warm-up and monitoring by the teacher walking
objectives have been completed. The around the classroom during group,
teacher goes through answers and the partner, or individual work and checking
step-by-step process for some of the students understanding and rationale
questions that the students ask for the for the concepts. Group discussions and
teacher to show. class discussions are also a way for the
teacher to check students procedural
and conceptual knowledge on the
concepts. The quizzes below such as the
Surface Area Quiz and Volume Quiz is a
formal summative assessment for
teachers to have a general understanding
 of how well the students were able to
apply the surface area and volume
formula towards 3-dimensional figures
given their measurements.
Lesson 1 (Teacher Lecture)
Student Learning Acceptable Evidence Lesson Activities:
Objective: (Assessments): Students begin the class with a warm-up activity as presented on the projector prior
Entry-level: Warm-up to them starting class. The warm-up usually attends to the students prior
Students will review Beginning of class knowledge and is related to the lesson for the day. Students are given 5 minutes to
the area of 2-d shapes students begin their work on the warm-up or as needed.
and their formulas. warm-up on their The warm-up problem for today is, calculate the circumference of two circles given
the radius or diameter.
warm-up worksheet
Students will discuss provided.
questions related to After the warm-up the teacher then goes over the objectives as a class before
surface area. Progress-Monitoring: beginning the activity. After the objectives the teacher begins the lesson by
Group Work Activity presenting the PowerPoint presentation for lecture.
Students will solve Teacher walks around
The teacher will instruct students to engage in a think-pair-share. The teacher asks
the surface area of a the classroom
the class to recall their area of 2-d shapes. The teacher gives students a minute to
prism, pyramid, and towards each group
recollect their prior knowledge and think about those formulas. The teacher then
cylinder. and checks to see if asks students to share with a partner for 2 minutes to discuss what they remember.
they area inputting Then teacher gathers the class and has a class discussion on those formulas. The
the right teacher writes down the formulas as the students provide their input and also adds
characteristics and any missing formulas to the board.
formula for each
figure. Then the teacher engages the class in discussion questions. The discussion
questions are presented on the board. The teacher calls on volunteers to share their
Summative: Solving thoughts and opinions. Once students discuss the teacher presents the students
Surface Area Guided with the idea of surface area. Teacher asks student to read the definition.
notes worksheet
Students will solve Before the surface area activity the teacher passes out to students the guided notes
the area for the for the lecture.
figures. Guided Notes
Teacher plays the video for the surface area of a prism, pyramid, and cylinder. The
students are given the formula and work out the problem. The teacher gives
students the problem and students solve for the surface area.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Entry-level: Warm-up Students will know the routine of coming in and sitting before the bell rings. They
Students will will take out their agendas and write down the class work and homework for that
Students will review individually work on a day. They will also write the lesson objective in their math notebooks.
the surface areas of warm-up activity that
prisms, pyramids, and will review calculating The teacher will project the warm-up on the board that will ask the students to find
cylinders. surface area. the surface area of 3D shapes. This will help students recall how to find the surface
area for all the 3D shapes we have covered in the unit thus far.
Students will Progress-monitoring: The teacher will ask student volunteers to come show their work on the board.
participate in a class The teacher walks Teacher will take an informal poll at the end of each question to see how many
activity to review and around the classroom students agree with that answer.
discuss the properties to check if students
of 3-dimensional are solving and Students will use their online textbook to review surface area formulas in order to
shapes. describing surface understand and describe each figures formula. Students will write down the formula
and provide a brief summary of how each of the formula is created to achieve the
area.
surface area. Students must use complete sentences.

Students will use Summative: Students

Students will use sites such as Popplet, Gliffy, Bubblus, etc, to organize their
Poplet, Gliffy, or popplet or other information in a presentable matter. Students will be given time in class to work on
Bubblus to create and medium has their projects.
organize their completed the
information. requirements. The teacher will close the lesson by reviewing the objective of the lesson. The
teacher will answer any questions or clear up any misconceptions that she may have
noticed in students work. The teacher may choose to review the formulas one last
time for the students. The teacher will remind students to study for the test as they
prepare to leave class.

Lesson 3 (Graphic Organizer)

Student Learning Acceptable Evidence: Lesson Activities:
Objective:
Entry-level: Warm-up Students begin the class with a warm-up activity as presented on the projector prior
Students will create a Beginning of class to them starting class. The warm-up usually attends to the students prior
graphic organizer for students begin their knowledge and is related to the lesson for the day. Students are given 5 minutes to
surface area. warm-up on their work on the warm-up or as needed.
warm-up worksheet
Students will solve for provided The warm-up problem for today is, Solve for the area of the following shapes:
the surface area of a Rectangle, Triangle, and Circle.
figure. Progress-Monitoring:
Group Work Activity 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 will show Teacher walks around
students work. After 5 minutes the teacher will ask for a volunteer to provide the
their work for solving the classroom towards
class with an answer. One volunteer for each shape will provide its area. After the
for the surface area. each group and
warm-up the teacher then goes over the objectives as a class before beginning the
 checks to see if they activity.
Students will provide area inputting the
a description on the right characteristics The teacher then asks students do to a Think-Pair-Share activity for them to think
formula for surface and formula for each about the use of finding the area as well as their previous lessons on the formula for
area. figure. The teacher the area. The teacher asks focusing questions such as, Think about a situation to
can also look at their 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
computer screen as
answers such as gardening, painting a wall, tiling a floor and so on. Then the class
students type.
will share together their ideas and rationale for the area of figures.

Summative: Solving
After the introduction, the teacher instructs students that they will be creating a
Area Worksheet Google Doc using the graphic organizer template provided.
Students will solve Graphic Organizer
the area for the
surface area of figures Teacher provides students with a worksheet that has students fill out the surface
on the graphic area, example problem, and formula description. Students can create their own
organizer. figure and sample problems in order to show solving for surface area. Students then
use complete sentences to describe the creation of the formulas for surface a rea.
The teacher explains to students that they will save this graphic organizer for the
volume section when learning about the volume formula for the next week.

Before the end of class 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.
Unit Resources:
Larson, R., Boswell, L., & Big Ideas Learning, LLC. (2014). Big Ideas Math: A Common Core Curriculum
. Erie, Pa: Big Ideas Learning. *See Unit 9 on Surface Area and Volume. This is the textbook used for many of the practice problems
throughout the lesson plans and was a resource for activities and conceptual background.

Mathematics Standards. (n.d.). Retrieved December 14, 2016, from http://www.corestandards.org/Math/ CA Mathematics Framework
and the NCTM Standards Math Standards - Common Core State Standards *The SMPs and Math CCSS fueled the objectives and goals
that we set for our lessons. These standards help us as teachers know what we need to accomplish by the end of the unit.

Digital Unit Plan Website

Teacher Lecture and Guided Notes
Webercise
Graphic Organizer
Assessment Page

Useful Websites:
 Websites: Kahoot, Geogebra, Shmoop, EDpuzzle, Jeopardy, and PBS Learning Media (see lesson plans for direct links) *The websites
helped bring depth to the lessons by allowing students to manipulate information and 3D figures virtually. The sites are interactive and
fun and bring media into the classroom.

Digital Resources