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