ED 345 Calvin College UDL Lesson Plan Form

Teacher Intern: Mary LePage Date: 4/15/17 Subject/ Topic:

Surface Area
Grade Level: 6th

OBJECTIVES & PREPARATION

Main Focus:
Surface Area
Brief Context:
Students have worked on area and perimeter of 2D and 3D figures
Objectives: [Indicate connections to applicable national or state standards.]
CCSS.MATH.CONTENT.6.G.A.2
Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes
of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found
by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of
right rectangular prisms with fractional edge lengths in the context of solving real-world and
mathematical problems.
CCSS.MATH.CONTENT.6.G.A.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.
CCSS.MATH.PRACTICE.MP8

Look for and express reasoning in repeated reasoning.

Students will be able to show how their foldable represents surface area and volume.
Students will be able to give examples of when they would need to find surface area and volume.
Students will be able to explain where surface area formula used comes from.

I can use a net to find the surface area of a figure.

I can find the surface area of a 3D figure.
I can explain what surface area is.

Assessment: [Formative and Summative]

Formative: students go around to each station and solve the problems. Check their answers and correct
paper in a different color. Teacher walks around to check student work and help with problem areas.

Prerequisite Knowledge/Skills:
Finding area and perimeter of squares, rectangles, and triangles

Technology:
Document Camera

Materials:
Interactive Notebook
Suraface area guide to glue into interactive notebook
Tea box, chocolate bar, moving box, CD case, vitamin cube, vitamin box

CONTENT MANAGEMENT: THE LESSON

Universal Design for Learning Networks/Domains [see UDL Guidelines]

RECOGNITION STRATEGIC AFFECTIVE
Multiple Means of Multiple Means of Expression Multiple Means of
Representation Engagement
Options for Perception
Finding the dimensions of a
figure that is tangible and finding
its surface area
Options for
Language/Symbols
Formulas in letter form and also
in word form
Options for Comprehension
Options for action/interaction
Discussing differences between
the two figures
Options for Expression
Options for Executive
Function
Options for recruiting
interest
Options for Sustaining Effort
& Persistence
Options for Self-Regulation
Working with partners using task
cards

Motivation/Opening/Intro: [Think creatively about how to engage your students into the content.]
MSteo Review (5 Min)
Check HRP (15 min)

Looking on doc camera: Look at these two figures. What differences do you notice? Whats the same.
Take 1 minute and make a list with your partner. There arent right and wrong answers here. Tell us what
you talked about!

Look at the box with a construction paper net. How could we find the amount of construction paper we
have? (Talk in groups for 30 seconds and come back with an answer). Put net onto white board and break
it down together. Find the area of each face and total surface area.

Talk about vocab and have students write it in the margin of their CI.
Face the surface of an object
Edge where two faces meet
Vertex Where three or more edges come together
Net a flat, two drawing that represents a 3D figure (when folded, it becomes 3D)

Development: [It may help to number your steps with corresponding times.]

Students glue Surface Area guide into interactive notebook.

They draw a net for the rectangular prism and find the area for each face of the prism. They identify
how many faces and pairs of faces it has.
What is a face? What makes a pair of faces? (Two faces that are back to back and that will
have the same area.)
Write an equation for how we would find the surface area of these figures.
SA=2bh+2bw+2hw
Apply above formula to the figure.
Answer is in square centimeters. Thats not something wed measure in cubes. Wed
measure it in flat squares, but we cant measure it in cubes.

Surface area of a cube

How many faces are on a cube? What do we know about the faces of the cube? (Theyre all the same. So
we dont really have pairs of faces because theyre al the same.)
Write an equation for how we would find the surface area of these figures.
SA=6bh or 6b2
Apply above formula to the figure.

1-5 Assessment Show me on your fingers, 5 being the most, 1 being Im confused. How much do you
understand this?

Practice problem: - TOBLERONE CHALLENGE

Surface area of a Toblerone box.
Review the formula for area of a triangle and have students work in small groups to find what the volume
would be.
Once students have 3min to work independently, come back together and discuss their strategies. Find
the SA together afterward.
SA of a triangular prism = 2(1/2bh)+3(lw)
SA=231cm2

Surface area of a square pyramid

Lets talk about where we see square pyramids in real life????

Worldview Integration:
How many faces does moving box have?
How many vertices?
If we want to cover if it with plastic wrap how much will we need?
When do we need to find surface area?
Wrapping paper
Paint
Frosting on a cake
Table cloth
Closure:
How do we find surface area?
You all can do this with any 3D figure you have because you have already done it with cubes,
rectangular prisms, and and triangular prisms.

Follow up with Surface Area task cards on the next day of class!

TEACHER INTERN POST OBSERVATION REFLECTIONS-

Your reflection on the lesson including ideas for improvement for next time.

While working through this lesson, I used a lot more student exploration and group work than planned.
Students found how much congruent sides each figure had (2 congruent sides, 4 congruent sides) and
then thought about what we would need to find surface area.

In another class, I had to move into a different teachers room to teach the lesson. She does not have her
students sitting in groups and it was much harder to engage them in group work or group thinking. With
that group, I felt like the lesson was so drawn out and boring. I think not being in the normal classroom
didnt help them to get into the math mindset. It felt like the lesson drug on forever. In the middle I had
them get up and move because I felt like they had been sitting for so long and were so quiet. (There
teacher has very strict expectations for behavior.) Yesterdays part of the lesson was hand-on, because
they had created and folded a surface area foldable the day before.

Ultimately, we ended up breaking this lesson up over a two day time period. The first day, we created a
rectangular prism foldable. (I was at a job fair and it was something my mentor teacher had created in the
past, she used it again when teaching the lesson. Those foldable went into their interactive notebooks.
The allowed students to hold and feel the 3D object in their hands and to show with their hands that
surface area is what goes around the outside. They could fold it up and see that volume is the amount of
space on the inside.

One challenging thing about using the premade guide that we put in the interactive notebook were the
dimension they chose. It ended up talking a lot more time to do the arithmetic than it did to learn about
surface area. In the future I will have to pay closer attention to things like that that take more time.
When I asked students to show me on a finger scale to show me how much they understood, I saw 3
students with 1s and 2s and the rest of the students had 4s and 5s.