UH Lesson Plan Template

First and Last Name Rebecca Gomez

Lesson Overview
Lesson Title Surface Area of Triangular Prism
Lesson Description Today we will be learning how to solve for lateral and total surface area of a triangular prism.
Unit Title Expressions, equations, and relationships
Real world
applications/  Problems will be involving real life seniors such as finding the surface area to make a tent
connections
Content Area 8.7B use previous knowledge of surface area to make connections to the formulas for lateral and
Standards total surface area and determine solutions for problems involving rectangular prisms, triangular
Alignment prisms, and cylinders
The students will be able to identify the different between lateral and total surface area of a
Content Objective triangular prism and then solve for lateral and total surface area of triangular prisms using the
correct formula.
The students will be able to explain verbally and in writing the formula of lateral and total surface
Language
area of a triangular prism by detailing what each variable stands for and means using correct
Objective
content vocabulary.
Grade Level 8th grade

Estimated Time
Needed for this One 50-minute class period
Lesson

Resources/Materials/Tools
Surface area, lateral surface area, total surface area, prism, triangular prism, base, area,
Terms/Vocabulary
perimeter, height, formula, solve, substitute, squared, units,

Technology
resources
(hardware,
software, websites,
 Smartboard: This technology is used for this TEK for this way because it makes it easier to
Technology-
present to the students. Every students has a main view directed towards the smartboard,
Enhanced Lesson
thus, it would be beneficial to utilize it for the instruction part of the lesson.
Supports), and
rationale for why
each is vital for
instruction:

Non-Technology
resources and  Calculator: This resource is used for this TEK for this way because in the 8th grade the
rationale for why students are allow to use calculators, thus, it is appropriate to allow them to learn and get
each is vital for familiar with using the calculator to help them solve for lateral and total surface area.
instruction:
 Lesson Procedures
Resource
Stage of Lesson Step-by-Step Lesson Sequence Lesson Management
Management
Focus/ Teacher Role: I will be The resource that will
Warm-Up
Anticipatory Set walking around the be used during this
(motivational hook) Description: The students will walk into the classroom ensuring the time will be the
classroom and immediately grab a students are on task, smartboard, sticky
calculator and a sticky note. They will sit solving the warm up notes, and something
down and look over to the smartboard for question. Once they are to write with. The
their warm up question. The warm up finished, I will go up to the smartboard will be
question includes previous taught material, board to collect and used as the main
asking them what the difference between ready some answers. source of view for the
surface area and volume is. Once the students. It will have
Student Role: The students
students have provided an answer they the warm up question
will be gathering their
have to place their sticky note up on the written on there for
materials and taking it to
board. I will then set a timer for them to every student to view.
their seats. Then the will
solve the question. (2 mins) Once timer The sticky note and
be seated solving their
goes off, I will go up to the smartboard and something to write
warm up. Once
gather the sticky notes. I will then read out with is all needed for
completed, the students
several sticky note out loud and provide the students to
will be able to walk up
feedback on these answers and go into complete the warm
towards the board to
detail what exactly is volume and surface up as it will allow them
place their answer.
area and how are they different. (5 mins) to be able to write out
Questions I may ask: Does everyone the warm up and
remember going over volume? What was solve it.
the main purpose of solving for volume of a
figure? Does volume and surface area
measure the same component of a figure?

Content Input Teacher Role: I will be The resource that will

I will explain to the students the student
(could include standing at the front of be used during this
expectations and language objectives for
content outline, the classroom stating the time will be the
the day. (3 mins)
presentation student expectations and smartboard. The
format, questioning, SE: 8.7B use previous knowledge of surface language objectives to smartboard will be
modeling, area to make connections to the formulas the students. visually showing the
examples) for lateral and total surface area and student expectations
Students Role: The
determine solutions for problems involving and language
students will be sitting
rectangular prisms, triangular prisms, and objectives verbally to
quietly in their seats as
cylinders the students. I, the
they are listening to me
LO: Explain in writing what function a going over the student instructor, will be the
specific number has in a surface area expectations and only one using the
formula language objectives. smartboard.

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 Guided Practice Teacher Role: I will be in The resources that we
Description: Here is when we will go over
(identify students how to for lateral and total surface area of front of the classroom will be using at this
who failed to triangular prisms. I will pass a small booklet explain the new time will be the
master lesson with the lay out of the notes and empty information and writing smartboard, booklet
objectives) spaces for the students can fill in as we go down exactly how the notes, calculators,
over the notes. Once everyone has their notes should be filled out. model shapes, and
materials we will begin. I will by going over Once I let them work on something to write
what each component of a triangular their own for a set amount with. The smartboard
prism is meaning going over h, the height, of time, I will be walking is for myself to be able
P, the perimeter of the base, and B, the around the room, to show the students
area of the base. Next, we will go over the facilitating and answer how to solve for
different definitions/ formulas of lateral and any questions they may lateral and total
total surface area and provide real world have. surface area of
examples of these. In addition, I will provide Student Role: The students triangular prisms.
real triangular prism shapes for the students will be sitting in their seats Everything else is just
to pass around and see how each listening to the lesson. materials the students
component works on the actual figure. They will be copying need in order to copy
Then, I will go over two practice problems down on their own down their notes and
step by step together and show them booklet all the notes. solve problems.
exactly how to solve one lateral surface Once we finished the
area problem and one total surface area examples together, they
of a triangular prism problem. Once we will be on their own to
finish that, I will give them another two solve the next ones. If
problems and have them do it on their needed they are allowed
own. I will give them a set amount of time to ask questions during
for them to solve and once the timer goes this time. After the timer
up, I will go to the smartboard and solve it goes off, the students will
myself. I will make sure that everyone watch me go over the
understand what they are doing and problem and adjust their
showing them how to get the correct solution if they need to.
answer.
Question to ask: Are the formulas for lateral
and total surface area or triangular prims
any different from the lateral and total
surface area of rectangular prisms? What
are some real life examples of triangular
prisms? What is the main different between
the definition of lateral and total surface
area? What is the base shape of a
triangular prism? How do you solve for
perimeter? How to solve for B, the area of
the base? What is the area of a triangle?
Part of the lesson that might be difficult: The
part where the students have to realize the
base shape is a triangle and not a
rectangle, thus the formula for area of the
base is 1/2bh.

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UH Student Teaching Handbook
 Independent Teacher Role: I will be The resources that we
Description: Here is when the students will
Practice walking around the will be using at this
get to work in small groups and work on an
(vertical expansions classroom ensuring the time will be the
exploration worksheet. The students will be
of lessons; re- students are on task, smartboard,
given a worksheet that has an expression
teaching and Once I allow a student worksheet, booklet
placed on the top and given questions that
enrichment) come up to the board, I notes, calculators,
has them explore and seek what is going
on based on that one expression. Each will move to the back of and something to
worksheet consist of 4 questions and there the room to facilitate the write with. The
will be exactly 4 groups working so each audience to ensure they smartboard is for the
group is responsible for coming up with one are being quiet and students to present to
answer to their assigned questions. Then, I respectful. After, I will go the class what they
will give them to work on it as a group. back to the board to got as their answer.
(5mins) Once the timer goes off the groups clarify if the student Everything else is just
are expected to come up to the board solved the question materials the students
once being called on and get to teach the correctly. need in order to work
class what they got as an answer and how Student Role: The students in their small groups to
they got it. will be working with their answer their problem.
peers to answer their one
Question to ask: Do you need help? What
questions. Then they will
are the steps you need to take to figure out
be preparing how they
what is going on?
are going to teach the
Part of the lesson that might be difficult: The whole class how they
fact that the students will be working on solved their question.
their own or with their peers. Then, once their group is
called to the front they
will present their findings
to the class. The rest of the
students will remain
seated and quiet as they
are being respectful to
their fellow classmates up
at the board. Once
completed, the students
will be able to analysis
their classmate’s work to
determine if they were
correct.

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UH Student Teaching Handbook
 Closure Exit Ticket Teacher Role: I will be The resources that we
walking around the will be using at this
Description: Here is when the students will classroom ensuring the time will be the
get to work on their exit ticket which students are on task. I will worksheet, booklet
include one word problem of solving for also be asking and notes, calculators,
total surface area of a triangular prism. The answering questions to and something to
students will be working on this quietly and those who need it. write with. Everything
independently. Once they complete this is just materials the
Student Role: The students
they are to work on the 3,2,1 closing where students need in order
will be working on their
they are expected to write 3 things they to work on their exit
own. They are expected
remember from the lesson, give 2 examples ticket and closing
to solve their one exit
of what they learned, and write down 1 paper.
ticket problem and fill out
thing that is still confusing or 1 question they
their 3,2,1 closing and turn
may have. Once completed, the students
it in. Once completed,
turn in their work, put up their materials,
they are to put up their
and get ready to leave.
own materials and get
ready to leave.

Question to ask: Do you need help? What is

the formula you will be using? How are you
feeling about this topic? Is it timely difficult?
What is the hardest part of this topic?
Part of the lesson that might be difficult: The
fact that the students will be working on
their own.

Plans for Differentiated Instruction/Accommodations

 Provide pre-written out notes to those who are in need of special accommodations.
 Provide more time to work on their work
Special Education  Ask one on one questions on how they feel with the material and whether they need any
Students clarification on anything

 Provide illustrations with the figures so everyone can see and understand where the
measurements are coming from
 Provide 3D figures so everyone can see and understand where the measurements are
coming from
 Provide Spanish to English dictionaries when
English Language  Having ELL personnel there to help ELL students
Learners/ Modified  Provide the ELL personnel written out notes so they can know the material to help the
Materials students
 Creating specific student groups where I partner up an ELL student with other students
that can aid them with the material, such as partnering an ELL students with a bilingual
student

 Have the students think ahead of future topics such as lateral and total surface area of a
cylinder. They can potential see if they can figure out the formulas for lateral and total
surface area of a cylinder without being taught it yet.
Gifted and Talented
Students

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UH Student Teaching Handbook
 Potential Challenges/ Plan B
 If students are getting confused as when labeling parts of a triangular prism, I will have 3D shapes on hand to
show precisely how I am labeling the triangular prism.
 If the students have difficulties verbalizing their thoughts when teaching to the class, then they will be asked to
seek help from other members of their group or seek help from the ELL aid if they are an ELL student.
 To avoid students from getting off tasks when working in groups I will be walking around and correcting
behavior.

Assessment
 Before: Student will be working on their warm-up question which has them writing out their own definition of total
and lateral surface area.
 During:
 I will be formative assessing the students as I ask them various questions throughout the lesson.
 The students will be assessed based on their group assignment by how well they were able to verbally
teach the class about their specific question they had to answer.
 After: Student will work on a lateral and total surface area quiz where they have to solve lateral and total
surface area problems of triangular prisms.

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UH Student Teaching Handbook