Week 2 Lesson Plan 02

TC
Name: Lydia ChoRong Suh

Day & Date: February 1, 2021
Subject Area & Grade Level: 6th Grade Mathematics
Number of Students in Class: 28

FEBRUARY 1 : LESSON AND ASSESSMENT PLAN

Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
• Write the identification number and description of the aligned state adopted learning content standards you
address in the learning objective (2-3 maximum).
o MGSE6.G.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 (1/2 u), and show that the volume is the same as would be found by
multiplying the edge lengths of the prism. Apply the formulas V = (length) x (width) x (height) and V= (area of
base) x (height) to find volumes of right rectangular prisms with fractional edge lengths in the context of solving
real-world and mathematical problems.
ISTE Technology Standard
https://www.iste.org/standards/for-students
• Write the number and description of the aligned ISTE Technology learning content standards addressed in
this learning objective (1 maximum).
o 2: Digital Citizen – Students recognize the rights, responsibilities and opportunities of living, learning and working
in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
o 6: Creative Communicator – Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.
Mode of Instruction
Hybrid
Learning Objective/Goal(s)
• The five components of a Learning Goal are centered on the Historically Responsive Framework (Muhammad,
2020, p. 159):
o Identities: Students will be given different problems and examples to solve on their own to learn their own learning
capabilities and identities.
o Skills: Students will gain a set of skills that will be useful in society and how to apply it to real-world situations.
They will gain knowledge of communication skills, collaborative and co-operative skills, problem-solving skills,
and decision-making skills. The content learning standards that I will be teaching will allow students to learn
about MGSE6.G.2.
o Intellect: Students will gain more knowledge on how to solve other problems using the set of skills they’ve
acquired in the lesson into the real-world.
o Criticality: Students will gain knowledge to construct different aspects of themselves such as their cognitive
identities.
o Assessment:
§ Identities Goal: Students (different backgrounds, identity, race, etc.) will work on practice questions on the
Desmos during class.
§ Skills Goal: Students will work on practice questions on their Desmos to gain skills to understand the next
lesson.
§ Intellect Goal: Students will learn the differences between volume and surface area. Students will also learn
the formula for Volume and learn how to solve it.
§ Criticality Goal: Students will learn how to construct and learn their own mathematical identities.
• Write a bulleted list (1-3 objectives/goals, maximum) of clear and measurable learning objective/goals(s)
using active verb(s); describe the assessment – either formative or summative.
o Students will learn how to solve real-world problems that involve finding the volume or surface area of a figure.
(formative)
o Students will be able to find the volume of a figure using their prior knowledge of surface area. (formative).

MIDDLE AND SECONDARY EDUCATION Page 1
TC Name: Lydia ChoRong Suh

Formative & Summative Assessment
• Describe the demonstration or evidence of student learning for each learning objective
o At the end of class, I will instruct students to send me a chat through Zoom of what they thought of the lesson.
§ Did they understand the lesson?
§ What do they find difficult?
§ Do they need more help?
• Provide the evaluation criteria (rubric or scoring guide)

Beginning Developing Proficient Distinguished
Solves word problems Solves word problems Solves word problems Solves multi-step real-
involving the area of involving the area of involving the area of world word problems
rectangles and involving rectangles and triangles polygons and involving the involving the area of
the surface area and and involving the surface surface area and volume of polygons and involving the
volume of cubes. area and volume of prisms; three-dimensional objects surface area and volume of
identifies three- with polygonal faces; three-dimensional objects
dimensional objects represents three- (with polygonal faces), and
represented as nets dimensional figures, using extends understanding of
composed of rectangles and nets made up of rectangles the volume formula at a
triangles; and, using and triangles; and finds rectangular prism with
previous understanding of lengths of polygonal sides fractional edge lengths.
packing unit cubes, drown in a coordinate
understands the formula place.
for the volume of a
rectangular prism.

• Describe the use of feedback in this assessment plan and how students will use it to improve learning
o Blue Devil Block (BDB) is part of the students’ schedule of the day where they will have the time to finish
assignments and review their notes for different subjects for each day.
§ Monday: Math
§ Tuesday: Science
§ Wednesday: Social Studies
§ Thursday: Language Arts
§ Friday: Advisory Lesson (social-emotional learning)
o Teachers will have a Common Formative Assessment (CFA) meeting and look at results on tests/quizzes to see
what questions students got incorrect the most. Then, they will discuss how to incorporate that problem into the
lesson for students to understand it better.
Differentiation, Modification(s), & Accommodation(s)
• Describe in detail the student-specific instructional support provided for special education students
o ESOL students will be given online or face-to-face tutoring with the teacher for additional support (non-verbal
cues, walk by students who are not paying attention and tap their desk). Students are also allowed to use assistive
technology such as translator software. If assistive technology is not available, students will be given online or
face-to-face tutoring sessions to help them finish their assignments and activities. Students will also be provided
with extensions and make-up work.
o There will also be Zoom parent/teacher conferences for students who are struggling and provide suggestions on
what to do to pass the class.
• Describe in detail the student-specific differentiation support for the variety of students in the class
o Students who are in ESOL will be provided with:
§ Extensions
§ Notes
§ Morning tutoring sessions
§ Word problems with pictures (more visual)
§ Khan Academy (for students who need the extra help)

Subject Area & Grade Level: 6th Grade Mathematics 1/27/21

¨ Teachers will show students how to change the language for English Language Learners.
§ Desmos
• Describe in detail individual modifications and accommodations of this lesson plan required for each
student’s success
o For students who are struggling learners or have a disability will be provided with extended due dates for
assignments and morning Zoom tutoring.
o Students will be pulled out into breakout rooms if they need extra help or if students aren’t making progress in
AREA AND VOLUME
their work.
o Students are provided with Khan Academy codes for the content they are learning to better understand the
content.
o Students can also practice questions they did not finish on Desmos during the class period.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction or Student Spark (5 – 7 minutes)
§ Describe the plan to capture student interest and excitement for learning.
o The plan to capture student interest and excitement for learning is to use the Activating strategy where students
will determine which answers belong to the questions.
1
§ How will you and your students determine and leverage students’ prior knowledge?
o Students will use their prior knowledge of tape diagrams to better understand the standard for this lesson.
§ What is the “hook” or engaging activity to activate student thinking? (Slide 2)
VOLUME OR SURFACE?
J
READ EACH OF THE PROBLEMS BELOW. DETERMINE IF YOU NEED TO FIND
THE VOLUME OR THE SURFACE AREA.
VOLUME SURFACE
A BOX NEEDS TO BE PAINTED.

A JUICE BOX IS 4 IN. TALL, 1
HOW MANY SQUARE INCHES
IN. WIDE, AND 2 IN. LONG.
NEED TO BE PAINTED TO
HOW MUCH JUICE FITS INSIDE
COVER THE ENTIRE SURFACE
THE JUICE BOX?
OF THE BOX?
Activating Strategy
2

o The activating strategy is knowing the difference between volume and area and determining which one belongs to
the statement. Students will have about 5 – 7 minutes to finish this and write their thoughts in their notebooks.
After, we will go over the activating strategy as a class. I will remind students that it’s okay if they get it wrong
1
because they are here to learn about this. This’ll make the class a safe and comfortable environment for learning.
Body (45 minutes)
• After the “hook” or engaging activity, I will read them what they’re going to learn (slide 3) and then we will move onto
the mini-lesson.
• I decided to add a meme on slide 4 just to get their attention.
• Slide 5
o Students will challenge themselves to put the correct statements into the corresponding place in the Venn
Diagram. This’ll help the students learn the differences between volume and surface area. This part of the
assignment is based on the KWL chart. Determining which statements goes with volume or surface is the “K”. “W”

MEASURED IN
SQUARE UNITS
INCLUDES ALL
TC Name: Lydia ChoRong Suh FACES
Day & Date: February 1, 2021 A WAY

Subject Area & Grade Level: 6th Grade Mathematics TO
MEASURE
INCLUDES ONLY
SPACE NEEDED MEASURES
SPACE
FIGURES
MEASURES
TO FILL INSIDE SPACE INSIDE OUTSIDE
SURFACE
is what they’re going to be learning in the mini-lesson. And “L” is having students reattempt the same Venn
5
diagram to see what they’ve learned.
• Mini-Lesson (Slide 6 – 7)
o The teacher will think aloud.
A FLOWER BOX IN THE SHAPE OF A

RECTANGULAR PRISM MEASURE 9½ INCHES TALL
AND HAS A 4-INCH SQUARE BASE.

First, lets find the volume of the flower box. Since 75% of the box is water (or 114
Since it has a square base the length and cubic inches), I know that the remaining is
width are 4 inches. 25% of the box is dirt (or 38 cubic inches).
Volume = Length x Width x Height OR V = LWH
V = (4) (4) (! !⁄")
V = 152 cubic inches
Now, lets find out how much 75%
75%
38 + 38 + 38 = 114 cubic inches
25% 25% 25% 25%

152 ÷ 4 = 38 152 ÷ 4 = 38 152 ÷ 4 = 38 152 ÷ 4 = 38
100% = 152 Cubic Inches
6
§ While going through the slides, I will read the problem and the question out loud and slowly for our ELL
students.
§ I will have students write down these as notes for future reference while I solve the problem. I will also ask
students while going over the problem questions to see if they’re paying attention. 3
1/27/21
§ After finishing the problems, I will ask the students if they understood or have any questions.
§ It will be important for me to show students that you can obtain the amount of water by identifying 25% of
the tape diagram as 38 cubic inches OR by subtracting the amount of dirt from the total volume (152 – 114)
*This will be a review of tape diagrams. Also, remind that the tape diagram is 100%*
THANG WANTS TO PERSUADE HIS DAD TO HELP HIM BUILD A RAMP IN THE
SHAPE OF A TRIANGULAR PRISM, SO HE CAN LEARN TO PERFORM TRICKS ON
HIS SKATEBOARD. MR. SUT SANG TOLD THANG TO DRAW A NET AND A
DIAGRAM TO SEE HOW MUCH WOOD THEY NEED TO BUY. THANG CONCLUDES
THAT THEY NEED 500 SQUARE INCHES OF WOOD. WILL THANG AND HIS DAD
HAVE ENOUGH WOOD?
Step 1: Draw the net of the A = !⁄"bh A = lw
figure. A = !⁄"(12)(5) = 30 A = (12)(15) = 180
Step 2: Find the area of all
the faces of each shapes
Step 3: Add all of the areas
to find the surface area
A = lw
A = (5)(15) = 75
A = lw
A = (13)(15) = 195
A = !⁄"bh
A = !⁄"(12)(5) = 30
No, Thang would not have enough wood to build

Surface Area = 30 + 30 + 195 + 180 + 75 = 510 square inches the ramp because he would need 510 sq. inches.
7

§ During this slide, I will ask students how many faces does this shape have. I will call on students on Zoom
(Zoomies or Homies) or the students in the room (Roomies) to answer the questions I will ask.
§ I will show them how to solve this problem step-by-step so that students are able to solve it easily
independently.
BENJAMIN IS PLACING ALL HIS LEGOS IN HIS NEW TOY
B O X . I F T H E V O L U M E O F T H E B O X I S ! " # # ⁄$ C U B I C
INCHES, WHAT IS THE LENGTH OF THE BOX?
a)
V = 136!⁄" L = x inches W = 3 inches H = 6!⁄" inches
V = LWH &'(.*
=
&+.*,
% !⁄" inches

136.5 = (x) (3) (6.5) &+.* &+.*
136.5 = (x) (19.5) 7=x
Day & Date: February 1, 2021 AA == (5)(15)
lw
= 75
Number of Students in Class: 28 A = lw
A = (13)(15) = 195
A = !⁄"bh
A = !⁄"(12)(5) = 30
§ Then, I will ask students if the net represents the shape. I will make the answers and problems different colors
so that they’ll be able to see the pattern and the problem more easily. Most of these are for visual learners.
§ After going over this question, I will again ask students if they have any questions or concerns on how to solve
this problem.
7
• Active Engagement

a)
V = LWH &'(.* &+.*,
&+.*
= &+.* % !⁄" inches
136.5 = (x) (3) (6.5)
136.5 = (x) (19.5) 7=x
x inche
s 3 inches
b)
The volume is !⁄# the number of cubes.
Active Engagement
8
o First, I will have students try to solve this problem on their own. It may be a little challenging, but I want them to
challenge themselves.
o Students will underline/highlight the important information as I go over the problem. Then, I will probe the
4
question of what my equation would look like? How would I solve for x? And if we would use inverse operation?
o I will give them a few minutes to solve the problem (5 minutes). I will walk around the classroom to see if the
students have any questions. I will also look to see if my Zoomies would have any questions about the problem.
o After our 5 minutes, I will ask students what answer they got and asking my Zoomies to send me their answers in
the chat or unmute themselves and tell me. Then, I will go over the problem with the class so that they’ll know
how to solve the problem.
o Before we start on the Desmos, I will allow the students to attempt the Venn diagram again where they would
determine which statements goes with volume or surface. This will show them how much they’ve learned in the
lesson and what more they would need to learn.
• Differentiated Small Groups (30 minutes)
o Students will work on their Desmos independently and I will walk around the classroom to answer any questions
they may have. Students who are in the classroom and aren’t working on their Desmos will have extra attention.
For students who are on Zoom and aren’t working on the Desmos, I will pull them into a breakout room to see if
they need any help or to see what’s going on.
o If we have time at the end, I will go over one of the questions that most students had a hard time solving.
o Answers for Desmos
§ Problem 1: 108 𝑖𝑛!
§ Problem 2: 144 𝑖𝑛"
§ Problem 3: 2 2*5 𝑐𝑢𝑏𝑖𝑐 𝑢𝑛𝑖𝑡𝑠
§ Problem 4: 91.2 𝑐𝑚"
Closure (5 minutes)
• Explain how students will demonstrate knowledge/understanding of the learning objectives for this lesson.


o Students will send me a chat in the Zoom meeting about what they were confused about on the lesson. For
students who are in person, I will ask them to put a thumbs up or down if they understood the lesson.
• What are next steps for the students and the teacher to prepare for the next class session/learning objective?
o The next steps for the students to prepare for the next class session/learning objective is to complete any
classwork and look over notes. The next steps for the teacher to prepare for the next class session/learning
objective is to provide various ways to solve mathematical problems and various digital tools to help students
understand the content.
Facilitation & Safety
• Describe in detail the following components of the classroom facilitation and operation:
o How will you ensure students know where to find and understand class activity instructions?
§ I will ensure students know where to find and understand class activity instructions by repeating them
several times. I will also ask students if they have any questions of the activity and offer any help to students
who are struggling with the lesson.
§ Links for Desmos or other activities will be on eClass for students who cannot find anything for the day’s
lesson. I will also put it in the chat if students cannot find it on eClass.
o In what ways will you respond to interruptions or disruptions?
§ There are different ways to responding to interruptions or disruptions depending on the situation. Students
will be muted when I am speaking and I will keep advising students that they will need to write notes in their
notebooks. I will also tell students that they will need to have their cameras on at all times, so that I know
they are present. If they need to turn their cameras off for personal reasons, their parents will need to send
me an email or talking points explaining before class. Or students may send me a direct message of a
reasonable excuse of why they need to have their cameras off during class and it will be approved. For
students who are face-to-face, I will ask them to try to pay attention to the lesson and make sure they are
writing their notes. If the student is still disrupting the class, points will be taken off for participation.
o How will you provide other additional support that may be needed (for students who are disengaged or who do not
understand)?
§ I will provide additional support for students who are disengaged by calling their names and asking them to
pay attention to the lesson. If their disengagement continues, I will pull them/her/him into a breakout room
and make sure they are doing their work on Desmos. For students who do not understand the material, they
will have a chance to attend morning Zoom tutoring. For students in the classroom, I will let them know
beforehand that I will call on people to answer the math problems. If they don’t understand the material, I
will sit down with them and explain again how to solve the problem.
o What are your plans for transitions from one activity of the lesson to another?
§ To transition from one section of the lesson to another, I will give students a set time warning of when we are
going into the next part of the activity/assignment. I will utilize a timer for students to see while doing their
work. This gives students the chance to build their time management skills. Depending on how many
students completed their assignment, students will be encouraged to finish it for their participation grade.
o How will you use/reinforce classroom norms?
§ On the first day of class, they utilized the whole day to go over expectations for the semester such as:
¨ Masks and social distancing
▪ You must wear your mask properly covering both your nose and mouth.
▪ You must social distance (stay 6ft apart) as much as possible.
▪ You must use hand sanitizer when you enter the classroom and before lunch.
¨ Cellphones
▪ Must stay in your bag
▪ Not allowed in classes
▪ Not allowed in hallway
▪ 1 warning then detention
¨ Bathroom
▪ You will have a chance to use the bathroom in 2nd and 5th period.
▪ If you ask to leave the class at any other time, you need to have your agenda signed. If you do not
have your agenda, do not ask to leave the room.
¨ Connections


▪ You walk with your group to connections.
ú Mr. Sollot goes to the 3rd floor.
ú Mrs. Gray-Watson goes to PE.
ú Mrs. Klein and Mrs. Fendler goes to the 1st floor.
▪ You are expected to stay in line.
▪ You are expected to stay on the gray tile.
▪ You are expected to stay silent.
▪ You are expected to leave space between you and the person in front of you.
¨ Tutoring
▪ Tuesday: 8:15AM for Mr. Sollot
▪ Wednesday: 8:15AM for Mrs. Klein
▪ Thursday: 8:15AM for Ms. Fendler
▪ Friday: After school for Mrs. Gray-Watson
¨ Jeans
▪ Jeans can ONLY be worn on Fridays.
▪ Jeans can NOT have holes, rips, or tears.
¨ Math Supplies
▪ Composition Notebook
▪ Calculator – may not use your phone
▪ Pencil
▪ Glue Stick
▪ Scissors
▪ Dry Erase Marker
¨ Digital Learning
▪ You are expected to be on time to Zoom.
▪ You are expected to have your camera on ALL OF THE TIME.
▪ You are expected to participate.
▪ You are expected to complete all classwork.
§ Teachers will remind students of expectations when students are not doing what they’re supposed to be
doing.
o How will you handle supplies needed for the lesson? What are the physical components of the classroom, such as desk
arrangement, stations, cooperative learning groups, etc. that support your learning objectives?
§ Students for face-to-face instruction will sit in their assigned seats that are 6-ft apart. Students on Zoom will
have no seating arrangement, but students who are struggling to finish their assignments will be in a
breakout room. The other students can ask questions about what they are confused with.
§ Students are provided with their own bags with calculators, scissors, and glue sticks.
Layered Texts and Other Materials
• Write a detailed (bulleted) list, including authors, of all the materials/resources/links/technology needs for this
lesson.
o Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive
Literacy. Scholastic.
o https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
o https://www.iste.org/standards/for-students
o https://teacher.desmos.com/activitybuilder/custom/600976346d95420b9290a450
o https://www.map.mathshell.org/download.php?fileid=1613
o https://tasks.illustrativemathematics.org/content-standards/6/G/A/tasks/135
o https://drive.google.com/file/d/1FFzsUnipaKR3IwVjQZeWGjp9hTvV4d6k/view
• Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.

Day & Date: February 1, 2021 1/27/21

AREA AND VOLUME
VOLUME OR SURFACE?
J
READ EACH OF THE PROBLEMS BELOW. DETERMINE IF YOU NEED TO FIND
THE VOLUME OR THE SURFACE AREA.
VOLUME SURFACE
A BOX NEEDS TO BE PAINTED.

A JUICE BOX IS 4 IN. TALL, 1
HOW MANY SQUARE INCHES
IN. WIDE, AND 2 IN. LONG.
NEED TO BE PAINTED TO
HOW MUCH JUICE FITS INSIDE
COVER THE ENTIRE SURFACE
THE JUICE BOX?
OF THE BOX?
Activating Strategy

TC Name: Lydia ChoRong Suh 1/27/21

TODAY WE WILL…
Solve real-world problems that involve

finding the volume or surface area of a
figure.


VOLUME OR SURFACE?
READ EACH STATEMENT BELOW DETERMINE WHICH
STATEMENT IT BELONGS IN THE VENN DIAGRAM
VOLUME SURFACE
MEASURED IN CAN BE
CUBIC FEET MEASURED
USING A NET
MEASURED IN
SQUARE UNITS
INCLUDES ALL
FACES
A WAY
TO
MEASURE
INCLUDES ONLY SPACE
SPACE NEEDED MEASURES MEASURES FIGURES
TO FILL INSIDE SPACE INSIDE OUTSIDE
SURFACE
A FLOWER BOX IN THE SHAPE OF A

RECTANGULAR PRISM MEASURE 9½ INCHES TALL
AND HAS A 4-INCH SQUARE BASE.

First, lets find the volume of the flower box. Since 75% of the box is water (or 114
Since it has a square base the length and cubic inches), I know that the remaining is
width are 4 inches. 25% of the box is dirt (or 38 cubic inches).
Volume = Length x Width x Height OR V = LWH
V = (4) (4) (! !⁄")
V = 152 cubic inches
Now, lets find out how much 75%
75%
38 + 38 + 38 = 114 cubic inches
25% 25% 25% 25%

152 ÷ 4 = 38 152 ÷ 4 = 38 152 ÷ 4 = 38 152 ÷ 4 = 38
100% = 152 Cubic Inches


THANG WANTS TO PERSUADE HIS DAD TO HELP HIM BUILD A RAMP IN THE
SHAPE OF A TRIANGULAR PRISM, SO HE CAN LEARN TO PERFORM TRICKS ON
HIS SKATEBOARD. MR. SUT SANG TOLD THANG TO DRAW A NET AND A
DIAGRAM TO SEE HOW MUCH WOOD THEY NEED TO BUY. THANG CONCLUDES
THAT THEY NEED 500 SQUARE INCHES OF WOOD. WILL THANG AND HIS DAD
HAVE ENOUGH WOOD?
Step 1: Draw the net of the A = !⁄"bh A = lw
figure. A = !⁄"(12)(5) = 30 A = (12)(15) = 180
Step 2: Find the area of all
the faces of each shapes
A = lw
A = (5)(15) = 75
A = lw
!⁄ bh A = (13)(15) = 195
A= "
A= !⁄ (12)(5) = 30
"


a)
V = LWH &'(.* &+.*,
&+.*
= &+.* % !⁄" inches
136.5 = (x) (3) (6.5)
136.5 = (x) (19.5) 7=x
x inche
s 3 inches
b)
The volume is !⁄# the number of cubes.
Active Engagement


1/27/21
9

References
• Use and cite course readings and research knowledge to justify your pedagogical and curricular choices. Use APA
formatting (https://owl.english.purdue.edu/owl/section/2/10/ ) and place references at the end of the lesson plan,
after materials.
Frameworks //. (n.d.). Retrieved January 21, 2021, from
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
ISTE Standards for Students. (n.d.). Retrieved January 21, 2021, from https://www.iste.org/standards/for-students


Painting a Barn. (n.d.). Retrieved January 28, 2021, from https://tasks.illustrativemathematics.org/content-
standards/6/G/A/tasks/135
Meet Google Drive – One place for all your files. (n.d.). Retrieved January 28, 2021, from
https://drive.google.com/file/d/1FFzsUnipaKR3IwVjQZeWGjp9hTvV4d6k/view
Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy.
Scholastic.
https://www.map.mathshell.org/download.php?fileid=1613


Week 2 Lesson Plan 02

Uploaded by

Copyright:

Available Formats

You might also like

Week 2 Lesson Plan 02

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Week 2 Lesson Plan 02

Uploaded by

Copyright:

Available Formats

TC

Name: Lydia ChoRong Suh

FEBRUARY 1 : LESSON AND ASSESSMENT PLAN

Introduction or Student Spark (5 – 7 minutes)

A BOX NEEDS TO BE PAINTED.

Body (45 minutes)

TC Name: Lydia ChoRong Suh FACES

Day & Date: February 1, 2021 A WAY

A FLOWER BOX IN THE SHAPE OF A

25% 25% 25% 25%

No, Thang would not have enough wood to build

BENJAMIN IS PLACING ALL HIS LEGOS IN HIS NEW TOY

The volume is !⁄# the number of cubes.

AREA AND VOLUME

A BOX NEEDS TO BE PAINTED.

Solve real-world problems that involve

A FLOWER BOX IN THE SHAPE OF A

25% 25% 25% 25%

No, Thang would not have enough wood to build

BENJAMIN IS PLACING ALL HIS LEGOS IN HIS NEW TOY

The volume is !⁄# the number of cubes.

Frameworks //. (n.d.). Retrieved January 21, 2021, from

You might also like