LESSON PLAN TEMPLATE

Apr 22, 2021 Surface area of rectangular prisms 8

Date Lesson Title Grade Level
45 minutes Math 8 3
Time in Lesson Subject Lesson #
Ms. Muir and Natasha Ahluwalia
Developed by

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

Space and Shape (measurement)

General Outcome
Use direct and indirect measurement to solve problems.

Specific outcomes:
2. Draw and construct nets for 3-D objects.
[C, CN, PS, V]
3. Determine the surface area of:
• right rectangular prisms
• right triangular prisms
• right cylinders
to solve problems.
[C, CN, PS, R, V]
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and right cylinders.
[C, CN, PS, R, V]

Objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

By the end of this lesson students will Student participation in lesson to view any gaps in students’
knowledge on previous content (naming polygons, naming
Define triangle polyhedrons, drawing nets of 3D shapes). Review of homework.
Adapted from Wiggins, Grant & J. McTighe (1998)
Define quadrilateral
Define parallelogram If any large gaps found, suggest students watch videos to fill any gaps.
Define polygon
Classify polygons Check students understanding and participation on example
Define polyhedron problems in notes.
Define net
Define prism
Define pyramid
Classify polyhedrons
Draw nets from 3D object
Identify 3D object from net
Name polyhedron from net
Recognize when a net is complete or incomplete
Define area
Define surface area
Calculate area for a rectangle
Calculate surface area for a rectangular prism
Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Fill in guided notes for students. Notes provided ahead of time with option to print colored completed
Loft board to show notes and fill in with students. version for all students
Each student has set of quick notes. (personal and/or color coated  helps students who have trouble focusing
teacher version)  helps students who cannot write and listen
White board and multiple colored markers.  helps students with executive functioning issues
 helps students with LD in reading/writing
Rulers
Sticky notes Calculators available for students to aid in addition, subtraction,
Scissors multiplication and division.
Examples of nets prebuilt
Building set for nets Visual aids in guided notes.
3D objects which break down into their nets
Color coded steps on loft board and white board.

Videos provided beforehand to offer an alternate

perspective/teaching style to learning the material. Also available to
aid students who missed class, or were not focused for a portion of
Adapted from Wiggins, Grant & J. McTighe (1998)
 the class. Encourages students to work towards filling gaps in their
understanding. Some students need alternate way of seeing/hearing
content.

Weekly math help on Tuesdays from 7:30-8:25 for students who

require assistance from teacher.

Quick notes provided to student 1, student 2, student 3 before start of

class.

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Review of last class’s homework on nets. Focus on gaps and overlaps.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understandings of the outcomes.

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?
Ask students if they had any questions from last class’s Ask questions if any specific ones were difficult. 4 minutes
homework on nets.

Emphasize how to recognize gaps and overlaps. In

polyhedrons it is okay if there is one gap, but it is not okay if
there is an overlap.

Show picture meme for surface area. 2 minutes

Hand out notes. Ask students to try out part A first two Try questions like a practice test. 6 minutes
questions as I am handing out notes. Treat these questions
like a practice quiz. They are questions from the homework, OPTIONAL: use sticky notes to fold nets.
so this is a check if they truly understood the homework.
Adapted from Wiggins, Grant & J. McTighe (1998)
Remind students that they can use sticky notes and cut them
out to create nets and try folding them.

For question 1, ask students to name objects.

For question 2, if it does not form an object, ask students to

give a reason why not.

Review answers. Participate in answering questions in guided discussion. 5 minutes

In question 1, mention net f is a composite or complex

object.

For question 1, ask students if they can give a reason as to

why object B does not work.

Show surface area “meme” photo. 2 minutes

Draw net of Part B question 1 as class. (Include hashes and Draw net. 4 minutes
side measure)

Underline faces and mention they are all rectangles.

Ask students to find area of one of the triangles. Suggest Try finding area. 3 minutes
using 3 x 8 rectangle from net. Highlight this part of the net.

If they finish, ask them to find area of square.

Review how to find area of rectangle. Focus on 4 steps from Check answer and check for 4 steps. 3 minutes
grade 7:
 well-labelled diagram
 formula (matching variables in diagram)
Adapted from Wiggins, Grant & J. McTighe (1998)
  substitution (in brackets)
 answer (with units)

Set up first two steps for solving area of square. Copy first few steps, try to finish at later time. 3 minutes
Ask students to complete question on their own (at end of
class or for homework)
Work on SA of rectangular prism question. Hold up fingers. 2 minutes
First ask students how many different rectangles there are?
Ask students to hold up fingers for the number of distinct
rectangles.
Mention that the net is already drawn here, but usually we Copy down formula. 2 minutes.
want to try to draw disconnected nets. We can do this in the
formula for our question. Show formula with images of
rectangular faces (net) in the equation. Use distinct colors to
label each rectangle.
Replace rectangles with formula using variables. Need to Participate in leading questions to set up formula. 2 minutes
make sure these variables are on the original diagram.
Substitute for values and find answer with unites. Help find answer. 2 minutes
(OPTIONAL: TIME PERMITTING If no time, complete at Copy down quick notes. 5 minutes
start of next day’s work period. Will serve as a reminder to (OPTIONAL)
students)
Complete quick notes together about key ideas from surface
area.
 Well labelled diagram.
 Formula with disjoint net
 Formula with variables
 Substitution
 Answer (with unites)

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Complete quick notes together about key ideas of surface area of rectangular prisms.

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION
 How do you feel your students experienced this lesson?
 How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those
requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?
Overall I think this lesson went well. In the future it may be helpful to have a cut out of the net of the rectangular prism colored to match what I will do in
the lesson. Extra manipulatives will help students visualize the object. I liked the incorporation of the meme. I was scared of how students would respond
to it. I figured they would either laugh at the meme or laugh at me, either way I wanted to elicit some type of chuckle. As an additional accommodation, I
think I would like to provide students more time to try some of the questions on their own. A lot of this lesson was connecting nets (new content) to area
of polygons (grade 7 content), so to build these connections, I think it would be helpful for students to try a few problems on their own.

I used an analogy of wrapping up an object in wrapping paper, but wanting to be stingy with paper and now have any “extra” as an example for a real life
application of surface area. This helped the students understand what surface is measuring.

Adapted from Wiggins, Grant & J. McTighe (1998)