Lesson Plan Template

Ohio Standards Connections: CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional ob ects composed of triangles, !uadrilaterals, pol"gons, cubes, and right prisms.

Lesson Summary: Students will be analyzing the relationship between surface area and volume for a cereal box and then creating their own box that uses less material. Estimated Duration: 45 minutes

Commentary: Pre-Assessment: Students will review the formulas for surface area and volume of a rectangular prism and solve 3 examples. Scoring Guidelines: Once the majority of the class has shown the ability to apply their nowledge of surface area and volume of a rectangular prism we will move on to the activity. !his will not be a graded pre"assessment.

!eachers should conduct ongoing teacher assessment and student self" assessment throughout instruction. !hese can be planned or conducted as opportunities for observation or reflection arise. #f planned$ describe here. Post-Assessment: %igh !ech& Students will complete a Socrative wor sheet throughout class and finish with a separate Socrative exit poll which will be used to receive feedbac from students on their ability to achieve S'O(s.

Lesson Plan Template

'ow !ech& Students will complete a wor sheet and Socrative exit poll will be used to receive feedbac from students on their ability to achieve S'O(s )o !ech& Students will complete a wor sheet and use scrap paper to answer the exit poll which will be used to receive feedbac from students on their ability to achieve S'O(s Scoring Guidelines: !he wor sheet will be graded based on the categories specified in the attached rubric. * Socrative exit poll +high,low tech- or paper exit slip +no tech- will be used to gauge students understanding of the S'O(s. !his will not be a graded assessment but rather a chec point to see whether it is appropriate to move on to different S'O(s. Instructional Procedures: %igh !ech Students will be split into groups of no more than 5. Students will log into Socrative where they will have a wor sheet they will be filling out throughout class. Students will use their nowledge of rectangular prisms and cubes along with the nowledge they gain in the wor sheet to come up with a new box design. .roups who complete the assignment early will go to other groups to help them through cooperative learning. Students will complete an online exit poll to greater measure the success in accomplishing S'O. 'ow !ech Students will be split into groups of no more than 5. Students will be handed a wor sheet explaining the problem and detailing all the steps necessary. Students will use guess and chec to come up with multiple options for a more efficient use of cardboard on a cereal box. .roups who complete the assignment early will go to other groups to

Lesson Plan Template

help them through cooperative learning. Students will complete an online exit poll to greater measure the success in accomplishing S'O. )o !ech Students will be split into groups of no more than 5. Students will be handed a wor sheet explaining the problem and detailing all the steps necessary. Students will use guess and chec to come up with multiple options for a more efficient use of cardboard on a cereal box. .roups who complete the assignment early will go to other groups to help them through cooperative learning. Students will complete and turn in a paper exit poll to greater measure the success in accomplishing S'O.

Differentiated Instructional Support Gifted Learners: !o differentiate the lesson plan for gifted learners$ there will be a bonus /uestion that ta es the same /uestion in the original assignment and loo s at the inverse. 0#f 1roger wanted to come up with a 2ega"sized cereal box using the same amount of surface area as the original box how much volume could they have34 !his problem forces the students to thin critically while promoting reverse thin ing. !he answer to the /uestion is a cube li e the original /uestion. +*fter any group is finished with the original assignment they will move on to the 5bonus problem5 giving everyone the opportunity to expand their nowledge. !he bonus part can be done as a group or individually based. #f individually based& there will be 6 different /uestions$ one for general students and one that challenges gifted learners +after group is finished teacher tells student which of the 6 /uestions they should answer-. English Language Learners: 2ath is a universal language so differentiating the lesson plan for 7nglish language learners will not be difficult. #nstructions can be typed in different languages for students who need it or put into simpler 7nglish terms if needed. !ranslators are permitted for the 7S' students.

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Academically Challenged Students: 7xpanding the nowledge that the outcome is a cube will be difficult. 8e will give the students legos that add up to the right volume and they can rearrange the legos to get the smallest surface area possible. !his gives a simpler hands on experience to help the students better succeed. Socioeconomic Status: #n consideration of ids from different socioeconomic statuses the cereal boxes for the assignment will be provided. Physical Disa ilities: Students who are unable to write can type their answers or have someone write them down for them. Since it is a group assignment one student will be able to cut the boxes. 9or students with visual impairments$ the wor sheets can be typed in different font sizes or adapted to any other needs +i.e. read out loud on computer-. E!tension !he /uestion mentioned above for gifted learners can be applied to everyone once they have met the re/uirements for the standard assignment. "ome#or$ Options and "ome Connections Students will be assigned practice problems for both rectangular prisms and cubes. Interdisciplinary Connections !his lesson can tie in with 2ar eting as a possible reason to the current design as well as :esign with the current design being used to ma e it easier to grip when pouring. %aterials and &esources:

Lesson Plan Template

For teachers S2*;! <oard$ Scissors$ ;ulers$ =ereal <oxes. For students >encil$ 7raser$ i>ad or other device to connect to the internet$ internet. 'ey (oca ulary Surface *rea ?olume ;ectangular >rism =ube )echnology Connections S2*;! <oard to be used at the beginning of the class for review and introduction of S'O(s =alculators +i>ads are sufficienti>ad or other device that can connect to the internet for online exit poll. &esearch Connections #nclude research that supports the content or methods of instruction within the lesson. General )ips ;ecord observations and suggested modifications to facilitate instruction and student learning in the lesson. Attachments 8or sheet +'ow !ech,)o !ech-

Lesson Plan Template