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MATH UNIT
GEOMETRY
SARA STOLARSKI

Schedule for Math Unit on Geometry

Day 1: Lesson Focus- Assessment: Area of Shapes


Day 2: Lesson Focus- Reintroduction to Shapes


Day 3: Lesson Focus- Three Dimensional Shapes: Rectangular Prism


Day 4: Lesson Focus- Three Dimensional Shapes: Cylinder


Day 5: Lesson Focus- Three Dimensional Shapes: Triangular Prism

Final project 3-D shape poster





























Homework Day 1



Helpful Area Formulas:
Quadrilateral: length * base
Triangle: ! base * length
Circle: "r^2


Find the area of the following circles, triangles, quadrilaterals, and polygon.


1. Find the area of the circle





= ________





2. Find the area of the following quadrilaterals



10


8


= _________










"

# $$$$$$$$$$$
"
"


3. Find the area of the triangles



















Challenge Problem:

What shapes will fit into the pentagon?











How can you find the area of the pentagon?









%
&
'
#$$$$$$$$$$$
()
#$$$$$$$$

"


Additional or optional final project for GATE students


Polygon Sphere Project

Goal: Create a Sphere made up of at least 2-4 polygon shapes

Instructions:
Create a sphere of polygon shapes that will be constructed as a 3D figure. You must use
at least 2 different shapes for example a triangle and hexagon. And calculate its

Allowed shapes include:
Triangle
Pentagon
Hexagon
Quadrilateral (square)

Calculations:
Find the surface area and volume of the sphere



























Day: 1
Grade Level: Sixth Grade
Length of Lesson: 40 minutes

Lesson Focus- Assessment of Area of Shapes

CA State Standards:
1.1 Understand the concept of a constant such as "; know the formulas for the circum-
ference and area of a circle.

2.3 Draw quadrilaterals and triangles from given information about them (e.g., a
quadrilateral having equal sides but no right angles, a right isosceles triangle).

Common Core Standards:
6.G.4 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other shapes;
apply these techniques in the context of solving real-world and mathematical problems.

Standards for Mathematical Practice: Model with mathematics, Use appropriate tools
strategically, Make sense of problems and persevere in solving them, reason abstractly
and quantitatively, attend to precision.

Learning Outcomes/Objectives: The students will be able to identify the correct area
formulas for a circle, triangle, and quadrilateral. The students will practice and review
how to calculate the area of shapes. The students will be able to demonstrate the ability
to work in small groups.

Vocabulary: area, quadrilateral, triangle, square, circle, polygon, radius, and
circumference

Assessment: The teacher will check for prior understanding of the concepts of area by
reviewing the groups paper at the end of the activity. This will serve as diagnostic
assessment for the students to demonstrate their ability to calculate the area of various
shapes for the rest of the unit.

Materials: paper, worksheets, pencils, math journal, whiteboard, and markers

Room Environment: The students will rotate around to each station at six desks in
groups of four. The desks are joined together to make groups of four.

Students: The students will be in homogenous groups based on their prior test scores in
geometry to assess how well they understand the area of the different shapes. The GATE
students will most likely be in the same group to assess their ability and will be
challenged with the pentagon problem. The EL students will be mixed in groups of other
native English speakers. The constant movement and timed structure will benefit AD/HD
and students with behavioral issues.

Instructional Procedure

Anticipatory Set/Orientation: Today we are going to be playing some math musical
chairs. We are going to review how to calculate the area of different shapes. Do your
best to answer the questions and there is no pressure to get the right answers!

Instruction: The teacher will begin by having six stations set up each having the
students calculate the area of an equilateral triangle, right triangle, square, rectangle,
circle, and pentagon. The review and assessment activity will be like musical chairs.
Groups of four students will rotate around the room and go to the next station when the
music changes. Each station will have 3 minutes to figure out the area of the different
shapes. The students will have one paper for the group and switch scribes at each station.
They will work together to complete the task. The teacher will review each of the
problems on the boards and give examples for each as the students copy down the
answers in their math journals.

Guided Practice: The teacher will review the answers as a whole class and review the
area formulas for a quadrilateral, triangle, circle, and expand upon with a pentagon. The
teacher will guide the students through the correct way to solve the problems and the
students will write the examples in their math journal.

Monitoring: The teacher will check for understanding and circulate during the stations
by asking questions such as,
How can find the area of that shape?
Why did your group choose to multiply those sides?

Independent Practice: The students will rotate in groups of four around the stations and
solve the problems. The students will copy down the area formulas and examples in their
math journals.

Closure: Wonderful job today mathematicians remembering how to find the area of all
of these shapes.

Sources: http://www.math.com/tables/geometry/surfareas.htm










Math Station Problems: Day 1

1. Find the area of the equilateral triangle
Base: 6 inches








=__________

How did your group find this answer?



2. Find the area of the right triangle
Base: 4 inches
Height: 6 inches





=___________


How did your group find this answer?



3. Find the area of the circle

Circumference: 10
Radius: 5




=________________

How did your group find this answer?

4. Find the area of the square
Length: 8 inches





=______

How did your group find this answer?





5. Find the area of the rectangle
Length: 14 inches
Width: 9 inches





=____

How did your group find this answer?




6. Find the area of the pentagon
Radius: 6
Hint * try and find shapes within the pentagon that will help you calculate the area






=______

How did your group find this answer?




POW for Day 2

















What is the area of square?

A.


B.




C.



How did you find the sides X in square C?












*
+
,
-


-
%

%
.



.

Day: 2
Grade Level: Sixth Grade
Length of Lesson: 40 minutes

Lesson Focus- Reintroduction to Shapes

CA State Standards:
1.1 Understand the concept of a constant such as "; know the formulas for the circum-
ference and area of a circle.

2.3 Draw quadrilaterals and triangles from given information about them (e.g., a
quadrilateral having equal sides but no right angles, a right isosceles triangle).


Common Core Standards:
6.G.4 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other shapes;
apply these techniques in the context of solving real-world and mathematical problems.

Standards for Mathematical Practice: Make sense of problems and persevere in
solving them, reason abstractly and quantitatively, attend to precision.

Learning Outcomes/Objectives: The students will be able to identify different shapes
that fit into each other such as triangles in squares and squares in rectangles.
The students will be able to calculate the area of a triangle, square, circle, rectangle, and
attempt a polygon.
The students will be able to record the areas of shapes in their math journal.

Vocabulary: area, quadrilateral, triangle, square, circle, polygon, radius, and
circumference

Assessment: The teacher will assess the students background knowledge by reviewing
the concepts of area of a triangle, circle, and quadrilaterals

Materials: The Greedy Triangle by Marilyn Burns, white boards, tangrams, rubber band
boards, rubber bands, whiteboard markers, iPads, computers.

Room Environment: The students will begin on the floor to listen to the teacher read the
book. Then the students will go into three rotations groups and rotate to different desks.

Students: The students will be in flexible groups and homogenous groups depending on
their learning needs. EL learners will be placed in groups with average or high achieving
students. The GATE students will be challenged with an additional bonus problem about
an area of a polygon.


Instructional Procedure

Anticipatory Set/Orientation: Review the POW problem. Read The Greedy Triangle
by Marilyn Burns, and discuss how shapes are everywhere. Write on the board some of
the brainstorming ideas.

Instruction: Rotations
Rotation 1: Independent, students will play a matching math game on the ipads or
computers. The game will be about matching shapes with other shapes and finding the
area of different shapes.
Rotation 2: Students will use tangrams and rubber band boards to make different shapes
within shapes. They will record their results on a piece of binder paper by drawing a
picture of what shapes within shapes look like.
Rotation 3: This rotation will be with the teacher at the white board and the student will
have individual white boards. The teacher will review the definition of area, the number
of square units needed to cover a surface. Then ask how we can find the area of a
triangle, square, rectangle, and circle. Depending on the level of the math group the
teacher will also introduce the area of a polygon and ask how students can find the area
using the other formulas we have learned. The students will write their answer on the
whiteboards and show them to the teacher.


Guided Practice: The students will calculate the area of different shapes with the
teacher during the rotations as the teacher models the steps.

Monitoring: The teacher will check for understanding and ask questions such as,
How do we find the area of a circle?
Why did you choose that number to calculate?
What is the formula for the area of?

Independent Practice: The students will complete a homework worksheet that allows
them to demonstrate their ability to calculate various areas.

Closure: Thank you for turning your brains on for our geometry lesson. Remember that
shapes are everywhere!

Sources:
http://www.scholastic.com/teachers/top-teaching/2013/02/five-ways-make-geometry-
memorable
http://www.math.com/tables/geometry/surfareas.htm







Day: 3
Grade Level: Sixth Grade
Length of Lesson: 40 minutes

Lesson Focus- Three Dimensional Shapes: Rectangular Prism

CA State Standards:
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area
of base # height); compare these formulas and explain the similarity between them and
the formula for the volume of a rectangular solid.

Common Core Standards:
6.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, 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.
6.G.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.

Standards for Mathematical Practice: Model with mathematics, Use appropriate tools
strategically, Make sense of problems and persevere in solving them, reason abstractly
and quantitatively, attend to precision.

Learning Outcomes/Objectives: The students will be able to calculate the surface area
and volume of the rectangular prism. The students will be able to construct three-
dimensional shapes out of paper of a rectangular prism, cylinder, and triangular prism.
The students will be able to identify the length, base, and height of the three dimensional
objects.

Vocabulary: base, volume, surface area, rectangular prism, triangular prism, and
cylinder

Assessment: The teacher will informally assess how the students are performing by
checking for understanding with thumbs up, down, to the side. The teacher will also
assess their homework to see if they grasped the idea of finding the surface area and
volume for a rectangular prism.

Materials: rectangle container, water, shapes to cut out, scissors, tape, pencils, math
journals, whiteboard, and markers

Room Environment: The students are seated at their table math groups all facing the
teacher to begin and then focused on the shapes at the groups of tables.

Students: GATE students will help other students who have not completed the 3-D
shapes and be given a bonus shape to construct. ELL will benefit from the tangible
shapes and labeling of each side.


Instructional Procedure

Anticipatory Set/Orientation: The teacher will show the students already constructed
3-D shapes and explain how we see these shapes everywhere. Where are some place you
see these shapes?

Instruction: The students will construct three-dimensional shapes in table groups;
triangular prism, cylinder, and rectangular prism with paper and tape. After constructing
the shapes the students will identify the length, width, base, and circumference of each
object. Then the teacher will give an example of how to calculate the area and volume of
a rectangular prism.
Example problem:
A rectangular prism with a width-5, height- 4, length-10.
V = l # w # h
Area = 2wl + 2lh + 2hw


V = 10#5#4 = 200
A = 2#4#5 + 2#5#10 + 2#10#4
= 40+100+80 = 220

The students will copy down the example and definition of volume and surface area in
their math journals. Describe volume by having a rectangular container and filling it up
with water to show that the space occupied by the water is the volume of the container.

Guided Practice: The students will follow the teachers labeling the shapes and guided
example.

Monitoring: The teacher will check for understanding and ask questions such as,
Why do we label this side a base, length, or width?
What happens when you tape together these sides?
What other shapes do you see in this figure?

Independent Practice: Students will bring in 3-D shapes tomorrow from home and find
objects like the ones they created in class.

Closure: Remember to bring a 3-D object like we created today from home tomorrow!
We will be doing an exciting project with them later this week!

Sources:
http://www.mathsisfun.com/geometry/cuboids-rectangular-prisms.html
http://www.math.com/tables/geometry/surfareas.htm






































Homework Day 3

Formulas for rectangular prism:
Volume= l x w x h
Area = 2wl + 2lh + 2hw

*All units in inches
1. Find the surface area and volume of the rectangular prism








Surface area= ______

Volume=_______


How did you find the answer?





2. Find the surface area and volume of the rectangular prism












Surface area= ______

Volume=_______

How did you find the answer?

% /

0

(- "


-




Day: 4
Grade Level: Sixth Grade
Length of Lesson: 40 minutes

Lesson Focus- Three Dimensional Shapes: Cylinder

CA State Standards:
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area
of base # height); compare these formulas and explain the similarity between them and
the formula for the volume of a rectangular solid.

Common Core Standards:
6.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, 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.
6.G.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.

Standards for Mathematical Practice: Model with mathematics, Use appropriate tools
strategically, Make sense of problems and persevere in solving them, reason abstractly
and quantitatively, attend to precision.

Learning Outcomes/Objectives: The students will be able to find the surface area and
volume of a cylinder with a height of 2cm and a radius of 3cm. The students will be able
to explain why there object fits into the three-dimensional categories of shapes a
rectangular prism, cylinder, or triangular prism.

Vocabulary: radius, circumference, cylinder, volume, and surface area

Assessment: The teacher will informally assess how well the students understand the 3-
D shapes by viewing their objects during share and tell. The teacher will formally assess
the students homework.

Materials: objects from home, toilet paper roll, whiteboard, markers, math journal,
homework worksheet

Room Environment: The students will begin in a circle on the floor and participate in
show and tell. Then the students will return to the desks as the teacher demonstrates the
cylinder example.

Students: The GATE students will be asked to bring in all three shapes for show and tell
but only share one. The ELL students will be asked to draw a picture of their object
along with bringing one in.


Instructional Procedure

Anticipatory Set/Orientation: Lets go around the circle and share the shape you
brought in and why? We are going to learn how to calculate the surface area and volume
of a cylinder today!

Instruction: The teacher will have the students come to the floor and sit in a circle. The
class will go around the circle and explain the reason they brought the shape to share and
what type of shape it is. Then the class will sit back in their desks and participate in the
example of how to find the surface area and volume of a cylinder. The teacher will bring
in a roll of toilet paper as their example and show the sides of the cylinder by ripping off
the toilet paper and showing the equivalent side of the cylinder.
Sample problem on the board:
Surface Area = Areas of top and bottom +Area of the side
Surface Area = 2(Area of top) + (perimeter of top)* height
Surface Area = 2(pi r
2
) + (2 pi r)* h
Volume= pi r
2
* h

Solution
The surface area of a cylinder is the area of the bottom and top circles and the area of the
side of the cylinder. This can be expressed as follows:
SA = 2"rh + 2"r
2

SA = 2" # (3cm) # (2 cm) + 2" # (3 cm)
2

SA = 2" # (6 cm
2
) + 2" # (9 cm
2
)
SA = 12" cm
2
+ 18" cm
2

SA = 30" cm
2


The volume of a cylinder is the area of the base circle times the height of the cylinder.
V = bh = "r
2
h
V = " # (3 cm)
2
# (2 cm)
V = " # (9 cm
2
) # (2 cm)
V = " # (18 cm
3
)
V = 18" cm
3


Guided Practice: The students will copy the example problem in their math journals

Monitoring: The teacher will check for understanding and ask questions such as,
How is finding the surface area of a cylinder similar to finding the area of a
circle?
Why do we have to multiply the area by the height?

Independent Practice: The students will complete the homework problems.

Closure: Lovely job today finding the surface area and volume of a cylinder. All of your
objects were fantastic and we will use them tomorrow!

Sources:
http://www.mathscore.com/math/practice/Cylinders/
http://www.math.com/tables/geometry/surfareas.htm
http://www.mathopenref.com/cylinderprism.html



























Homework Day 4
Formulas
Surface Area = 2(pi r
2
) + (2 pi r)* h
Volume= pi r
2
* h


1. What is the surface area and volume of the cylinder?

How did you find the answers?

Surface area=________ volume=_______




2. What is the surface area and volume of the cylinder?

How did you find the answers?



Surface area=________ volume=_______
Day: 5
Grade Level: Sixth Grade
Length of Lesson: 40 minutes

Lesson Focus- Three Dimensional Shapes: Triangular Prism

CA State Standards:
1.3 Know and use the formulas for the volume of triangular prisms and cylinders (area
of base # height); compare these formulas and explain the similarity between them and
the formula for the volume of a rectangular solid.

Common Core Standards:
6.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, 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.
6.G.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.

Standards for Mathematical Practice: Model with mathematics, Use appropriate tools
strategically, Make sense of problems and persevere in solving them, reason abstractly
and quantitatively, attend to precision.

Learning Outcomes/Objectives: The students will be able to calculate the surface area
and volume of a triangular prism. The students will be able to demonstrate what they
have learned about surface area and volume of 3-D shapes by creating a poster.

Vocabulary: triangular prism, rectangular prism, cylinder, surface area, and volume

Assessment: The teacher will assign the poster project as the form of summative
assessment of the unit plan. The teacher will circulate and check for understanding during
the project.

Materials: markers, whiteboard, tape, poster paper, scissors, glue, crayons, colored
pencils, and homework worksheet

Room Environment: The students will begin in their table groups and continue working
on their posters anywhere in the room, floor, table, or back table

Students: The GATE students will be given an additional final project they can choose
from, the polygon sphere. The ELL students will benefit from a creative poster and will
be partnered with a native speaker.


Instructional Procedure

Anticipatory Set/Orientation: We have learned how to calculate the area of one-
dimensional shapes and 3 dimensional shapes. Today we are going to find the area of a
triangular prism before we start our exciting poster project!

Instruction: The teacher will give an example of a triangular prism



Volume = Area # Length
Example: What is the volume of a prism whose ends have
an area of 25 in
2
and which is 12 in long:
Answer: Volume = 25 in
2
# 12 in = 300 in
3

Find the surface area of this right triangular prism.
Dimensions are in feet. SA = wh + lw + lh + ls
SA = 5(6)+9(5)+9(6)+9(7)
SA = 30+45+54+63
SA = 192 ft$

Pass out POW problem to math groups then review. Then the teacher will explain the
rules for the final poster project and write them on the board.

Guided Practice: The students will follow the teachers demonstration of the surface
area and volume of a triangular prism.

Monitoring: The teacher will check for understanding and ask questions such as,
Why do you multiply those numbers?
What type if triangle is in a prism?

Independent Practice: The students will create their own area posters of 3D shapes.
The poster will require a drawing of the shape, calculations of the area, and volume. The
shape that they choose will be the object they brought in. The shape will have to be a
rectangular prism, triangular prism, or a cylinder. The students will measure the sides in
inches.

Closure: Thank you for demonstrating your skills of 3-D shapes!!!

Sources:
http://www.scholastic.com/teachers/top-teaching/2013/02/five-ways-make-geometry-
memorable
http://www.math.com/tables/geometry/surfareas.htm
http://www.studyzone.org/mtestprep/math8/a/surfareatriprism7l.cfm
































POW Day 5





What is the surface area and volume of this Prism?









SA=_______

V=_________




How did you find this answer?