SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT FOR FLM

Revised June 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give
students, anticipated responses they will give, the structure of notes if you will lecture, the directions for any activities, and key
questions you intend to pose to students. In addition, give time points to help with pacing and attach any handouts that will be used.
This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.

UNIT TITLE: SURFACE AREA AND VOLUME

LESSON TITLE: SURFACE AREA OF CYLINDERS

STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE: 12/14/16 TIME: 45 mins. ROOM: #
Math
7th
SCHOOL: CSUF
SUBJECT:
GRADE LEVEL:
EQUIPMENT/MATERIALS: Toilet paper roll, soup cans, rulers, paper, worksheet
TYPE OF LESSON AND
INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

Preparation/Motivation
_x_ Adaptation of Content
_x_ Link to Background
_x_ Link to Prior Learning
_x_ Identify Key Vocabulary
Communication Processes
_x_ Reading
_x_ Writing
_x_ Speaking
_x_ Listening

Scaffolding
Grouping
_x_ Modeling in Multiple Ways
_x_ Whole class
_x_ Wait Time
_x_ Small groups
_x_ Communication
_x_ Partners
_x_ Comprehensible input
_x_ Independent
Application/Representation
_x_ Hands-on
_x_ Meaningful
_x_ Linked to objectives
_x_ Promotes engagement

Assessment (w/ appropriate feedback)

_x_ Individual
_x_ Group
_x_ Written
_x_ Oral

RATIONALE: HOW DOES THE LESSON FIT INTO THE UNIT OF STUDYWHAT DOES IT BUILD ON (PRIOR KNOWLEDGE)?
LEAD UP TO?

WHAT DOES IT

The students solving the surface area of cylinders is part of the unit of solving the area and volume of 3-d figures as
stated in the standards. The students are to use their prior knowledge of circumference as well as the area of rectangles.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.MATH.7.G.4. Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.

CCSS.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms
CCSS.MATH.PRACTICE.MP1. Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP3. Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4. Model with mathematics.
CCSS.MATH.PRACTICE.MP6. Attend to Precision
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will find the surface area of cylinders. The students will develop a net for a cylinder to find the surface area of
a cylinder. Students will show the relation of the rectangle of the cylinder. Students will be able to round the surface
area to the nearest tenths.
LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIECES AND INTERESTS

Students begin the class with a warm-up activity as presented on the projector prior to them starting class. The
warm-up usually attends to the students prior knowledge and is related to the lesson for the day. Students are

given 5 minutes to work on the warm-up or as needed.

The warm-up problem for today is, calculate the circumference of two circles given the radius or diameter.
After the warm-up the teacher then goes over the objectives as a class before beginning the activity. After the
objectives the teacher begins the lesson by cutting a toilet paper roll in half and spreading it out for visual
representation. The teacher asks students if the area of this toilet paper roll will stay the same after cutting it in
half. The students have a class discussion on the anticipatory set.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING

The teacher then begins the lesson for the day. The teacher hands out students soup cans that are different
sized and instructs students to wrap up the container precisely, similar to their previous wrapping activity. The
students are to wrap the containers and develop a type of formula so students can solve another groups can.
The students will switch cans and solve for this new can using the formula they created. The teacher will
progress monitor the groups work and clarify any of their questions or problems.
After the activity, the teacher will collect the students and ask group volunteers to share the formula they
created for solving the surface area for the cans. The students share their formulas and the class has a group
discussion on each of the groups formula. If students have not represented the formula for the surface area of
a cylinder the teacher will provide the class with the formula. The teacher then shows the formula and works
through some of the groups cans measurements.
The teacher then hands out students a worksheet that provides them with practice problems on the surface area
of a cylinder. The teacher does one or two problems with the students as a class as needed and the students
work in pairs or independently on a few problems. Students work on the worksheet for class and if they did
not finish it the rest is for homework.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

Students do a Snowball closure that requires them to take a piece of paper and write down measurements for a
cylinder. Students crumple the piece of paper and toss is across the room. Students must pick up a piece of
paper and solve the formula as they have done so on the practice worksheet.
ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)
ENGLISH LEARNERS

ADVANCED STUDENTS
IEP REQUIREMENTS

English Learners are accommodated through modeling the surface area of a cylinder. Students
can see the physical representation for solving the surface area and are given a worksheet to
solve. They can work in groups to practice their literacy speaking and listening skills.
Advanced students will be able to assist their peers as they work in groups create a formula for
the surface area of a cylinder. They are also given a worksheet for solving the surface area of
cylinders and can work at their own pace to solve it.
Students will be given the accommodations needed as stated on their IEP.

ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)

TYPE

DESIGN

EL

Warm-up

PM

IMPLEMENTATION

Beginning of class students begin

their warm-up on their warm-up
worksheet provided
Group Work Activity
Teacher walks around the
classroom towards each group and
checks to see if they are close or
have trouble with developing a
formula for the surface area of a
cylinder.
Solving the Surface Area of Students practice as a class then
a Cylinder Worksheet
independently or in pairs in solving
the surface area of cylinders using
the formula discussed as a class.

FEEDBACK STRATEGY

Teacher goes over the answer

and explains how they got
the answer.
Teacher reviews students
work and reviews it as a
class, makes the necessary
corrections as needed and
then provide students with
the worksheet.
The following day the
teacher will review the
homework as a class and
collect the assignment for
points.

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING?

HAPPENED?

WHAT ACTUALLY

STUDENTS MAY STRUGGLE WITH CREATIVE A FORMULA FOR THE SURFACE AREA. MAKING SURE THAT THE GROUPS ARE HETEROGONOUS TO
WHICH STUDENTS CAN HELP EACH OTHER DISCOVER THE SURFACE AREA FORMULA FOR A CYLINDER.