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: REVIEW SURFACE AREA OF 3D SHAPES

Day 6 TIME:
STUDENT TEACHER: Stephanie Chan and Tricia Dones
DATE:
Math 7/Pre-Algebra
SCHOOL: Middle School
SUBJECT:
EQUIPMENT/MATERIALS: I-Pads/ChromeBook/Computer, white boards

45 min. ROOM: 85
7
GRADE LEVEL:

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
___ 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

Prior to this lesson, students have learned about 3D shapes and how to find the surface area using their 2D nets. This
lesson builds upon prior knowledge because it is reviewing what the students have learned in the past lessons. This
lesson will lead up to the quiz to be taken the next day in class. Following the summative assessment, the students will
be learning about volume of 3D shapes.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

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. Students will make sense of problems and to persevere in solving them which we will
see the students doing as they solve for surface area of 3D figures.
CCSS.MATH.PRACTICE.MP2. The students will take the abstract idea of surface area and then quantitatively
calculate surface area of pyramids, prisms, and cylinders.
CCSS.MATH.PRACTICE.MP3. The students will construct viable arguments and critique the reasoning of others as
they work together on a Kahoot quiz with a partner.
CCSS.MATH.PRACTICE.MP4&5. By using the computer technology, the students will be using tools strategically
and modeling with mathematics virtually.
CCSS.MATH.PRACTICE.MP6&7. Students must attend to precision and look for and make use of structure in their

surface area responses.

CCSS.MATH.PRACTICE.MP8. Students will look for and express regularity in the formula for surface area and how it
applies to various types of 3D figures.
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will review the surface areas of prisms, pyramids, and cylinders. Students will participate in a class activity to
review and discuss the properties of 3-dimensional shapes.
Students will use EdPuzzle online on their iPads to correctly complete surface area problems that will review for the
following days quiz.
LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIENCES AND INTERESTS

10 min

Students will know the routine of coming in and sitting before the bell rings. They will take out their agendas
and write down the class work and homework for that day. They will also write the lesson objective in their
math notebooks.
The teacher will project the warm-up on the board that will ask the students to find the surface area of 3D
shapes. This will help students recall how to find the surface area for all the 3D shapes we have covered in the
unit thus far.
The teacher will ask student volunteers to come show their work on the board. Teacher will take an informal
poll at the end of each question to see how many students agree with that answer.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING

The teacher will go over the lesson objective with the students. She will tell the students that today we will be
reviewing surface area of 3D figures. The teacher will then tell students to log on to the computer/I-Pad and
then to EDpuzzle.com.
20 min

The students will then complete the assignment video that reviews surface area for the 3D figures from our
unit. https://edpuzzle.com/assignments/584fa27c96a36f3e4098a66f/watch Then the class will review the
problems with a partner and compare their work.

10 min

Next, students will team-up with their table partner for a Kahoot quiz. The students will answer questions and
compete for the highest score. https://play.kahoot.it/#/k/64805b30-c1a8-4a88-abf1-aeb6f61046b0
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

5 min

The teacher will close the lesson by reviewing the objective of the lesson. The teacher will answer any
questions or clear up any misconceptions that she may have noticed in students work. The teacher may
choose to review the formulas one last time for the students. The teacher will remind students to study for the
test as they prepare to leave class.

ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)

ENGLISH LEARNERS

ADVANCED STUDENTS

IEP REQUIREMENTS

The groups will feature a heterogeneous design that integrates English Learners with students of
proficient English skills. ELs will be able to practice speaking skills in a less intimidating setting
and can practice talking about the key vocabulary of the unit. ELs will also be practicing their
listening skills as they continue to listen to spoken English from native English speakers in the
class.
Advanced students will be asked to help peers complete their EDpuzzle. This will give the
advanced students a job to do after completing their work and will help struggling students
succeed. This will also help the advanced students solidify the concepts as they teach others.
Students with IEPs will be accommodated according to however their IEP suggests. For students
with seeing or hearing impairments, they will be seated in the front of the class. The IEP students
will not be required to finish the EDpuzzle in class but may choose to finish the problems at
home or a later time.

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

TYPE

DESIGN

EL

Warm-up

PM

EDpuzzle

Kahoot

IMPLEMENTATION

FEEDBACK STRATEGY

Students will individually work on Students will volunteer the

a warm-up activity that will review
solutions which will be
calculating surface area.
discussed with the class.
Students will correct their
own work. The teacher will
walk around the class
checking student work and
correcting any
misconceptions that she sees.
Students will be working
Students will submit their
individually on an EDpuzzle.
answers on EDpuzzle and
receive a participation grade.
The teacher will be informed
of the misconceptions and
various answers that students
submit online.
Students will be playing a Kahoot Students will participate in a
quiz with a partner.
Kahoot quiz. The students
will receive immediate
feedback for their responses.
The teacher will be able to
determine which students are
still struggling and what their
misconceptions are.

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

HAPPENED?

WHAT ACTUALLY

I expect that the students will enjoy working with technology and using interactive websites to review surface area. I
would find the fact that everyone is working individually on a computer challenging because the students might get
distracted or off-task and the teacher would have a hard time knowing it.

Warm-up:
Find the surface area of the 3D figures:

1.

2.

3.

4.

EDpuzzle: https://edpuzzle.com/assignments/584fa27c96a36f3e4098a66f/watch
Kahoot: https://play.kahoot.it/#/k/64805b30-c1a8-4a88-abf1-aeb6f61046b0