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 Q UIZ

STUDENT TEACHER: Stephanie Chan & Tricia Dones

DATE:
SCHOOL: CSUF
SUBJECT:
EQUIPMENT/MATERIALS: Quiz worksheet, pencil, projector

12/14/16 TIME: 45 mins. ROOM: #

Math
7th
GRADE LEVEL:

TYPE OF LESSON AND

INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

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

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

Assessment (w/ appropriate feedback)

_x_ Individual
___ Group
_x_ Written
___ Oral

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

WHAT DOES IT

This is a summative assessment on the surface area formulas of prisms, pyramids, and cylinders that the students
learned. It leads up to half of the unit the surface area portion and assesses the students individual knowledge on it.
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.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 take a quiz to show their ability to solve the surface area of prisms, pyramids, and cylinders. Students will
complete a formative assessment that examines their ability to find the surface area of a given prism, pyramid, and
cylinder based on the given units. Students will successfully attend to precision at 75% accuracy.
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, Solve the surface area of a prism, pyramid, and cylinder.
The teacher goes over warm-up with the class and calls on volunteers to solve for each 3-d figure. Teacher
then goes over objectives as a class and then passes out quiz.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING
Teacher will pass out the quiz to each student and students are to work independently and quietly on their test. If students
have a question related to the test that does not provide a hint or answer to the problem the teacher can answer. If students

are finished they will be given a FACEing math worksheet that gives them practice on equations. All students will get one
and finish it up for homework the following period.

LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

Students turn in the quiz.

ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)

ENGLISH LEARNERS
ADVANCED STUDENTS
IEP REQUIREMENTS

English learners can raise their hand to ask the teacher to read the problem or instructions for the
quiz.
Advance students work independently on the problems.
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

Quiz

Quiz

IMPLEMENTATION

FEEDBACK STRATEGY

Beginning of class students begin Teacher goes over the answer

their warm-up on their warm-up
and explains how they got
worksheet provided
the answer.
Teacher walks around to make sure The teacher will take away
students are independently working the test if students are caught
on their work.
cheating.
Students attend to quiz on solving After the quiz is graded the
the surface area.
teacher passes it back and
students can check their
work.

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

HAPPENED?
I EXPECT THAT THE STUDENTS WILL BE QUIET AND WORK INDEPENDENTLY ON THEIR PROBLEMS.

WHAT ACTUALLY

FACEing MATH