Geometry – LESSON PLAN

SURFACE AREA OF CYLINDER AND PRISM 90 MIN – CLASS+QUIZ FRIDAY 4/13/2018

TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,
to solve problems using appropriate units of measure;
TEKS Process Standards: 1 (E) create and use representations to organize, record, and communicate mathematical ideas;
ELPS: 4F. use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,
 students will be able to  Use Digital Interactive  Cover Key Concept –  S work on Lesson Check  15 mins allowed time to work
find the surface area of a Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice
prism and a cylinder PearsonTexas.com concept from whiteboard and check their work with as a QUIZ grade on page 356
 Students follow from (teacher introduction) teacher of Student Companion
 Key concept 1 prism  After ~8 mins, T calls on  If S finishes early, he/she
Student Companion
 Lateral and total surface selected Ss to demonstrate brings the book to teacher
Interactive Journal page
areas of a prism their work on whiteboard desk to be graded promptly
461  Q 1-3 includes solving  Then, S starts
 Cylinders
 Use Prompt Questions  Lateral and total surface strategies pearsonrealize.com on
and Connect areas of a cylinder  Q 4-6 includes if students chromebook
Mathematical Ideas (1)(F)  T guides Ss to solve understood the lesson  Group grading if all students
Problems 1-4 and students  S explain their finished together – assigned S
solve Got It? parts after understanding on q 4-6 distributes markers and T calls
each problem is presented. with oral explanation to the out correct answer/solution
Advanced Ss can continue class. and Ss grades themselves and
solving coming questions and  T jots Ss grades on printed
check their solution with T. spreadsheet log
 Geometry – LESSON PLAN

To explain and help them identify 3-D figures and what they look like, I used the following manipulatives.

Also, to explain the concept of surface area and volume, I used the following manipulatives
 Geometry – LESSON PLAN

Since I can unwrap these manipulatives, students can be able to see what they look like, and what shapes the 3-D figures have. So, then when I unwrapped the
manipulatives, they could conceptualize the figure.

Here is the knowledge check (quiz) of the surface of cylinder and prism
 Geometry – LESSON PLAN

TOPIC: 14. Surface Area and Volume

Teacher: Mr.Bilal
Week from: 4/16/2018 to 4/20/2018
Grade Level: 9 , 10ESL Support: GT Support: SPED / 504 Support:
Technology PBL assignments Extra instruction/explanation
Hands on interest-based extension activites Minimizing distractions to the students
Technology thrive on complexity Extra time to complete exams
Calculation devices
RC 1: Geometric Structure
Reporting Category: RC 4: Congruence and the Geometry of Size

☒1. Knowledge ☐4. Analysis

Bloom’s Taxonomy: ☒2. Comprehension ☐5. Synthesis
☒3. Application ☐6. Evaluation
Instructional Strategies (check all that apply):
☒Multiple Intelligences ☒Scaffolding ☐Interest Centers
☐Jigsaw ☐Flexible Grouping ☒Interest Groups
☐Taped Material ☒Learning Contracts ☒Varied Homework
☒Modified Directions ☒Small‐group Instruction ☐Listening Centers
☐Varying Organizers ☐Group Investigation ☐Varied Journal Prompts
☒Varied Texts ☐Independent Study ☒Complex Instruction
☐Reading Buddies ☒Instructional Conversations ☐Academic Vocabulary
☐Modeling ☐Varied Questioning Strategies ☐Other: ______________________________
Assessment / Product (check all that apply):
☒Quiz / Exam ☐Performance‐based Assessment
☐Thinking Map ☒Creative Representation / Game
☐Storyboard ☐Exit Ticket / Exit Writing
☐PowerPoint ☐Debate
☒Slideshow ☐Webcast
☒Published Writing ☐STAAR Assessment
☒Drawing ☐Portfolio
 Geometry – LESSON PLAN

☒Visual / Oral Presentation ☐Other

Anticipatory Set (warm-up) Key Vocabulary (key terms) Lesson Materials

1. Warmups from Solve-IT of each lesson on Pearson 1. conclusion / conclusión 1. Pearson book
2. Teaching from NOTES section topic 2. conditional / condicional 2. White boards
3. 5E MODEL as modeled on the book 3. contrapositive / contrapositivo 3. Grid paper for graphing
4. Cooperative Learning Kagan Algebra 1 book for activities 4. converse / recíproco 4. Number line ruler
5. equivalent statements / 5. MathXL for HW
enunciados equivalentes 6. GeoGebra for interactive graphing
6. hypothesis / hipótesis 7.

Detailed Lesson Components

1.ENGAGE &
Objective 2. EXPLAIN 4.ELABORATE 5. EVALUATE
2.EXPLORE
Preparing to Teach Guided Problem Solving Practice Assess and Intervene
Interactive Learning
~2 mins ~10 mins ~40 mins ~20 mins ~18 mins
Lesson 14-3 | Surface Areas of Pyramids and Cones 45 MIN – CLASS TIME MONDAY 4/16/2018
TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,
to solve problems using appropriate units of measure;
TEKS Process Standards: 1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems;
ELPS: 4G. demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or
 students will be able to  Use Digital Interactive  Cover Key Concept –  S work on Lesson Check  15 mins allowed time to work
find the surface area of a Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice
a pyramid and a cone PearsonTexas.com concept from whiteboard and check their work with  If S finishes early, he/she
 Students follow from (teacher introduction) teacher brings the book to teacher
 Key concept 1 prism  After ~8 mins, T calls on desk to be graded promptly
Student Companion
 Lateral and total surface selected Ss to demonstrate  Then, S starts
Interactive Journal page
areas of a pyramid their work on whiteboard pearsonrealize.com on
468  Q 1-3 includes solving
 Cylinders chromebook
 Use Prompt Questions  Lateral and total surface strategies 
and Connect areas of a cone  Q 4-6 includes if students
Mathematical Ideas (1)(F)  T guides Ss to solve understood the lesson
Problems 1-3 and students  S explain their
solve Got It? parts after understanding on q 4-6
each problem is presented. with oral explanation to the
Advanced Ss can continue class.
 Geometry – LESSON PLAN

solving coming questions and 

check their solution with T.

Lesson 14-4 | Volumes of Prisms and Cylinders 90 MIN – CLASS TIME WEDNESDAY 4/18/2018

TEKS: 11. (D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems
using appropriate units of measure.
TEKS Process Standards: 1 (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
ELPS: 3G. express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in
Objective:  Use Digital Interactive  Cover Key Concept –  S work on Lesson Check  15 mins allowed time to work
Students will be able to Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice
find the volume of a prism PearsonTexas.com concept from whiteboard and check their work with  If S finishes early, he/she
and the volume of a  Students follow from (teacher introduction) teacher brings the book to teacher
cylinder.  Key concept  After ~8 mins, T calls on desk to be graded promptly
Student Companion
 Volumr of cyclinder selected Ss to demonstrate  Then, S starts
Interactive Journal page
 Volume of prism their work on whiteboard pearsonrealize.com on
473 
 T guides Ss to solve Q 1-3 includes solving chromebook
 Use Prompt Questions Problems 1-4 and students strategies 
and Connect solve Got It? parts after  Q 4-6 includes if students
Mathematical Ideas (1)(F) each problem is presented. understood the lesson
Advanced Ss can continue  S explain their
solving coming questions and understanding on q 4-6
check their solution with T. with oral explanation to the
class.

Lesson 14-5 | Volumes of Pyramids and Cones 90 MIN – CLASS+QUIZ FRIDAY 4/20/2018
TEKS: 11. (D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems
using appropriate units of measure.
TEKS Process Standards: 1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams,
graphs, and language as appropriate;
ELPS: (2d) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as
 Geometry – LESSON PLAN

Objective:
Students will be able to
find the volume of a
pyramid and of a cone.
 Use Digital Interactive
Concept Exploration from
PearsonTexas.com
 Students follow from
Student Companion
Interactive Journal page
480
 Use Prompt Questions
and Connect
Mathematical Ideas (1)(F)
 Cover Key Concept –
students take note of new
concept from whiteboard
(teacher introduction)
 Key concept
 Volume of pyramid
 Volume of cone
 T guides Ss to solve
Problems 1-4 and students
solve Got It? parts after
each problem is presented.
Advanced Ss can continue
solving coming questions and
check their solution with T.
 S work on Lesson Check  15 mins allowed time to work
using pair-share strategy quietly on Texas EOC Practice
and check their work with  If S finishes early, he/she
teacher brings the book to teacher
 After ~8 mins, T calls on desk to be graded promptly
selected Ss to demonstrate  Then, S starts
their work on whiteboard pearsonrealize.com on
 Q 1-3 includes solving
chromebook
strategies 
 Q 4-6 includes if students
understood the lesson
 S explain their
understanding on q 4-6
with oral explanation to the
class.


To explain the difference of the volume of pyramid and cone, and prism and pyramid, we did an activity. In other words, to be able to explain why there 1/3 in the volume
of pyramid, and cone, I did an activity. According to activity, I used rice. I poured rice three times into cylinder. Then they notice that the volume of cone is 1/3 of cylinder. I
did same thing for the Prism and Pyramid.

Here is the link to watch the video.

https://www.youtube.com/watch?v=O2wenAIf0H8

Also, I used Geogebra to teach the concept the of surface area and volume of 3-D figures. Here is some examples
 Geometry – LESSON PLAN

So, you can manipulate it by changing height, and radius.

Here is the link

https://www.geogebra.org/m/dQXzg6Gg

Essential question

How we can use the application of 3-D figures in our real-life?

 Geometry – LESSON PLAN

Here is the knowledge check (quiz) of the volume of cylinder and prism
 Geometry – LESSON PLAN

TOPIC: 14. Surface Area and Volume

Teacher: Mr.Bilal
Week from: 4/23/2018 to 4/27/2018
Grade Level: 9 , 10ESL Support: GT Support: SPED / 504 Support:
Technology PBL assignments Extra instruction/explanation
Hands on interest-based extension activites Minimizing distractions to the students
Technology thrive on complexity Extra time to complete exams
Calculation devices
RC 1: Geometric Structure
Reporting Category: RC 4: Congruence and the Geometry of Size

☒1. Knowledge ☐4. Analysis

Bloom’s Taxonomy: ☒2. Comprehension ☐5. Synthesis
☒3. Application ☐6. Evaluation
Instructional Strategies (check all that apply):
☒Multiple Intelligences ☒Scaffolding ☐Interest Centers
☐Jigsaw ☐Flexible Grouping ☒Interest Groups
☐Taped Material ☒Learning Contracts ☒Varied Homework
☒Modified Directions ☒Small‐group Instruction ☐Listening Centers
☐Varying Organizers ☐Group Investigation ☐Varied Journal Prompts
☒Varied Texts ☐Independent Study ☒Complex Instruction
☐Reading Buddies ☒Instructional Conversations ☐Academic Vocabulary
☐Modeling ☐Varied Questioning Strategies ☐Other: ______________________________
Assessment / Product (check all that apply):
☒Quiz / Exam ☐Performance‐based Assessment
☐Thinking Map ☒Creative Representation / Game
☐Storyboard ☐Exit Ticket / Exit Writing
☐PowerPoint ☐Debate
☒Slideshow ☐Webcast
☒Published Writing ☐STAAR Assessment
☒Drawing ☐Portfolio
☒Visual / Oral Presentation ☐Other

Anticipatory Set (warm-up) Key Vocabulary (key terms) Lesson Materials

 Geometry – LESSON PLAN

5. Warmups from Solve-IT of each lesson on Pearson 7. conclusion / conclusión 8. Pearson book
6. Teaching from NOTES section topic 8. conditional / condicional 9. White boards
7. 5E MODEL as modeled on the book 9. contrapositive / contrapositivo 10. Grid paper for graphing
8. Cooperative Learning Kagan Algebra 1 book for activities 10. converse / recíproco 11. Number line ruler
11. equivalent statements / 12. MathXL for HW
enunciados equivalentes 13. GeoGebra for interactive graphing
12. hypothesis / hipótesis 14.

Detailed Lesson Components

1.ENGAGE &
Objective 2. EXPLAIN 4.ELABORATE 5. EVALUATE
2.EXPLORE
Preparing to Teach Guided Problem Solving Practice Assess and Intervene
Interactive Learning
~2 mins ~10 mins ~40 mins ~20 mins ~18 mins
Lesson 14-3 | Surface Areas of Pyramids and Cones 45 MIN – CLASS TIME MONDAY 4/23/2018
TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,
to solve problems using appropriate units of measure;
TEKS Process Standards: 1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems;
ELPS: 4G. demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or
 We are going to review  We are going to review  We are going to review  We are going to review  We are going to review
Volumes of Prisms and Volumes of Prisms and Volumes of Prisms and Volumes of Prisms and Volumes of Prisms and
Cylinders Cylinders Cylinders Cylinders Cylinders
 Surface Areas of  Surface Areas of  Surface Areas of  Surface Areas of  Surface Areas of Pyramids
Pyramids and Cones. Pyramids and Cones. Pyramids and Cones. Pyramids and Cones. and Cones.
 Surface Areas of Prisms  Surface Areas of Prisms  Surface Areas of Prisms  Surface Areas of Prisms  Surface Areas of Prisms
and Cylinders and Cylinders and Cylinders and Cylinders and Cylinders

Lesson 14-5 | Volumes of Pyramids and Cones 90 MIN – CLASS TIME WEDNESDAY 4/25/2018

TEKS: 11. (D) apply the formulas for the volume of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures, to solve problems
using appropriate units of measure.
TEKS Process Standards: 1 (D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams,
graphs, and language as appropriate;
ELPS: (2d) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as
 Geometry – LESSON PLAN

Objective:  Use Digital Interactive  Cover Key Concept –  S work on Lesson Check  15 mins allowed time to work
Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice
Students will be able to concept from whiteboard and check their work with  If S finishes early, he/she
PearsonTexas.com
find the volume of a (teacher introduction) teacher brings the book to teacher
pyramid and of a cone.
 Students follow from
 Key concept  After ~8 mins, T calls on desk to be graded promptly
Student Companion
 Volume of pyramid selected Ss to demonstrate  Then, S starts
Interactive Journal page
 Volume of cone their work on whiteboard pearsonrealize.com on
480  Q 1-3 includes solving
 T guides Ss to solve chromebook
 Use Prompt Questions Problems 1-4 and students strategies 
and Connect solve Got It? parts after  Q 4-6 includes if students
Mathematical Ideas (1)(F) each problem is presented. understood the lesson
Advanced Ss can continue  S explain their
solving coming questions and understanding on q 4-6
check their solution with T. with oral explanation to the
class.

Lesson 14-6 | Surface Areas and Volumes of Spheres 90 MIN – CLASS+QUIZ FRIDAY 4/27/2018
TEKS: 11. (C) apply the formulas for the total and lateral surface area of three-dimensional figures, including prisms, pyramids, cones, cylinders, spheres, and composite figures,
to solve problems using appropriate units of measure;
TEKS Process Standards: 1 (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems;
ELPS: 4F. use visual and contextual support and support from peers and teachers to read grade-appropriate content area text,
Objective:  Use Digital Interactive  Cover Key Concept –  S work on Lesson Check  15 mins allowed time to work
Concept Exploration from students take note of new using pair-share strategy quietly on Texas EOC Practice
Students will be able to concept from whiteboard and check their work with  If S finishes early, he/she
PearsonTexas.com
find the surface area and (teacher introduction) teacher brings the book to teacher
volume of a sphere.
 Students follow from
 Key concept  After ~8 mins, T calls on desk to be graded promptly
Student Companion
 Volume of sphere selected Ss to demonstrate  Then, S starts
Interactive Journal page
 Volume of surface area their work on whiteboard pearsonrealize.com on
485  Q 1-3 includes solving
 T guides Ss to solve chromebook
 Use Prompt Questions Problems 1-4 and students strategies 
and Connect solve Got It? parts after  Q 4-6 includes if students
Mathematical Ideas (1)(F) each problem is presented. understood the lesson
Advanced Ss can continue  S explain their
solving coming questions and understanding on q 4-6
check their solution with T. with oral explanation to the
class.
 Geometry – LESSON PLAN

Here is another example of using Geogebra to teach the concept of volume of cone and cylinder to see their relations.
 Geometry – LESSON PLAN

Here is the link

https://www.geogebra.org/m/DKt9rRuC

Here is the knowledge check (quiz) of the surface area of pyramid and cone
Geometry – LESSON PLAN
 Geometry – LESSON PLAN

Here is the knowledge check (quiz) of the surface area and volume of the sphere
Geometry – LESSON PLAN
 Geometry – LESSON PLAN

At the end of unit, they have a unit test. Here is the unit test
Geometry – LESSON PLAN
Geometry – LESSON PLAN
Geometry – LESSON PLAN
Geometry – LESSON PLAN
Geometry – LESSON PLAN
Geometry – LESSON PLAN
 Geometry – LESSON PLAN

Here is the rubric for free response-type questions

Geometry – LESSON PLAN
Geometry – LESSON PLAN