Adriana Arredondo

10/09/2018
Grade level: 8
Number of students: 25
Time frame: 55 minutes

Surface Area Dissecting

Instructional Objective
The student will make connections to surface area formulas to determine solutions for
geometric shapes by completing a worksheet with a level of at least 3 out of 4.

TEKS ​MA8. 7B
Mathematics, Grade 8.
(7) Expressions, equations, and relationships. The student applies mathematical process
standards to use geometry to solve problems. The student is expected to:
(B) use previous knowledge of surface area to make connections to the formulas
for lateral and total surface area and determine solutions for problems involving
rectangular prisms, triangular prisms, and cylinders

Rationale
The purpose of this lesson is to learn the surface area formulas through inquiry, not
through memorization. This lesson is important to teach because the content is
essential for success in the current grade since it is a readiness standard. Furthermore,
this lesson prepares students for the State of Texas Assessments of Academic Readiness
(STAAR) and the content in the next grade, 9th grade. This lesson relates to real-life
scenarios specifically painting and packaging engineering.

Materials
● Rectangular Prism Net (25) ● Projector
● Cylinder Net (25) ● Cereal box (6)
● Triangular prism net (25) ● Scissors (15)
● Rulers (25) ● PowerPoint presentation (1)
● Surface Area assessment (25) ● Paper (25)
● Interactive notebooks (25)

Resources
● http://lead4ward.com/docs/resources/academic_vocab/math/academic_vocab_
math_gr_08.pdf​ (content)
● https://www.math4texas.org/Page/590​ (content)
● https://www.mathgiraffe.com/blog/discovery-surface-area​ (explore)
● https://www.youtube.com/watch?v=CRXCB_3gLok​ (engage)
● https://www.teachengineering.org/lessons/view/duk_boxes_mary_less​ (extend)
● https://www.youtube.com/watch?v=POVCe_Plcso​ (extend)
● https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa/basic-geo
metry-surface-area/e/surface-area-word-problems​ (assessment problem)
Getting Ready for the Lesson
Supplies: ​Geometric nets, assessment worksheets, and rubrics are located on the
teacher’s desk. Interactive notebooks located on notebook shelf. Cereal boxes, scissors,
and rulers are located in the supply closet. Powerpoint presentation is on the computer
desktop folder and the video links.

Content:
● Perimeter:​ the distance around a two-dimensional shape, the measurement of
the distance around something, or the length of the boundary.
● Lateral surface area:​ the total area of the lateral faces of a prism, or a pyramid,
or the area of the curved lateral surface of a cylinder. It excludes the area(s) of
the base(s) of a cylinder, prism, or pyramid.
○ S = P h (rectangular prism), S = 2πrh (cylinder)
● Total surface area​: the total area of the lateral faces and the area(s) of the
base(s) of a cylinder, prism, or pyramid
○ S = P h + 2B (rectangular prism), S = 2πrh + 2πr 2 (cylinder)
P = perimeter of the base h = height r = radius B = area of the base

Group formation and management:​ Students are seated in group tables. Exploration will
occur with pairs formed within their group tables. Students will be seated through the
whole lesson cycle except the extension. Students will work independently during
evaluation.

Prior Background Knowledge Needed

Knowledge:​ Student can determine the area of a rectangle, circle, square, and triangle,
the circumference of a circle, and have awareness of geometric shapes (cylinder,
triangular prisms, and rectangular prisms).

Skills:​ Students should be able to collaboratively work in groups, take notes that are
legible in content and organization, work independently and measure with a ruler and
cut precisely with scissors.

Teaching Procedure
5E
Engage
The teacher question students: “Have you ever painted a room or the outside of your
house? If you did, how did you know how much paint to buy?”
● Teacher demonstrates Home Improvement video about painting a room:
https://www.youtube.com/watch?v=CRXCB_3gLok
The teacher will state objective and say: “Through this lesson, you will​ make
connections to surface area formulas to determine solutions for geometric shapes by
completing an assessment with at least 3 out of 4.”
● The teacher points to objective written on the board.
The teacher: “Today you will learn how to determine the surface area of geometric
shapes which will help you when you paint your rooms and house.”

Explore
Geometric Shape Dissection
● Students in groups are given three geometric shapes to find lateral and surface
area.
○ Students measure geometric shapes (cylinder, triangular prism, and
rectangular prism) then dissect the shape to determine the lateral
surface area and total surface area.
○ Students determine a formula for their shapes using their findings during
the dissection.
■ Students take notes in interactive notebooks.
● The teacher observes students. The following questions are asked to redirect
students’ investigations when necessary
○ Does the equation you developed work for all geometric shapes?
○ Can your formula be written differently?

Explain
● The teacher will use the questions below for explanations from students. The
teacher will write down discussion notes on the board.
○ Compare your equations to your neighbors.
○ Does the equation you developed work for every shape?
■ Explain how you will find the surface area of an unknown shape.
○ Generate a surface formula area for a cube. Is it similar to the surface
area of a rectangular prism?
○ Define surface area.
○ When you paint the walls of a room what type of surface area is used?
○ What other real-world applications are there?
● Teacher will ask for clarification from students if needed. (Refer to content
section if needed.)

Extend
Sustainable Cereal Box:
● Students are tasked to develop a cereal box with the least amount of surface
area but the same amount of volume. The students pair up and are provided two
cereal boxes.
○ Students use their knowledge of the surface area and volume of a
rectangular prism to determine the surface area and volume of the
original cereal box.
○ Possible student actions: Students create a new shape, cube, with the
cereal box by cutting the box. The cube has to have the same volume as
the original cereal box. Students determine the surface area of the cube.
○ Students decide which box would be the most efficient and sustainable to
produce. Students produce an explanation of their conclusion.
Evaluate
● The teacher observes students during the exploration and explanation to
evaluate progress.
● Assessment: Students independently complete a surface area task problem that
requires students to make connections to surface area formulas to determine
solutions for geometric shapes.
○ A rubric will be used to assess performance.

Closure
Snowstorm
● The teacher provides a blank piece of copy paper to each student.
● The teacher will restate objective and say: “You now have​ made connections to
surface area formulas to determine solutions for geometric shapes. I want you to
write down one thing you have learned on the piece of paper and wad it up.”
○ “Put your head down once you have finished writing. You will throw the
paper snowballs in the air when I say ‘snowball fight.’ Then you will pick
up a snowball near you and read it aloud.”
● Teacher summarizes snowball information and says: “We learned of the lateral
and total surface area formulas. We know that the surface area is related to the
perimeter of geometric shapes. Tomorrow we will dive into the volume of
cylinders, cones, and spheres.”

Modifications
English Language Learners (ELLs): The lesson worksheets will be translated in the
language the ELLs for beginner and intermediate level. Students are placed in groups
where each student can use their strengths to collaborate together​.

Reflection on Lesson Development

This lesson was difficult to develop because I do not have experience writing 5E lesson
plans for mathematics. This lesson was different from the 5E lesson plans I have created
in mathematics because the science plans usually include student planned experiments.
The student exploration section made this a good 5E lesson because students are
exploring the relationship between dimensions and surface area to develop an
understanding of surface area formulas. I have learned that inquiry can occur in the
mathematics classroom when planned correctly. Additionally, I have added resources to
my teacher toolkit through the process of researching ideas for this lesson plan.
 Surface Area Task
Gilberto has to paint a wooden house.

Gilberto said, “I need to figure out how much paint to buy

for the house. Paint labels use square feet. How much
square feet is the house?”

What formulas can Gilberto use?

Show your work.

Answer: _______
 Surface Area Task Scoring Criteria
Level 4
Work, diagram, or explanation shows a correct and complete understanding of the
lateral and surface area of cylinders and prisms. The formulas for the three geometric
shapes are correct.

Level 3
Work, diagram, or explanation shows a nearly correct and complete understanding of
the lateral and surface area of cylinders and prisms. However, only two formulas of
the three geometric shapes are correct.

Level 2
Work, diagram, or explanation shows some understanding of the lateral and surface
area of cylinders and prisms. However, only one of the three geometric shape formula
is correct.

Level 1
Work, diagram, or explanation shows a limited understanding of the lateral and
surface area of cylinders and prisms. Only one of the three geometric shape formulas
is given with no work.

Level 0
No understanding of the total surface area or lateral surface area.