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GENERAL INFORMATION Name: Elizabeth Fiedler Lesson Title: Surface Area Grade level(s)/Course: Sophomore Geometry Dates taught: March 27-28 INFORMATION ABOUT THE LESSON Content Standards: G.MG.1: Use geometric shapes, their measures, and their properties to describe objects. Enduring Understanding and/or Essential Question: We build on our prior understandings in math. How can you use your understanding of area formulas of two-dimensional shapes to help you find surface area and volume formulas of three-dimensional shapes? Instructional Objectives: After working through practice problems as a class, students will be able to find the surface area of 3-D shapes on a worksheet with at least 90% accuracy. Prior Learning/Prior Thinking In the last lesson, the students learned about nets of 3-D shapes. We will use the idea of being able to flatten shapes to be able to find the area of the flat shape which will be the surface area of the 3-D shape. LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge I will start each lesson with warm-up problems on the board. Day 1: There will be problems like the homework from the previous lesson (constructing & deconstructing cubes, prism, and pyramids, only). There will also be review problems having the students find the area of various 2-D shapes (squares, rectangles, triangles, pentagons, hexagons). This will make sure that they remember those formulas and will let them know we will be using these areas in todays lesson.

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Day 2: The problems will be more problems involving nets (this time including cones and cylinders). There will also be review problems about finding the area of circles and some rectangles. Again, the purpose of these problems is to make sure that students remember the formulas that we will be using in the this lesson. Focus/Purpose Statement By flattening 3-D shapes into their nets, we can more easily see what 2-D shapes make up their sides. This will help us when we want to know how much surface area a 3-D shape has. Procedures Day 1 1. Start the lesson with warm-up problems. Give the students time to work through everything and find any formulas they may need (for pentagons, hexagons, etc.). Go through the problems with the class. 2. Hand out the notes worksheets to the students. The worksheet will start with cubes and prisms and then move on to pyramids. Tell the students that they will be looking at the surface area of 3-D shapes. What makes up the surface area? All of the faces of the shape are the surface, so the area of all of the faces added up will give you the total surface area. This is why we looked at the nets of the shapes. If we think of the shape flattened out, we can more easily see what shapes the faces are and we can find their areas in order to find the total surface area. 3. Start with the cube. Refer back to the first lesson (Intro to 3-D Shapes) to the distinguishing characteristics of a cube. It has 6 faces that are all congruent squares. So, we can find the area of one square and multiply it by 6 in order to find the total surface area of a cube. Write the formulas at the top of the first section. Go through the first example with the students. Then, let students work through the remaining examples while you walk around the class checking on students work and making sure there arent any problems. Go over the examples asking for students to volunteer answers. 4. Next to on to the prism. Again, refer back to the first lesson for distinguishing characteristics. For prisms, the number of faces depends on the number of edges of the bases (2 more than the number of edges). For example, a pentagonal prism has a base with 5 edges, so the prism has 7 faces. The faces will all be rectangles except for the bases. So, we just need to find the area of the base and multiply it by 2 (2 bases) and find the area of one of the rectangles connecting the bases and multiply it by the number of edges on the base. Write out the formula with words so that it is less confusing for the students. Work through the first example with the students, and let the work through the remaining examples while checking in with students, as before. Go over the examples with the class asking for students to volunteer answers. 5. End with pyramids. Refer back to the first lesson, again. The number of faces will be one more

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than the number of edges on the base. So, to find the surface area, you just need to find the area of the base (there is no need to multiply because there is only one) and find the area of a triangular side and multiply by the number of edges on the base. Write out the formula with words. Work through the first example with the students, and let the work through the remaining examples while checking in with students, as before. Go over the examples with the class asking for students to volunteer answers. 6. Ask if there are any questions or if the students would like to work through another example of any of the shapes. If anyone wants to, create another example and work through it with students. If not, hand out the worksheets and have students work either on their own or in pairs to finish the worksheet for more practice. The worksheet will be due the next day. Day 2 1. Start the lesson with the warm-up problems. Give the students time to work through everything and find any formulas they may need (for pentagons, hexagons, etc.). Go through the problems with the class. 2. Hand out the notes worksheets to the students. The worksheet will start with cylinders, go on to cones, and end with spheres. Remind the students that they are looking at the surface area of 3-D shapes. We are using the idea of nets to find the surface areas of 3-D shapes. 3. Start with the cylinder. Referring back to the Introduction lesson, what are the distinguishing characteristics of a cylinder? What shapes make up its surface/net? To find the surface area, we just need to find the area of the circular base and multiply it by 2 (there are two bases). We also need to find the area of the rectangle connecting the bases. The length is the distance between the two bases and the width is the distance around the circle the circumference. Write out the formula . Work through the first example with the students, and let the work through the remaining examples while checking in with students, as before. Go over the examples with the class asking for students to volunteer answers. 4. Next move on to the cone. Refer back to the first lesson to find the distinguishing characteristics. When we looked at the net of a cone, what were the shapes that made up the surface? A cone is made up of one small circle for the base and a fourth of a circle for the cone part. To find the surface area, you find the area of the circular base and then to find the area of the cone part, you take (radius)(diagonal height of the cone. Write out the formula for the students. Work through the first example with the students, and let the work through the remaining examples while checking in with students, as before. Go over the examples with the class asking for students to volunteer answers. 5. For the last 3-D shape, we will find the surface area of a sphere. Remember back to the first lesson, that we cant find a good net of a sphere, so we need another way to find the surface area rather than finding the area of the faces. We can use the formula Work through the

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first example with the students, and let the work through the remaining examples while checking in with students, as before. Go over the examples with the class asking for students to volunteer answers. 6. Ask if there are any questions or if the students would like to work through another example of any of the shapes. If anyone wants to, create another example and work through it with students. If not, hand out the worksheets and have students work either on their own or in pairs to finish the worksheet for more practice. The worksheet will be due the next day. 7. Introduce the lesson for the next day. The students will be building a robot with provided materials while trying to keep the amount of material they use under a certain amount. The robot will need a head, body, 2 arms, and 2 legs. Anything else, they want to add is up to the group they will be working with. They can start thinking of ideas for what the robot will look like. Groups will be assigned at the next class and directions will be handed out then. Differentiation My instruction includes lecture, individual student work, and worksheet problems so that students with varying learning preferences will be able to understand the material. Also, students can use nets to help them break down 3-D shapes if they need a review of the idea that the surface area is the sum of the area of the faces. Closure The closure of each day will be time for the students to take what we learned as a class and apply it to the problems on the worksheets. They will be able to work individually or with a partner and can ask me any follow-up questions they may have. Materials and Resources

Warm-up problems for the beginning of each day Cube/Prism/Pyramid Surface Area Worksheet Sphere/Cylinder/Cone Surface Area Worksheet

Classroom Management/Democratic Practices Because this is a mostly teacher-directed lesson, students will be expected to be focused and taking notes on the formulas and the examples we work through as a class. If students are not willing to take notes, they will need to demonstrate their ability to perform the calculations and find the surface areas without notes. When we are going through the guided practice, I will make sure to call on all students throughout each day so that everyone is participating and no one student is answering every question. If necessary, I may ask a more hesitant student to work through a whole problem with me once I know they have the right answer so they wont have to worry about being embarrassed that they get something wrong.

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ASSESSMENT Before the lesson Gathering information about student knowledge The warm-up problems will help me gauge how well students remember the area formulas they will need for the lesson. They will also help me to see if we need to review the nets from the previous day, or if they understand the concepts well. During the lesson Informal Formative Assessment We will be doing guided practice of finding the different surface areas throughout both days of the lesson. I will be walking around the class checking in with students to see if they are struggling and what things I might need to touch on as a whole class or with individual students to clear up any misunderstandings. As we work through the guided practice, I will ask for students to volunteer answers that they have for the various examples. At the end of the lesson Formative The students will complete a worksheet at the end of each day to review the material that we learned in each days worth of the lesson. They will be due at the next class. This will allow me to see how well students are grasping the material or if I need to review concepts before moving on. Summative The students will have a quiz on the following Tuesday. This will give them a day to turn the second worksheet in to me and for me to check it and get it back to students so that they can use the examples for extra practice and review before the quiz.