Immersion Plan 2 Surface Area (review) Teacher Candidate: Jennifer Haynie Subject and grade: Math/5th Date and

d Time: March 26, 2013, 9:15am Learning Objective: 5th grade students will use rectangular prism nets to find the surface area of rectangular prisms. Alignment with Standards: CCSS.Math.Content.6.G.A.4- Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Developmental Appropriateness: The students have been exposed to order of operations and finding area. These are both essential to being about to find the surface area of rectangular prisms. Students must also be able to multiply decimal numbers, which they have previously learned. Assessment of the Objective: (Pre) I will begin the lesson by giving each student a piece of paper with a rectangular prism that they must find the surface area of. They will turn this in. I am looking for correct answers as well as their work using the formula for surface area. (During) I will call on students to answer questions during the lesson and take note of what students are getting the correct answers and what students still arent getting. The kind of question I will ask will be: How did you and your partner find the SA of the prism on the smartboard? Explain how you got your answer. (Call on students to tell the order in the problems on smartboard). What did you do for this step? (Post) After the lesson is taught, I will give each student a math sheet with surface area problems. I will take this up and use it as a daily grade and to determine what students still need more work with surface area. Accommodations: This is a review lesson, so the students that my cooperating teacher identifies as having trouble with surface area, I will sent to the back table to work more one on one with Mrs. Gilliam. Materials: Each student will need a pencil, a cut out of a rectangular prism net, tape, math sheet, math notebook, and ruler. Teacher needs a wrapped present Use of Technology: I will be displaying problems on the smartboard.

Procedures: Introduction:

On your desk you will find a problem that I want you to complete and I will take them up when youre done. This is just to check where you all are right now. Be sure to include your work with youre the steps you took to find the answer. (Give 4-6 minutes for students to complete this. It will be used to track progress.) Have any of you guys ever wrapped a birthday or Christmas present for someone? If you have, then you have covered the surface area of the present with wrapping paper. (NCTM Connections) Surface area is the area of each face added together. (Hold up wrapped present) How many faces does my present have? (6) What do you notice about the 6 faces of the RP?. (I am looking for them to tell me that there are 3 congruent pairs of faces) Who can come up and show me one set of congruent faces on my prism? (Call 3 students up to identify each set of congruent faces.) Hands On On your desk you will find a net for a rectangular prism. You need 3 crayons and I want you to color each pair of congruent faces the same color. Now, you will fold the figure to create a rectangular prism and we will pass the tape around so you can tape it together. (This should take around 5-8 minutes.) Get out your math notebooks and find the surface area of your prism using the dimensions you were given. (3 minutes) (NCTM Problem Solving) Who thinks you got the correct answer? (Call on student to come to the board and show their work.) Who has any questions for ________? Did anyone get a different answer? What strategy did you use? How did you find the surface area of each side? (Address any problems) Work with Partner Work with a student who is seated beside you to solve the next problem. Be sure to show your work in your math notebook and include your strategies. (NCTM Communication) (I will show a prism on the smartboard that is 20 x 8 10 ft) (Read multiple choice problem) How would you find the area of the rectangular prism shown? (Answer= a) What group can explain why you chose A as your answer? Now l want you to continue working with your partner to complete question number 2 (refer to attached handout) on the smartboard. You need to read over the steps and put them in the correct order. (3 minutes) Call on group to share their answer. (NCTM Reasoning and Proof) Now I want you to actually find the surface area of the prism with your partner. (4 minutes) Call on several students to show step number 1, 2, 3, and 4 (refer to attached handout) at the board. (NCTM Representation) Does have any have any questions? Does anyone have a different answer? anyone disagree? Independent Work I am passing out a math sheet that I would like for you to complete on your own. This is not partner work and I will take this up and score and see how you did.

I hope that this review has helped you with surface area and will have you more prepared for your test.