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College of Education

LESSON PLAN FORMAT

Name: Nathaniel Rauen


Grade Level: 7th Grade Math
School: Madison Central School District
Date: 3/20/17-3/21/17
Time: 12:00

Reflection from prior lesson:


Last lesson was a wrap up of the circles unit, but there is one more thing that
circumference and area of circles is used for - that is the Surface Area of a cylinder, for
the lesson today we will use what we know about area and circumference in order to
drive home those two concepts.

Lesson Goal(s) / Standards:


CCSS.MATH.CONTENT.7.G.B.4 - Know the formulas for the area and circumference
of a circle and use them to solve problems.

Lesson Objectives:
Given a simple 3D object (i.e. cubes, prisms, or cylinders,) 70% of students will be able
to determine the correct surface area.

Materials Needed:
One Note
Three Act Math
Google Forms

Contextual Factors/ Learner Characteristics:


The class has 19 students, some of which are A-level students, while others are more in
the C range. Each day, it will be a challenge to not only make a lesson that will test the
upper level students, but also move at a pace that is comfortable for the lower level
students.

A. The Lesson (15 minutes)

1. Introduction
As students walk into the classroom, I will have the projector up and running with the
image of a filing cabinet. This is the first frame of the video that we will watch as a class
in order to learn about surface area. I hope that it will serve as a great attention getter as
in What is going on?

Once class officially starts, I will have the class get their comp book and open it to a new
page. On that page, I will have them write Surface Area at the top and then we will
begin.
I will then play the video once for the class and then give them 3 minutes to come up
with any questions they might like answered. Once the three minutes have passed, we
will watch the video one last time and then I will set them loose.

As they work, I will walk around and try to prompt them in the right direction if they
seem confused.

Once most groups have come up with a final answer, I will play the answer video. Before
moving to the bulk of the lesson, I will ask groups their strategy for solving this problem
and I will try to get a group to draw a net for me. If not, I will nudge the thinking in that
direction to easily transition into the lesson.

2. Content Delivery (30 minutes)


We will begin by dissecting nets. Looking at where they come from and how to draw
them. There will be a discussion on envisioning the sides of an object, as well as how to
represent that with a net. Next I will have them practice drawing a couple of nets on their
own, and I will include a cylinder. I hope that somebody will come up with the correct
net of a cylinder and then we will discuss as a class.

Once we have gone over nets, the next thing we will talk about is how to find the surface
area of cylinders. This is what they will need their knowledge of circles for. Specifically,
we will break a cylinder down into two parts, the top and bottom, as well as the side. To
find the area of the circles it is r2*pi*2, because there are two circles that we need. After
that, I will have each student try to solve the solution of the side.

After the students receive enough time to contemplate the answer, I will bring the class
together in order to discuss their methods. I will then do a demonstration with a curled up
piece of paper to illustrate that the top of our rectangle side is the same as the
circumference of the circles we found the area of.

Before we move onto the conclusion of the lesson, I will go over a couple of example
problems that they will see coming up in Accelerated Math that might be oddly worded.

3. Closure (15 minutes)


As an exit ticket, I will have the students open up their computers that they brought to
class and they will be asked to find the surface area of a number of different prisms, using
blocks, through Google Forms.

Once they have completed the form, they will be asked to work on Accelerated Math.

B. Assessments Used
Observations will be a major assessment tool used for this lesson.
The Google form will also serve as a quick way to check for understanding at the end of
class.
C. Differentiated Instruction
The first half of this lesson will allow me to walk around and point students in the right
direction as needed. However, once I begin teaching I will have to make sure to include
those students that do not always willingly participate in discussion. At the end of class,
if I notice that some students were way off in their surface area findings, I will call them
up and discuss what I think went wrong with them.

D. Resources
Google Forms
Dan Meyers Three Act Math

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