Quynh Ninh

Grade Level
7- Math
Where does this lesson fit in your unit?
Unit: 3 – Measurement of 2D and 3D Figures
5th six weeks
Lesson 48/52
Previous lesson: The lateral and total surface area of a rectangular prism and triangular
prism
Next lesson: Volume
NCTM Standard(s):
7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of
two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and
right prisms.

TEKS Guidelines:
(9) Expressions, equations, and relationships. The student applies mathematical process
standards to solve geometric problems. The student is expected to:
7.9(D) solve problems involving the lateral and total surface area of a rectangular prism,
rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the
shape’s net
Supporting standards:
7.3(A) add, subtract, multiply, and divide rational numbers fluently
7.4(E) convert between measurement systems, including the use of proportions and the use
of unit rates
7.5(A) generalize the critical attributes of similarity, including ratios within and between
similar shapes
Objectives:
Students will be able to solve problems involving the lateral and total surface area of a
rectangular pyramid and triangular pyramid by determining the area of the shape's net

Materials/Resources:
List materials and resources you will need to complete this lesson, including manipulatives,
copies, books, etc.
 Student hand-out
 3D Geometric shapes (rectangular prism and triangular prism)
 SMART board
New/Review Vocabulary:
 Lateral Surface Area
 Rectangular pyramid
 Triangular pyramid
 Net
Procedures:
Questions to ask: It is important when planning lessons to think about the questions you will ask
to facilitate their learning throughout the lesson. While you are of course not limited to these
questions when you’re actually teaching the lesson, thinking about them ahead of time helps you
make sure you do ask good questions in your teaching and use quantities that make sense for the
lesson’s goals. Each “E” should include questions from the full range of Bloom’s Taxonomy.
Engage: In this stage, students engage their thinking of the concept through a short activity or
active, structured discussion (using a specific discussion strategy such as KWL). This is an
opportunity for them to access prior knowledge and should “hook” them into the lesson.

 Generate interest
 Access prior knowledge
 Show students this video (4 mins) https://www.youtube.com/watch?v=Hra0ge-m7uk
 The video “The Great Mystery of the Pyramids of Egypt” provide students the interesting
about pyramid
 Do you want to know how big the Pyramids of Egypt are?
Explore: Students explore the concept with others to develop a common set of experiences.
This stage should be both active and collaborative. In most cases it will include the use of hands-
on materials of some kind.
Question: What is a net of a 3D figure?

 Experience key concepts: Students will follow by fill the lesson handout and answer
teacher questions during note’s time. (Handout attach bellow)
 Provides time for students to think and to reflect
 Discover new skills and establish understanding

Explain: Students explain the concepts, recently explored, in their own words. This is also a
time for the teacher to clarify and correct misconceptions, define misconceptions, and/or model a
procedure.

 Encourages students to explain how to find the Lateral Surface Area of the figures in
their own words.
 What’s the net of the rectangular and triangular pyramid look like? Some facts
about those?
 Provides clear definitions, news words, and explanations.
 Go back to the Pyramids of Egypt, students pick one out of 3 pyramids to find the surface
area and total area.
Elaborate: Students extend what they’ve learned or apply what they have learned to a new
setting. Like the Explore, this stage should also be active, collaborative, and hands-on.

 Encourages students to apply or extend the new concepts and skills

 Students working on assignment worksheet (If students can not finish in class, it will be
homework and due the next day)
 Teacher walks around classroom, observe students solving process, correct mistakes and
explain for students got lost.
Evaluate:
 Observes student behaviors as they explore and apply new concepts and skills
 Try to asks open-ended questions
 Encourages students to assess their own learning by exit ticket.
Name___________________________________________Date__________________Period__________

Lateral and total surface area of

Rectangular pyramid and triangular pyramid

Surface Area is the sum of the areas of the faces (surfaces) of a 3-dimensional figure.
 Total Surface Area- the sum of the areas of all the faces.
 Lateral Surface Area- the sum of the area of the faces, MINUS the area of the base(s)
What is a net?
A net is composed of all of the flat faces of a 3D figure.
 Name of the figure: _________________________________
Total Surface Area

Lateral Surface Area

  Name of the figure:________________________________
Total Surface Area : h=5cm

Lateral Surface Area

The Pyramids of Egypt: pick one of the pyramids below and solve for the lateral and total surface area
1. The Great Pyramid of Giza: 2. The Pyramid of Menkaure:
H= 146.5m h= 65.5m
Base: 4 sides Base: 4 sides
Each side average= 230 m Each side average= 108.5 m

3. Pyramid of Khafre:
H= 143.5m Base: 4 sides
Each side average= 215.5 m
Name___________________________________________Date__________________Period__________

Exit Ticket
1. Why is a net helpful when calculating the surface area of pyramids and prisms?

2. Definition:
- Total surface area:

- Lateral surface area: