Teacher Candidate: Cortney Estes Unit Title: Geometry

Date: November 9, 2011 Grade Level: 6

Subject: Math

Essential Question(s): How does geometry affect us in the real-world? How can we use surface area to solve real-world problems? Lesson Title/Number Common Core, State Standards, and/or Performance Indicators Surface Area / 3 Geometry 6.G Solve real-world and mathematical problems involving area, surface area, and volume. 3. Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

Lesson Objectives
(Blooms Taxonomy)

1. The students will be able to deduce what the surface area of a given object is using the learned formula. (analysis) 2. The students will be able to construct their own equation using the acquired knowledge of surface area. (synthesis)

Acceptable Evidence
*Could be collected for accountability/auditing purposes.

Evidence that students have achieved objective(s): 1 & 2. In-class worksheet that will be done as a large group. 1. Homework worksheet that will be collected the next day for a grade.

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

1. The teacher will give the students their bell ringer based on the previous classes lesson on volume. The students will work on this bell ringer for the first 2 minutes of class while the teacher hands back their quizzes. After the students have completed their bell ringer they will hand it in to the teacher for a grade. [CFU-routine] 2. The teacher will go over the quizzes with the class and work through any problems that caused the students trouble on the board. If the students do not volunteer any trouble problems the teacher will then go over the problems that they noticed a fair amount of the students got wrong. [CFUroutine] 3. The students will look over their quizzes and ask the teacher about any of the questions that caused them particular difficulty. 4. The teacher will begin the days new lesson on surface area. They will first ask the students if they have any idea what surface area is. The teacher will then write the definition on the board and the formula required for calculating the surface area of a given object. [CFU-content & procedure] [visual] 5. The students will fill in the definition and the formula of surface area on

Label: Bell Ringer

Also may be called: set induction, anticipatory set, introduction/review

Label: visual, auditory, and kinesthetic Accommodations for learning modalities Label: Checks for Understanding: directions, procedures/routines,

and/or content (formative)

Ex. (CFU directions)

their guided notes. [RBIS] 6. The teacher will go around asking a few of the students to describe surface area in their own words to check for understanding. [CFU-content] [auditory] [RBIS] 7. The teacher will begin with some examples of surface area on the board and the students will work through the same problems on their in-class worksheet that is within their guided notes. [CFU-content & procedure] [visual & auditory] [RBIS] 8. The teacher will go through the in-class worksheet one by one with the help from the students who will take turns going up to the board and working their way through the problem with the help from the other students. [CFUcontent & procedure] [auditory, visual, & kinesthetic] [RBIS] 9. The students will continue working on the problems being gone over in class while assisting the students who are working on the same problems on the board. 10. The teacher and the students will go through the entire in-class worksheet as a class before the students get their homework worksheet; which will be collected for a grade at the beginning of the next class. [CFU- content & procedure] 11. The teacher will give the students the opportunity to ask any remaining questions about surface area before letting the students get started on their webquest, with a partner, which will be the entry way into their review lesson in the next class. If needed the students may finish their webquest at the beginning of the next class. [CFU- content & procedure] [auditory, visual, & kinesthetic] [technology] [RBIS]

Assessment/Evaluation The students will be given an in-class worksheet located in their guided notes that they will be working on as a class. The students and the teacher will be working through the problems together for the teacher to check if the students understand Label: formative or summative the new information. This in-class worksheet will show the teacher if the students and describe purpose are capable of competently completing their homework worksheet or if the teacher needs to reteach the information to allow the students to competently complete their worksheet for homework. (formative) The students will be given a homework worksheet that they will need to complete before the next class time. This worksheet will use the information taught on surface area to focus on using the formula for surface area to solve the given problems. This worksheet will further show the teacher the students competency of their knowledge of surface area. If the students do poorly on this homework worksheet the teacher will have to re-teach parts of the lesson at the beginning of the next class time. (formative) The students will be involved in a webquest, with a partner, which will give them the opportunity to start reviewing the topics learned in this unit before the review period begins the next class period. In this webquest they will have to answer

several real-world problems based on area, volume, and surface area. Through answering these questions the students will discover reasons why we use knowledge of these areas in our daily lives. This will also provide a good review before the students take their summative assessment on the unit. If the students get each answer correct throughout the webquest they will receive a maximum of 5 bonus points on their summative unit test. (formative)

Closure

By the end of this lesson the students will have gained an understanding of the definition of surface area and be able to calculate the surface area of different shapes using the formula given. They will also be able to distinguish surface area from area and volume as well as applying the correct information to solve the problems.

Accommodations and/or Interactions with Support Staff

I will follow any IEP and 504 accommodations.

Resources/Materials

Guided notes with in-class worksheet Homework worksheet

Time Required Reflection:

1 day for 40 minutes