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Lesson Planning Sheet Title: Total Surface Area of Prisms Learning Objectives: By the end of the lesson: All students should be able to calculate the total surface area of a cuboid. Most students should be able to calculate the total surface area of a prism. Some students should be able to solve problems in context involving the total surface area of prisms Keywords: Total Surface Area, Compound, Area, Net, Prism Learning Activities Starter/Introduction Students calculate the area of simple compound rectilinear shapes since this is a prerequisite skill for the remainder of the lesson. To extend this, students could be given the area of a compound shape and investigate the maximum and minimum perimeters possible. The introduction of circular shapes at this point could also be of benefit later on. Have the solutions presented on mini-whiteboards for assessment and feedback. Development When teaching total surface of prisms it is useful to have an old cereal box (or something similar) to show how the solid can be opened up to create a net. The teacher guides the class through matching the dimensions from the solid to the net to calculate the area of each face and find the total. An alternative approach, which could be demonstrated by the second example is to calculate the areas from the solid. Discuss which faces are congruent and how to include that as part of the working. An extension to this could be to have a general cuboid with dimensions l (length), w (width) and h (height) and derive the formula for the total surface area. Students could work through the problems on the third slide independently. Encourage the class the share their different approaches to the problems as a means of peer support and assessment. Students will need to sketch the diagrams and show their working out adjacent. Plenary The plenary is intended to cover each of the three learning objectives. Encourage students to break down the problem into smaller chunks by drawing a diagram. It maybe necessary to remind the class the cuboid is open and therefore does not have a top face. Have the class attempt the problem on mini-whiteboards for assessment and feedback. Differentiation More able: Students could investigate the maximum and minimum perimeters for a cuboid with fixed area. Students could derive the total surface area formulae for a variety of prisms. Less Able Students may need to have a net drawn from each cuboid in order to help them break the problem down. Drawing the cuboids onto isometric paper could help the students count the area of each face rather than calculating them. Resources: mini-whiteboards isometric/cm2 paper Cereal box (or similar)