Name: Samantha DiMatteo Date:

Tuesday, March 17, 2015

Lesson Title: Surface Area & Volume of Rectangular Prisms

Grade/Subject Area: Freshman / Geometry

Brief Lesson Summary: This lesson begins with me, the teacher, stating the title and
objectives for todays lesson. Students then proceed to complete a SAT warm-up problem
that encompasses the skills from the past chapter. Students use text messaging to enter
their solutions via the poll-everywhere interactive web-page. After discussing the warm-up
problem and its solution the class is introduced to new vocabulary. Each vocabulary word is
defined verbally and is further emphasized visually (through sketches on the SmartBoard)
and kinesthetically (samples of prisms and their corresponding nets were passed around the
classroom). After defining surface area, lateral area, and volume, supporting examples of
each were provided. Students then completed a brief writing assignment that asked them to
consider why a cereal company may redesign their packaging even if the new design was
intended to hold the same volume. After discussing their responses as a class they were
instructed to complete a classwork assignment with their assigned partners. This
assignment asked student to sketch the net design, identify the surface area, lateral area,
and volume of their favorite cereal box (which they had brought in from home). The
classwork assignment also instructed them to describe how they could design a cereal box
that holds the same volume but had different dimensions. Once the assignment was
complete they had to individually solve an exit ticket that supported the concepts introduced
in class. Upon turning in the exit ticket they had a choice of homework assignments. The
first assignment was lengthy in the number of problems, but each problem was each
designed to be brief, the second assignment was much shorter but each problem was more
time consuming as they incorporated a number of skills.

Established Goals (State / Common Core Standards):

CCSS.MATH.CONTENT.HSG.MG.A.1(Usegeometricshapes,theirmeasures,andtheirpropertiestodescribeobjects)
CCSS.MATH.CONTENT.HSG.MG.A.2(Applyconceptsofdensitybasedonareaandvolumeinmodelingsituations)
CCSS.MATH.CONTENT.HSG.MG.A.3(Applygeometricmethodstosolvedesignproblems)
CCSS.MATH.CONTENT.HSG.GMD.A.3(Usevolumeformulastosolveproblems)

Stage 1Desired Results

(What understandings are desired?)
Transfer Goals
Students will be able to independently use their learning to design packaging for products
that minimize surface area but maximize volume. Many of todays companies use this
concept to save money on packaging products by using the least amount of material
necessary to design their products packaging.

Meaning
Understandings: Essential Questions
Students will understand that packages can Why would a company want to redesign the
have the same surface area yet have packaging for their product?
different a volume that differs. How can I design two packages that hold the
same volume but differ in surface area?

Acquisition of Knowledge and Skill

Students will know how to apply the formulas Students will be able design to the net of a
for surface area, lateral area, and volume to rectangular prism and identify its surface
rectangular prisms. area, lateral, area and volume.

Stage Two Assessment Evidence

(Students will need to show their learning by.)
Transfer Task (s):
Students will transfer the algebraic components of the lesson to the real life application of
designing the net of a product and label it accordingly.

Evaluative Criteria:
Performance is judged in terms of participation, effort, and completion of the warm-up,
writing assignment, cooperative pair activity, exit ticket, and homework assignment.

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples,

etc.)
Students will be formally evaluated on their comprehension of todays lesson on an admit
ticket the following day and a quiz at the conclusion of the unit.

Student Self-Assessment and Reflection

Through the completion of the warm-up problem, the cooperative pair activity, the exit ticket,
and the homework assignment, the students are able to assess their level of competence
with the material.

Stage 3Learning Plan

(Summary of Key Learning Events and Instruction)
The teaching and learning needed to achieve the unit goals.
Experience (Lesson Plan) 1: Surface Area and Volume of Rectangular Prisms
Focus Questions: Why would a company want to redesign the packaging of their product if
they still wanted it to hold the same volume?
Learning Target: Students will be able to design the net of a rectangular prism and identify
the surface area, lateral area, and volume of the prism. Students will also be able to design a
prism that holds the same volume but has different dimensions that yield a different surface
area.
Performance Indicator: Success of this lesson is determined through assessment
strategies that include teacher observation of student responses during the direct instruction
portion of the lesson, student responses to the writing assignment, monitoring progress on
the cooperative pair activity, evaluation of the exit ticket, and the homework assignment.
Learning Activities: Cooperative pair activity: Designing the net of a prism and identifying
its dimensions, surface area, lateral area, and volume. Further discussion about product
designs that hold the same volume but are constructed with a different amount of material.
Strategies: Differentiate the lesson through the use of grouping strategies and focusing on
student interest (i.e. students brought in their favorite cereal box to use to complete the
classwork activity and class discussions were relevant to their own real world experiences).
Experience (Lesson Plan) 2: Maximizing Volume while Minimizing Surface Area of
Rectangular Prisms
Focus Questions: What is the goal of a company when designing the packaging for a
product?
Learning Target: Students will be able to identify the dimensions of a packaging design
that will minimize the surface area while simultaneously maximizing the volume.
Performance Indicator: Success of this lesson is determined through assessment
strategies that include teacher observation of student responses during the direct instruction
portion of the lesson, monitoring progress on the independent classwork activity, evaluation
of the admit ticket, and the homework assignment.
Learning Activities: Students will fill out a chart in which they vary the dimensions of a
rectangular prism until they recognize which dimensions have yield the smallest surface area
yet maximize the volume.
Strategies: Focus on students interest and real world application of todays topic. This is a
discovery based lesson in which students draw their own conclusions based off of their
personal classwork assignment which helps the students take ownership with the material
and gain a better understanding of the learning target.
Experience (Lesson Plan) 3: Surface Area & Volume of Prisms (Triangular, Rectangular,
Pentagonal, Hexgonal, etc)
Focus Questions: What properties are universal to all prisms?
Learning Target: Students will be able to identify the surface area and volume of all right
prisms.
Performance Indicator: Success of this lesson is determined through assessment
strategies that include teacher observation of student responses during the direct instruction
portion of the lesson, monitoring progress as the students individualy sketch each prism,
evaluation of the closure activity, and the homework assignment.
Learning Activities: Students will sketch different prisms and their nets and label them
according to their bases.
Strategies: Have students make connections between prior lessons and new material.
Resources and Materials
Guided Notes via PowerPoint
Geometry Textbook
NJ Common Core Standards
SmartBoard
Ruler
Cereal Box
Worksheets
Calculator