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Surface
Area of Rectangular Prisms
Designed:
David K. Blackwell, Gibbes Middle School
GRADE
LEVEL: 6th SUBJECT(S):
Math
1)
CORE CURRICULUM OBJECTIVE(S):
Calculate
the surface area of regularly shaped solids (e.g.,
cubes and other rectangular prisms).
(6GS6-5)
[V.F.1]
[V.F.5]
RESTATEMENT:
The student will calculate the surface area of
different rectangular prisms.
2)
OVERVIEW:
This lesson could be the initial lesson for
surface area of rectangular prisms. The students will
first review different geometric figures. Then, they
will find the number of faces, vertices, and edges for
a rectangular prism. Next, using hands-on activities,
students will find the surface areas of various
rectangular prisms. The culminating assessment will be
a paragraph explaining surface area, related drawings
to help further define the topic, and an oral
presentation of the written paragraph.
3)
FOCUS/ESSENTIAL QUESTION(S):
1.
How can you use math to figure out how much paper you
would need to wrap a birthday present?
2.
Would you use the same math to wallpaper a room?
3.
What occupations need to know about surface area?
4)
TIME FRAME:
One
45 or 50 Minute Class Period for Pair Activities
One
45 or 50 Minute Class Period for Culminating
Assessment Completion and Oral Presentations
5)
RESOURCES:
Glencoe,
Course 1, Pages 404 - 407
Computers
with Internet access
Paper/pencil
Markers
Scissors
Boxes
of candy of varying sizes (Students could bring these
for extra credit points.)
Rulers,
calipers, tape measures (These can be metric and
customary measurements.)
ATTACHMENT
1
NOTE:
If you do not want to use the
boxes of candy, have students bring in assorted boxes.
You could also obtain boxes from other teachers or
from businesses in the communities.
6)
ASSESSMENT:
Rubric
for Surface Area Pair Activities
|
Activity
1
Table I |
2
MINIMUM |
5
MODERATE |
10
MAXIMUM |
Points
Earned |
| Participation |
Wanted
to work alone |
Participated
in one activity as a team |
Participated
in all activities as a team |
|
| Calculations |
More
than five errors |
No
more than five errors |
No
errors |
|
| Completion
of Tables |
Both
tables are incomplete |
One
table completed on time |
All
tables completed on time |
|
Activity
2
Table II |
2
MINIMUM |
5
MODERATE |
10
MAXIMUM |
|
| Participation |
Wanted
to work alone |
Participated
in one activity as a team |
Participated
in all activities as a team |
|
| Calculations |
More
than five errors |
No
more than five errors |
No
errors |
|
| Completion
of Tables |
Both
tabs are incomplete |
One
table completed on time |
All
tables completed on time |
|
| |
|
|
Subtotal
of Points from Table 1 and 2 |
|
| |
|
|
10
Extra Credit Points for Team Member 1 |
|
| |
|
|
10
Extra Credit Points for Team Member 1 |
|
| |
|
|
Total
Points Earned by the Group |
|
| Teacher
Comments:
Teacher
Signature ______________________ Date
___________________________
Student
Signatures _______________________
_____________________________
|
ASSESSMENT
CONTINUED...
CULMINATING
ASSESSMENT RUBRIC
| This
rubric will be used to assess individual
understanding of surface area and to assign a
grade for this lesson. This rubric and the
PAIR ACTIVITIES RUBRIC will be given to the
student at the beginning of the lesson in
order to let them know what is expected from
them. |
|
QUALITIES
Of Paragraph & Oral Presentation |
YES
10 |
NO
0 |
POINTS
EARNED |
| Paragraph
was on topic of surface and presented accurate
information on the topic. |
|
|
|
| Paragraph
had beginning, middle, and end. |
|
|
|
| Paragraph
did not contain spelling or grammar errors. |
|
|
|
| Paragraph
was turned in on time. |
|
|
|
| Student
made an oral presentation. |
|
|
|
| Student
used drawings and other models to help explain
the topic during the presentation. |
|
|
|
| Subtotal
for the points earned during presentation |
|
| Points
earned from the group activities |
|
| Total
Points Earned |
|
| Grade
Point Ranges:
There
are a total of 140 possible points.
The
scale to the right will be used to assign
grades. |
|
A
= 140 - 123
B = 122 - 105
C = 105 - 88
D = 87 - 70
F = 66 & Below |
|
7)
INSTRUCTIONAL ACTIVITIES
DAY
ONE
1.
Begin the lesson by giving an overview of the
lesson and stating the objective(s).
2.
Review the names of different three-dimensional
figures.
3.
Divide the class into pairs by randomly selecting the
pairs or by allowing students to choose their
partners.
Activity
1
4.
Pass out two small boxes of candy and the DATA
COLLECTION SHEET to each pair. (Try to find a variety
of box sizes to allow students a chance to get
different data.)
5.
Ask for a volunteer to identify the type of prism
represented by a box of candy.
6.
Tell the students to find the number of faces, edges,
and vertices for their box of candy.
7.
They should write their information on TABLE I.
8.
Continue by having volunteers share their findings for
# 6. (Review lesson.)
Activity
2
9.
Demonstrate how to open a box in order to have a
two-dimensional map of
the box. You can also put an example of the opened box on the overhead.
10.
Have each pair open two boxes (different sized
boxes if possible) and put the candy on a napkin.
11.
Tell them to enjoy the candy while they complete the
activity.
12.
Students should letter the faces of both boxes, A - F.
13.
One team member should measure the first box's face's
length and width.
14.
The other member should record the information on
TABLE II.
15.
The students should repeat Steps 14 and 15 with the
second box.
16.
The pairs should compute the area of each face and add
the products together to find the
surface area of the box.
17.
Provide closure by having students share the
measurements and surface area for their boxes. Record
all of their data on a transparency or chart. This
data could be used at a later date when students work
on the volume of rectangular prisms.
DAY
TWO
CULMINATING
ASSESSMENT
Have
students write a paragraph with a minimum of five
sentences explaining the process of finding the
surface area of a rectangular prism. Encourage them to
use drawings to further explain what they learned from
this lesson. The first draft of the paragraph could be
written for homework. The final draft, drawings, and
oral presentations would be done on the second day.
AFTER
DAY TWO EXTENSION ACTIVITIES
If
a lab is available, students could go to approved
sites to look at the occupations that use surface area
to complete their work. This list could be the one
generated during the FOCUS QUESTIONS segment of DAY
ONE, or the teacher could have a list of occupations
that students could use for the computer activity.
They would research the type of work performed, the
education and training needed, and the salary one
could earn from each occupation. The students should
look at least three occupations. The culminating
assessment could be a chart, a PowerPoint
presentation, or a booklet of occupations to show the
data collected during the initial research. This
activity would require at least one class period to
collect the data and create a table from the data.
Making a booklet or a PowerPoint presentation would
necessitate additional class periods. The students
could use Microsoft Word for the table and the
booklet.
DATA
COLLECTION SHEET
ATTACHMENT 1
| TABLE
I |
FACES |
EDGES |
VERTICES |
Candy
Box
(Rectangular Prism) |
|
|
|
| TABLE
II |
| Box
A |
Length
(L) |
Width
(W) |
L
x W |
Area |
| Face
A |
|
|
|
|
| Face
B |
|
|
|
|
| Face
C |
|
|
|
|
| Face
D |
|
|
|
|
| Face
E |
|
|
|
|
| Face
F |
|
|
|
|
|
Add
all six areas to find the SURFACE AREA OF BOX
A. |
| Box
B |
Length
(L) |
Width
(W) |
L
x W |
Area |
| Face
A |
|
|
|
|
| Face
B |
|
|
|
|
| Face
C |
|
|
|
|
| Face
D |
|
|
|
|
| Face
E |
|
|
|
|
| Face
F |
|
|
|
|
|
Add
all six areas to find the SURFACE AREA OF BOX
B. |
|
Team
Members' Signatures
__________________________________
Date
______________________________
Period __________
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