Lesson Plan Grade Level/Teacher: 7th grade/Miss Nixon Previous Lesson: Finding Volume (Cubes & Rectangular Prisms)

Current Lesson: Making Cubic Boxes (Surface Area of Cubes) Next Lesson: Finding Surface Area Using The Formula (Cubes & Rectangular Prisms) Objectives: 1. Students will be able to design several cubic nets to make into 3D cubes. 2. Students will be able to calculate the area of each face of a cube and calculate the surface area of a cube. 3. Students will understand that surface area is the sum of all of the areas of all of the surfaces of a figure. 4. Students will be able to formulate a rule for calculating the surface area of a cube. How will I know that students have met my objectives? Students will display their understanding of the lesson on the explore task (Making Cubic Boxes) and during the closing discussion of the task. Standards Addressed: Common Core State Standards 7.G6: 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. Common Core Mathematical Practices MP1: Make sense of problems and persevere in solving them. MP5: Use appropriate tools strategically. MP6: Attend to precision. Materials Needed: Making Cubic Boxes Activity Sheet (one for each student) Writing utensil (one for each student) Scissors (one for each pair) Tape (one for each pair) Procedure: 1. Welcome students to class, have them sharpen pencils if needed and hand out each student a piece of paper for the Do Now problems.

Opening (5-10 minutes) 2. Present Do Now problems and tell students they have 2 minutes to work on them individually. Find the volume of each. 1. (A picture of a cube with dimensions 4 x 4 x 4) 2. (A picture of a rectangular prism with dimensions 5 x 6 x 8) 3. While students work, teacher will monitor the classroom and help the students who have questions. 4. After 2 minutes, call the class back together and discuss as a class each question in the Do Now. Call on students to come to the board to complete questions 1 and 2. 5. After discussing the Do Now, have a student helper go around and collect each students work on the Do Now problems. Explore (30-35 minutes) 6. Hand out to each student the explore task (Making Cubic Boxes) and go over the introduction as a class. Show the following YouTube video for students to gain a better understanding of how to design cubic nets. (http://www.youtube.com/watch? v=ebvl3mMKbj8) 7. Tell students that they will have 25 minutes to work with an assigned partner on the explore task. 8. While students work, the teacher will monitor the classroom and help the students who have questions and making sure students are on task. 9. If students struggle with question A, creating the nets, ask: a. How many faces are there on a cube? How about a dice? 10. If students struggle with question C, finding the area, ask: a. What is the formula for finding the area of a square? b. How many faces are there? So how many areas should you have calculated? c. What does it mean to find the total? What operations can you use to find the total area?

11. If students struggle with question D, writing a rule for SA, ask: a. How do we represent an unknown value in math? b. How did you calculate the SA in question C? Could you use that method to find the SA of a cube with any dimensions?

Closing (10-15 minutes) 12. After about 25 minutes, have students put their desks back and return to their correct seats to begin discussing the explore task. 13. Once students are back in their correct seats, begin a whole class discussion about questions A D, have several students share their work under the document camera. Draw out any misconceptions students may have had during the task. Incorporate the following questions during the closing to get students thinking: a. For question A, (regarding two nets that are just rotated or flipped) are these net designs different? b. How many surfaces are there on a cube? c. What is a rule we could use to find the surface area of any cubic box, what does it mean when they say any? 14. With a few minutes left in class collect each students work.