Required Lesson Plan Format

Teacher Candidate: SueAnn________ Date: ___11/1/11____________ Grade Content Area: ____Mathemetics____________________________ Level:____7_____

Fundamental Skills/Important Concept(s)/Essential Question(s): ____________________________________________________________________________ Finding the surface of a cylinder. Lesson Title Lesson Focus 1.Identifying the 2-dimensional shapes that make up the the faces and bases of 3-dimensional cylinder. 2. Creating a formula to solve the surface area of a cylinder.

Core Curriculum Standards and/or NYS Standards and Performance Indicators ~~~~~~~~ (For Literacy-based lesson, can Solve real-life and mathematical use NCTE/IRA Standards for the problems involving angle English Language Arts) measure, area, volume.
7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of twoand three dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

(Blooms Taxonomy; include behavior, conditions, and criteria)

Lesson Objectives

(Use numbers for clarity) 1. The student will be able to identify the different 3 dimensional figures such as prisms, cylinders, pyramid, cones and spheres. 2. The students will be able to calculate the area of a rectangle, as well as the circumference and

---------------------Acceptable Evidence (process and/or product)

area of a circle and use this information to derive the formula for the surface area of a cylinder. 3. The students will be able to properly use the surface area formula with respect to a cylinder. 4. The student will be able to solve real world examples which require surface area. ---------------------------------------------------------------------------------(Use numbers for clarity) Evidence that students have achieved objective(s): 1. Given pictures of 3 dimensional figures, the students will be able to identify what they are. 2. Given a picture with the length and width of a rectangle, the students will be able to calculate the area. 3. Given a picture of a circle with the radius of a circle, the students will be able to calculate the circumference and area of it. 4. Given a series of cylinders, the students will be able to use the formula they derived to calculate their surface area.

Instructional Procedure(s) ___________ __________________________________ A. Bell Ringer and Prior Knowledge Activation Suppose you work for a company that makes water tanks. A customer wants the tank that measures 15 meters in height and 6 meters in diameter. How much metal should you order to make this tank?

This can be together or separately. Also called: set induction, anticipatory set, introduction/review

_______________ B. Teacher input, explanation,

& development
1. 2. 3. 4. 5. Specific instructional method(s); Modeling; Guided practice; Check for understanding Independent practice

__________________________________ ________ (Use numbers for clarity) The teacher will 1. By using the bell wringer the students will be introduced to surface area and present a real world problem, which they will be able to solve at the end of the lesson. The teacher will begin the lesson by reviewing the area of a rectangle and the area and circumference of a circle. 2. The teacher will then hand out paper cylinders to the students and have the students work in groups to break it down into its 2 dimensional components. Using string and a ruler the students will measure the circumference of the the circle, along with the length and width of the rectangle. The students should figure out that the length of the rectangle is the same as the circumference of the circle. 3. With the assistant of the teacher the students will attempt to use this information to derive a formula for surface area. Then using this formula calculate the surface area of the cylinder. 4. To check for understanding the teacher will put several problems, dealing with surface area, on the board and have students come up to solve them. 5. The teacher will then give the students a worksheet that will be

started in class and completed at home that presents problems for them to practice finding the surface area of a cylinder. Which will be reviewed in the next class.

Specific students actions

The students will 1. The students will work together to solve problems and be actively involved in the lesson. 2. The students will be able to manipulate objects to solve problems. 3.The students will be able to think critically to solve problems and have the opportunity to present their understanding to the class.

Assessment (Type and purpose)

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Evaluation, if used

The students will be given a worksheet with problems involving surface area which will be for them to take home and complete. The worksheet will then be collected and then used to evaluate the student's abilities. Students who appear to be struggling will meet with the teacher to try to identify where the are having difficulties.

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Closure

The students will be able to solve the bring wring given to the students at the beginning of the class. Students will be placed in groups to complete different problems. The students will be able to help each other better understand the material being taught. Students that the teacher have recognized to be struggling based on the take home, homework assignment will be asked to stay after class for extra help.

Accommodations: 1. Students with exceptional learning needs (ELN); 2. Learning modalities & Learning Styles; 3. Multiple Intelligences

Materials Duration (time) Curricular and/or Unit Connections

Paper cylinder, ruler, string, scissor, white board, markers, calculator, paper and pencil. 42 minutes. This lesson provides a connection between geometry and algebra. This lesson also provides a connection between text-to-world.

Adapted with permission by Snowden, P. L. (Fall, 2011) from: Hackett, Sarah. (2010). Enhanced lesson plan template. Plattsburgh, NY: SUNYPlattsburgh.