Properties Title: Circle of Knowledge Type: Lesson Plan Subject: Math Grade Range: 6 Description: Students will find the surface area of 3 dimensional figures by understanding how to draw their nets Duration: 85 Minutes Author(s): Jessica Barfield Instructional Unit Content Standard(s)/Element(s) Content Area Standard MCC.6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. TAG Standard Higher Order and Critical Thinking Skills Summary/Overview The focus of this lesson is to give students an opportunity to create and apply nets of 3 dimensional figures when finding surface area. Students will then try to come up with a formula when finding the surface area of a rectangular prism, using the knowledge they are gained. Enduring Understanding(s) At the end of this lesson the student will be able to represent 3-D figures using nets made up of rectangles and triangles. use nets to find the surface area of 3-D figures composed of rectangles and triangles. apply the surface area techniques of 3-D figures composed of rectangles and triangles in real-world and mathematical problems. 1
Essential Question(s) How can nets be used to compute the surface area of rectangular and triangular prisms? How can knowledge of nets help us to discover the formula for finding the surface area of rectangular and triangular prisms? Concept(s) to Maintain: Evidence of Learning What students should know and be able to: a) draw a net of a 3 dimensional figure using rectangles and right triangles b) how to calculate the surface area of a 3 dimensional figure using its net c) the formula for finding surface area of 3 dimensional figures Suggested Vocabulary polygon: A closed figure formed by three or more line segments. triangle: A polygon with three sides. right triangle: A triangle with exactly one right angle. quadrilateral: A polygon with 4 sides. parallelogram: A quadrilateral with opposite sides that are parallel. trapezoid: A quadrilateral that has only one pair of parallel sides. area: The amount of surface a two-dimensional figure covers its measured in square units. Procedure(s) Phase 1: Sparking the Discussion (Hook) 1. Give the students nets of a cube. Ask them: What are these a picture of? Provide students time to jot down their thoughts and share thoughts with a partner. Encourage them to cut and fold the paper if desired. Select a few students to respond. 2
Phase 2: Acquiring Content Needed to Participate in Discussion 1. Pose the question: What is surface area? This is prior knowledge that the students should know. Once the students get that the surface area is the total area of all the faces of a 3-dimensional figure, then go on to the essential question: How can nets be used to compute the surface area of rectangular and triangular prisms? 2. Students create sentences using at least three words from the Word Splash to help them understand the vocabulary for this unit. Share responses. 3. Students will takes notes using their Notes guide from their workbook page 144-145 on constructing nets and computing surface area using nets when dealing with rectangular and triangular prisms. Phase 3: Kindling the Discussion 1. Students will use their notes and the Questioning Cube to answer and have small group discussions. 2. In whole group, students will participate in a discussion driven by the following questions: How can nets be used to compute the surface area of rectangular and triangular prisms? How can we use this information to come up with a formula for finding the surface area of all rectangular prisms? How do we know it will work for every rectangular prism? What about a formula for triangular prisms? How do we know it will work for all triangular prisms? Phase 4: Synthesis Activity 1. Students will be asked to pick from several 3-dimensional figures presented to them. They will then asked to draw its net, measure its sides, and compute the surface area in two different ways. Summarizing Activity 3-2-1 Exit Ticket to be turned in before the students leave for the day. Resource(s) Pearson: Prentice Hall Mathematics Course 1 workbook pages 144-145 Handouts: Handout 1: Net Handout 2: Word Splash Handout 3: Questioning Cubes Handout 4: 3-2-1 Ticket 3
Handout 1 4
Handout 2 Net face score Soccer area Surface rectangular Triangle polygon 5
Handout 3 What shapes do nets consists of? How do you find the surface area of a rectangular prism? What kind of profession would have a net useful? When would a net be more useful than just finding the surface area with a formula? Draw a 2 different nets for this cube. Where is your reallife could YOU find a picture of a net (besides your math book)? 6
Handout 4 3-2-1 Ticket 3 vocabulary words and their definitions we learned about: 2 ways to draw a net of a rectangular prism: 1 thing you are still confused about from today: 7