SINGLE SUBJECT CREDENTIAL PROGRAM

LESSON PLAN FORMAT FOR FLM

Revised June 2007

NOTE: This lesson plan functions as a guide map to your instruction. Please include details about the examples you will give
students, anticipated responses they will give, the structure of notes if you will lecture, the directions for any activities, and key
questions you intend to pose to students. In addition, give time points to help with pacing and attach any handouts that will be used.
This is not a script of every word youll say but it is a structured, detailed guide to how you intend to implement the lesson.

UNIT TITLE: SURFACE AREA AND VOLUME

LESSON TITLE: INTRO TO 3 DIMENSIONAL SHAPES

Day 2 TIME:
STUDENT TEACHER: Stephanie Chan and Tricia Dones
DATE:
Math 7/Pre-Algebra
SCHOOL: Middle School
SUBJECT:
EQUIPMENT/MATERIALS: White boards, Doc Cam, tape, straws, pipe cleaners

45 min. ROOM: 85
7
GRADE LEVEL:

TYPE OF LESSON AND

INSTRUCTIONAL
STRATEGIES PLANNED:

SIOP MODEL STRATEGIES INCORPORATED:

Preparation/Motivation
_x_ Adaptation of Content
_x_ Link to Background
_x_ Link to Prior Learning
_x_ Identify Key Vocabulary
Communication Processes
_x_ Reading
_x_ Writing
_x_ Speaking
_x_ Listening

Scaffolding
Grouping
_x_ Modeling in Multiple Ways
_x_ Whole class
_x_ Wait Time
_x_ Small groups
_x_ Communication
_x_ Partners
_x_ Comprehensible input
_x_ Independent
Application/Representation
_x_ Hands-on
_x_ Meaningful
_x_ Linked to objectives
_x_ Promotes engagement

Assessment (w/ appropriate feedback)

_x_ Individual
_x_ Group
_x_ Written
_x_ Oral

RATIONALE: HOW DOES THE LESSON FIT INTO THE UNIT OF STUDYWHAT DOES IT BUILD ON (PRIOR KNOWLEDGE)?
LEAD UP TO?

WHAT DOES IT

During the previous days lesson, the students reviewed 2-dimensional shapes and the formulas for the areas of the
polygons and circles. In this lesson, the students will be learning the descriptions and definitions of 3-dimensional
shapes. These two lessons will prepare the students to deconstruct the 3D shapes into 2D nets to find the surface area
which is the next area of study in the unit. The knowledge of the 3D shapes will also help the students as they find the
volume of the shapes later in the unit.
GOAL(S) BIG IDEA(S) THE LESSON HELPS TO DEVELOP [SHOW CORRELATION TO PROFESSIONAL CONTENT AND PROCESS STANDARDS
(NCTM STANDARDS)]

CCSS.7.G.6. Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
CCSS.MATH.PRACTICE.MP1. One big idea of the lesson is to make sense of problems and to persevere in solving
them which we will see the students doing as they construct the 3D shapes and describe the characteristics of them.
CCSS.MATH.PRACTICE.MP2.The students will take the abstract words of prism, pyramid, and cylinder and reason
quantitatively by writing down the sides, edges, corners and such of the shapes.
CCSS.MATH.PRACTICE.MP3. The students will construct viable arguments and critique the reasoning of others as
they work together to describe their 3-dimensional shape.
CCSS.MATH.PRACTICE.MP4&5. By constructing the shapes with straws and pipe cleaners, students will be using
tools strategically and modeling with mathematics.

CCSS.MATH.PRACTICE.MP6&7. By creating their 3D shape, they must attend to precision and look for and make
use of structure in their responses.
CCSS.MATH.PRACTICE.MP8. By comparing various pyramids, prisms, and cylinders, students will need to look for
and express regularity in shapes that are the same and know which shapes are different.
OBJECTIVE(S) WHAT STUDENTS WILL BE ABLE TO DO [SHOW CORRELATION TO STATE CONTENT STANDARDS (CA FRAMEWORK )]

Students will discover the properties of 3-dimensional figures. Students will also work together in groups then share the
information with the class.
Students will examine the lateral faces of 3-dimensional figures by creating them using materials such as tape and
straws. Students will then draw the figures and write the properties of the 3D figures to be able to see each of its lateral
faces.
LESSON INTRODUCTIONTHIS WILL GET STUDENTS ATTENTION FOCUSED ON THE OBJECTIVES INCLUDES CONNECTING TO
PRIOR CONTENT KNOWLEDGE AS WELL AS TO THEIR LIFE EXPERIECES AND INTERESTS

Students will know the routine of coming in and sitting before the bell rings. They will take out their agendas
and write down the class work and homework for that day. They will also write the lesson objective in their
math notebooks.
5 min

The teacher will project the warm-up on the board that will connect the previous days lesson on 2D shapes
and the areas of the shapes. Students will complete a warm-up activity on their white boards that will have
them recall the 2D shapes we reviewed the previous day. The shapes will be real life 2D shapes that will help
draw the students attention. This will help prompt students to find these shapes for the lesson body activity.
The teacher will ask student volunteers to come show their work on the board. Teacher will take an informal
poll at the end of each question to see how many students agree with that answer.
LEARNING ACTIVITIESPROVIDE DETAIL ABOUT WHAT BOTH TEACHER AND STUDENTS WILL BE DOING

20 min

The teacher will go over the lesson objective with the students. She will tell the students that today we will be
learning about different 3D shapes. The teacher will go over what a 3D shape is and how to determine its net.
The teacher will give instructions for the activity. The teacher will assign students to work in heterogeneous
groups of 3-4. Each group will choose a representative to draw a slip of paper with the 3D shape that they will
construct out of a hat: they will create a prism, a pyramid, or a cylinder. Each group will construct their drawn
shape using the picture on the slip of paper, their text book, straws, tape, and pipe cleaners.
After constructing the outline of their 3D figure outline, the students will discovering information and
completing a graphic organizer that asks for the amount of lateral faces, the shape of the base, the amount of
corners, the amount of edges, the 2D shapes that composes the 3D figure, and the special properties of the 3D
shape. In the last box of the graphic organizer, the students will be challenged to think of at least one real-life
example of their 3D figure.

15 min

Each group will prepare to informally present their findings with the class. Each student must present the
information in one box of the graphic organizer. The teacher will collect the slips of paper and draw out the
shapes again to determine the order in which the groups will come up and present their information. As the
different groups present, the students will continue to fill out their graphic organizer with the new information
that they collect from the presenting groups.
LESSON CLOSUREHOW WILL I HELP STUDENTS TO PROCESS AND ORGANIZE WHAT WAS LEARNED?

5 min

The teacher will close the lesson by reviewing the objective of the lesson. There will be a class discussion
about what we learned during the lesson body. Students will solidify their schema about 3D shapes by
identifying how many corners, sides, and special properties the 3D shape has. We will also discuss the special
properties of each of the 3D shapes and how we can determine it from other 3D shapes. The graphic
organizers will be collected at the end of class.

ACCOMMODATIONS ( INSTRUCTIONAL AND ASSESSMENT)

ENGLISH LEARNERS

ADVANCED STUDENTS

IEP REQUIREMENTS

Each of the groups will be a heterogeneous design that integrates English Learners with students
of proficient English skills. ELs will be able to practice speaking skills in a less intimidating
setting and can practice talking about the key vocabulary of the unit. ELs will also be practicing
their listening skills as they continue to listen to spoken English from native English speakers in
the class. ELs will also be working on their writing skills as the graphic organizer requires each
student to describe their 3D shapes in English. If needed, students with limited English will be
exempt from presenting and may choose to complete their graphic organizer in their native
language.
Advanced students will be asked to think of more examples for their real-world examples box on
their graphic organizers. If the advanced students exhaust ideas for that category, then the teacher
will give them a ruler and if the student can correctly calculate the area of three unique 2D shapes
on their 3D figure, then the student will be awarded one candy.
Students with IEPs will be accommodated according to however their IEP suggests. For students
with seeing or hearing impairments, they will be seated in the front of the class. For the student
that may have a speaking disability, he/she will not be required to present in front of the class but
will still be expected to contribute to their group in some way.

ASSESSMENT STRATEGIES (FOR TYPE, INDICATE EL (ENTRY-LEVEL), PM (PROGRESS-MONITORING), OR S (SUMMATIVE)

TYPE

DESIGN

EL

Warm-up

PM

Constructing Activity

Graphic Organizer

IMPLEMENTATION

FEEDBACK STRATEGY

Students will individually work on Students will volunteer the

a warm-up activity that will review
solutions which will be
calculating the area of 2D shapes.
discussed with the class.
Students will correct their
own work. The teacher will
walk around the class
checking student work and
correcting any
misconceptions that she sees.
Students will be working in groups
Students will receive
to construct their 3D figure and
feedback when the present
explore the characteristics of that their material. The teacher
shape.
will offer verbal feedback
and correct any
misconceptions.
Students will be individually
Students will turn in their
completing a graphic organizer. graphic organizers at the end
of class for a letter grade.
The teacher will see if the
student understands the
different characteristics of
prisms, pyramids, and
cylinders.

PRE-REFLECTION AND POST-EVALUATION OF LESSONWHAT DO I EXPECT TO GO WELL AND TO BE CHALLENGING?

HAPPENED?

WHAT ACTUALLY

I expect that the students will enjoy the hands-on manipulatives of creating 3D figures. They will also explore the
characteristics of the 3D figure. I expect that working in groups, some of the students may get distracted or off task.
The class may also get loud as they work in groups.

Warm-up:

Shapes to be pulled out of the hat:

Graphic Organizer
Name_____________________________
Date________

3D Figures
Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Special
Properties

Real-world
examples of
3D figure

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners:

Name of 3D
shape

Sketch of figure

2D shapes
found

Number of
sides:

Number of
corners: