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Lesson Overview
Grade Level 7th
Estimated Time Needed One 45 Minute Class Period
Students will participate in a hands on activity to discover the formula for
Lesson Description area of a rectangular prism. They will then learn how to apply the formula to
problems involving finding the area of rectangular prisms.
7.9 A
Resources/Materials/Tools
Terms/Vocabulary Volume, Prism
Technology Resources Smart Board- Visual aid for teacher instruction and class discussion.
Other Resources Handout, Assessment, pencils, snap cubes, smartboard
Lesson Procedures
This template is built on the
traditional “Madeline Hunter” Lesson Description. Teacher and Student Roles Resources
lesson structure.
Students working
Students will be given a hands on with snap Handout, pencils,
Explore
scenario of an apartment cubes to construct snap cubes for
building. Students will use models of rectangular modeling
snap cubes to construct a prisms with their table
model of the apartment groups and discussing
building and discuss reflection reflection questions.
questions with their table
group. Students will then Teacher circulating the
continue working with the room listening to
snap cubes to complete 2 student conversations
more volume explorations and guiding as needed.
with their tables.
Students working
The teacher will show a
collaboratively with
rectangular prism on the
their table groups to
smart board and ask the
solve problem.
Elaborate students to find the volume.
Handouts, pencils
Students will work
Teacher circulating,
collaboratively with their table
listening to student
groups to solve the problem.
discussions, assisting
as needed.
Students will complete a 4
Students sitting silently
problem assessment where
at desks completing
they will be given 4 Assessment for
Evaluate assessment
rectangular prisms to find the students to complete,
independently.
volume of. pencils
Teacher monitoring.
Closing Teacher leading
Smart Board
The teacher will lead students discussion, asking
in a closing discussion to questions, calling on
5 min compare and contrast surface students to answer.
area and volume to make
connections between what Students sitting in
they did before, what they did desks, engaged in
today and what they will be discussion, raising
doing in upcoming classes. hands to answer
questions and
participate in
discussion.
Potential Challenges/Plan B
If students are struggling with how to model the apartment problem, I will call their attention back to the front to
demonstrate and then allow them to continue the other 2 modeling problems on their own.