Our Surface Area Lesson Plan guides students in the application of formulas to calculate the surface area of cubes and rectangular prisms. Reinforce the application of concepts with the box measurement activity. Exploring the best method to find the surface area of a skyscraper challenges students to apply the learned concepts and engage critical thinking skills.
Sample Classroom Procedure / Teacher Instruction
- Display 6 pieces of cardboard cut apart from a box or another source. (Do not tell students the source of the cardboard pieces.) Ask students what could be made using the pieces of cardboard.
- Allow for responses and discussion. Ask students how they would find the total area of the new object made with the cardboard.
- Allow for responses and discussion. Introduce surface area.
- Distribute Surface Area content pages. Read and review the information with the students. Display other examples for students to solve, using the formulas correctly. Use the additional resources to enhance understanding.
- Distribute Activity pages. Read and review the instructions. Pair students. Give each pair of students one box. Once a box is measured and surface area identified, students exchange boxes until designated number of boxes have been measured by each pair. Once all are completed, one pair of students will share their solution to one box. Review the correct formulas and solutions for each box. Check for understanding.
- Distribute Practice page. Check and review the students’ responses.
- Distribute the Homework page. The next day, students exchange papers for correction by another student. Allow volunteers to share an object’s surface area measurements and sketch.
- In closing, ask students: What would be the best method of finding the surface area of a skyscraper? (Besides measuring the outside of the building.)
- Allow for responses and discussion. Remind students the surface area is the same on the inside and outside of a figure. Measuring SA of a skyscraper could be done by measuring the inside of each floor’s sides, or one floor if each floor is of equal size, then multiplying by number of floors. Use a sketch if necessary.
Common Core State Standards: None for Grade 5 CCSS.Math.Content.6.EE.A.2.c CCSS.Math.Content.6.G.A.4
Class Sessions (45 minutes): At least 2 class sessions.
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