UKanTeach 2 Lesson Plan
Author (s):
Team Members: Kaitlin Hodgkin and Chloe
Marshall
Title of Lesson: Building a Box
Lesson #: 3
Date lesson will be taught: 4/24/12
Mentor’s Name: Angela Reilly-Harden
Mentor’s School: Southwest Middle School
Subject/Grade level: 6th grade math
Lesson Source: Illuminations
Concepts/Main Idea –They will learn the difference between perimeter, area, and surface area. They will learn how to calculate
perimeter and area of 2-dimensional shapes and the surface area of 3-dimensional shapes.
Objective/s- Write objectives in SWBAT form…
The Students Will Be Able To:
Create, compare and describe different two-dimensional nets that can
be folded into a three-dimensional cube.
Examine the properties of the nets of the resulting cubes including
perimeter and surface area.
Use rotations and flips to compare various nets.
Evaluation
Based on your objectives, draft the content of the questions you
will ask on your pre- and post-tests; at least 1 question for each objective.
Questions do not have to be multiple choice. The your actual pre- and posttests will be attached to the end of this lesson plan.
Kansas Science and Math Standards- Include standard, benchmark and indicator where applicable
Standard/Benchmark/Indicator
M.6.3.2.A1a-b
Standard: Geometry
Benchmark: Measurement and Estimation
Indicator:
Solves real-world problems by applying these measurement formulas: a) perimeter of
polygons using the same unit of measurement; b) areas of squares, rectangles, and triangles using
the same unit of measurement
Explanation of Indicator
Solve real-world problems using perimeter of a variety of shapes with the same unit of measure and
area of squares, rectangles, and triangles with the same unit of measure. Perimeter is distance
around a figure and area is the amount of surface covered inside the figure.
Standard/Benchmark/Indicator
M.6.1.4.A1b
Standard: Number and Computation
Benchmark: Computation
Indicator:
Generates and/or solves one- and two-step real-world problems with rational numbers
using the computational procedures: b) addition, subtraction, multiplication, and division of decimals
through hundredths place
Materials list
Accommodations:
per Group: 64 cubed blocks (small one unit by one unit)
Every student should be able to do the lesson with no
issue.
ELL students should have someone helping them with the
vocabulary. Key vocabulary terms written and main
instructions written on the board.
per Student: Building a box handout located at
http://illuminations.nctm.org/Lessons/BuildBox/Box-AS-Intro.pdf
Safety:
No safety concerns.
Keep blocks on table and use only for building boxes.
Engagement: Estimated Time: ___5 min_______
What the teacher does AND how will the teacher direct
students: (Directions)
Show them a square and rectangle and see if they can
guess the perimeter and area.
Show them a cube and ask them what the surface area is.
Probing Questions: Critical questions
that will connect prior knowledge and
create a “Need to know”
What is the perimeter? How did you
find that? What is the area? How did
you find that? What is the surface
area? How did you find that? Why is
perimeter and area used for the square
and rectangle? Why is surface area
used for the cube?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
The outer edge of the square. Added up all the
edges. The inside of the square. Multiply length
by width. Might not know what surface area is.
Might say the area of all the faces added
together. Take the area of each face and add
them together. Perimeter and area is used for 2dimensional shapes and surface area is used for
3-dimensional shapes.
Exploration: Estimated Time: ___20 min_______
What the teacher does AND what the teacher will direct
students to do: (Directions)
1. Pass out the “building a box” handout; one to
every student.
2. Demonstrate an example of one way to make the
cube from the sheet of paper that we give them.
3. Ask if they think there are other ways to make the
cube.
4. Let them take time either by themselves or with a
group to make different nets out of their papers.
5. Have them find the perimeter and area of their net
if each edge of the square is 2 units.
6. Once folded into a cube have them find the surface
area.
Images of nets that form cubes:
Probing Questions: Critical questions
that will guide students to a
“Common set of Experiences”
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
What properties are common to all
nets that will form a cube?
What type of nets will not work?
Why not?
All acceptable nets have six squares and 14
sides.
Nets with more or fewer than six squares
will not work. When four squares share a
vertex; when two squares lie on the same
side of a center row of squares; and when
more than four squares occur in a row.
If a net suffers from any of the problems
noted above, it will not form a cube, and
these problems can be determined by
visual inspection.
The surface area of the cube is equal to the
area of the net. The cube has 12 edges,
while each net has 14 sides.
Without folding, is there a quick
way to determine whether or not a
net will fold into a cube?
What sort of properties does your
final cube have? How do these
compare to the properties of the
nets?
What is the perimeter and area of
your net?
What is the surface area?
Explanation: Estimated Time: _____5 min_____
What the teacher does AND what the teacher will direct
students to do: (Directions)
Explain perimeter, area, and surface area again to further
explain the concept. Bring out blocks and use those to
further explain.
Clarifying Questions: Critical questions
that will help students “clarify their
understanding” and introduce
information related to the lesson
concepts & vocabulary
What is perimeter?
What is area?
Are they different?
What is surface area?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
The sum of the edges around a shape of a 2dimensional object.
The amount of space inside the boundary of a flat
(2-dimensional) object
Yes/no
The total area of the surface of a threedimensional object
Elaboration: Estimated Time: __________
What the teacher does AND what the teacher will direct
students to do: (Directions)
Give them the perimeter of a face of a cube (16 units) and
the area of a face of a cube (16 squared units) and the
surface area of the cube (64 squared units) and have them
build it. Whoever builds it the fastest wins.
Probing Questions: Critical questions
that will help students “extend or
apply” their newly acquired
concepts/skills in new situations
How many blocks do you think you will
need?
What is it going to look like?
Expected Student Responses AND
Misconceptions - think like a student to consider
student responses INCLUDING misconceptions:
Might think they need 16 or 64.
Cube
Evaluation: Estimated Time: __________
Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives.
Formative Assessment(s): In addition to the pre- and post-test, how will you determine students’ learning within this lesson: (observations, student
responses/elaborations, white boards, student questions, etc.)?
We will have a multiple choice pre and post test to do formal assessment.
We will also walk around the classroom and engage with the students to figure out if they are learning as well.
Summative Assessment: Provide a student copy of the multiple choice quiz (a blank page provided at the end of this document for you to paste your quiz).
Multiple Choice
Pretest (same as post-test)
1. What is perimeter?
2. What is area?
Post-Test
1. What is perimeter?
2. What is area?