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# SURFACE AREA LESSON

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Tweet## Jessica Appelbaum

on 19 March 2013#### Transcript of SURFACE AREA LESSON

Input 1- WHAT DO WE KNOW? Last class we looked at the AREAS of circles and squares. Input 3 - WHAT WORDS/CONCEPTS DO WE USE? Take out your Math Journals! Input 2 - HOW DO WE KNOW THIS? Output Let's look at another way to think of the area of a circle. UNWRAPPING SURFACE AREA Maddison, Jessica, and Julia There are a lot of different ways to think about the same thing! WARM-UP Problem: What is the total area of this little guy? Include UNITS! ----2 cm------ ------4 cm----------- -----2 cm------ -----1 cm------ What is a SURFACE?

Write about what you think a SURFACE is.

Thinking about what a surface might be, do you think that you can measure the area of 3 dimensional (not flat) objects? THINK ABOUT THIS! What shape is this can?

What flat shapes make up the shape of this can?

Do you like tomato soup with grilled cheese? * for our lang/lit class, rather than having everyone participate in this activity Tom's Soup Co. makes your grandma's favorite canned soup. This is the very soup she remembers eating as a child. Unfortunately, they discontinued her favorite flavor--tomato!

You did some research and found that they sold their secret tomato soup recipe to Campbell's.

For your grandma's birthday, you decided to surprise her by replacing the label on a Campbell's tomato soup can by wrapping it like a present, and drawing a Tom's Soup Co. label on it. PROCESS Your mission is to figure out how much paper you need to completely cover the two cans of soup. *instead of having every member of our lang/lit class do this activity, we are going to fishbowl this to get more feedback! What is a fishbowl? The 2 or 3 people in the center will act out the activity as if they were in the classroom actually performing this activity, while the rest of the class will have designated roles. Although we are presenting this in Fishbowl style, in a regular classroom setting all the students will be placed in groups of 2 or 3 and perform the activity. Your Roles Molly, Gregory, Meghan: inside fishbowl

Ace, Robert: the taggers

Everyone else will be separated into 3 observation groups .

1. You are observing as a student who already knows what surface areas is.

Think about: What stood out to you?, Did this activity lead you to deeper understanding of what surface area is?

2. You are observing as a student who does not know what surface area is.

Think about: What parts of this didn’t work for you? Does this make sense? Do you know what surface area is now?

3. You they are observing as a teacher.

Think about: What do you think the students are taking away from this activity? Do you like this lesson? Do you think they are walking away with any misconceptions. For the next two minutes, think about the questions below (you can write down some of your ideas). Prepare to share your ideas with the class.

1. Course: 7th Grade Math

2. Unit: Surface Area and Volume

3. State of Colorado Standards/ Evidence Outcome:

Standard: 4. Shape, Dimension, and Geometric Relationships: Geometric sense allows students to comprehend space and shape. Students analyze the characteristics and relationships of shapes and structures, engage in logical reasoning, and use tools and techniques to determine measurement. Students learn that geometry and measurement are useful in representing and solving problems in real world as well as in mathematics.

Prepared Graduates:

Understand quantity through estimation, precision, order or magnitude, and comparison. The reasonableness of answers relies on the ability to judge appropriateness, compare, estimate, and analyze error. LESSON LOGISTICS OBJECTIVES Teacher: “As you can see, there are multiple ways to think about area! Now we’re going to talk about a different kind of area--surface area. What is surface? Take out your journal and write down some thoughts about the meaning of the word “surface.”

Teacher: “Okay, let’s come back together. I’m going to distribute a worksheet with a real-world problem. Please use your observations you wrote down in your journal as you dive into the problem. I’ll distribute some tools that may help you with your exploration.” Learning Objective

Discovering surface area of cylinders using prior knowledge of the area of rectangles and circumference. Connecting estimations and calculations to the surface area formula. Essential Questions: How is surface area of a cylinder related to the area of a rectangle? What are ways to find the circumference of a circle?

Key Terms: Surface area, area (of circle and rectangle/square), circumference, cylinder, units Language Objective

Deconstruct the word problem into a solvable math problem

Group collaboration including discussion and written work.

Exploring the formula for surface area through an inquiry-based project

All students will contribute to a full-class discussion which will define surface area of a cylinder and explore the formula Teacher: “For the past few classes, we’ve been talking about area. We calculated the area of several shapes; who can name some shapes we calculated the area of?”

Student: “Circle.”

Teacher: “Great! Now we’re going to do a quick warm-up where we calculate the area of a robot! Let’s get started.” (first slide)

Students work on the warm-up problem; teacher asks for a volunteer to share their work on the board. One student shares, some student-to-student discussion of the answer and/or solution method may follow.

Teacher: “Now I have a quick video for you all to watch. There’s more than one way to think about area. Let’s watch.” (next slide) Class discussion 1. In your own words or diagrams, and from your discoveries define SURFACE AREA.

2. How is surface area of a cylinder and circumference related? (again, using diagrams is encouraged)

3. Why is the height of a cylinder part of the equation for surface area of a cylinder? HOMEWORK Look back at your journal entry from the beginning of class.

Write about how your ideas of a SURFACE have changed after exploring surface.

Write down your own definition of SURFACE AREA FISHBOWL REFLECTION One person from each role should share:

Reflection on what worked during the activity.

Reflection on what could have gone better.

Full transcriptWrite about what you think a SURFACE is.

Thinking about what a surface might be, do you think that you can measure the area of 3 dimensional (not flat) objects? THINK ABOUT THIS! What shape is this can?

What flat shapes make up the shape of this can?

Do you like tomato soup with grilled cheese? * for our lang/lit class, rather than having everyone participate in this activity Tom's Soup Co. makes your grandma's favorite canned soup. This is the very soup she remembers eating as a child. Unfortunately, they discontinued her favorite flavor--tomato!

You did some research and found that they sold their secret tomato soup recipe to Campbell's.

For your grandma's birthday, you decided to surprise her by replacing the label on a Campbell's tomato soup can by wrapping it like a present, and drawing a Tom's Soup Co. label on it. PROCESS Your mission is to figure out how much paper you need to completely cover the two cans of soup. *instead of having every member of our lang/lit class do this activity, we are going to fishbowl this to get more feedback! What is a fishbowl? The 2 or 3 people in the center will act out the activity as if they were in the classroom actually performing this activity, while the rest of the class will have designated roles. Although we are presenting this in Fishbowl style, in a regular classroom setting all the students will be placed in groups of 2 or 3 and perform the activity. Your Roles Molly, Gregory, Meghan: inside fishbowl

Ace, Robert: the taggers

Everyone else will be separated into 3 observation groups .

1. You are observing as a student who already knows what surface areas is.

Think about: What stood out to you?, Did this activity lead you to deeper understanding of what surface area is?

2. You are observing as a student who does not know what surface area is.

Think about: What parts of this didn’t work for you? Does this make sense? Do you know what surface area is now?

3. You they are observing as a teacher.

Think about: What do you think the students are taking away from this activity? Do you like this lesson? Do you think they are walking away with any misconceptions. For the next two minutes, think about the questions below (you can write down some of your ideas). Prepare to share your ideas with the class.

1. Course: 7th Grade Math

2. Unit: Surface Area and Volume

3. State of Colorado Standards/ Evidence Outcome:

Standard: 4. Shape, Dimension, and Geometric Relationships: Geometric sense allows students to comprehend space and shape. Students analyze the characteristics and relationships of shapes and structures, engage in logical reasoning, and use tools and techniques to determine measurement. Students learn that geometry and measurement are useful in representing and solving problems in real world as well as in mathematics.

Prepared Graduates:

Understand quantity through estimation, precision, order or magnitude, and comparison. The reasonableness of answers relies on the ability to judge appropriateness, compare, estimate, and analyze error. LESSON LOGISTICS OBJECTIVES Teacher: “As you can see, there are multiple ways to think about area! Now we’re going to talk about a different kind of area--surface area. What is surface? Take out your journal and write down some thoughts about the meaning of the word “surface.”

Teacher: “Okay, let’s come back together. I’m going to distribute a worksheet with a real-world problem. Please use your observations you wrote down in your journal as you dive into the problem. I’ll distribute some tools that may help you with your exploration.” Learning Objective

Discovering surface area of cylinders using prior knowledge of the area of rectangles and circumference. Connecting estimations and calculations to the surface area formula. Essential Questions: How is surface area of a cylinder related to the area of a rectangle? What are ways to find the circumference of a circle?

Key Terms: Surface area, area (of circle and rectangle/square), circumference, cylinder, units Language Objective

Deconstruct the word problem into a solvable math problem

Group collaboration including discussion and written work.

Exploring the formula for surface area through an inquiry-based project

All students will contribute to a full-class discussion which will define surface area of a cylinder and explore the formula Teacher: “For the past few classes, we’ve been talking about area. We calculated the area of several shapes; who can name some shapes we calculated the area of?”

Student: “Circle.”

Teacher: “Great! Now we’re going to do a quick warm-up where we calculate the area of a robot! Let’s get started.” (first slide)

Students work on the warm-up problem; teacher asks for a volunteer to share their work on the board. One student shares, some student-to-student discussion of the answer and/or solution method may follow.

Teacher: “Now I have a quick video for you all to watch. There’s more than one way to think about area. Let’s watch.” (next slide) Class discussion 1. In your own words or diagrams, and from your discoveries define SURFACE AREA.

2. How is surface area of a cylinder and circumference related? (again, using diagrams is encouraged)

3. Why is the height of a cylinder part of the equation for surface area of a cylinder? HOMEWORK Look back at your journal entry from the beginning of class.

Write about how your ideas of a SURFACE have changed after exploring surface.

Write down your own definition of SURFACE AREA FISHBOWL REFLECTION One person from each role should share:

Reflection on what worked during the activity.

Reflection on what could have gone better.