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IMPACT ON STUDENT LEARNING PROJECT

By: Danielle Weston

6th Grade Mathematics

Licensure: Mathematics and Social Studies

May 1, 2013

Table of Contents

Impact Part 1

Student Background Knowledge and Experience

Student #

Achievement/Developmental Data

(EVAS and EOG Scores from previous year)

504/IEP Modifications Gender Ethnicity Disabled

Other Factors

#1 No Available Scores None F Caucasian#2 EVAS-367 EOG-4 None M Caucasian#3 EVAS-356 EOG-3 None M Caucasian#4 EVAS-359 EOG-3 None F Caucasian#5 EVAS-368 EOG-4 None F Caucasian#6 EVAS-352 EOG-3 None M Caucasian#7 EVAS-359 EOG-3 None F Caucasian#8 EVAS-350 EOG-2 None F Caucasian#9 EVAS-356 EOG-3 MTS-Multiple

Testing SessionsSR-Separate RoomRA-Read Aloud

F Caucasian ECIEP

ECIEP

#10 EVAS-351 EOG-3 None F Caucasian#11 EVAS-356 EOG-3 None M Caucasian#12 EVAS-367 EOG-4 None M Caucasian#13 EVAS-358 EOG-3 None F Caucasian#14 EVAS-347 EOG-2 RA-

Read AloudSG-Small Group

M Caucasian

#15 EVAS-355 EOG-3 None F Caucasian#16 EVAS-357 EOG-3 None M Caucasian#17 EVAS-352 EOG-3 None F Caucasian#18 EVAS-354 EOG-2 None F Caucasian#19 EVAS-365 EOG-4 None M Caucasian#20 No Available Scores None M Caucasian#21 EVAS-349 EOG-2 None F Hispanic Bi-

lingual#22 EVAS-359 EOG-3 None F Caucasian#23 EVAS-362 EOG-3 None M Caucasian#24 EVAS-350 EOG-2 None F Caucasian#25 EVAS-355 EOG-3 None F Caucasian#26 EVAS-364 EOG-4 None M Caucasian

EVAS-Education Vale Added Assessment System

EOG-End of Grade Test

Impact Part 2

Nets and Surface Area (March 19-March 27)

Learning Goals and Objectives

Learning Goals and Objectives

Alignment with state curriculum

21st Century Skills Horizontal Alignment

Vertical Alignment

Students represent three-dimension figures whose nets are composed of rectangles and triangles.

CC 6.G.4Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

21 st Century Skills Effective

Communication Collaboration Critical

Thinking and Problem Solving

Creativity and Innovation

Flexibility and Adaptability

Initiative and Leadership

Productivity and Accountability

Curiosity and Healthy Skepticism

Visual ArtsCC 6.V.3.2 Create art using a variety of 2-D and 3-D media, including digital.

CC 2.G.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.CC 7.G.3Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Students recognize that parallel lines on a net are congruent.

CC 6.G.4Represent three-dimensional figures using


Communication

Social StudiesCC 6.G.1.3 Compare distinguishing

CC 2.G.2 Partition a rectangle into rows and

http://www.corestandards.org/Math/Content/2/G/A/2

Using the dimensions of the individual faces, students calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure.

nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Collaboration Critical







characteristics of various world regions (e.g., physical features, culture, political organization and ethnic make-up).Ex. Pyramids of Egypt

columns of same-size squares and count to find the total number of them.

CC 4.G.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.CC 7.G.6Solve real world and mathematical problems involving area, volume, and surface area of two and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Students construct models and nets of three-dimensional figures, describing them by the number of edges, vertices,

CC 6.G.4Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the




Creativity and

CC 7.G.3Describe the two-dimensional figures that result from slicing three-dimensional figures, as in pace sections of right rectangular

and faces. Solids include rectangular and triangular prisms.

surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Innovation Flexibility and

Adaptability Initiative and

Leadership Productivity

and Accountability


prisms and right rectangular pyramids.

Students are expected to use the net to calculate the surface area.










ScienceCC 6.P.2.3 Compare the physical properties of pure substances that are independent of the amount of matter present including density, melting point, boiling point, and solubility to properties that are dependent on the amount of matter present to include volume, mass and weight.Ex. Frozen ice cube versus melting ice cube

CC 7.G.6Solve real world and mathematical problems involving area, volume, and surface area of two and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Students can create nets of 3D figures with specified dimensions

CC 6.G.4Represent three-dimensional figures using

Technology and information tools and resources must be presented and

Visual Arts CC 6.V.3.2 Create art using a variety of 2-D and 3-D media,

CC 7.G.2Draw (freehand, with ruler and protractor, and

using the Dynamic Paper Tool on NCTM’s Illuminations.

nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

applied with relevance and authenticity.

Classroom teachers are responsible for teaching the new ITESStandards beginning in 2011M12. (North Carolina Information and Technology Essential Standards

Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment.





Flexibility and

including digital.

with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Adaptability Initiative and

Leadership Productivity

and Accountability


Students can describe the types of faces needed to create a three-dimensional figure. Students make and test conjectures by determining what is needed to create a specific three-dimensional figure.










Visual ArtsCC 6.V.3.2 Create art using a variety of 2-D and 3-D media, including digital.

CC 5.G.4Classify two-dimensional figures in a hierarchy based on properties.

CC 7.G.3Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

Goal or Objective Essential Vocabulary Essential Content/Skill Developed (activities)

Related content (necessary for understanding new

information

Students will represent three-dimensional figures whose nets are composed of rectangles and triangles.

Three-dimensional figure-has a length, width, and heightNets- a flattened three-dimensional figure which can be turned into the solid by folding it

Activity-Level 1- Using gridded nets of cubes, rectangular prism, triangular prism, and a pyramid, students will assemble models of each figure and find the surface areas of each figure.Level 2 - Using non gridded nets of cubes, rectangular prism, triangular prism, and a pyramid, students will assemble models of each figure and find the surface areas of each figure.

Common Core Standard:6.G.4“Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.”-21 st Century Skills

Financial, Economic, Business and Entrepreneurial Literacy


ICT Literacy Critical Thinking and

Problem Solving Productivity and

Accountability-Area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles or other shapes

Students will recognize that parallel lines on a net are congruent.

Parallel lines- Two lines that do not intersectNets-Congruent- exactly equal in size, shape, length, or angle measure

Activity-Students will practice using nets to find surface area of cubes, prisms, and pyramids.


Global Awareness Financial, Economic,

Business and Entrepreneurial Literacy




Accountability-Parallel lines are lines that do not intersect-Congruency means equal in size, shape, length, or angle measure

Using the dimensions of individual faces, students will calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure.

Surface Area-the sum of the areas of all the surfaces (faces) of a three-dimensional figureFaces- the flat surface of a solid on its sides

Activity-Students will work on a Pizazz worksheet where they are expected to find surface area of cubes, prisms, and pyramids by finding the area of each individual face and adding the areas together.






Accountability-A surface is the outer face of a shape, or outside boundary of something-Area is the number of closed units needed to cover the surface of a closed figure

-Using area of regular polygons to find the sum of all areas of the faces on the figure

Students will construct models and nets of three dimensional figures, describing them by the number of edges, vertices, and faces using rectangular and triangular prisms.

Base- one of the two parallel congruent (same size and shape) faces of a prism; the face that a solid object stands onEdges- intersection of faces in a 3-D figureVertices- point where two lines meet/intersectFaces- the flat surface of a solid on its sidesRectangular Prisms- prisms with six rectangular faces; opposite faces are congruent and parallel; has two rectangular congruent basesTriangular Prisms- composed of two triangular bases and three rectangular sidesPyramids- three-dimensional figure whose base is a polygon and whose other faces are triangles

Activity-Students will choose a box (a cereal box, cake box, etc.), assemble the box, and find the surface area to the nearest ½ centimeter. Students will make a chart that states how many faces, edges, and vertices the figure has.

Activity-Students will work in table groups. Using toothpicks and marshmallows, groups will create the largest prism/pyramid of their choice using the materials that they have. Students can make whatever type of prism or pyramid that they choose, as long as it follows the rules of either a pyramid or prism.






Accountability

Students are expected to use the net to calculate the surface area of each figure.

Surface Area-the sum of the areas of all the surfaces (faces) of a three-dimensional figure

Activity- Students will have either a matchbox car or a mini train. Students will build and/or assemble a garage or shed for either figure using materials such as construction paper, cardstock paper, scissors, markers, tape, rulers, etc. Students will have to sketch the net of the garage/shed, calculate its surface area


Financial, Economic,

based on how big the train or car is, and specify how many edges, faces, and vertices the garage/shed has.





AccountabilitySurface Area of a Rectangular Prism is SA=2(wh + lw + lh) where w=width, l=length, and h=-heightSurface Area of a Triangular Prisms is SA=(wh + lw + lh + ls) where w=width, l=length, h=height, s=side

Students will create nets of 3D figures with specified dimensions using the Dynamic Paper Tool on NCTM’s Illuminations.

Three-dimensional figure-has a length, width, and heightNets- a flattened three-dimensional figure which can be turned into the solid by folding it





Media Literacy ICT Literacy Critical Thinking and


Accountability

Students will describe the types of faces needed to create a three-dimensional figure.

Three-dimensional figure-has a length, width, and heightFaces- the flat surface of a solid on its sides

Activity-Students will work the Connected Math Series to determine what kind of faces makes cubes, prisms, and pyramids, and the area of each face to determine the figure’s surface area.







Accountability

Students will make and test conjectures by determining what is needed to create a specific three-dimensional figure.

Three-dimensional figure-has a length, width, and heightConjecture- educated guess

Activity-Students will work through Carnegie Learning Series Volume 2 to determine which nets create cubes, prisms, and pyramids.




ICT Literacy

Social and Cross-Cultural Skills

Critical Thinking and Problem Solving


Impact Part 3

Impact Parts 4-8

Impact Project 6-point Lesson Plan:

NETS AND SURFACE AREABlock 2

March 19-March 27

*THIS IS SUBJECT TO CHANGE*

Tuesday, March 19

Objective/Goal:CCSS 6.G.4: Students will learn to represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Students will apply these techniques in the context of solving real-world and mathematical problems.

Instructional Procedures:

Teacher candidates consider the content and pedagogy that will maximize student learning for this particular content and these particular students. Candidates should also consider pacing, sequencing, language, and procedures of instruction.

Focus and Review (1-2 minutes)o The teacher will instruct students to pass out folders.o The teacher will instruct students to get out the materials that will be needed for

the class: Paper Pencil Math Folder

Common Core State Standardso 6.G.4

Students will learn to represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Students will apply these techniques in the context of solving real-world and mathematical problems.

Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o SmartBoardo Scissors

o Tapeo Carnegie Learning Student Text, pg. 931-933o Carnegie Learning Student Assignment, pg. 253-256

Teacher Input (30-35 min)o The teacher will pass out a net of a cube that students will put together to form a 3

– dimensional cube. The teacher will pass out all necessary materials to build the cube.

o The teacher will lead a whole class instructed time where students will learn vocabulary for the unit. A SmartBoard activity has been assembled where students will play a matching game and math the vocabulary words to their definitions.

o Vocabulary will include: Net – a 2 – dimensional figure that, when folded, forms the surfaces of a

3-dimensional object Surface Area – the total area of the 2 – dimensional surfaces that make up

a 3 – dimensional object Prism – a polyhedron with 2 parallel and congruent faces, called bases,

and all other faces that are parallelograms Polyhedron – a 3 – dimensional figure that has polygons as faces Pyramid – a polyhedron with 1 base; all other sides are triangles Lateral Faces – in a prism, a face that is not a base of the figure Volume – the amount of cubic units occupied by an object Edge – the intersection of a pair of faces in a polyhedron Face – one of the polygons that makes up a polyhedron Vertices – the intersection of three edges in a polyhedron Base(s) – the bottom of a polyhedron; prisms have two, pyramids have

oneo The teacher will then ask students to go back to their net of a cube to label certain

parts of the cube. These will include base, face, vertex, edge, and the formula for surface area.

o The teacher will go over how to find the surface area of a cube as well as all other 3 dimensional figure. Students will practice finding surface area by finding the surface area of their cube.

o The teacher will pass out menus to every student and go over all the directions as well as the requirements for Day 1 of the menu. As students are working on their menus later on in the week, students will be allowed to come up to the vocabulary SmartBoard activity to practice identifying the vocabulary words with their definitions. This will allow for students to become more familiar and practice with each of the vocabulary words.

o The teacher will pass out menus to all students. The teacher will go over the menu day by day with the students, starting with day 1. Be sure to remind students to put their name on their menu first thing as well as when the menu is due, which is Wednesday, March 27, also test day.

Guided Practice/Independent Practice (25-30 min)o Students will build a 3 – dimensional cube from a net.o Students will write certain words on the cube that represent the base, edge, face,

and vertex of the cube as well as the formula for finding surface area. This can be used as a reference throughout the unit.

o Students will work through a menu for this unit on nets and surface area. Day 1 of the menu is required. Options 1 and 2 are required by all students. Students may choose between options 3 and 4 as their final option. The requirements for Day 1 are:

Vocabulary SmartBoard Activity Matching words with definitions Using a net, students will build a model of a cube and find the surface area

of the cube. Students will write certain vocabulary words on the cube that they build

from a net. Students will complete pages 929-933 in Carnegie Learning Student Text,

Volume 2, Problems 4 and 5. These pages are associated with cubes and surface area of cubes.

Students will complete pages 253-256 in Carnegie Learning Student Assignment book as the TOD. These problems will be displayed on the SmartBoard due to lack of class set. These pages are associated with cubes and surface area of cubes.

Assessmento The menu will serve as the day’s assessment. Students will be responsible for

getting their activities approved by the teacher. There will be different types of assessment taking place throughout the entire class period such as performance assessment, observation, and formative assessments (depending on the activity that the students chooses to do for that day).

o Students will turn in their TOD so the teacher can assess how much students learned about nets of cubes and finding surface area.

Closure (3-5 min)o Have students turn their TOD into the class box.o Have students to check what work they have completed-regardless of whether

they are done or not.o Have students staple all of their work for Day 1 of the menu and turn in to the

box.o Have students return their math folders to the proper place.

o Pack up.o Dismiss students to next class.

21 st Century Skills Effective Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Flexibility and Adaptability Initiative and Leadership Productivity and Accountability Curiosity and Healthy Skepticism

Interdisciplinary Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Healthy Literacy

Informational and Technology Standards Evaluate credible resources Use appropriate technology for task Promote global awareness Analyze ethical issues

Resources/Materials/PreparationMarch 19:

Materials needed for Day 1 of the Nets and Surface Area unit are:

1. Papera. Students will need paper to write down their work for Day 1 of the menu.

Students will label their paper based on what part of the menu they are working on.

2. Pencila. Students will need a pencil to write down their work for their menu activities as

well as their vocabulary words on the cube.3. Math Folder

a. Students will need their math folders to keep all of their work for their menus in. This math folder is not to be taken out of the classroom and is for use in math class only.

4. Net of cubesa. The teacher will need nets of cubes to pass out to students. Copies of nets that

have centimeter grids and no grids will be made to be passed out to students based on their academic learning level. 65 copies of each type of net will be made.

5. SmartBoarda. The SmartBoard will be used for whole class instruction as well as to display the

TOD to students.6. Document Camera

a. The Document Camera will be used for whole class instruction to introduce and go over the vocabulary for the unit. Students will match the vocabulary word with its proper definition.

7. Scissors and Tapea. Students will need scissors and tape to assemble the nets of cubes. These

materials will be provided for students by the teacher. Some students may have to share a pair of scissors.

8. Carnegie Learning, Student Texta. Students will need Carnegie Learning, Student Text Volume 2 pages 929-933

Problems 4 and 5 to do a required assignment on Day 1 of the menu.9. Carnegie Learning, Student Assignment Text

a. Students will need Carnegie Learning, Student Assignment Text pages 253-256 to do the TOD for Day 1 of the menu.

Adaptations and Modifications:Modifications and adaptations will be made for the nets that students will put together. Some nets of cubes will be constructed of centimeter grids. Some nets of cubes will not be constructed of centimeter grids. Students that do not understand or comprehend the material completely will be given the centimeter grid paper. Students that do understand the material will be given the nets that do not have the centimeter grids.

Classroom Management:Students will be seating in groups of either 4 or 5. For day 1, students will be given part teacher instruction. After teacher instruction, students can work with their peers in their groups on the activities. The only materials that should be on a student’s desk during the pre-test is their netbooks. The teacher will pass out necessary materials to the whole class before the activity begins. Students will keep all of their work for the class period in their math folders. The teacher will give direct instruction for the first 10-15 minutes of class. After the teacher gives direct instruction to the students, the students will spend the rest of the class working on Day 1 menu activities.

Bloom’s Taxonomy Students will have already taken the Surface Area and Nets pre-test before we begin the

unit on Tuesday, March 19. The Nets and Surface area pre-test will not be graded. This is for data purposes to see what students already know about nets and surface area.

The SmartBoard vocabulary activity for nets, surface area and volume is REMEMBERING. This is a required assignment for all students for Day 1. Students will write definitions for base, edge, vertex, face, and formula for surface area on the cube.

Students will build a net of a cube and find the surface area of the cube. This is a required assignment for all students for Day 1. Building a net is APPLYING. Finding surface area of the nets is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own cube. Students will have to understand how to find surface area, as well as how to define the faces, edges, and vertices of a figure.

Carnegie Learning Student Text pg. 931-933 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge and building with nets to complete the activity. This activity is an option that students can choose from after completing the foldable and building the cube.

Carnegie Learning Student Assignment Text pg. 253-256 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge and building with nets to complete the activity. This activity is an option that students can choose from after completing the foldable and building the cube.

Professional ConsultationsWhile planning this lesson, I consulted my master teacher. She helped plan and decide what activities to complete as well as helped me plan my direct teacher instruction. I also consulted the other 6th grade math teacher. PLC planning is done between myself, my master teacher, and the other 6th grade math teacher. The other 6th grade math teacher and 1 are and will be teaching the same material throughout the unit to both 6th grade math classes.

Plan for Assessment & Evaluation of Student Learning:1. Students will have already taken the Nets and Surface Area pre-test before we begin the

unit on Tuesday, March 27. The Nets and Surface area pre-test will not be graded. This is for data purposes to see what students already know about nets and surface area. This is a pre-test on ClassScape that myself, my master teacher, and the other 6th grade math teacher put together for the unit. This same pre-test will be given as the post-test at the end of the unit, with questions in a different order. The program ClassScape is a program that the school that I am student teacher is registered for and is the major test taking resource that teachers use to post-assess their students. This particular pre-test includes questions about surface area and nets. There are 10 questions, questions ranging from levels easy, medium, and hard.

Students are very familiar with this program. Because this is a pre-test, students’ scores will not be recorded, but rather used for data purposes to see each student’s prior knowledge about surface area and nets.The data collected from this pre-test will be used to assess student’s prior knowledge about surface area and nets. The scores on this pre-test will have some influence to which level of activities a student will participate in throughout the unit and the unit’s learning menu.

2. The SmartBoard vocabulary activity will serve as an introduction for students. This is a formative assessment as these vocabulary words will be used through the nets and surface area unit. Students will be allowed to go back to the SmartBoard vocabulary activity later during the unit to practice using the vocabulary. Students will write 5 vocabulary words and their definitions on the cube. These words will be used to describe different properties of a 3 – dimensional figure. The vocabulary words include: Surface Area, Face, Edge, Vertices, and Net. The SmartBoard will also be used to display the TOD for students to complete.

3. The Document Camera will be used to display the vocabulary words to students as well to provide a representation of what their net and cube should like before and after it is assembled. . The vocabulary words include: Surface Area, Face, Edge, Vertices, and Net.

4. Students will build a net of a cube and find the surface area of the cube. This is a required assignment for all students for Day 1. Building a net is a performance assessment. Student are performing their abilities to create a cube when given a net. To begin the unit, students will learn how to identify nets of different figures by first working with a cube. Students are expected to be able to represent three-dimensional figures whose nets are composed of rectangles and triangles. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

5. Students will find the surface area of the cube that they build using nets. This is a formative assessment. Students will be assessed based on observations. Students will use their abilities to find areas of figures and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

6. Carnegie Learning Student Text pg. 931-933 is a formative assessment. Students will be assessed based on observations throughout the class and graded individually on their accuracy. Students will apply their knowledge gained during the teacher instruction to complete the assignment. This activity is a required menu item to be completed by students for Day 1. This will serve as an evaluation tool as to how much a student learned on the introductory day as well as what a particular student does on the second day of the menu.

7. Carnegie Learning Student Assignment Text pg. 253-256 is a formative assessment, but will be used as a summative assessment and taken up as a TOD. Students will also be assessed based on observations. Students will apply the knowledge that they learn through teacher instruction and building with nets to complete the activity. This activity is a required menu item to be completed by students for Day 1. This will serve as an

evaluation tool as to how much a student learned on the introductory day as well as what a particular student does on the second day of the menu.

Assessment and Evaluation of Student Learning:The Nets and Surface area pre-test will not be graded. This is for data purposes to see

what students already know about nets and surface area. This is a pre-test on ClassScape that myself, my master teacher, and the other 6th grade math teacher put together for the unit.

The Pre-test and Post-Test are the same test that students will be taking. ClassScape is only available to the teachers with username and password access. Due to copyright purposes, I am not allowed to post any of the questions on this Impact Project. The Pre-test will cover Volume, Surface Area and Nets, and will consist of 14 questions. The Pre-Test will not be graded for accuracy, but rather to determine background knowledge of the students for this unit. The Post-Test will be graded for accuracy and scores will be recorded. Data analysis will be done based on the growth from the scores of Pre-Test to the Post-Test.

Today was the first day of the Surface Area and Volume unit. We began class by going over some released EOG problems as preparation and review for the Math EOG. Students worked with their groups to solve the problem, and we went over the whole problem as an entire class. I then passed out nets of cubes that students were instructed to cut out. I observed that students were very particular and precise with their cutting, taking extra time to make sure not one piece of scrap paper could be seen after students had cut out the net of the cube. We then went over vocabulary that students would need to know and use throughout the entire unit. I had access to a large 3-D shape to show students examples of the vocabulary words that we were going to discuss. This made it easier for students to understand when I was able to point out what and where each vocabulary term could be seen on the cube.

We first discussed what the face of a 3-D shape was and how many faces made up a cube. When I told the students that a face was a polygon that makes up a polyhedron, I then described a face as a side that a 3-D object can sit on. Students were much more receptive of this definition than the formal one. We then discussed that an edge of a 3D shape was the intersection of two faces, or where two faces met. Students were able to show me how many edges were present on one face of the cube. Then as a class, we discussed what a vertex was. Students had already been introduced to this vocabulary word so it was easier for them to describe to me that a vertex is a corner of a face on a shape and that each face of a cube had 4 vertices. The final vocabulary word that we discussed was Surface Area. I first asked students to show me the hand motion and tell me the definition for finding the area of a rectangle. Students responded with the appropriate hand motion and definition of length times width. I then asked students what they thought Surface Area might be and to take 30 seconds to talk it over with their group members. After coming back together, students decided that Surface Area was the area of the surface of a 3-D shape. This definition is correct, but I went more in depth when I told them exactly what Surface Area is and how we can find the surface area of a cube.

After the students determined that Surface Area meant the area of all faces of a 3-D shape added together, I asked them to determine the surface area of the net of the cube that they had cut out, using rulers and rounding to the nearest whole centimeter. Students determined that all of the faces of the cube had the same area, so they could just multiply the area of one face by the number of faces on a cube. As a class, we then discussed that this method of finding surface area would work when finding surface area of a cube, but did this method work for finding surface area of every 3-D shape? We didn’t answer the question, but left it for thought as we will begin

working with other shapes such as prisms and pyramids later on in the unit where this will be addressed. Students were then asked to fold and assemble the cube.

Students were able to determine the surface area of the cube without any struggle. Once they realized that the areas of all the faces of the cube were the same and they just had to find the area of one cube and multiply it by the number of faces, it was easy for them to work with. I was pleased to see how well students responded to assembling the cube and following directions, which was the biggest form of formative assessment for this class. We also discussed as a class how the Common Core Curriculum states that being globally aware is important for students. We found a picture of Kabba, or the sacred holy place for Muslims in Mecca. This is the place that Muslims go to when they make their lifetime trip to Mecca. The Kabba is in the shape of a cube. I used this example because students have been learning about foreign religions in their Social Studies class and to show them that cubes can and are used in real world applications.

Students were given a Carnegie Learning book where, with their group members, had to determine ten separate nets of cubes from a list of 20. It was awesome to see students using their hands to visualize what the net of a cube might look like as well as to overhear students talking about what properties make up the net of a cube and what doesn’t. I was impressed with the thinking skills of all the students and how much they comprehended from the hands-on activity and the vocabulary skills that they participated in. As a class, we then went over the Learning Menu that students will be completing as the overall formative assessment for this unit. Students have completed Learning Menus in the past, so they are very familiar with them. We concluded class with a TOD where students were given a Rubik’s Cube with dimensions and were asked to find the Surface Area of a Rubik’s Cube with a length and width of 57 mm as well as determine the length, width, and height of one of the nine smaller cubes that make up the face of a Rubik’s Cube. Once completed, students turned in their work to the class box where it would be taken for a grade as a part of their Learning Menu.

Overall, I thought today’s introduction lesson to Surface Area went very well. If I could change anything, I would have talked more about why we can simply find the area of one face on a cube and multiply that value by six to get Surface Area. I think students understood that to find Surface Area, you simply find the area of each face and then add all those values together. But when we start tomorrow working with prisms where not every single face has the same area, it might be more difficult for students to understand that opposite sides of a prism are congruent and those two faces are the only faces that will have the same area. I thought the order in which I approached the class worked best for students. Going over vocabulary first and then assembling the cube made it easier for students to write their vocabulary words down, measure the lengths and widths of the faces, and determine the surface area. Transitioning from cutting out the net to writing on it and then going back to assembling the net did not maximize the entire class time. For tomorrow’s class, I think that I will talk about how to find surface area of a rectangular prism first before student cut out their shape and then after students have found the surface area of their net of a rectangular prism, I will allow them to cut out the net and assemble it during the same time.

I think that teaching Surface Area and Volume as my Impact Project focus unit is going to be very successful. Just from the first day of working with these students, I have already been able to see some growth, even if it just in knowing that a net of a cube will always have six faces or knowing what surface area is and how to find it. I look forward to continuing my teaching with this group of students.

Questions asked by teachers:

How many faces connect at a vertex? How do you find area of a rectangle? How do you find surface area of a 3-D shape? How do you know all faces are equal on a cube?

Questions asked by students:

How do you know which face to set the cube on?o On a cube, all faces are the same. Therefore, any face can be the BASE,

or the face that a 3-D shape sits on. The other faces that are not the base are called LATERAL FACES.

ReferencesNets of Cubes

Carnegie Learning Student Text, pg. 929-933

Carnegie Learning Student Assignment Text, pg. 253-256

Wednesday, March 20 (Block Support, 1st and 2nd Periods)

Objective/GoalCCSS 6.G.4: Students will learn to represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Students will apply these techniques in the context of solving real-world and mathematical problems.

Instructional Procedures Focus and Review (15-20 minutes)

o Have students pass out class folders.o The teacher will instruct students to get out their materials for the day:

Folders Pencils Paper

o Students will work problems released EOG problems that will be taken up as a TOD. (Students will work about 10 minutes)

o Teachers will go over the problems as students are checking their work.o Students will turn in their TOD to the class box.



Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Scissorso Tapeo Pizzazz Worksheet D-64o Carnegie Learning Student Text pg. 954-955o Ready NC Workbook Pages 240-243 (#1-8)

Teacher Input (15-20 min)

o The teacher will pass out nets of rectangular prisms that they are going to put together. Using the formula for Surface Area, students will find the surface area of the rectangular prism.

o The teacher will then instruct students to continue working on their Surface Area and Nets menu. Students will have four options for the second day of the menu. These menu activities will again be tiered at three different levels (low, medium, high).

o The teacher will pass out necessary materials to assemble the rectangular prism. Guided Practice/Independent Practice (40-45 min)

o Students will work through a menu for this unit on nets and surface area. Day 2 of the menu has 5 different options that students can choose from. These are tiered at three different levels. Students will choose either one or two activities for Day 2, depending on time. The activities for Day 2 are:

Required (Low): Creating a rectangular prism with a centimeter gridded net and find the surface area

Using a net of a rectangular prism that has centimeter grids on it, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Required (Medium): Creating a rectangular prism with an unmarked net and find the surface area

Using a net of a rectangular prism that is unmarked, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Low: Pizzazz Worksheet D-64 Students will practice finding surface area of cubes and prisms.

Medium: Ready NC Workbook Pages 240-243 (#1-8) Students will learn how to find the surface area of three-

dimensional figures. Pyramids will also be introduced in this activity.

Medium/High: Carnegie Learning Volume 2 Student Text pg. 954-955 (Problems A-F)

Students will work Problems A-F in Carnegie Learning Volume 2 Student Text practicing recognizing nets of certain figures and calculating the surface area of those figures through the use of images and word problems.

High: Choose a box (measure to the nearest ½ cm.) Assemble the box. Find surface area.

Students will choose a box that is provided by the teacher (cereal box, cardboard box, etc.) The box will already be disassembled.

Students will have to use the net of the box to determine what it is going to look like and put the box back together. Students will have to measure the lengths of all sides of the box with a ruler to the nearest ½ centimeter. Students will then have to determine the surface area of the box.



Closure (3-5 min)o Have students clean up all materials.o Have students to check what work they have completed-regardless of whether

they are done or not.o Have students staple all of their work together in the menu and turn in to the class

box.o Have students return their math folders to the proper place.o Pack up.o Dismiss students to next class.



Informational and Technology Standards Evaluate credible resources

Use appropriate technology for task Promote global awareness Analyze ethical issues





2. Pencila. Students will need a pencil to write down their work for menu activities.

3. Math Foldera. Students will need their math folders to keep all of their work for their menus in.

This math folder is not to be taken out of the classroom and is for use in math class only.

4. Net of rectangular prismsa. The teacher will need nets of cubes to pass out to students. Copies of nets that


5. Scissors and Tapea. Students will need scissors and tape to assemble the nets of the rectangular

prisms. These materials will be provided for students by the teacher. Some students may have to share a pair of scissors. Tape will also be needed when assembling the cardboard box, which is the high activity that students can choose for Day 2 of the menu.

6. Pizzazz Worksheet D-64a. Students will practice finding surface area of cubes and prisms. There will be 30

copies made of this worksheet made for all classes to use, as well as answer keys.7. Ready NC Workbook Pages 240-243 (#1-8)

a. Students will practice how to find the surface area of 3 – dimensional figures, including cubes and prisms. Pyramids will also be introduced in this activity.

8. Carnegie Learning, Student Texta. Students will need Carnegie Learning, Student Text pages 954-956 to do an

assignment on Day 2 of the menu, if chosen. Students will do problems 1-2 (all parts) practicing working with nets of rectangular prisms and finding the surface area of such figures. There is a class set of 30 books that students can use if this activity is chosen.

9. Assembling a cardboard boxa. Students will choose a box that is provided by the teacher (cereal box, cardboard

box, etc.) The box will already be disassembled. Students will have to use the net of the box to determine what it is going to look like and put the box back together. Students will need tape to piece the box back together. Students will have to measure the lengths of all sides of the box with a ruler to the nearest ½ centimeter. Students will then have to determine the surface area of the box. The teacher will provide up to 25 or 30 boxes for students to choose from to work on this activity as part of Day 2 of the Nets and Surface Area menu.

Adaptations and ModificationsModifications and adaptations will be made for the nets that students will put together. Some nets of rectangular prisms will be constructed of centimeter grids. Some nets of rectangular prisms will not be constructed of centimeter grids. Students that do not understand or comprehend the material completely will be given the centimeter grid paper. Students that do understand the material will be given the nets that do not have the centimeter grids.

Classroom ManagementStudents will be seating in groups of either 4 or 5. For day 2, students will be working individually within their groups putting together the net of the rectangular prism, while the student teacher and the master teacher walk around the room helping and guiding those who need it. The only materials that should be on a student’s desk to begin class is the nets of the rectangular prisms, which the teacher will pass out according to the student’s understanding of the material (centimeter grid nets or unmarked nets), scissors, and tape to put the net together. The teacher will pass out necessary materials to the whole class before the activity begins. After completing the net activity, students will choose one more activity for Day 2 of the menu, depending on their comfort level of understanding of the material. These activities will be stored in a file box to the side of the room where students can get them themselves. After the teacher gives instruction to the students, the students will spend the rest of the class working on Day 2 menu activities. Students will keep all of their work for the class period in their math folders.

Bloom’s Taxonomy Students will build a net of a rectangular prism and find the surface area of the

rectangular prism. This is a required assignment for all students for Day 2. Building a net is APPLYING. Finding surface area of the nets is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own rectangular prism. Students will have to understand how to find surface area, as well as how to define the faces, edges, and vertices of a figure.

Carnegie Learning Student Text pg. 954-956 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge and building with

nets to complete the activity. This activity is an option that students can choose from after completing the foldable and building the cube.

Ready NC Workbook pages 240-243 is APPLYING. Students will apply the knowledge that they learn through whole class instruction to create a rectangular prism. Students will have to understand how to find the area of rectangles and squares, as well as find the surface area of cubes and prisms.

Pizzazz Worksheet D-64 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity. The activity is the medium level option for students to work on for Day 2 of the menu.

Students who work on the activity where they choose a disassembled box, visualize the net of the figure, put the box back together, and find the surface area of the box is APPLYING. Students will apply their knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity. This is a hands-on learning activity where students get to rebuild a disassembled box the way they think it is supposed to look and use their skills to determine the outline of the net and determine the surface area. This activity is the high level option for students to work on for Day 2 of the menu.


Plan for Assessment & Evaluation of Student Learning1. The TOD that students will complete at the beginning of class will serve as a

performance assessment. The problems that will form the TOD will require students to find surface area of cubes as a review of the introductory day of the unit.

2. Students will build a net of a rectangular prism and find the surface area of the rectangular prism. This is a required assignment for all students for Day 2. Building a net is a performance assessment. Student are performing their abilities to create a rectangular prism when given a net. Students are expected to be able to represent three-dimensional figures whose nets are composed of rectangles and triangles. These skills will continue to be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with other prisms and pyramids. This activity will be required to be done by all students to begin Day 2 of the menu. Modifications will be made for those who need a net with centimeter grid markings on it rather than an unmarked net.

3. Ready NC Workbook pages 240-243 is a formative assessment. Students will also be assessed based on observations. Students will use their abilities to find areas of figures

and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

4. Carnegie Learning Student Text pg. 954-956 is a formative assessment. Students will be assessed based on observations throughout the class and graded individually on their accuracy. Students will apply their knowledge gained during the teacher instruction and prior knowledge to complete the assignment. This activity is an option that students can choose to do after building a rectangular prism from a net. For those students who do choose this activity as their third activity for the second day, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of retained material.

5. Pizzazz Worksheet D-64 is a formative assessment. Students will be assessed based on observations of their ability to perform the task of finding surface area of cubes and prisms. This activity is the medium level that students can choose to work on after building a rectangular prism from a net. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

6. Choosing a disassembled box to form a net or a rectangular prism, putting the box back together, and determining the surface area of the box is a performance assessment. Students will be assessed based on their ability to put a net together of either a cube or rectangular prism cardboard box of their choice. This activity measures students’ abilities to be able to apply their knowledge to real world applications. This activity is a hands-on activity that is categorized at the highest level for Day 2 of the menu. The teacher will assess students based on their ability to perform the task, follow all guidelines, and their ability to calculate surface area of the figure.

Assessment and Evaluation of Student LearningToday in class, we discussed how to find surface area of rectangular prisms. When

students entered the class, they began working on two EOG Review problems that were displayed on the board. They had 5 minutes to solve both problems. As a whole class, we worked the problem out and discussed the appropriate answer. We then reviewed all vocabulary words: edge, vertex, face, and surface area. I then introduced rectangular prisms; I showed the students a model of a 3-D figure. Students were asked to discuss in their table groups some of the properties that they noticed about a rectangular prism. After coming back together, students realized that a rectangular prism has six faces. I took this discussion one step further and asked students if they recognized a relationship between opposite faces on a prism. They noticed that opposite faces of a prism were congruent. The students then cut out their rectangular prism.

Before assembling the rectangular prism, I introduced two more vocabulary words to the students. The first word was base. We talked about what a base was and how a prism is named based on the shape of its base. We looked at the model of a rectangular prism and students were able to recognize that there are two possible bases on a rectangular prism. I then held up a model of a triangular prism and asked if this held true for this prism as well and they responded with

yes. Students were able to figure out that a prism is named by the shape of its base. The next vocabulary word that we discussed was lateral face. A lateral face is any face of a 3-D shape that is not the base. I was very impressed with the way that students were able to use the information learned in the previous day’s lesson to help guide them in learning about rectangular prisms. Students counted up how many lateral faces were present on a rectangular prism and they responded with five. As a whole class, we then talked about differences that were found when comparing the cube and the rectangular prism. Right off students were able to tell me that the faces of a rectangular prism were not all congruent unlike a cube that had 6 congruent faces. Students figured out that this would change the method in which they would have to find surface area. I then instructed students to take the rulers and find the surface area of the rectangular prism, rounding to the nearest whole centimeter.

Students were very receptive to the new method that had to be used to finding surface area of the rectangular prism. 95% of the class got the correct answer, so I was very pleased to this high of a level of retention. After determining the surface area of the prism and discussing it as a whole class, I asked students to look around the room and talk with their table mates to identify rectangular prisms. Right off, students were able to point out multiple representations of rectangular prisms. I showed a picture of a rectangular prism building to incorporate global awareness into the lesson and to show students that prisms are seen EVERYWHERE and are a very common 3-D shape.

I then passed out the Learning Menu to students so that they could have a visual representation of all of the activities that they would be allowed to choose from during this unit. We discussed the options for Day 2. Students were asked to be thinking about which activity they would like to complete for Day 2 while I pulled up the TOD problem for students to complete. Students were then instructed to complete the TOD problem and when finished, turn it in to the class box and come to me to be signed off on their activity choice. Students were then let loose to complete their desired activity. Students worked on their menu for the remainder of the class period.

I was overall pleased with today’s lesson. Students seemed to be a little more active and talkative today than they were yesterday. Overall, all students were engaged in the whole class instruction and even those who don’t normally speak when doing teacher directed instruction were getting involved with their groups and answering questions. If I could have changed anything, I would have been more specific as to how I would have the students show the work that they were required to show when working the TOD and when working on their activity. Some students, when showing work, would just write down the answer that they got when they multiplied two numbers together and then just added up all of the areas of each of the faces on the rectangular prism. I wish I had told them to specify which face they were finding the area of: top, bottom, front, back, left side, right side, and then had the students show which two numbers they multiplied together in order to get the surface area. For the remainder of the unit, students will be required to show this on their work out paper in order to receive full credit.

Another thing that I wish I had done today that I will do for the remainder of the unit is to tell students not to assume that sides of a prism are congruent. If students assume that sides of a prism are congruent, then they will get the wrong answer when figuring out surface area. The only faces of a prism that are congruent are the opposite faces. From here on out, I will tell students to assume that no faces of a 3-D figure are congruent and they must find the area of EACH FACE. Overall, today’s lesson was a success and I was pleased with the amount of

information that students seemed to acquire from it. I look forward to the coming lessons to see the amount of growth that my students show.

Questions asked for Day 2:Teacher:

How do you know which face is front/back, left/right side, top/bottom? (Label which face you are finding area of and what two numbers you are multiplying to find area)

How do we name a prism? What do you notice about opposite sides of a prism? What is the difference in the faces of a cube and a prism? How many bases are on a prism?

Student:

Can’t any side of a rectangular prism be the base?

ReferencesNets of rectangular prisms (centimeter gridded and unmarked)

Carnegie Learning Student Text pg. 954-956

Pizzazz Worksheet D-64

Ready NC Workbook pg. 240-24

Thursday, March 21 (Block Support, 4th and 5th periods)





o Students will work problems out of the Ready North Carolina Practice: Grade 6 Common Core Edition as a practice review for the EOG Tests in May. Students will be allowed to use a calculator. (Students will work about 10 minutes)

o Teachers will go over the problems as students are checking their work. Common Core State Standards

o 6.G.4 Students will learn to represent three-dimensional figures using nets made

up of rectangles and triangles, and use the nets to find the surface area of these figures. Students will apply these techniques in the context of solving real-world and mathematical problems.

Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Scissorso Tapeo Carnegie Learning Student Text pg. 954-955

Teacher Input (3-5 min)o The teacher will instruct students to continue working on their Surface Area and

Nets menu. Students will have three options for the second day of the menu.

These menu activities will again be tiered at three different levels (low, medium, high).

o The teacher will pass out necessary materials to assemble the rectangular prism. Guided Practice/Independent Practice (1 hour)

o Students will work through a menu for this unit on nets and surface area. Day 2 of the menu has 5 different options that students can choose from. These are tiered at three different levels. Students will choose either one or two activities for Day 2, depending on time. The activities for Day 2 are:

Low: Creating a rectangular prism with a centimeter gridded net and find the surface area

Using a net of a rectangular prism that has centimeter grids on it, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Low/Medium: Creating a rectangular prism with an unmarked net and find the surface area

Using a net of a rectangular prism that is unmarked, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Medium: Pizzazz Worksheet D-64 Students will practice finding surface area of cubes and prisms.

Medium/High: Carnegie Learning Volume 2 Student Text pg. 954-955 (Problems A-F)

Students will work Problems A-F in Carnegie Learning Volume 2 Student Text practicing recognizing nets of certain figures and calculating the surface area of those figures through the use of images and word problems.

Choose a box (measure to the nearest ½ cm.) Assemble the box. Find surface area.

Students will choose a box that is provided by the teacher (cereal box, cardboard box, etc.) The box will already be disassembled. Students will have to use the net of the box to determine what it is going to look like and put the box back together. Students will have to measure the lengths of all sides of the box with a ruler to the nearest ½ centimeter. Students will then have to determine the surface area of the box.


getting their activities approved by the teacher. There will be different types of assessment taking place throughout the entire class period such as performance

assessment, observation, and formative assessments (depending on the activity that the students chooses to do for that day).

Closure (3-5 min)o Have students clean up all materials.o Have students return their math folders to the proper place.o Pack up.o Dismiss students to next class.








11. Pencil

a. Students will need a pencil to write down their work for menu activities.12. Math Folder


13. Net of rectangular prismsa. The teacher will need nets of cubes to pass out to students. Copies of nets that


14. Scissors and Tapea. Students will need scissors and tape to assemble the nets of the rectangular

prisms. These materials will be provided for students by the teacher. Some students may have to share a pair of scissors. Tape will also be needed when assembling the cardboard box, which is the high activity that students can choose for Day 2 of the menu.

15. Pizzazz Worksheet D-64a. Students will practice finding surface area of cubes and prisms. There will be 30

copies made of this worksheet made for all classes to use, as well as answer keys.16. Carnegie Learning, Student Text

a. Students will need Carnegie Learning, Student Text pages 954-955 to do an assignment on Day 2 of the menu, if chosen. Students will do problems A-F practicing working with nets of rectangular prisms and finding the surface area of such figures. There is a class set of 30 books that students can use if this activity is chosen.

17. Assembling a cardboard boxa. Students will choose a box that is provided by the teacher (cereal box, cardboard

box, etc.) The box will already be disassembled. Students will have to use the net of the box to determine what it is going to look like and put the box back together. Students will need tape to piece the box back together. Students will have to measure the lengths of all sides of the box with a ruler to the nearest ½ centimeter. Students will then have to determine the surface area of the box. The teacher will provide up to 25 or 30 boxes for students to choose from to work on this activity as part of Day 2 of the Nets and Surface Area menu.

Adaptations and ModificationsModifications and adaptations will be made for the nets that students will put together. Some nets of rectangular prisms will be constructed of centimeter grids. Some nets of rectangular prisms will not be constructed of centimeter grids. Students that do not understand or comprehend the material completely will be given the centimeter grid paper. Students that do understand the material will be given the nets that do not have the centimeter grids.

Classroom ManagementStudents will be seating in groups of either 4 or 5. For day 2, students will be working individually within their groups putting together the net of the rectangular prism, while the student teacher and the master teacher walk around the room helping and guiding those who need it. The only materials that should be on a student’s desk to begin class is the nets of the rectangular prisms, which the teacher will pass out according to the student’s understanding of the material (centimeter grid nets or unmarked nets), scissors, and tape to put the net together. The teacher will pass out necessary materials to the whole class before the activity begins. After completing the net activity, students will choose one more activity for Day 2 of the menu, depending on their comfort level of understanding of the material. These activities will be stored in a file box to the side of the room where students can get them themselves. After the teacher gives instruction to the students, the students will spend the rest of the class working on Day 2 menu activities. Students will keep all of their work for the class period in their math folders.

Bloom’s Taxonomy Students will build a net of a rectangular prism and find the surface area of the

rectangular prism. This is a required assignment for all students for Day 2. Building a net is APPLYING. Finding surface area of the nets is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own rectangular prism. Students will have to understand how to find surface area, as well as how to define the faces, edges, and vertices of a figure.

Carnegie Learning Student Text pg. 954-955 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge and building with nets to complete the activity. This activity is an option that students can choose from after completing the foldable and building the cube.

Pizzazz Worksheet D-64 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity. The activity is the medium level option for students to work on for Day 2 of the menu.

Students who work on the activity where they choose a disassembled box, visualize the net of the figure, put the box back together, and find the surface area of the box is APPLYING. Students will apply their knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity. This is a hands-on learning activity where students get to rebuild a disassembled box the way they think it is supposed to look and use their skills to determine the outline of the net and determine the surface area. This activity is the high level option for students to work on for Day 2 of the menu.

Professional Consultations

While planning this lesson, I consulted my master teacher. She helped plan and decide what activities to complete as well as helped me plan my direct teacher instruction. I also consulted the other 6th grade math teacher. PLC planning is done between myself, my master teacher, and the other 6th grade math teacher. The other 6th grade math teacher and 1 are and will be teaching the same material throughout the unit to both 6th grade math classes.

Plan for Assessment & Evaluation of Student Learning7. Students will build a net of a rectangular prism and find the surface area of the

rectangular prism. This is a required assignment for all students for Day 2. Building a net is a performance assessment. Student are performing their abilities to create a rectangular prism when given a net. Students are expected to be able to represent three-dimensional figures whose nets are composed of rectangles and triangles. These skills will continue to be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with other prisms and pyramids. This activity will be required to be done by all students to begin Day 2 of the menu. Modifications will be made for those who need a net with centimeter grid markings on it rather than an unmarked net.

8. Students will find the surface area of the cube that they build using nets. This is a formative assessment. Students will be assessed based on observations. Students will use their abilities to find areas of figures and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

9. Carnegie Learning Student Text pg. 954-955 is a formative assessment. Students will be assessed based on observations throughout the class and graded individually on their accuracy. Students will apply their knowledge gained during the teacher instruction and prior knowledge to complete the assignment. This activity is an option that students can choose to do after building a rectangular prism from a net. For those students who do choose this activity as their third activity for the second day, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of retained material.

10. Pizzazz Worksheet D-64 is a formative assessment. Students will be assessed based on observations of their ability to perform the task of finding surface area of cubes and prisms. This activity is the medium level that students can choose to work on after building a rectangular prism from a net. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

11. Choosing a disassembled box to form a net or a rectangular prism, putting the box back together, and determining the surface area of the box is a performance assessment. Students will be assessed based on their ability to put a net together of either a cube or rectangular prism cardboard box of their choice. This activity measures students’ abilities to be able to apply their knowledge to real world applications. This activity is a

hands-on activity that is categorized at the highest level for Day 2 of the menu. The teacher will assess students based on their ability to perform the task, follow all guidelines, and their ability to calculate surface area of the figure.

Assessment and Evaluation of Student LearningThere will be no reflection for this day, as I am doing my Impact project on 2nd period, which I had yesterday.

ReferencesNets of rectangular prisms (centimeter gridded and unmarked)

Carnegie Learning Student Text pg. 954-956



Friday, March 22



o Have students pass out class folders.o Students will complete Released EOG problems with their group members.

These will be taken up as a TOD. o Have one student from each group put the TOD’s in the class box.o The teacher will instruct students to get out their materials for the day:




Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Snap Cubeso Pizzazz Worksheet D-67o Algebraic Foundations pg. 581-583 (#1-8 and #1-10)o Ready NC Workbook pg. 260-261 (#1-6)o Pizzazz Worksheet D-68 (Mixed Applications)


o The teacher will pass out a handful of Snap Cubes to each student. Students will have 5 minutes to build a cube or figure of their choice.

o When students have created their figure, the teacher will go over how to find the area of each layer of the figure and how if you add the areas of each of the layers together, you will get the volume of the figure.

o The teacher will go over how to find volume of a prism by giving the formula for finding volume of a figure, L x W x H.

o The teacher will instruct students to continue working on their Surface Area and Nets menu. The teacher will instruct students to continue working on their menus. Students will have three options for the third day of the menu. These menu activities will again be tiered at three different levels (low, medium, high).

o The teacher will pass out the necessary materials to assemble the triangular prism. Guided Practice/Independent Practice (40-45 min)

o Students will work through a menu for this unit on nets and surface area. Day 3 of the menu has 6 different options that students can choose from. These are tiered at three different levels. One activity is required and one activity can be chosen. The activities for Day 3 are:

Required: Snap Cubes Students will build a cube or prism of their choice to learn to find

the volume of a figure. Easy: Pizzazz Worksheet D-67

Students will complete this activity by finding the volume of both cubes and prisms.

Easy: Algebraic Foundations pg. 581-583 (#1-8 and #1-10) Students will complete this activity by finding the volume of both

cubes and prisms. Medium: Ready NC Workbook pg. 260-261 (#1-6)

Students will practice problems in the Ready NC Workbook that are associated with volume of cubes and prisms.

High: Pizzazz D-68 Students will combine their knowledge about surface area and

volume to complete this activity. Students will work with both cubes and prisms and will be expected to solve both surface area and volume problems through the use of pictures and word problems.

Assessment:o The menu will serve as the day’s assessment. Students will be responsible for

getting their activities approved by the teacher. There will be different types of assessment taking place throughout the entire class period such observation, and

formative assessments (depending on the activity that the students chooses to do for that day).

Closure (3-5 min)o Have students return all materials to their appropriate places.o Have students return their math folders to the proper place.o Have students to check what work they have completed-regardless of whether

they are done or not.o Have students staple together all of their work for Day 3 to the rest of their menu

and place in the class box.o Pack up.o Dismiss students to next class.






1. Paper

a. Students will need paper to write down their work for Day 1 of the menu. Students will label their paper based on what part of the menu they are working on.

2. Pencila. Students will need a pencil to write down their work for their menu activities.



4. Snap Cubesa. Snap Cubes will be used to help students determine how to find the volume of a

figure.5. Pizzazz Worksheet D-67

a. Students will complete this activity to practice finding the volume of both cubes and prisms. 35 copies of this activity will be made.

6. Algebraic Foundations pg. 581-583 (#1-8 and #1-10)a. Students will complete this activity to practice finding the volume of both cubes

and prisms. Copies of this book will be made available to students, but students will not be allowed to write in the book. They must write on their own paper.

7. Ready NC Workbook pg. 260-261 (#1-6)a. Students will complete this activity to practice finding the volume of both cubes


8. Pizzazz Worksheet D-68 (Mixed Applications)a. Students will complete this activity to practice finding both the surface area and

volume of cubes and prisms. 35 copies of this activity will be made available to students.

Adaptations and ModificationsModifications and adaptations will be made for the nets for the figures that students will put together using Snap Cubes. Some students will not get as many cubes as others so that the figures that they build are not as complex and those students will better understand the concept of volume.

Classroom ManagementStudents will be seating in groups of either 4 or 5. For day 4, students will be working individually within their groups creating a figure to practice finding the volume of a figure. The student teacher and the master teacher walk around the room helping and guiding those who need it. The only materials that should be on a student’s desk to begin class is the snap cubes, which the teacher will pass out. After completing the net activity, students will choose one activity for Day 3 of the menu, depending on their comfort level of understanding of the

material. Each activity is tiered based on difficulty level. These activities will be stored in a file box to the side of the room where students can get them themselves. Directions for building the shed for either a toy car or train will be stored in the file box, while the actual materials will be in a different location available to only those students who will be performing the task. After the teacher gives instruction to the students, the students will spend the rest of the class working on Day 3 menu activities. Students will keep all of their work for the class period in their math folders.

Bloom’s Taxonomy1. Students will build a either a cube or a prism and find the practice finding the volume of

the figure. This is a required assignment for all students for Day 3. Building a cube or prism using Snap Cubes is CREATING. Finding volume of the figure is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own cube or prism. Students will have to understand how to find volume, as well as be able to identify the length, width, and height of the figure.

2. Pizzazz Worksheet D-67 is APPLYING. Students will apply the knowledge that they learn through teacher instruction and prior knowledge to complete the activity. This activity is an option that students can choose from after building a figure and finding the figures volume.

3. Algebraic Foundations pg. 581-583 (#1-8 and #1-10) is APPLYING. Students will apply the knowledge that they learn from teacher instruction and prior knowledge to complete the activity. This activity is an option that students can choose from after building a figure and finding the figures volume.

4. Ready NC Workbook pg. 260-261 is APPLYING. Students will apply the knowledge that they learn from teacher instruction and prior knowledge to complete the activity. This activity is an option that students can choose from after building a figure and finding the figures volume.

5. Pizzazz Worksheet D-68 is APPLYING. This activity is a mixed applications worksheet in which students will be working to find surface area and volume of both cubes and prisms.


Plan for Assessment & Evaluation of Student Learning1. Students will build a figure using Snap Cubes to help them determine the volume of this

figure. This is a required assignment for all students for Day 3. Creating a figure using

these Snap Cubes is a performance assessment. Student are performing their abilities to create a cube or a prism. Students are expected to be able to represent three-dimensional figures whose nets are composed of rectangles. These skills will continue to be used throughout the entire unit as students will be expected to build 3-D figures to find the surface area and the volume of cubes, prisms, and pyramids. This activity will be required to be done by all students to begin Day 3 of the menu.

2. Students will find the surface area of the triangular prism that they build using nets. This is a formative assessment. Students will be assessed based on observations. Students will use their abilities to find areas of figures and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

3. Pizzazz Worksheet D-67 is a formative assessment. Students will be assessed based on observations as well as for right and wrong answers. Students will apply the knowledge that they learn through teacher instruction and determining volume complete the activity. This activity is an easy level option that students can choose from after building a figure from Snap Cubes and finding the volume of that figure. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine how much the student knows about volume.

4. Algebraic Foundations pg. 581-583 (#1-8 and #1-10) is a formative assessment. Students will continue practicing finding the volume of figures given in the form of pictures and through word problems. This activity is a medium to high level that students can choose to work on for Day 3 of the menu. . For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

5. Ready NC Workbook pg. 260-261 is a formative assessment. Students will be assessed based on observations of their ability to perform the task of finding surface area of rectangular and triangular prisms. This activity is the medium level that students can choose to work on after building a cube or prism from Snap Cubes and determining the volume of that figure. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

6. Pizzazz Worksheet D-68 is a formative assessment. This activity is a mixed application in which students will be responsible for finding the volume and surface area of cubes and prisms. Students will be assessed based on observations as well as for right and wrong answers. Students will apply the knowledge that they learn through teacher instruction and determining volume complete the activity. This activity is the high level option that students can choose from after building a figure from Snap Cubes and finding the volume of that figure. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher

will evaluate the scores at the end of the day to determine how much the student knows about determining volume of a cube or net.

Assessment and Evaluation of Student Learning

For day 3 of the Surface Area and Volume unit, we introduced Volume. To begin class, students did two more review released EOG problems. We are stressing review for the EOG because students need as much review as they possible can before the test. As a whole class, we went over the two problems. Before students came into class, I passed out some snap cubes to put at each table group. After students had completed their DO NOW problems, they were given 5 minutes to play around and build with them. We took 5 minutes to play before actually using them so students would be less likely to do this during whole class instruction and get distracted.

After the 5 minutes of play time was up, students were instructed to break apart what they had built and to sit on their hands to keep them from playing with the cubes. I then asked students what they thought volume was. Some students said it was the inside of a 3-D shape, and other students said that it was the sound on a TV. I then explained that if I took a rectangular prism (and I picked up the model of a rectangular prism to show) and filled it completely full with the small cubes that the volume would represent how many of the small cubes that I could fit inside of that rectangular prism. When looking around the room, it was like a light bulb went off on some of their heads, as if to tell me that they knew what volume was and that they had learned about it in elementary school.

We then took the cubes and built a square with a length and width of 3. I asked students to remind me what the formula of a rectangle was and they responded with length times width. I asked students what the length was of the 3x3 figure and they said 3. I then asked what the width was and they said 3 because all sides of a square are equal. I then asked students what the area of the square was and the responded with 9 units squared. I then asked students what and how the area would change if I stacked another 3x3 layer on top of the first one. They responded with “just add 9 because each layer is going to have an area of 9”. I asked students what the length of the figure was and they said 3. I asked the students what the width of the figure was and they said 3. I then asked students what changed about the figure when I added the second layer and students responded with “your changing how high the figure stands”. I then added another layer on top of the two layers that were already together. I asked students how many cubes made up the figure and they explained to me that the length and the width of all the layers stayed the same and never changed, but that the height of the figure is what is changing because as layers get added on, you’re adding how many cubes make up the bottom layer.

After this explanation, I told students that this was a perfect explanation of what volume is. I told students that when finding volume of a 3-D figure, that the length and width never change, but that the height is changing as more layers are being added. I explained to students that to find volume of all polyhedrons, you multiply the length and width and height together. This will give how many cubes make up the inside of a polyhedron. I then explained to students that the Common Core expects 6th graders to know two formulas for area of volume. I wrote l x w x h on the Smartboard. I explained that the second formula for volume that students are expected to know for the EOG is V=B x h. I told students that the capital B represented the area of the base layer of a polyhedron. I asked students to remind me again how to find area of the base layer and students said l x w. Students made the connection that the capital B in the second

volume formula represented l x w. Students then asked how volume was measured. I showed the model of the rectangular prism again and told students that volume represented how many CUBIC units I would need in order to fill up the prism. I asked students what exponent represented cubic, and they answered 3. I asked students how many numbers were needed to find the volume of a polyhedron, and they said 3-the length, width and height. I then asked students what kind of shapes we needed in order to find volume, and they said 3-D figures, hence the exponent of 3 used to measure volume.

I displayed a prism for students to look at and asked them to determine the volume of the prism. Students, with the use of a calculator, got the answer within 2 minutes. With the use of a formula, I feel that students will be able to determine the volume of any 3-D shape. As a quick review, we discussed the definition of surface area and how to find the surface area of a polyhedron. As a whole class, we determined the surface area of the same prism as a review.

Before I let students begin working on their menus for Day 3, I displayed another prism on the board, gave its length, width, and height, and asked students to determine the volume and the surface area of the prism as their TOD. As students finished, they were instructed to put their work in the class box and begin working on an activity for Day 3 of the menu.

I thought that overall, students grasped the meaning of volume and how to determine the volume of a 3-D figure. I am glad that I let students use manipulatives to explain the meaning of volume without just giving them the formula to find it. I felt that this really helped students understand the meaning of volume more in depth. If I could have added anything into the lesson, I would have included a piece where students could get onto their Netbooks and Ed Modo. I would have posted a poll for students to fill in asking them what, over what they have learned over the past three days, they felt comfortable with and what they still felt like they needed more practice with. If I do this unit again, I will do this activity with the students to get a better understanding of how comfortable the students feel with finding surface area and volume of 3-D figures. I would definitely do the poll so that students name would remain anonymous. Questions asked for Day 3:Teacher:

What is volume? What is the difference between volume and area? What changes with volume? Why do we measure volume in cubic units?

Student:

What is the difference between surface area and volume? Can I find the area of the base or bottom layer and multiply it by the number of layers

that make up the figure? What is volume measured in? Can you find volume of a 2-D shape, or just a 3-D shape?

ReferencesPizzazz Worksheet D-67

Algebraic Foundations pg. 581-583 (#1-8 and #1-10)



Monday, March 25



o Have students pass out class folders.o Students will complete Released EOG problems with their group members.

These will be taken up as a TOD. o Have one student from each group put the TOD’s in the class box.o The teacher will instruct students to get out their materials for the day:




Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Snap Cubeso Pizzazz Worksheet D-67o Algebraic Foundations pg. 581-583 (#1-8 and #1-10)o Ready NC Workbook pg. 260-261 (#1-6)o Pizzazz Worksheet D-68 (Mixed Applications)


o Today will be used as a review and continuation day from Day 3, going over finding volume of a rectangular prism and cubes. Students will be allowed to continuing work on their menus and using today as a catch up day.

o The teacher will review and go over how to find volume of a prism by giving the formula for finding volume of a figure, L x W x H.

o The teacher will instruct students to continue working on their Surface Area and Nets menu. The teacher will instruct students to continue working on their menus. Students will have three options for the third day of the menu. These menu activities will again be tiered at three different levels (low, medium, high).



Easy: Pizzazz Worksheet D-67 Students will complete this activity by finding the volume of both

cubes and prisms. Easy: Algebraic Foundations pg. 581-583 (#1-8 and #1-10)

Students will complete this activity by finding the volume of both cubes and prisms.

Medium: Ready NC Workbook pg. 260-261 (#1-6) Students will practice problems in the Ready NC Workbook that

are associated with volume of cubes and prisms. High: Pizzazz D-68

Students will combine their knowledge about surface area and volume to complete this activity. Students will work with both cubes and prisms and will be expected to solve both surface area and volume problems through the use of pictures and word problems.

o Students will be allowed to work on activities from Day 2 and other activities from Day 3 for the remainder of the class period.


getting their activities approved by the teacher. There will be different types of assessment taking place throughout the entire class period such observation, and formative assessments (depending on the activity that the students chooses to do for that day).

Closure (3-5 min)o Have students return all materials to their appropriate places.

o Have students return their math folders to the proper place.o Have students to check what work they have completed-regardless of whether

they are done or not.o Have students staple together all of their work for Day 3 to the rest of their menu

and place in the class box.o Pack up.o Dismiss students to next class.






1. Paperb. Students will need paper to write down their work for Day 3 of the menu.


2. Pencil

a. Students will need a pencil to write down their work for their menu activities.3. Math Folder


4. Snap Cubesa. Snap Cubes will be used to help students determine how to find the volume of a

figure.5. Pizzazz Worksheet D-67

a. Students will complete this activity to practice finding the volume of both cubes and prisms. 15 copies of this activity will be made; students will write on their own paper

6. Algebraic Foundations pg. 581-583 (#1-8 and #1-10)a. Students will complete this activity to practice finding the volume of both cubes


7. Ready NC Workbook pg. 260-261 (#1-6)a. Students will complete this activity to practice finding the volume of both cubes


8. Pizzazz Worksheet D-68 (Mixed Applications)a. Students will complete this activity to practice finding both the surface area and

volume of cubes and prisms. 15 copies of this activity will be made available to students; students will write on their own paper.

Adaptations and ModificationsModifications and adaptations will be made for the nets for the figures that students will put together using Snap Cubes. Some students will not get as many cubes as others so that the figures that they build are not as complex and those students will better understand the concept of volume. All students will get five minutes to play with their cubes before we actually start using them to discover volume.

Classroom ManagementStudents will be seating in groups of either 4 or 5. For day 3, students will be working individually within their groups creating a figure to practice finding the volume of a figure. The student teacher and the master teacher walk around the room helping and guiding those who need it. The only materials that should be on a student’s desk to begin class is the snap cubes, which the teacher will pass out. After completing the net activity, students will choose one activity for Day 3 of the menu, depending on their comfort level of understanding of the material. Each activity is tiered based on difficulty level. These activities will be stored in a file box to the side of the room where students can get them themselves. Directions for building the

shed for either a toy car or train will be stored in the file box, while the actual materials will be in a different location available to only those students who will be performing the task. After the teacher gives instruction to the students, the students will spend the rest of the class working on Day 3 menu activities. Students will keep all of their work for the class period in their math folders.

Bloom’s Taxonomy6. Students will build a either a cube or a prism and find the practice finding the volume of

the figure. This is a required assignment for all students for Day 3. Building a cube or prism using Snap Cubes is CREATING. Finding volume of the figure is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own cube or prism. Students will have to understand how to find volume, as well as be able to identify the length, width, and height of the figure.

7. Pizzazz Worksheet D-67 is APPLYING. Students will apply the knowledge that they learn through teacher instruction and prior knowledge to complete the activity. This activity is an option that students can choose from after building a figure and finding the figures volume.

8. Algebraic Foundations pg. 581-583 (#1-8 and #1-10) is APPLYING. Students will apply the knowledge that they learn from teacher instruction and prior knowledge to complete the activity. This activity is an option that students can choose from after building a figure and finding the figures volume.

9. Ready NC Workbook pg. 260-261 is APPLYING. Students will apply the knowledge that they learn from teacher instruction and prior knowledge to complete the activity. This activity is an option that students can choose from after building a figure and finding the figures volume.

10. Pizzazz Worksheet D-68 is APPLYING. This activity is a mixed applications worksheet in which students will be working to find surface area and volume of both cubes and prisms.


Plan for Assessment & Evaluation of Student Learning1. Students will build a figure using Snap Cubes to help them determine the volume of this

figure. This is a required assignment for all students for Day 3. Creating a figure using these Snap Cubes is a performance assessment. Student are performing their abilities to create a cube or a prism. Students are expected to be able to represent three-dimensional

figures whose nets are composed of rectangles. These skills will continue to be used throughout the entire unit as students will be expected to build 3-D figures to find the surface area and the volume of cubes, prisms, and pyramids. This activity will be required to be done by all students to begin Day 3 of the menu.

2. Students will find the surface area of the triangular prism that they build using nets. This is a formative assessment. Students will be assessed based on observations. Students will use their abilities to find areas of figures and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

3. Pizzazz Worksheet D-67 is a formative assessment. Students will be assessed based on observations as well as for right and wrong answers. Students will apply the knowledge that they learn through teacher instruction and determining volume complete the activity. This activity is an easy level option that students can choose from after building a figure from Snap Cubes and finding the volume of that figure. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine how much the student knows about volume.

4. Algebraic Foundations pg. 581-583 (#1-8 and #1-10) is a formative assessment. Students will continue practicing finding the volume of figures given in the form of pictures and through word problems. This activity is a medium to high level that students can choose to work on for Day 3 of the menu. . For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

5. Ready NC Workbook pg. 260-261 is a formative assessment. Students will be assessed based on observations of their ability to perform the task of finding surface area of rectangular and triangular prisms. This activity is the medium level that students can choose to work on after building a cube or prism from Snap Cubes and determining the volume of that figure. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

6. Pizzazz Worksheet D-68 is a formative assessment. This activity is a mixed application in which students will be responsible for finding the volume and surface area of cubes and prisms. Students will be assessed based on observations as well as for right and wrong answers. Students will apply the knowledge that they learn through teacher instruction and determining volume complete the activity. This activity is the high level option that students can choose from after building a figure from Snap Cubes and finding the volume of that figure. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine how much the student knows about determining volume of a cube or net.

Assessment and Evaluation of Student Learning

Day 4 of the Surface Area and Volume menu was scheduled as a review day for volume and surface area of rectangular prisms and cubes. We began class by once again giving students two review EOG problems. Students probably get tired of starting class off this way every single day, but it is important for the students to get as much practice and exposure to EOG type questions so that they are fully prepared for the EOG Mathematics test. After today, instead of giving students the questions and just having them answer the question and pick the correct multiple choice answers, I am not going to provide the answer choices for students to choose from and ask them to instead explain in steps the methods that they took in order to solve the problem. I am also going to have students turn in their work before going over the problem with the students; I want to see students’ thinking processes without copying the work that I do as we go over the problem as a whole class.

As a whole class, we began reviewing the definition of surface area and volume. Using the 3-D model of a prism, the class first discussed important vocabulary words that were introduced on the first day of the unit and words that will be used throughout the unit. We also discussed how to determine the surface area and volume of a rectangular prism. Students were given an example of a rectangular prism and were asked to find the surface area and volume of the prism. This work was done on the same piece of paper that students worked out the practice EOG problems on. This work will not be evaluated as part of their TOD point total, but I do want to see if students are comprehending the material and if they are prepared to move on to working with triangular prisms and pyramids the rest of the week.

As the TOD assignment, students will be asked to explain the processes that need to be taken in order to determine both the surface area and volume of cubes and prisms, which are the only two shapes that students have been exposed to so far in the unit. The final part of the TOD assignment will ask students to explain the difference between surface area and volume. Students will then turn in their work to the class box, where I can evaluate and grade their work for a point total as part of their learning menu grade. Students will then spend the rest of the class period working and catching up on work for their learning menus.

I thought today’s review went well. Students were able to recite the definitions of key vocabulary to me as well as contrast the differences between surface area and volume. Students’ overall performance on the TOD and the activities for Day 2 and 3 was high. Most of the students in the class know how to determine surface area and volume of cubes and rectangular prisms. I asked the entire class as a whole their comfort level on finding surface area and volume and to write a number from 1 to 5 (1 being the lowest and 5 representing the students being able to teach the class) on their paper so I could see it. The majority of the class had a 3 or higher, meaning they are comfortable enough to perform but practice would still benefit them. Tomorrow, all classes are moving on to finding surface area and volume of triangular prisms.Questions from students:No QuestionsQuestions from teacher:

Review:o What is volume?o What is the formula we use to determine volume?o What is Surface Area?

o How to we find surface area?o What do we know about opposite faces of a prism?

Review Vocabulary:o What is an edge?o What is a vertex?o How many faces meet at a vertex?o What is the base?o What are the faces that are not the base called?

ReferencesPizzazz Worksheet D-67

Algebraic Foundations pg. 581-583 (#1-8 and #1-10)



Tuesday, March 26







Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Carnegie Learning Student Assignment, pg. 259-261o Connected Math Common Core Investigation 4o Ready NC Workbook pg. 244-245o Materials for the shed

Construction Paper Cardstock Paper Tape Scissors Markers


o The teacher will go over how to find surface area of a triangular prism. The teacher will ask student to show and tell her the formula for finding the area of a triangle.

o The teacher will instruct students to continue working on their Surface Area and Nets menu. Teachers will instruct all students to assemble a net of a triangular prism.

o The teacher will instruct students to continue working on their menus. Students will have three options for the third day of the menu. These menu activities will again be tiered at three different levels (low, medium, high).



Required (Low): Creating a triangular prism with a centimeter gridded net and find the surface area

Using a net of a triangular prism that has centimeter grids on it, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Required (Medium): Creating a triangular prism with an unmarked net and find the surface area

Using a net of a triangular prism that is unmarked, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Easy: Ready NC Workbook pg. 244-245 Students will practice finding surface area of triangular prisms.

Medium: Carnegie Learning Student Assignment book, pg. 259-261 Students will practice problems in this Student Assignment book

that are associated with rectangular prisms, their nets, and surface area of rectangular prisms.

Medium: Connected Math Common Core Investigation 4, Problem 4.1 Students will work through a problem that consists of 7 questions.

The first four questions are based from a net of a cube and students have to answer questions on the net. The last three questions are based from a picture of a triangular prism and students have to answer questions based on the net.

High: Building a shed

Students will be given the choice of either matchbox cars or toy trains. Students will have to “build a shed/garage” that is big enough for their car or train to be stored in. Students will be provided the necessary materials to build this garage: construction paper, cardstock paper, scissors, and tape. Students will have to measure the length, width, and height of the car or train. Then the student will have to create a garage with measurements bigger than that of the car. Students will have to find the surface area of shed/garage and determine whether it is an appropriate size shed for the car or train.



Closure (3-5 min)o Have students return all materials to their appropriate places.o Have students to check what work they have completed-regardless of whether

they are done or not.o Have students staple all of their menu work together for Day 4 and turn into class

box.o Pack up.o Dismiss students to next class.


Interdisciplinary Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy

Healthy Literacy







3. Math Foldera. Students will need their math folders to keep all of their work for their menus

in. This math folder is not to be taken out of the classroom and is for use in math class only.

4. Net of triangular prismsa. The teacher will need nets of triangular prisms to pass out to students. Copies

of nets that have centimeter grids and no grids will be made to be passed out to students based on their academic learning level. 20 copies of each type of net will be made.

5. Scissors and Tapea. Students will need scissors and tape to assemble the net of the triangular

prisms. These materials will be provided for students by the teacher. Some students may have to share a pair of scissors. Scissors and tape will also be needed to build the shed/garage for either a matchbox car or a toy train, which is the high activity that students can choose for Day 3 of the menu.

6. Ready NC Workbook pg. 244-245a. Students will need Ready NC Workbook pg. 244-245 to do an assignment

practicing using nets triangular prisms and finding surface area for triangular prisms.

7. Carnegie Learning, Student Assignment Text pages 259-261

a. Students will need Carnegie Learning, Student Assignment Text pages 259-261 to do an assignment practicing identifying and work with nets of triangular prisms and the surface area of these figures on Day 3 of the menu, if chosen.

8. Connected Math Common Core Investigation 4, Problem 4.1a. Students will have the option of answering 7 questions based off of two nets,

the net of a cube and the net of a triangular. There are four questions that students will have to answer based on the net of the cube and three questions that are based on the net of the triangular prism. Students will be provided copies of the questions, but will be asked to write on their own paper. An answer key will also be provided for students to check their solutions.

9. Materials for the shed:a. Construction Paper

i. Students will have the option of building their shed out of any color of construction paper. This allows for individual creativity in their own personal garage for their toy car or train. Students will have to identify what kind of figure there shed/garage is, and how many faces, vertices, and edges it has.

b. Cardboardi. Students will have the option of building their shed out of cardboard.

This allows for individual creativity in their own personal garage for their toy car or train. Students will have to identify what kind of figure there shed/garage is, and how many faces, vertices, and edges it has.

c. Markersi. Students will have the opportunity to color their garage/shed if time

permits.d. Rulers

i. Students will need rulers to measure the size of their car or train. Students will also need rulers to measure out appropriate size dimensions for their shed/garage. These dimensions will be based on the overall size of their car/train.

e. Tapei. Students will need tape to piece together their shed/garage. Tape will

have to be shared among the students who choose to participate in this activity.

f. Scissorsi. Students will need scissors to cut apart an appropriate size shed/garage

for their toy car or train. Students can also use the scissors to make necessary adjustments.

Adaptations and Modifications

Modifications and adaptations will be made for the nets that students will put together. Some nets of triangular prisms will be constructed of centimeter grids. Some nets of rectangular prisms will not be constructed of centimeter grids. Students that do not understand or comprehend the material completely will be given the centimeter grid paper. Students that do understand the material will be given the nets that do not have the centimeter grids.

The activity that requires students to build a shed for either a toy car or a toy train is a high academic level performance task. Lower level students will be challenged to participate in this task if points on the menu are still needed towards the end of the unit to reach the minimum amount of points and time permits. If lower level students want to participate in this task, modifications will be made that allow these students to work in a small group and will not require all of the details that a higher level student has to demonstrate.

Classroom ManagementStudents will be seating in groups of either 4 or 5. For day 4, students will be working individually within their groups putting together the net of the triangular prism, while the student teacher and the master teacher walk around the room helping and guiding those who need it. The only materials that should be on a student’s desk to begin class is the nets of the triangular prisms, which the teacher will pass out according to the student’s understanding of the material (centimeter grid nets or unmarked nets), scissors, and tape to put the net together. The teacher will pass out necessary materials to the whole class before the activity begins. After completing the net activity, students will choose one more activity for Day 4 of the menu, depending on their comfort level of understanding of the material. Each activity is tiered based on difficulty level. These activities will be stored in a file box to the side of the room where students can get them themselves. Directions for building the shed for either a toy car or train will be stored in the file box, while the actual materials will be in a different location available to only those students who will be performing the task. After the teacher gives instruction to the students, the students will spend the rest of the class working on Day 4 menu activities. Students will keep all of their work for the class period in their math folders.

Bloom’s Taxonomy1. Students will build a net of a triangular prism and find the surface area of the rectangular

prism. This is a required assignment for all students for Day 4. Building a net is APPLYING. Finding surface area of the nets is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own rectangular prism. Students will have to understand how to find surface area, as well as how to define the faces, edges, and vertices of a figure.

2. Carnegie Learning Student Assignment Text pg. 259-261 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge and building with nets to complete the activity. This activity is an option that students can choose from after building the triangular prism from its net.

3. Connected Math Common Core Investigation 4, Problem 4.1 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity working with cubes and triangular prisms. The activity is the medium/high level option for students to work on for Day 3 of the menu.

4. Ready NC Workbook pg. 244-245 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building the nets of triangular prisms to complete the activity. This activity is an option that students can choose to complete after building the triangular prism from its net.

5. Building a shed for either a matchbox car or a toy train is CREATING. Students will be given the choice of either matchbox cars or toy trains. Students have to put together ideas or elements to design, plan, and create a garage/shed big enough for their item. Students will have to “build a shed/garage” that is big enough for their car or train to be stored in. Students will have to measure the length, width, and height of the car or train. Then the student will have to create a garage with measurements bigger than that of the car. Students will have to find the surface area of shed/garage and determine whether it is an appropriate size shed for the car or train.


Plan for Assessment & Evaluation of Student Learning1. Students will build a net of a triangular prism and find the surface area of the triangular

prism. This is a required assignment for all students for Day 4. Building a net is a performance assessment. Student are performing their abilities to create a triangular prism when given a net. Students are expected to be able to represent three-dimensional figures whose nets are composed of rectangles and triangles. These skills will continue to be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with other prisms and pyramids. This activity will be required to be done by all students to begin Day 4 of the menu. Modifications will be made for those who need a net with centimeter grid markings on it rather than an unmarked net.

2. Students will find the surface area of the triangular prism that they build using nets. This is a formative assessment. Students will be assessed based on observations. Students will use their abilities to find areas of figures and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as

students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

3. Carnegie Learning Student Assignment Text pg. 259-261 is a formative assessment. Students will be assessed based on observations. Students will apply the knowledge that they learn through teacher instruction and building with nets to complete the activity. This activity is a medium level option that students can choose from after building a triangular prism from a net. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine how much the student knows about triangular prisms and their nets.

4. Ready NC Workbook pg. 244-245 is a formative assessment. Students will be assessed based on observations of their ability to perform the task of finding surface area of rectangular and triangular prisms. This activity is the medium level that students can choose to work on after building a rectangular prism from a net. Both Carnegie Learning and Ready NC are activities that reinforce learned concepts about nets and surface area. They serve as practice activities that students can perform to strengthen their abilities to work with nets of all figures and find the surface areas of those figures. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

5. Connected Math Common Core Investigation 4, Problem 4.1 is a formative assessment. Students will work through a problem that consists of 7 questions. The first four questions are based from a net of a cube and students have to answer questions on the net. The last three questions are based from a picture of a triangular prism and students have to answer questions based on the net. Students will be assessed based on observations of their ability to perform tasks relating to nets and finding the corresponding surface area. This activity is a medium to high level that students can choose to work on for Day 4 of the menu. . For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

6. Building a shed for either a matchbox car or a toy train is a performance assessment. Students will be assessed based on their ability to build a shed or garage that is big enough to house either a toy car or a toy train. This activity measures students’ abilities to be able to apply their knowledge to real world applications. This activity is a hands-on activity that is categorized at the highest level for Day 4 of the menu. The teacher will assess students based on their ability to perform the task, follow all guidelines, and their ability to calculate surface area of the figure. The teacher will also take into consideration the size of the car or train and determine if the garage/shed is an appropriate size for the toy figure. This activity will be worth the most amount of points on the menu as it requires the highest level of thinking skills to perform. The lower academic level students will be challenged to perform this performance task if any other task needs to be done to get the appropriate amount of minimum points on the menu.

Assessment and Evaluation of Student LearningToday students began learning how to find surface area and volume of triangular prisms.

To begin class, students completed two released practice EOG problems. After working in their table groups and going over each of these together as a whole class, I asked students to help remind me of some important vocabulary and formulas that we have been learning about the past several days. First, I asked students what they remembered about a prism in general. Students responded with several different properties: opposite faces are congruent, every prism has two bases, not all lateral faces are congruent, etc. I held up the model of a triangular prism and asked students what they noticed different between the rectangular prism and the triangular prism. Students responded with saying that the triangular prism only had 5 faces whereas the rectangular prism had six. Students were able to determine that the triangular prism was missing the top face.

I then passed out the net of a triangular prism to the students. I decided to pass out the nets after students had completed their DO NOW problems rather than before because when I passed them out before hand, students would get distracted and start playing with the scissors and the rulers. By passing them out as we were discussing the shape helped minimize this distraction because students were ready to start using their materials. I asked students what surface was and how I would find surface area of a triangle. Students responded with saying to find surface area, you must find the area of each face and then add all of their areas together. Students were also able to tell me that the base of the triangular prism was a triangle, and to find the area of a triangle, you must do base times height divide by two. Students then began measuring the bases and heights of the two base triangles, and the lengths and widths of the rectangles in order to find their areas. I told the students as a word of caution, that not all triangular prism’s lateral faces will have the same area, as they did in this triangular prism net. Students then found the surface area of the prism. Once students had found surface area, I asked them to put all of their materials down on their desk and either sit on their hands or put them on top of their heads so they would not be tempted to play with their materials instead of listening and paying attention. This worked!! As a whole class, we found surface area together by putting the net underneath the Document Camera.

As a whole class, we then talked about what volume was and how we found volume. Students were able to tell me that volume was how many cubic units could fill up the inside of a 3-D shape, and that to find volume, you multiply the length, width, and height together. This formula is true when determining surface area of a cube or rectangular prism, but it does NOT work for determining volume of a triangular prism. I then reminded students of the other volume formula that they would be responsible for remembering for the EOG, which was B x h. I asked students what the capital B in the formula stood for and all of them were able to tell me that it represented the area of the base. I then asked students what the base of a triangular prism was and how would I find the area of that base. Students knew that the base was a triangle, and to find the area, you multiply the base and height together and divide this value by two. Then I explained that the height of a triangular prism was the length of the edge that when the triangular prism was set on its base, it is the edge that is straight up and down. We looked at the prism up on the Smartboard and I also showed students the 3-D model of the prism. Students then found the volume of the prism. After students had found both surface area and volume of the triangular prism, they cut out the net and taped it together.

After students had cut out their net and taped it together, I asked students to stand the prism up on its base so they could see why the height of the prism was the length of the

rectangle. This really seemed to help several students understand because many thought that the height of the prism was the represented by the height of the triangle. I put another practice problem on the SmartBoard and asked students, in their table groups, to find Surface Area and Volume of the triangular prism. I walked around and helped moderate groups as they were working together. After about 8 or so minutes, we went over how to find Surface Area and Volume of this particular triangular prism. I went around to each table and asked them to tell me one step they took, in order, to first find the Surface Area. Most students got the surface area correct, with the exception of those students who forgot to divide their triangular areas by 2. There was some discrepancy as to the length of the other two sides of the triangles and if these represented the width of the rectangle. Assuming that the triangles in these problems were equilateral triangles where all sides were the same length, I told students to use the base of the triangle as the width of the rectangle, but this will have to be clarified further.

We then found volume of the prism. The only mistake that I noticed while students were determining the volume was that they were either forgetting to divide by two when they found the area of the base triangle (B) or they used the height of the triangle rather than the length of the rectangle as their height (h). After discussing this matter, students moved on to complete a TOD problem where they were given a triangular prism and were asked to find the surface area and the volume. Students were allowed to use calculators and their table group members. Once students completed this assignment, they put their work in the class box. By the time that students completed this TOD, it was time to go.

I graded the TOD problems just to assess how much students retained from today’s class period. About 8 students did not get either the Surface Area or Volume correct, and only about 3 for one but not the other. For those students who did not get either the surface area or the volume, I plan on pulling them aside in a small group in class so we can discuss the problem and have them redo the problem so they can get more points. Tomorrow for about the first 30 minutes of class, I am going to allow students to work on their learning menu activities. This is the time in which I will pull students aside who did not do well on their TOD and work with them. After about 30 minutes, we will introduce finding the surface area and volume of pyramids, even though we won’t get very far.

I thought today went well, especially since my cooperating teacher was absent and it was just me and a substitute in the classroom. Students were very well behaved and the majority of them did seem to understand. I do want students to have more practice working with triangular prisms, which is why I am allowing them to start tomorrow’s class working on their menus before starting square pyramids. This unit is a tough unit for students, but I can already see growth. The only change that I plan to make from today is pulling aside those students who did not do well on their TOD problem from today.Questions from teacher:

What are some of the properties of a prism? What do you notice is different between the rectangular prism and the triangular prism? What is surface area? How do I find surface area of a triangular prism? How do I determine area of a triangle?

Questions from students:

How do you know which height to use when finding volume?

ReferencesNets of triangular prisms (centimeter gridded and unmarked)

Carnegie Learning Student Assignment pg. 259-261


Connected Math Common Core Investigation 4, Problem 4.1


Wednesday, March 27







Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Carnegie Learning Student Assignment, pg. 259-261o Connected Math Common Core Investigation 4o Ready NC Workbook pg. 244-245o Materials for the shed

Construction Paper Cardstock Paper Tape

Scissors Markers

Teacher Input (20-25 min)o The teacher will go over review how to find surface area of a triangular prism. o The teacher will instruct students to continue working on their Surface Area and

Nets menu. Today’s class will be a continuation day from the day before.o If time permits, students might be allowed to skip working on their menus and the

teacher will introduce square pyramids and students will assemble those nets. This will allow time for the rest of the menu to get completed before the test next Friday.

o The teacher will instruct students to continue working on their menus. Students will have three options for the third day of the menu. These menu activities will again be tiered at three different levels (low, medium, high).

o The teacher will pass out the necessary materials to students working on assembling the shed.

Guided Practice/Independent Practice (40-45 min)o Students will work through a menu for this unit on nets and surface area. Day 4

of the menu has 6 different options that students can choose from. These are tiered at three different levels. One activity is required and one activity can be chosen. The activities for Day 4 are:

Required (Low): Creating a triangular prism with a centimeter gridded net and find the surface area

Using a net of a triangular prism that has centimeter grids on it, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Required (Medium): Creating a triangular prism with an unmarked net and find the surface area

Using a net of a triangular prism that is unmarked, students will build a rectangular prism, measure the appropriate lengths of the prism, and calculate the surface area of that rectangular prism.

Easy: Ready NC Workbook pg. 244-245 Students will practice finding surface area of triangular prisms.

Medium: Carnegie Learning Student Assignment book, pg. 259-261 Students will practice problems in this Student Assignment book

that are associated with rectangular prisms, their nets, and surface area of rectangular prisms.

Medium: Connected Math Common Core Investigation 4, Problem 4.1 Students will work through a problem that consists of 7 questions.

The first four questions are based from a net of a cube and students

have to answer questions on the net. The last three questions are based from a picture of a triangular prism and students have to answer questions based on the net.

High: Building a shed Students will be given the choice of either matchbox cars or toy

trains. Students will have to “build a shed/garage” that is big enough for their car or train to be stored in. Students will be provided the necessary materials to build this garage: construction paper, cardstock paper, scissors, and tape. Students will have to measure the length, width, and height of the car or train. Then the student will have to create a garage with measurements bigger than that of the car. Students will have to find the surface area of shed/garage and determine whether it is an appropriate size shed for the car or train.



Closure (3-5 min)o Have students return all materials to their appropriate places.o Have students to check what work they have completed-regardless of whether


box.o Pack up.o Dismiss students to next class.


Interdisciplinary Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Healthy Literacy




1. Paperg. Students will need paper to write down their work for Day 4 of the menu.





4. Net of triangular prismsa. The teacher will need nets of triangular prisms to pass out to students. Copies

of nets that have centimeter grids and no grids will be made to be passed out to students based on their academic learning level. 20 copies of each type of net will be made.

5. Scissors and Tapea. Students will need scissors and tape to assemble the net of the triangular

prisms. These materials will be provided for students by the teacher. Some students may have to share a pair of scissors. Scissors and tape will also be needed to build the shed/garage for either a matchbox car or a toy train, which is the high activity that students can choose for Day 3 of the menu.

6. Ready NC Workbook pg. 244-245

a. Students will need Ready NC Workbook pg. 244-245 to do an assignment practicing using nets triangular prisms and finding surface area for triangular prisms.

7. Carnegie Learning, Student Assignment Text pages 259-261a. Students will need Carnegie Learning, Student Assignment Text pages 259-

261 to do an assignment practicing identifying and work with nets of triangular prisms and the surface area of these figures on Day 3 of the menu, if chosen.

8. Connected Math Common Core Investigation 4, Problem 4.1a. Students will have the option of answering 7 questions based off of two nets,

the net of a cube and the net of a triangular. There are four questions that students will have to answer based on the net of the cube and three questions that are based on the net of the triangular prism. Students will be provided copies of the questions, but will be asked to write on their own paper. An answer key will also be provided for students to check their solutions.

9. Materials for the shed:a. Construction Paper

i. Students will have the option of building their shed out of any color of construction paper. This allows for individual creativity in their own personal garage for their toy car or train. Students will have to identify what kind of figure there shed/garage is, and how many faces, vertices, and edges it has.

b. Cardboardi. Students will have the option of building their shed out of cardboard.

This allows for individual creativity in their own personal garage for their toy car or train. Students will have to identify what kind of figure there shed/garage is, and how many faces, vertices, and edges it has.

c. Markersi. Students will have the opportunity to color their garage/shed if time

permits.d. Rulers

i. Students will need rulers to measure the size of their car or train. Students will also need rulers to measure out appropriate size dimensions for their shed/garage. These dimensions will be based on the overall size of their car/train.

e. Tapei. Students will need tape to piece together their shed/garage. Tape will

have to be shared among the students who choose to participate in this activity.

f. Scissors

i. Students will need scissors to cut apart an appropriate size shed/garage for their toy car or train. Students can also use the scissors to make necessary adjustments.

Adaptations and ModificationsModifications and adaptations will be made for the nets that students will put together. Some nets of triangular prisms will be constructed of centimeter grids. Some nets of rectangular prisms will not be constructed of centimeter grids. Students that do not understand or comprehend the material completely will be given the centimeter grid paper. Students that do understand the material will be given the nets that do not have the centimeter grids.

The activity that requires students to build a shed for either a toy car or a toy train is a high academic level performance task. Lower level students will be challenged to participate in this task if points on the menu are still needed towards the end of the unit to reach the minimum amount of points and time permits. If lower level students want to participate in this task, modifications will be made that allow these students to work in a small group and will not require all of the details that a higher level student has to demonstrate.

Classroom ManagementStudents will be seating in groups of either 4 or 5. For day 4, students will be working individually within their groups putting together the net of the triangular prism, while the student teacher and the master teacher walk around the room helping and guiding those who need it. The only materials that should be on a student’s desk to begin class is the nets of the triangular prisms, which the teacher will pass out according to the student’s understanding of the material (centimeter grid nets or unmarked nets), scissors, and tape to put the net together. The teacher will pass out necessary materials to the whole class before the activity begins. After completing the net activity, students will choose one more activity for Day 4 of the menu, depending on their comfort level of understanding of the material. Each activity is tiered based on difficulty level. These activities will be stored in a file box to the side of the room where students can get them themselves. Directions for building the shed for either a toy car or train will be stored in the file box, while the actual materials will be in a different location available to only those students who will be performing the task. After the teacher gives instruction to the students, the students will spend the rest of the class working on Day 4 menu activities. Students will keep all of their work for the class period in their math folders.

Bloom’s Taxonomy1. Students will build a net of a triangular prism and find the surface area of the rectangular

prism. This is a required assignment for all students for Day 4. Building a net is APPLYING. Finding surface area of the nets is UNDERSTANDING. Students will use the strategies and concepts learned from teacher instruction to create their own rectangular prism. Students will have to understand how to find surface area, as well as how to define the faces, edges, and vertices of a figure.

2. Carnegie Learning Student Assignment Text pg. 259-261 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge and building with nets to complete the activity. This activity is an option that students can choose from after building the triangular prism from its net.

3. Connected Math Common Core Investigation 4, Problem 4.1 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity working with cubes and triangular prisms. The activity is the medium/high level option for students to work on for Day 4 of the menu.

4. Ready NC Workbook pg. 244-245 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building the nets of triangular prisms to complete the activity. This activity is an option that students can choose to complete after building the triangular prism from its net.

5. Building a shed for either a matchbox car or a toy train is CREATING. Students will be given the choice of either matchbox cars or toy trains. Students have to put together ideas or elements to design, plan, and create a garage/shed big enough for their item. Students will have to “build a shed/garage” that is big enough for their car or train to be stored in. Students will have to measure the length, width, and height of the car or train. Then the student will have to create a garage with measurements bigger than that of the car. Students will have to find the surface area of shed/garage and determine whether it is an appropriate size shed for the car or train.


Plan for Assessment & Evaluation of Student Learning1. Students will build a net of a triangular prism and find the surface area of the

triangular prism. This is a required assignment for all students for Day 3. Building a net is a performance assessment. Student are performing their abilities to create a triangular prism when given a net. Students are expected to be able to represent three-dimensional figures whose nets are composed of rectangles and triangles. These skills will continue to be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with other prisms and pyramids. This activity will be required to be done by all students to begin Day 3 of the menu. Modifications will be made for those who need a net with centimeter grid markings on it rather than an unmarked net.

2. Students will find the surface area of the triangular prism that they build using nets. This is a formative assessment. Students will be assessed based on observations.

Students will use their abilities to find areas of figures and add up their areas to find the surface area of a figure. Students are expected using the dimensions of individual faces of figures, calculate the area of each rectangle and/or triangle and add these sums together to find the surface area of the figure. These skills will be used throughout the entire unit as students will be expected to build a figure from a net and calculate the surface area of that figure with prisms and pyramids. This activity will be required to be done by all students.

3. Carnegie Learning Student Assignment Text pg. 259-261 is a formative assessment. Students will be assessed based on observations. Students will apply the knowledge that they learn through teacher instruction and building with nets to complete the activity. This activity is a medium level option that students can choose from after building a triangular prism from a net. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine how much the student knows about triangular prisms and their nets.

4. Ready NC Workbook pg. 244-245 is a formative assessment. Students will be assessed based on observations of their ability to perform the task of finding surface area of rectangular and triangular prisms. This activity is the medium level that students can choose to work on after building a rectangular prism from a net. Both Carnegie Learning and Ready NC are activities that reinforce learned concepts about nets and surface area. They serve as practice activities that students can perform to strengthen their abilities to work with nets of all figures and find the surface areas of those figures. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

5. Connected Math Common Core Investigation 4, Problem 4.1 is a formative assessment. Students will work through a problem that consists of 7 questions. The first four questions are based from a net of a cube and students have to answer questions on the net. The last three questions are based from a picture of a triangular prism and students have to answer questions based on the net. Students will be assessed based on observations of their ability to perform tasks relating to nets and finding the corresponding surface area. This activity is a medium to high level that students can choose to work on for Day 3 of the menu. . For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

6. Building a shed for either a matchbox car or a toy train is a performance assessment. Students will be assessed based on their ability to build a shed or garage that is big enough to house either a toy car or a toy train. This activity measures students’ abilities to be able to apply their knowledge to real world applications. This activity is a hands-on activity that is categorized at the highest level for Day 4 of the menu. The teacher will assess students based on their ability to perform the task, follow all guidelines, and their ability to calculate surface area of the figure. The teacher will also take into consideration the size of the car or train and determine if the garage/shed is an appropriate size for the toy figure. This activity will be worth the

most amount of points on the menu as it requires the highest level of thinking skills to perform. The lower academic level students will be challenged to perform this performance task if any other task needs to be done to get the appropriate amount of minimum points on the menu.

Assessment and Evaluation of Student LearningToday we wrapped up triangular prisms. Students had practiced finding the surface area

of their triangular prism net yesterday in class. Today, students began class by finding the surface area of a triangular prism net. We went over this problem as a whole class. Students were then asked if they were comfortable enough to complete a TOD problem on find surface area of a triangular prism. They completed their TOD. Not half of the class got the correct answer so I passed back out their TOD problem and we talked about the problem as a class. I led students through the major steps and they were then responsible for completing the problem and providing me with a short explanation as to why they missed the problem the first time. After students had turned in their work, they were allowed to cut out and tape together their triangular prism net. Today’s class will be a shortened class because of a PBIS Reward at the end of the school day. Students came into class today and worked on one released EOG problem where students had to find the surface area of a net of a triangular prism, which is a review of what we did yesterday. After about 5 minutes, we went over the problem as a whole class. We also reviewed what we learned about triangular prisms yesterday. On that same sheet of paper, students were given a TOD problem to complete individually. Once the students had completed the TOD, they turned in their work to the class box. After looking at the TOD’s that students turned in, I realized that only about half of the class got the right answer. I gave each student back their work and we went back over the TOD problem together and found the areas of each face of the prism. Students were responsible for finding the surface area and if they got the wrong answer on the first attempt, they were to write one sentence explaining why they missed the problem.

Because of the shortened schedule, students will spend the rest of the class learning about how to determine surface area of a square pyramid. Students were given a net of a square pyramid. We first reviewed what and how to find surface area of a 3-D shape. Students seem to really understand and remember this concept of surface area and that it is the amount needed to cover the outside of a 3-D shape and that surface area can be found by finding the area of each face and adding all the areas together. I asked students what two shapes made a square pyramid and students responded with triangles and rectangles. We then, as a whole class, reviewed the formulas for finding the area of a triangle and rectangle. Because a square pyramid is the last shape that students are responsible for knowing how to find the surface area of, students were able to jump right in and find the surface area of their net. Students worked with their table groups to find the surface area of the square pyramid net. After students had found the surface area, we went over it as a whole class. Students were then instructed to cut out their net and tape it together. Students were not given a TOD because of time. Students will begin class tomorrow

by working one EOG review problem and completing a TOD on finding surface area of a square pyramid.

I realized after school yesterday that I had taught students to find the volume of a triangular prism. After rereading the Common Core State Standards, students are only responsible for knowing how to find volume of a rectangular prism. I addressed this issue today and told students that they only need to know two formulas for finding volume of a 3-D shape: l x w x h and B x h. We then reviewed volume and what volume really was. After talking about this and addressing this issue, it was time to rotate classes. Students were instructed to put their nets in the appropriate box, clean up around their desk, and they were dismissed to their next class.

Due to the time restraints, students did not get to work on their menus. They will pick up where they left off tomorrow. I felt that the class ran smoothly. Students have really mastered finding surface area of a 3-D figure. I am really impressed with how hard students have worked over the past several days working with the 4 different polyhedrons. I think that it has been really helpful to allow students to actually cut out and build the shapes and use rulers to discover surface area and volume for themselves. The last three work days of the unit before test day will be dedicated to working on the learning menu and continue practicing finding surface area and volume of cubes, rectangular prisms, triangular prisms, and square pyramids.Questions by teacher:

How do you know that all triangles are congruent on a pyramid? How many bases does a pyramid have? How many faces make up a pyramid? How do you know a pyramid is going to have 4 triangular faces?

Questions by students:

Can’t a triangle be the base of a pyramid?

ReferencesNets of triangular prisms (centimeter gridded and unmarked)

Nets of square pyramids

Carnegie Learning Student Assignment pg. 259-261


Connected Math Common Core Investigation 4, Problem 4.1


Thursday, March 28


Instructional Procedures: Focus and Review (3-5 minutes)





Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Ready NC Workbook pg. 246-247o Carnegie Learning Student Assignment, pg. 263-265o ClassScape Around the World o Pizzazz Worksheet D-65

Teacher Input (8-10 min)o The teacher will instruct students to continue working on their Surface Area and

Nets menu. o Students will have three options for Day 5 of the menu. These menu activities

will again be tiered at three different levels (low, medium, high). If students are not to Day 5 activities, they will pick up where they left off.

Guided Practice/Independent Practice (50-55 min)o Students will work through a menu for this unit on nets and surface area. Day 5

of the menu has 3 different options that students can choose from. These are tiered at three different levels. Students will choose either one or two activities for Day 5, depending on time. The activities for Day 5 are:

Required (Low): Assemble a model of a square pyramid with centimeter grid paper

Students will assemble the net of a square pyramid using centimeter grid paper.

Required (Medium): Assemble a model of a square pyramid with an unmarked net

Students will assemble the net of a square pyramid using unmarked paper.

Easy: Ready NC Workbook pg. 246-247 (#15-21) Students will practice finding the surface area of a square pyramid.

Medium: Carnegie Learning Student Assignment book pg. 263-265 (#1-2, all parts)

Students will continue practicing problems using nets of square pyramids and finding their surface area.

High: ClassScape Around the World Using questions from the ClassScape page, students will solve

problems on identifying nets, finding surface area of 3-D polyhedrons, and calculating the volume of polyhedrons that will be posted in the hallway.



Closure (3-5 min)o Have students return all the materials to their appropriate places.o Have students to check what work they have completed-regardless of whether


box.o Have students return their math folders to the proper place.o Pack up.o Dismiss students to next class.

21 st Century Skills

Effective Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Flexibility and Adaptability Initiative and Leadership Productivity and Accountability Curiosity and Healthy Skepticism



Informational and Technology Standards

Evaluate credible resources Use appropriate technology for task Promote global awareness Analyze ethical issues

Resources/Materials/Preparation:March 28:

Materials needed for Day 5 of the menu are:



2. Pencila. Students will need a pencil to write down their work for their menus.



4. Ready NC Workbook pg. 246-247a. Students will work through a series of problems in the Ready NC Workbook that

focus on finding surface area of square pyramids. Students must complete all problems and show work in order to get credit for the activity.

5. Carnegie Learning Student Assignment, pg. 263-265a. Students will continue practicing problems using nets of all figures and finding

their surface area using Carnegie Learning Student Assignment, pg. 267-269. These problems will be given in the form of pictures and word problems. 25-30 copies will be made and put together as a packet for students to write down their work for the problems. Answer keys of this assignment will also be provided for students to check their work when they are done.

6. ClassScape Around the Worlda. Students will complete an activity in which students will work in the hallway

solving problems finding nets, surface area, and volume of cubes, prisms, and pyramids. These questions are from a ClassScape quiz that have been printed and posted all throughout the sixth grade hallway.

7. Pizzazz Worksheet D-65a. Students will complete a Pizzazz worksheet finding surface area of square

pyramids. Students will have to use their prior knowledge of finding area of triangles and parallelograms in order to complete this worksheet. Students will be expected to find surface area of other figures such as rectangular prisms and triangular prisms.

Adaptations and ModificationsModifications and adaptations will be made for the nets that students will put together. Some nets of square pyramids will be constructed of centimeter grids. Some nets of rectangular prisms will not be constructed of centimeter grids. Students that do not understand or comprehend the material completely will be given the centimeter grid paper. Students that do understand the material will be given the nets that do not have the centimeter grids. The decision will be made by the master teacher and the student teacher on who gets what kind of net. The decision will be based on observation from previous days working with nets.

Classroom ManagementStudents will be sitting in their groups of 4 to 5 students. Day 5 menu activities will not require group work. However, students may be allowed to work in small groups if students are working on the same activity. Depending on the activity depends on the materials that students will need to complete the activity. For Day 5 menu activities, 25 copies of Pizzazz D-68 will be made. Students who choose to work on Carnegie Learning or Connected Math have access to individual textbooks that they will be allowed to work out of, but not write in.

Bloom’s Taxonomy1. Pizzazz Worksheet D-65 is APPLYING. Students will apply the knowledge that they

learn from teacher instruction, prior knowledge, and building with nets to complete the activity. The activity is the hard level option for students to work on for Day 5 of the menu. Students will find surface area of square pyramids as well as prisms and cubes.

2. Ready NC Workbook pg. 246-247 is APPLYING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity working with square pyramids illustrated throughout the Nets and Surface Area unit. The activity is the easy level option for students to work on for Day 5 of the menu.

3. Carnegie Learning Student Assignment Text pg. 263-265 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge, previous practice and building with nets to complete the activity working with square pyramids. This activity is the medium option that students can choose from for Day 5 of the menu.

4. ClassScape Around the World is APPLYING. Students will apply the knowledge that they learn from teacher instructions, prior knowledge, and building with nets to complete the hallway activity. This activity applies knowledge from all of the figures that students have been working with throughout the unit (cubes, rectangular prisms, triangular prisms, square pyramids). Students will answer questions pulled from the ClassScape online program. These questions will come in the form of words, pictures, formulas, etc.

Professional Consultations While planning this lesson, I consulted my master teacher. She helped plan and decide what activities to complete as well as helped me plan my direct teacher instruction. I also consulted the other 6th grade math teacher. PLC planning is done between myself, my master teacher, and the other 6th grade math teacher. The other 6th grade math teacher and 1 are and will be teaching the same material throughout the unit to both 6th grade math classes.

Plan for Assessment & Evaluation of Student Learning:1. Pizzazz Worksheet D-65 is a formative assessment. Students will be assessed based on

observations of their ability to perform the task of identifying nets and finding surface area square pyramids. This activity is the hard level that students can choose to work on for Day 5 of the menu. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

2. Connected Math Common Core Investigation 4, Exercises 1-15 is a formative assessment. Students will be assessed based on observations. Students will apply the knowledge that they have previously learned in the Nets and Surface Area unit to practice problems that combines nets of all the figures as well as finding each figures surface area. Problems Connected Math Common Core come in the form of both pictures and word problems. This activity is the medium to high level option that students can choose to do. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day.

3. Carnegie Learning Student Assignment Text pg. 267-269 is a formative assessment. Students will be assessed based on observations as well as for right and wrong answers. Students will apply the knowledge that they have previously learned in the Nets and Surface Area unit to practice problems identifying square pyramid nets and finding the surface area of each of these figures. Problems from Carnegie Learning Student Assignment come in the form of both pictures and word problems. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day.

4. ClassScape Around the World is a formative assessment. Students will be assessed based on observations as well as for right and wrong answers. Students will apply the knowledge that they have previously learned in the Nets and Surface Area unit to practice problems identifying square pyramid nets and finding the surface area of each of these figures. Problems from ClassScape Around the World come in the form of both pictures and word problems. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day.

Assessment and Evaluation of Student LearningToday’s class was crazy! The 5th graders from the feeder schools came to visit. About 20

minutes into class, students were dismissed to go to their 1st exploratory classes. Students then came back to class for the last 50 minutes. It was difficult to get students in the right mind set after exploratory classes. Luckily, today’s class was used as a working day. Students have assembled and found the surface area of all four polyhedrons they are responsible for knowing for the EOG tests in May, so know it’s time for them to apply their knowledge.

For the first 20 minutes before students were dismissed to exploratory classes, students were given one practice EOG problem. Students worked with their table groups to complete the problem. As a whole class, we went over the problem together. We discussed the test taking strategy of working backwards. Then students were given a brain dump. A brain dump is a test taking strategy where students put on a piece of paper everything that they can remember about a certain topic, in this case, formulas for area of rectangles, triangles, parallelograms, and volume. Students had one minute to write down all of these formulas. Then it was time for students to go to their exploratory class. I told students that when they returned, they would complete a TOD and then begin working on their learning menu activities. Students were then dismissed to their first exploratory class.When students returned to class, the class recapped what we learned yesterday about finding surface area of square pyramids. We discussed how to determine area of the triangular faces of a pyramid and what the faces had in common. We mentioned why there were four triangular faces and one square base and students responded with that there has to be four triangular congruent faces to make a square pyramid because a square has four sides that are all of equal length, therefore there has to be four triangular faces attached to the square base that are congruent. After discussing how to determine surface area of square pyramids, we quickly looked at some different nets of square pyramids that students might be exposed to on the EOG test. We talked about each net briefly, and how each net could possible create 3-D model of a square pyramid. Then students were allowed to work on their learning menus for the rest of the class time. On a consistent basis, I ask students how to find surface area and volume of a 3-D shape. I know the

students probably get tired of repeating this method, but by asking them over and over again how to find surface area and volume, the more it is going to stick with them and the more likely that students are going to remember how to find surface area and volume of polyhedrons come test time.

I thought today’s class went well, considering the weird schedule. Students worked well with their table groups and for the most part, students stayed on task the whole time they were working. Students picked up where they left off on their learning menu and continued working through all activities that they were able to get through during the allotted class time. Once students completed an activity, they were asked to grade their work and write a score at the top of the paper. Again, rather than showing the teacher the score for the activity, students turned in their entire learning menu at the end of the class for the teacher to grade. I am going to go through every students menu and give them a grade for the activities that they have completed thus far. I will be looking at more than just the score. I want to look through the work that students actually did to work through the activity. Even if students make 10 out of 10 on an assignment but they show no work, I will not be giving full credit. I think it is important for students to not just rely on a calculator to do all of the work but to actually show the thinking processes that were taken so that I know if a student actually understands the material.

Questions from teacher:

What is the formula for area of a triangle? What is the formula for area of a rectangle? What is the formula for volume? What is the formula for area of a parallelogram? How do I find surface area of a polyhedron?

Question from students:

No questions

References:Pizzazz D-65


Carnegie Student Assignment book pg. 263-265 (#1-2, all parts)

ClassScape

Wednesday, April 3





o Teachers will go over the problems as students are checking their work. Common Core State Standards



Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Netbooko Carnegie Learning Student Assignment, pg. 267-269o Connected Math Common Core Investigation 4o Moby Math “Volume and Surface Area”o Ready NC Workbook pg. 250-251

Teacher Input (3-5 min)o Students will complete three DO NOW problems that will be taken up and

counted as a TOD. These problems will be from the Released EOG questions available to teachers.

o The teacher will instruct students to continue working on their Surface Area and Nets menu.

o Today is going to serve as a review day for students. Students will have three options for Day 6 of the menu. These menu activities will again be tiered at three different levels (low, medium, high).

Guided Practice/Independent Practice (1 hour)o Students will work through a menu for this unit on nets and surface area. Day 6

of the menu has 3 different options that students can choose from. Todays’ activities serve as a review of what students have learned in this unit. These are tiered at three different levels. Students will choose either one or two activities for Day 6, depending on time. The activities for Day 6 are:

Low: Ready NC Workbook pg. 250-251 (#1-5) Ready NC Workbook pg. 250-251 (#1-5) gives students practice

finding surface area and volume for all figures that students have worked with throughout the entire menu. Students must answer all questions, but are required to show work for problems 4 and 5.

Medium: Connected Math Common Core Investigation 4, Exercises 1-15 Students will work in Connected Math doing problems that review

nets and surface area. These problems will be given in the form of pictures and word problems.

Medium: Moby Math Lesson "Volume and Surface Area" Students will have the option of working on a Moby Math lesson

named “Volume and Surface Area”. This lesson is broken up into two parts, one is on volume and the other is on surface area. This activity is a review of everything that students have learned throughout the unit. Each lesson has a tutorial that students will listen to before completing the activity. Students have username and password log in access. Students must complete both parts of the lesson in order to receive credit.

High: Carnegie Learning Student Assignment book pg. 267-269 Students will continue practicing problems using nets of all figures

and finding their surface area. These problems will be given in the form of pictures and word problems.



Closure (8-10 min)o Students will complete a TOD problem before they are able to leave class.

o When students have finished their TOD, have students return all the materials to their appropriate places.

o Have students to check what work they have completed-regardless of whether they are done or not.

o Have students turn in their menus to the class box.o Have students return their math folders to the proper place.o Pack up.o Dismiss students to next class.







Resources/Materials/Preparation:April 3:


1. Paper

b. Students will need paper to write down their work for Day 6 of the menu. Students will label their paper based on what activity they are working on.




4. Carnegie Learning Student Assignment, pg. 267-269a. Students will practice solving surface area and volume problems involving all

figures. This activity is the hard option for Day 6 of the menu. These problems will be given in the form of multi-step word problems and pictures. 35 copies of this activity will be made.

5. Connected Math Common Core Investigation 4a. Students will practice solving surface area and volume problems involving all

figures. This activity is the medium option for Day 6 of the menu. Problems will be given in the form of multi-step word problems as well as pictures. 35 copies of this activity will be made.

6. Moby Math Lesson “Volume and Surface Area”a. Students will work through this online lesson to review volume and surface area.

The entire lesson is broken into two activities that consists of a tutorial and then a lesson quiz. Students must complete both activates in order to receive credit.

7. Ready NC Workbook pg. 250-251a. Students will practice solving surface area and volume problems involving all

figures. This activity is the easiest option for Day 6 of the menu. Problems will be given in the form of multi-step word problems as well as pictures. Books will be made available to students for use, but students will not be allowed to write in these books. They must write on their own paper.

Adaptations and Modifications:There will be no modifications made for Day 6 of the menu. Students will continue working on the menu by choosing activities based on their comfort level.

Classroom ManagementStudents will be sitting in their groups of 4 to 5 students. Day 6 menu activities will not require group work. However, students may be allowed to work in small groups if students are working on the same activity. Students who have not completed ALL work for Days 1-5 of the menu will not be allowed to work on Day 6 activities. Depending on the activity depends on the materials that students will need to complete the activity. All materials needed for those students who will be working on menu items for Days 1-6 will be provided by the teacher.

Bloom’s Taxonomy1. Ready NC Workbook pg. 250-251 (#1-5) is APPLYING. Students will apply the

knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity. Students will also analyze the differences in each figure based on their nets and their surface areas. The activity is the easy level option for students to work on for Day 6 of the menu. Students working on this activity should have completed ALL work for Days 1-5 of the Nets and Surface Area menu. This activity combines all the figures that students have been working with throughout the unit. Students will identify nets of all figures as well as find the surface area of these figures.

2. Connected Math Common Core Investigation 4, Exercises 1-15 is APPLYING and ANALYZING. Students will apply the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete the activity working with all the figures illustrated throughout the Nets and Surface Area unit. Students will also analyze the differences in each figure based on their nets and their surface areas. The activity is the medium level option for students to work on for Day 6 of the menu. Students working on this activity should have completed ALL work for Days 1-5 of the Nets and Surface Area menu.

3. Moby Math Lesson “Volume and Surface Area” is APPLYING. Students will work through this online lesson to review volume and surface area. The entire lesson is broken into two activities that consists of a tutorial and then a lesson quiz. Students must complete both activates in order to receive credit.

4. Carnegie Learning Student Assignment Text pg. 267-269 is APPLYING. Students will apply the knowledge that they learn through teacher instruction, prior knowledge, previous practice and building with nets to complete the activity. Students will also analyze the differences in each figure based on their nets and their surface areas. This activity is the high option that students can choose from for Day 6 of the menu.


Plan for Assessment & Evaluation of Student Learning:1. Ready NC Workbook pg. 250-251 (#1-5) is a formative assessment. Students will be

assessed based on observations of their ability to perform the task of identifying nets and finding surface area of cubes, rectangular and triangular prisms, and pyramids. This activity is the easy level that students can choose to work on for Day 6 of the menu. This

activity combines all the figures that students have been working with in the unit. For those students who choose to work on this activity, their work will be graded by another student who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day to determine the amount of material the student retained.

2. Connected Math Common Core Investigation 4, Exercises 1-15 is a formative assessment. Students will be assessed based on observations. Students will apply the knowledge that they have previously learned in the Nets and Surface Area unit to practice problems that combines nets of all the figures as well as finding each figures surface area. Problems Connected Math Common Core come in the form of both pictures and word problems. This activity is the medium to high level option that students can choose to do if work for Days 1-5 is complete. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day.

3. Moby Math Lesson “Volume and Surface Area” is a formative assessment. Students will work through this online lesson to review volume and surface area. The entire lesson is broken into two activities that consists of a tutorial and then a lesson quiz. Students must complete both activates in order to receive credit. Students will apply the knowledge that they have gained throughout the entire unit working with volume and surface area of cubes, prisms, and pyramids. This activity is a medium level option for Day 6 of the menu that students can choose to complete, but only if they have completed activities for Day 1-5. For those students who choose to do this activity, their lessons will be scored by the computer online program and the teacher will have access to the scores when the student is finished.

4. Carnegie Learning Student Assignment Text pg. 267-269 is a formative assessment. Students will be assessed based on observations. Students will apply the knowledge that they have previously learned in the Nets and Surface Area unit to practice problems that combines nets of all the figures as well as finding each figures surface area. Problems from Carnegie Learning Student Assignment come in the form of both pictures and word problems. This activity is the high level option that students can choose to do if work for Days 1-5 is complete. For those students who do choose this activity, their work will be graded by another peer who also chose this activity using an answer key. The teacher will evaluate the scores at the end of the day.

Assessment and Evaluation of Student LearningToday’s class was short and sweet. All grades participated in a cumulative Case 21 test.

The entire school was on a 3 hour delay testing schedule, shortening classes to 35 minutes each. Because of the shortened schedule, students were only in class for 35 minutes. We began

class by going over a review EOG problem as a whole group, only discussing strategies and techniques that could be used to solve the problem. Then we moved on to reiterating all of what we learned last week about 3-dimensinoal shapes, their properties, and how to determine surface area and volume of those shapes. I asked students if they remembered what surface area was and how to determine the surface area of any 3-D polyhedron. Students responded with finding the area of each face of the shape and then adding all the areas together. I then asked students if they remembered how to find volume of a rectangular prism and a cube, and they responded with

length times width times height. With only about 15-20 minutes left in the class, I let students work on their menus for the remainder of the time, trying to get as far along as they could.

Students will test on Friday, April 5. More than likely, with as crazy as the past couple weeks have been, or during the time that students have been learning surface area and volume of 3-D polyhedrons, students will not be expected to turn in their menus for a final grade on test day. We will push the marshmallow and toothpick activity to be completed on Monday because tomorrow is another testing schedule. Students will have the last 30 minutes of Monday’s class to complete working on their learning menus. Students will turn in their menus at the end of class. Therefore, learning menus for surface area and volume of 3-D polyhedrons will be due Monday, April 8.

The inconsistency of scheduling seems to be taking a toll on these students. In the past 8 days of school (through the end of this week), students will have been on 4 different schedules. For young adolescents transitioning from childhood to young adulthood, consistency can be essential. I know that students have no control over what school schedule they are supposed to follow, but throughout classes and through the completion of schoolwork, I can see that not being in class on a consistent daily basis has an effect on the amount of work that not only students get completed, but how much they are actually learning and retaining. In turn, this can affect the amount of growth that students will show on any kind of assessment, formative or summative. This is part of the reason why I am not taking up the menu at the end of this week and allowing students to have extra time to work on their learning menu items on their own time if they choose to.

Questions asked by teacher:

What is surface area? How do we determine surface area for a 3-D polyhedron? What is volume? How do we determine volume for a rectangular prism and a cube?

Changes to Impact Lesson Plan:

Thursday April 4: Another working day on menus

Add Monday April 8: Marshmallows and Toothpick activity, last half of class to complete and turn in Surface Area and Volume Learning menus

References:Ready NC Workbook pg. 250-251 (#1-5)

Connected Math Common Core Investigation 4, Exercises 1-15

Carnegie Learning Student Assignment Book pg. 267-269

Moby Math Lesson “Volume and Surface Area”

Thursday, April 4





o The teacher will review briefly for the test that students will be taking TOMORROW, going over specific vocabulary and reminding students of the “Brain Dump” that they should do for important vocabulary words and specific formulas that they might use.



Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Netbooko All Learning Menu materials, worksheets, etc. *These materials are compiled in

a storage crate that makes it easily accessible for students to get the activity that they are completing*

Teacher Input (3-5 min)o Students will complete three DO NOW problems that will be taken up and

counted as a TOD. These problems will be from the Released EOG questions available to teachers.

o The teacher will instruct students to continue working on their Surface Area and Nets menu.

o Today is going to serve as another review day and working day for students. Students will pick up working on their menu where they left off yesterday and get done as much work as they possibly can within the class period.

Guided Practice/Independent Practice (1 hour)o Students will work through a menu for this unit on nets and surface area. Day 7

of the menu does not have any specific menu activities as today is being used as another working day due to the shortened schedule. Students will complete as much as they possibly can in today’s class period, getting as far as they can on their menu. Students will be expected to have completed through at least day 4 of the menu.



Closure (8-10 min)o Have students to check what menu work they have completed-regardless of

whether they are done or not.o Have students turn in their menus to the class box.o Have students return their math folders to the proper place.o Pack up.o Dismiss students to next class.







Resources/Materials/Preparation:April 4:


1. Paper

c. Students will need paper to write down their work for Day 6 of the menu. Students will label their paper based on what activity they are working on.




9. All Learning Menu activities a. Depending on how far students are in their learning menus will depend on

what activity they are working on in this class period. Due to the testing schedule and the shortened class periods, students will only have about 35 minutes to work on their menus. All menu activities are compiled in the red storage crate where students can easily access which activity they want to complete. All students are expected to complete through at least Day 4 of the menu in order to receive a passing grade.

Adaptations and Modifications:There will be no modifications made for Day 7 of the menu. Students will continue working on the menu by choosing activities based on their comfort level.

Classroom ManagementStudents will be sitting in their groups of 4 to 5 students. Day 7 menu activities will not require group work. However, students may be allowed to work in small groups if students are working on the same activity.

Bloom’s Taxonomy 1. All Learning Menu activities for Day 7 of the unit are APPLYING. Students will apply

the knowledge that they learn from teacher instruction, prior knowledge, and building with nets to complete each activity; depending on how far students are in their learning menus will depend on what activity they are working on in this class period. Due to the testing schedule and the shortened class periods, students will only have about 35 minutes to work on their menus. All menu activities are compiled in the red storage crate where students can easily access which activity they want to complete. All students are expected to complete through at least Day 4 of the menu in order to receive a passing grade.


Plan for Assessment & Evaluation of Student Learning:1. All Learning Menu activities for Day 7 of the unit are formative assessments. Students

will be assessed based on observations of their ability to perform the task of identifying nets and finding surface area and volume of cubes, rectangular and triangular prisms, and pyramids; depending on how far students are in their learning menus will depend on what activity they are working on in this class period. Due to the testing schedule and the shortened class periods, students will only have about 35 minutes to work on their menus. All menu activities are compiled in the red storage crate where students can easily access which activity they want to complete. All students are expected to complete through at least Day 4 of the menu in order to receive a passing grade.

Assessment and Evaluation of Student LearningThe whole school was on another testing schedule today. All grades participated in the

math calculator active and inactive cumulative Case 21 test. The entire school was again on a 3 hour delay testing schedule, shortening classes to 35 minutes each.

Because of the shortened schedule, students were only in class for 35 minutes. Students’ learning menus are due on Monday, April 8. Because of the crazy schedules that students have had over the course of this unit, students will be given about half of the class period to complete the learning menu. Day 9 of the learning menu will be completed after students take their test tomorrow, April 5. My cooperating teacher and I felt that this was most appropriate for students so that students would have maximum time to complete as much as they possibly could of their learning menu. Students will have the last 30 minutes of Monday’s class to complete working

on their learning menus. Students will turn in their menus at the end of class. Therefore, learning menus for surface area and volume of 3-D polyhedrons will be due Monday, April 8.

Due to the shortened class times today, I passed out learning menus as students were coming into class. I instructed students that they had to complete through Day 4 today, as I was taking a grade on activities through Day 4. Students came in and immediately got down to work. I appreciated the fact that though students knew that they were in my class for only a short amount of time, that they worked hard for the time that they were in here. Students were given the entire class time to work on their menus. Because students are testing tomorrow (I plan on reviewing for about 5 minutes before the test), I wanted them to get as much practice and exposure to problems like they would see on their test tomorrow. Students were instructed to have completed activities through at least Day 4. I took a grade on all activities up through Day 4 out of 7 working days. I will grade the rest of their activities on Monday after students have completed and turned in their final learning menu for Surface Area and Volume.

The ever changing schedules are really getting to me. I like structure and I know that my students do too. As I stated yesterday, it is visible that students are getting frustrated with the changing schedules and the inconsistency of class times. I hope that with the EOG’s only a month away that the school will try to stay on a regular schedule as much as possible so that students can maximize their learning experience and teachers can have their allotted amount of time to teach students and to review the necessary material before EOG test time.

Questions asked by teacher:

None

Questions asked by students:

None

Friday, April 5



o Have students pass out class folders.o Have students get out materials needed for the class:

Paper Pencil Math Folder Netbook for ClassScape test



Materialso Papero Pencilo Math Folder (this folder contains Cornell notes and definitions for unit)o Netbook

Teacher Input (3-5 min)o The teacher will instruct students to log on to their netbooks and get onto the class

SmartSync. o The teacher will remind students that they must show all of their work when

necessary to get full credit on the test. Guided Practice/Independent Practice (1 hour)

o Students will log on to their netbooks to take their post-test on Nets and Surface Area on ClassScape.

o Students will have the entire class period to work on their test. Students must show work on paper when necessary in order to get full credit on the test.

o If students finish the ClassScape test with time left in class, students will be allowed to complete any unfinished assignments on the menu before the end of class.

Closure (3-5 min)

o Have students log off their netbooks.o Make sure students turn in their menus before leaving class.o Have students return their math folders to the proper place.o Pack up.o Dismiss students to next class.




Resources/Materials/PreparationApril 5:

Materials used for Day 8 of the menu are:

1. Papera. Students will need paper to write down their work to solve problems on the

ClassScape test. Students will label their paper based on what number of the test they are working on.

2. Pencila. Students will need a pencil to write down their work for the problems on the test.

3. Math Folder

a. Students will need their math folders. Students will be allowed to use notes taken from whole class discussion as well as their vocabulary foldable.

4. Individual Netbooka. Students will need their netbooks to get on SmartSync and ClassScape to take

their post-test for Nets and Surface Area.

Adaptations and ModificationsStudents that are classified as EC students and have required modifications will be allowed to work in the necessary environment. There is only one student in the class that

Classroom ManagementStudents will begin class sitting in their groups of 4 to 5 students. While student’s computer are loading and students are logging into SmartSync and ClassScape, students will separate their desks from the rest of the groups to form their personal work area. Students will stay in this seating arrangement for the entire class period, as students have the entire class time to work on the test. Students will separate their desks from the others in their table groups to create their own personal space to use during the test. If students get done with the post test before class is over, students will be allowed to work on other assignments for other teachers or read a book. For those students who do not get finished in the allotted class time, these students will save their test and finish at a later time.

Bloom’s TaxonomyPerforming a post-test is REMEMBERING. Students will have to apply their knowledge learned over the course of the unit to questions on the post-test. Questions on the post-test range from the easy, medium, and hard levels. Students will be allowed to use notes taken at the beginning of each teacher directed lesson as well as their vocabulary foldable. Students will also be allowed to ask the teacher questions during the test but the teachers are not allowed to give any answers.


Plan for Assessment & Evaluation of Student LearningStudents will take a post test at the end of the Nets and Surface Area unit. This test is

designed to be a summative assessment to see how much growth students made throughout the Nets and Surface Area unit. The test will be on ClassScape, the assessment program that is used throughout the entire school. Student scores are available to the teacher. Scores from the pre-

assessment will be compared to that of the post-assessment to see how much growth a student made over the course of the unit.

Assessment and Evaluation of Student LearningToday’s reflection is going to be shorter than others because today is the last day that

students will be working on Surface Area and Volume of polyhedron, the focus of my Impact project. Students were finally on a regular schedule today. When students came in, they were instructed to go ahead and log on to their netbooks to prepare to take their Surface Area and Volume posttest. The post-test was given on ClassScape, which is the database in which all class tests are given, and students have username and passwords to get on to the website. Students were instructed to go ahead and log on to their ClassScape page. Students have to be given a code to log on to the actual test. Until all students were seated, had separated themselves from their other group members, and were prepared to start, the code was not given. When students got the code, they began working.

Students were given the entire class period to work on their test. If students finished early, they were allowed to get on to the master teacher's wiki page and practice math concepts such as multiplication, finding surface area, etc. as extra practice and exposure to the material. Most students finished the test within the allotted amount of time. But for those that didn't, they would be allowed to complete the test when they got back to school on Monday morning.

I had to step out of the class due to covering another teacher’s class for a little bit while she administered some testing. My master teacher was in the room present with tmy 6th grade students who were taking a test. Overall, I thought the test went well considering the crazy schedules and inconsistencies that have occurred while I have been teaching this Impact Project unit. The scores are not as good as I would hope, but how often does it happen that everyone in a class makes a 100 on a test? I just wanted my students to show growth from the time that they took their pre-test to today's post-test, and they did. I am proud of my students for persevering through the material and doing the best that they could.

This is for data purposes to see what students already know about nets and surface area. This is a pre-test on ClassScape that myself, my master teacher, and the other 6th grade math teacher put together for the unit. The Pre-test and Post-Test are the same test that students will be taking. ClassScape is only available to the teachers with username and password access. Due to copyright purposes, I am not allowed to post any of the questions on this Impact Project. The Pre-test will cover Volume, Surface Area and Nets, and will consist of 14 questions. The Pre-Test will not be graded for accuracy, but rather to determine background knowledge of the students for this unit. The Post-Test will be graded for accuracy and scores will be recorded. Data analysis will be done based on the growth from the scores of Pre-Test to the Post-Test.

ReferencesClassScape

Monday, April 8

Objective/Goal

CCSS 6.G.4: Students will learn to represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Students will apply these techniques in the context of solving real-world and mathematical problems.


o The teacher will instruct students to clear off all materials on their desk, putting everything down below, except for their netbooks.

o The teacher will ask students if they remember learning about Mean, Median, Mode, and Range last year in 5th grade.

o Students will log on to ClassScape. Common Core State Standards



Materialso Netbooko Papero Pencilo Paper Towelso Toothpickso Marshmallows

Teacher Input (15 min)o The teacher will instruct students to clear off all materials from their desk, storing

everything down below, except for a piece of paper, a pencil, and their netbooks.o Students will be instructed to log onto ClassScape to prepare to take the pre-test

on Statistics. (Students will be allowed no more than 30 minutes to take the pre-test.)

o When all students are completed with the pre-test, the teacher will pass out all necessary materials for the day’s activity, which is Day 7 on the menu but day 9 of the unit, and a required activity for all students.

o The teacher will give student’s directions about how to perform the day’s activity. Students will work in their groups and using toothpicks and marshmallows, will construct the largest cube, prism, or pyramid they can. The teacher must emphasize the importance of keeping all properties of the figures when building the figure.

o The teacher will tell students that this is a friendly competition among groups in the class to see who can create the largest figure.

o The teacher will show an example of a model to the students.o Students will have 20 minutes to work on building their prism or pyramid.o When students are completely finished building, the teacher will instruct students

to finish up any activities that are not completely done on their menus. Guided Practice/Independent Practice (1 hour)

o Students will take the Statistics pre-test.o Students will work through a menu for this unit on nets and surface area. Today

is day 7 of the menu, but day 9 of the unit. Day 7 menu activity is a required activity to be completed by all students. Students will work in their groups and using toothpicks and marshmallows, will construct the largest cube, prism, or pyramid they can. This will be a friendly competition among groups on the class to see who can create the largest figure using only the materials provided. Students will be expected to follow all the guidelines of the figure that they choose to build when they are building it. (Correct number of faces, vertices, edges, etc.)

Assessmento Students will take the pre-test for Statistics. This is a pre-summative assessment

to see how much students already know about Statistics.o Today’s activity is Day 7 of the menu and is required by all students, but Day 9 of

the actual unit. This assessment is performance based. Students will be graded based on observations by myself and the master teacher on their ability to perform the task, follow all guidelines, as well as work cooperatively and collaboratively with their group members.

Closure (3-5 min)o Have students to disassemble their prisms or pyramids and throw away all

materials in the trash can.o Have students clean up around their desk, picking up any excess toothpicks or

marshmallows.o Pack up.o Dismiss students to next class.

21 st Century Skills Effective Communication Collaboration Critical Thinking and Problem Solving Creativity and Innovation Flexibility and Adaptability

Initiative and Leadership Productivity and Accountability Curiosity and Healthy Skepticism



Resources/Materials/PreparationApril 8:


1. Math Foldersa. Students will need their math folders to keep all of their work for their menus in.


2. Netbooksa. Students will need their netbooks to take the pre-test on Statistics.

3. Papera. Students will need paper to write down their work for their pre-test on Statistics.

This will be turned in to the class box and evaluated by the teacher.4. Pencil

a. Students will need a pencil to write down their work for their pre-test on Statistics.

5. Paper Towelsa. Each group of students will be given paper towels to put marshmallows on.

6. Marshmallowsa. Students will use marshmallows to connect the toothpicks together to create the

cubes, rectangular prisms, triangular prisms, and pyramids. Marshmallows will be provided for students by the teacher.

7. Toothpicks

a. Students will use toothpicks to make cubes, rectangular prisms, triangular prisms, and pyramids. Students will use marshmallows to connect the toothpicks together. Toothpicks will be provided for students by the teacher.

Adaptations and ModificationsThere will be no modifications or adaptations needed for Day 9 of the unit. Day 9 of the menu is a whole class activity in which all students will be allowed to participate in with their group members.

Classroom ManagementStudents will work in their groups of 4 to 5 students. Day 9 of the menu is a whole class activity in which students will work with their group members to build the largest cube, rectangular prism, triangular prism, or pyramid that they can using marshmallows and toothpicks. Guidelines must be followed when building the figure. This activity is a friendly competition amongst different groups in the class. Each group will get a handful of toothpicks and a water cup full of marshmallows to begin. If groups need more materials, the teacher will provide groups with extra toothpicks and marshmallows.

Blooms TaxonomyBuilding the largest cube, rectangular prism, triangular prism, or pyramid using marshmallows and toothpicks is the CREATING stage. Students are designing and constructing their own figure using toothpicks and marshmallows. It is the students’ responsibility to make sure their figure meets all the guidelines necessary to make their figure a true cube, rectangular prism, triangular prism, or a pyramid.


Plan for Assessment & Evaluation of Student LearningToday’s activity is Day 7 of the menu and is required by all students. This assessment is performance based. Students will be graded based on observations by myself and the master teacher on their ability to perform the task, follow all guidelines, as well as work cooperatively and collaboratively with their group members. Students will be assessed based on their ability to work collaboratively with their group members in building either a cube, rectangular prism, triangular prism, or pyramid using toothpicks and marshmallows. Students will also be assessed on their ability to maintain all of the guidelines that each figure requires. This activity is a hands-on activity that is required by all students to perform for Day 7 of the menu. The teacher

will assess students based on their ability to perform the task, follow all guidelines, and their ability to work with a group.

Assessment and Evaluation of Student LearningToday’s class wraps up the final day of the Surface Area and Volume unit. This is day 7

of the Surface Area and Volume learning menu, but day 9 of the unit. Student’s came into class and immediately got on their netbooks to log on to ClassScape. Students began the class by coming in and immediately logging on to their netbooks. Students were instructed to log on to ClassScape to prepare to take the Statistics pre-test. Students always take a pre-test on a unit to show how much prior knowledge students have about a topic. Students were also instructed to log onto SmartSync. SmartSync is the computer program that allows teachers to have control of student computers. Once all students were logged onto SmartSync and ClassScape, the teacher gave all students a code to log on to take the Statistics pre-test. Students were given up to 30 minutes to take the test. Until all students were complete with the pre-test, students were asked to log off their netbooks and read a book silently.

After all students were completed with the pre-test, students were instructed to close their netbooks and clear their desks of all materials. My master teacher explained to students that she was going to play music and students were going to get up out of their seats and walk around while the music was playing. When the music stopped, students would have to sit in a group of 4. The music began playing and students walked around until the music stopped. When the music stopped, students had to sit in the closest pod of 4 desks.

I then explained to students the activity that they were going to participate in for the remainder of the class period. I told students that today was the last day of the Surface Area and Volume unit and that students were going to be allowed to build the best cube, prism, or pyramid that they could using as many toothpicks and marshmallows as they could. I explained to the class that their 3-D polyhedrons have to meet all the requirements for the shapes that we have learned about throughout the unit. I told students that this was going to be a competition between each group. Based on mine and my master teacher’s judgment, we would decide which group has built both the best pyramid and the best prism, and those two groups would win a piece of candy. I passed out paper towels, marshmallows, and toothpicks to each group and let them begin working. Students had about 25 to 30 minutes to build their shapes. While students were working, I took some pictures of each group.

With about 7 minutes left in class, I called hands off and my master teacher and I walked around to each group to judge their prisms and pyramids. After discussion, we decided on the best prism and best pyramid. They weren’t necessarily the biggest or sturdiest shape, but the shapes showed all properties of the 3-D shapes that we discussed during this unit. These two groups won a piece of candy and students were allowed to eat the rest of their marshmallows. Students were instructed to clean up around their desks, throw away their toothpicks and marshmallows, and were given wipes to wipe down their desks.

I thought today’s activity was really fun. I was allowed to take pictures of the students working to use for my online portfolio project. I checked with the school office to see if all students had a parent signed release form that stated that their child’s picture was allowed to be posted on the Internet. I think that the students had a lot of fun with this activity. They seemed to enjoy the freedom of it. I saw a lot of creativity in the assembling of the shapes that were being built. I thought that this was a good wrap up of the unit and a fun way to start a Monday.

Students did not have any questions but were really involved in the work. It turned out to be a friendly competition amongst the students and both my master teacher and I enjoyed it.

Questions by teacher:

None

Questions by students:

None

ReferencesClassScape for Pre-test on Statistics

Impact Part 10

Student #

Pre-Test

Formative Assessment-Day 1


FormativeAssessment-Day 3





Menu Grade

Post-Test

Growth Increase/Decrease

Comments/Observations For FormativeAssessment Analysis

1 64 100 100 97 97 100 100 100 99 100 +36 Very hard worker2 21 100 83 100 93 75 90 100 92 43 +223 71 100 100 100 100 100 100 100 100 100 +29 Very hard worker4 21 100 77 83 83 100 100 100 87 7 -14 Missed several classes5 Abse

nt100 100 100 93 100 Absent 100 99 79 +79

6 43 100 100 83 100 100 100 100 98 100 +57 Very hard worker7 29 100 100 100 100 100 100 100 100 86 +578 21 100 100 100 83 100 100 100 98 93 +729 21 100 83 83 77 100 100 100 97 50 +2910 36 100 83 100 100 100 90 100 95 93 +5711 0 90 83 77 67 100 50 100 76 7 +712 14 100 83 83 97 100 30 100 78 36 +2213 50 100 100 77 97 100 100 100 96 100 +50 Very hard worker14 21 100 83 100 67 100 80 100 90 79 +5815 7 100 83 100 77 75 0 100 59 50 +41 Did not turn in work16 29 90 83 83 93 100 100 100 93 93 +6417 43 100 100 60 67 100 100 100 90 79 +3618 43 100 100 100 73 100 0 100 72 71 +2919 21 100 83 83 80 100 100 100 92 71 +4220 29 90 100 100 77 100 80 100 90 64 +3521 Abse

nt100 83 95 50 100 90 100 87 36 +36

22 21 100 100 100 93 100 100 100 99 86 +6523 64 100 100 100 77 100 100 100 98 93 +29 Very hard worker24 36 100 100 50 77 100 60 100 79 79 +4325 14 100 83 95 100 100 50 100 85 14 +026 14 100 83 67 70 75 80 100 83 93 +7827 29 100 83 83 100 100 80 100 93 86 +57

I taught my Impact Project on Surface Area and Volume of 3-Dimensional Polyhedrons. The unit was taught over a series of 9 days. In that 9 day span, the students were on 4 different school schedules. One day the class would last for the normal allotted 70 minutes, another day the class would last for 100 minutes, and other days I would have the class would be anywhere from 35-50 minutes long. With this inconsistency of schedule, I believe that students were not given a fair chance to learn and perform to the best of their ability. Over that 9 day span, we had a 5 day break for Easter. When students came back from the break, they had not forgotten

everything, but had forgotten some of what was necessary in order for them to understand how to determine surface area and volume of 3-D shapes. As the teacher, it was frustrating to see my students suffer in their learning because of inconsistency in the length of class time. Though most of the students showed growth from the pre-test to their post-test, I feel that they could have performed better overall if they had been on some sort of normal time schedule.

When students were learning about the different types of 3-D polyhedron, which included a cube, rectangular prism, triangular prism, and a square pyramid, we would examine different types of buildings and structures built around the world that represented each of these shapes. I wanted to make my students globally aware of these different types of 3-D polyhedrons and show them that they are used for more than just to build in a 6th grade math class, but are built and are significant to different cultures around the world. For a cube, we examined the Kabba in Mecca. Students had been learning about different world religions in Social Studies and I thought it was appropriate to show them the sacred holy place of Muslims. For a rectangular prism, we viewed the Twin Towers. As a class, we discussed how and why the Twin Towers were viewed as rectangular prisms. For a triangular prism, we viewed the Gold Tower, the tallest building on Shikoku, Japan. For a square pyramid, we researched the Egyptian Pyramids in Gaza, Egypt. We also looked at some global structures where finding and knowing the volume would be important. For volume, we identified the Great Wall of China. I also wanted students to use problem solving and critical thinking to find surface area and volume of polyhedrons. It can be hard to visualize a 3-D shape as its 2-D representation. Students really persevered through this and showed that they are critical thinkers.

Most of the students that were a part of my Impact Project showed growth during the Surface Area and Volume unit. Students began the unit by taking a ClassScape pre-test, which had been created and administered by myself and both 6th grade math teachers. The data from this pre-test is the score that we observed as being the base knowledge level of students on the material. Throughout the unit, students participated in an 8 day Learning Menu. Throughout this menu, students were given 7 different formative assessments that were evaluated at the end of each class period. Based on their level of performance on the material, students were given a total out of 10 points. At the end of the learning menu, all point totals were added up and divided by the total amount of points possible to earn, which was 200 points. This was their final menu grade. Students ended the unit by taking a post-test, which was the same test administered for the pre-test. Students who did not show growth from their pre-test to their post-test, or did not perform average on their menu grade were given remediation resources. This is not included in my data.

For every day of the unit, I began class with a teacher directed discussion. This allowed time for the students to get direct and necessary information needed in order to perform the tasks necessary through this unit. I have learned through my student teaching experience that it more effective to let students work instead of the teacher talk. After about 20 or 25 minutes of teacher directed instruction, I let the students perform by building the 3-D shapes, and finding the necessary surface and/or volume of the shapes. After students participated in this hands-on experience, they were allowed to work on their menus. The learning menus served as a basis for practicing the material that students learned throughout the unit. Each of the day’s activities were tiered based on ability level, so students could be responsible for their own learning and choose which activity they were most comfortable with based on their own ability level. I thought that the strategies I used to teach this Impact Unit were very effective. Students loved being able to choose what activity they would be working on and it gave them some responsibility for their own learning. Teachers will always to give some sort of direct instruction in order for students to know exactly what they are supposed to be learning about and how to do it. Will I use the strategy of talking for a little while at the beginning of class and then let students self-discover on their own?

Absolutely. Will I continue to use learning menus as a means of formative assessments for my students? Absolutely.

My master teacher was very supportive of me throughout this entire unit. She helped me plan lessons as well as interpret student scores on the formative assessments and what actions needed to be taken for those who we thought were not performing up to their true ability level. As I stated before, myself and both of the 6th grade math teachers helped create the pre and post-tests as well as the entire Learning Menu. After students took their post-tests, my master teacher helped me go through all of the scores and determine which students would need some remediation resources. There are many benefits in conducting data analysis with a colleague. It allows more than another person’s input on strengths and weaknesses of a unit as well as other changes that might want to be made for future reference. Conducting data analysis with another colleague is also beneficial because it allows more than one set of eyes to evaluate the information so that fewer errors are made. I could not imagine having to have done this, planning, teaching, and analyzing the data, without my colleagues support and assistance.

Impact Part 11

Impact on student learning means that a teacher through instruction and forms of assessments is able to document student increased knowledge and/or demonstration of skills related to the required goals or essential academic requirements. Based on my impact of student learning through the teaching of my Impact unit on Surface Area and Volume of 3-dimensional shapes, I feel that students were impacted and did show an expected growth from the beginning to the end of the unit. Impact on student learning affects the student uses of a variety of assessment tools. For a positive impact on student learning, students should know how these assessments measure their performance of the expected learning goals and targets. Impact on student learning appropriately measure the amount of time students regularly use their work to examine their expected growth goals and learning targets. In order to positively influence the student learning, students should know what kind of impact needs to be made to move to the next level of performance.

Based on the performances of the students observed during my Impact project, expected growth was made. Students were given a pre-test to test their prior knowledge on Surface Area and Volume of 3-D shapes, multiple formative assessments through the work of a Learning Menu, and a summative post-test to see how much students’ had learned and retained about Surface Area and Volume. There are always techniques and strategies that can be implemented to improve student learning. In the two weeks that I taught my Impact project, students were on 4 different schedules. I feel that this had a negative effect on the impact of student learning because students would get adjusted to one new topic and then the next class period we would have to move on to something new because of time restraints. I feel that because of the inconsistency of scheduling, students were not given a proper amount of time to practice the material to a degree of mastery. They would be given material, maybe 10 minutes to practice, and then it would be time to go to another class.

I was very pleased with the outcome of the scores. After reflecting on the unit and the time that was spent teaching the unit, I wish I had done a few things differently. To begin, I wish that I had followed my lessons plans. I know that teaching can be tough to follow a written plan without making changes, but it almost felt like we were constantly adding stuff in and changing the material to a point where it was hard for me to keep up. I know that if I felt it was hard to keep up, so did my students. I also wish that I had not done as much teacher directed instruction. Teaching surface area and volume is not possible without some sort of teacher instruction. Students have to be able to decipher how many faces are on a 3-D shape and how to find the area of each face. It can be a lot of information to keep up with. But with the amount of time that was spent on each shape, and the amount of material that students were expected to know based on the Common Core curriculum and standards, I wish that I had implemented more student discovery rather than me showing them. The unit probably wouldn’t have gotten done in the allotted amount of time that we set aside to complete the unit, but at least students would have had a deeper understanding of the material given to them. I am just so pleased and proud of my students for persevering through this unit and performing to the best of their abilities.

I had the opportunity to work with a very supportive cooperating teacher. She helped me plan my lessons as well as come up with engaging activities that supported the concepts and ideas that students were learning about in my Impact unit. As far as my personal strengths for planning effective instruction, I engage in as little of teacher directed instruction as I possibly can. As I stated earlier, some of what students were learning about in surface area and volume was difficult without having direct instruction first. But something that I have learned throughout my student teaching experience is that students are more actively engaged in lessons and their learning through the use of hands-on activities and practice rather than listening to a teacher talk and telling them what steps to take in order to perform. I also plan for students to be responsible for their own learning and time for that independent instruction during a lesson. I completed my Impact unit through the use of a

learning menu where students, on different days, would choose an activity based on their comfort and ability level and complete an activity. This was beneficial in the differentiation piece of the lesson because not all students chose the same activities.

I am also not a procrastinator. When I created my lessons for my students for the Impact unit, I had an idea of what I was going to do, at least the basis of my lesson, a week ahead of time. I have observed some teacher planning for one class 20 minutes before it is time to begin. I always have an idea of what I am going to do days before it is time to start doing it. This leaves time for flexibility and any changes that might occur between the times that the lesson plan is completed and the time that it is actually implemented. I also like to be prepared rather than scrambling at the last minute or even during a class period to get all of my necessary materials ready. It makes the class run more smoothly and students can have your undivided attention.

I implemented several different instructional strategies while teaching my Impact unit. The first was teacher-directed instruction. Though it was necessary, I did not like doing this for more than 20 or 25 minutes during a class period. The attention span of a 6th grader is no more than 10 minutes, so sometimes it would be hard for me to keep their attention for the amount of time that I needed to introduce something new to them. I also implemented self-directed instruction. Students would be allowed to work with their table groups to answer whole class questions and discussions. Students also worked on an individual basis when they were completing a menu activity. This was very effective because students were able to work at their own pace and I was able to monitor students without having much direct contact with students unless they needed my attention or help. I felt that students responded best to the self-directed instruction. My strengths at this type of instruction is being able to walk around the classroom and sit with the students who might need more direct guidance. I was able to pull small groups of students or sit down with a certain table group and discuss the material on a more direct level. This was helpful in being able to understand certain students’ needs and questions and what certain topics needed to be further addressed.

One instructional strategy that I feel I need to improve on is differentiation. I am able to plan for differentiated lessons and develop different level of activities for those students who might be at a higher or lower level of learning, but implementing the instruction on a level of their understanding is something that I need to improve on. I want to be able to teach at the speed in which the material is easily understood for the students on these different levels. One of my goals for my first years of teaching is to facilitate learning for students with special needs and those students with diverse learning skills.

If I am confident about anything in my teaching career, it is my classroom management. I feel that I have great classroom presence. I am constantly on my feet, roaming the classroom to observe the students. I have a loud voice, but do not yell at my students. My team at the school that I am teaching at raises the hand in the air as the sign for students to be quiet and listen to the teacher. When teachers put their hands in the air, students are very responsive.

I feel that one of my greatest strengths is getting students’ attention and classroom presence. I can be heard loud and clear, and when I am talking and students are still talking and not listening to me, I sit down and turn completely silent and fold my hands in my lap. When I have folded my hands and students see me like this, they begin to quiet down. If students are still continuing to talk, I do the “If you can hear my voice clap once”. Once a few students catch on to this, the others do too, like a chain reaction. More times than not it takes students once or twice to close their mouths and have their eyes and ears open.

I try to meet student needs on an individual basis more often than I do a class. If I am not walking around and constantly talking to students on an individual basis or conference with them in the middle of a whole class discussion, then how am I supposed to know what my students do and do not understand? As I tell my students, I am not a mind reader. To better understand my student’s comfort levels at the end of a new lesson or new topic, I will ask them to write a number at the top of their papers, big and circled, their comfort level and understanding level of the material. Students will write a number 1 through 5, 1 meaning that students do not understand one thing that they are

doing and 5 meaning that the student wants to teach the class because they understand the material so well. By doing this, not only am I able to walk around the room and work with students on a more individual basis, but I can see exactly what comfort level students have of the new material. This better prepares me for my lessons the next day and what kinds of things that I need to address the next day.

With all strengths there are weaknesses. In terms of classroom management, I feel that I hold a weakness in modeling and training desired behaviors for classroom routines. Students are expected to abide by a set of rules everyday while they are at school. There is a certain code that shows the expectations of students in all areas of the schools. One of the hardest things that I have found to be is to also demonstrate these behaviors as a positive influence for the students. The school that I am student teaching at is a PBIS school. Students are expected to follow the “CODE” everywhere they go. It can be difficult as a teacher and some one of authority to abide by these rules too. I hope that this is one thing that I can improve on and come to master quickly after I get my own classroom.

I learned many things while I taught my Impact unit on Surface Area and Volume of 3-Dimensional shapes. One thing that I learned in terms of the content specific to my project was that there are many basic skills needed in order to determine surface area and volume. There is a lot of multiplication that students have to be able to perform. If students do not have the basic skill to solve simple multiplication problems, then it is going to be difficult for them to solve surface area and volume problems. I also learned that students are really dependent on calculators when they have the opportunity to use them. Students were given the opportunity to use a calculator while working in this unit. When students were asked to show work to support their answers for a problem, students would write down the bare minimum – sometimes only just an answer. When asked to defend their answer, they would tell me that they did all their work on the calculator. I would like for my students to take advantage of the opportunity to use a calculator, but not to the point where they completely rely and put all of their faith in it.

The school that I am student teaching at uses an online program called ClassScape for all of their assessments. Students are expected to take a pre-test before the start of every unit to test their prior knowledge on a topic. Students take this same test as their post-test and growth is examined between the two scores. One thing that I have learned about assessment practices through teaching my Impact project is that technology is wonderful when it works, but it is frustrating when it doesn’t. Many of the student computers did not work properly or ClassScape would not load and students would have to shut down their entire computers, which essentially took away more time that they could have been working on their assessment. I also learned that taking a math test on the computer is not always beneficial to students. Math is a subject that many students have to write stuff down to solve problems or draw out figures, especially when working with 2 and 3-D shapes. Students do not have this option when taking a test on the computer. If students had taken their post – assessment test on Surface Area and Volume on paper rather than on the computer, I would like to see the difference in scores.

I also learned that you can never have too many formative assessments. Whether or not they are all graded, a teacher should always be quizzing students to see if they understand the material that they are provided. This could be in the form of questioning in the middle of a lesson, a TOD problem, or a learning menu activity that students work on to practice their skills. I have always been told that practice makes perfect, and this is an idea that I like to reinforce with my students. They can never get enough practice of something or a topic because they never know when it might be of use to them when they move out of 6th grade math. Giving formative assessments is also a good way to help those students who may not be the best test takers to gain a few extra points. If students can’t write it down on a piece of paper to turn in for a grade but they can verbally tell you how to do something instead, that is just as good of a formative assessment as any problem to solve. I used all kinds of formative assessments while teaching my Impact unit. Did I take a grade on every single assignment? No I did not; but it gave me a better idea of what my students were understanding and

therefore made me a better teacher by knowing what topics to address more in depth and what students’ level of understanding of the material is.

I learned so much during my student teaching experience as well as while teaching my Impact project on surface area and volume of 3-dimensional polyhedrons. The first thing that I learned was that some type of formative assessment should be included or demonstrated in every class. Formative assessments come in many forms: TOD’s, quizzes, taking notes, or just a verbal answer to a question asked. I think it is really important to ensure that students are always being tested to make sure that they are comprehending and understanding the information that is being presented to them. The last thing that I ever want for a student is to assume that they understand and then find out days later that they have been lost the entire unit.

I also learned to never push any kind of new information on students over a short amount of time and expect them to get the depth of understanding that Common Core expects them to have. Originally I had set aside 7 days to teach my unit, from beginning to end. It ended up taking over 10 days, and that was pushing it. During that time, students did not get the appropriate amount of practice. The school system that I am working in has EOG testing in 3 weeks. The class that I am student teaching in still has another unit to cover as well as review for the EOG test. Time is of the essence at this point and time of the school year; but I would rather take the time that students need to fully understand a topic than rush through it and expect students to take it all in. You should always give yourself a minimum and a maximum amount of time to cover a unit. Teachers want to spend enough time on a topic to make sure that students fully comprehend the ideas, but teachers also do want to spend so much time on one piece of information that they are cramming the rest of it in for time sake. We are here for the students, therefore we should appropriately make our lessons time appropriate for them too.

When I have my own classroom, I plan on not assuming anything instructionally. I plan on walking into my classroom assuming that my students are blank slates and have never been exposed to anything in the curriculum before my class. It is never good to assume that students understand something before it is taught to them, because chances are, even if they learned it in a previous class, they forgot at least some piece of it. Going into a class assuming that students are blank slates is the best way to approach a topic because even if students have learned it before and they are exposed to it again, the light bulb will go off and they will remember.

In my student teaching experience, I always tell my students that practice makes perfect. When I have my own students, they will be expected to practice their skills every day inside and outside of my classroom. I plan on giving warm up problems, formative assessments in and out of the allotted class time, as well as summative assessments to see what students have learned. The more that students practice their skills, the more likely students will remember the information.

If I were to have the opportunity to teach a math class, I would expect my students to not rely on a calculator do all of their thinking for them. I have seen in my student teaching experience that when students have the opportunity to use a calculator to do work, they will not write down any of their work on paper but expect the calculator to store it all for them. I like to know my students’ thinking processes because it better helps me understand what struggles and strengths they have about a certain mathematical topic. Students should be able to call out multiplication facts without the blink of an eye. Students should be able to do long division on a piece of paper. I plan on not using a calculator for every single mathematic topic if I teach math.

I have learned so many new things during my student teaching experience. I had the opportunity to work with a wonderful team of teachers, as well as be mentored by a great cooperating teacher. During my student teaching experience, I have thought about and set many goals for myself that I hope to achieve during my first year of teaching. Three of these goals stand out to me more than some others. The first of these goals is to better differentiate my lessons. I had the chance to teach an inclusion class throughout this semester, and I really learned a lot of what strategies work and strategies that might need to be changed in order to meet the set of needs present within the class of students. I still would like to know and learn more about different differentiation strategies and how

to better manipulate lesson plans to meet all of the special needs represented in this group of diverse learners. I plan on holding these students to the same expectations and goals that I would for any other class. I want to be better prepared and better trained and open to new ideas so that I can teach in a way that meets all of their special needs.

I have also set a goal for myself as a first year teacher to use a better variety of resources that are available to my use. I would like to be able to implement more technology into my lessons, whether it is as a whole class or on an individual basis. I want to be able to use hands-on manipulatives and have multiple manipulatives available for students to use. The school that I am at has an unlimited amount of resources for the teachers and students to use. I want to become better equipped on how to successfully implement the use of these resources into my classroom lessons so that I can successfully use them for the benefit of my students.

The final goal that sticks out to me more than any other is to come to school each and every day, with a smile on my face because I want my students to see that I enjoy being here with them and I enjoy their presence in my classroom. Teachers are never fully aware of the life that students walk to when they leave your classroom. You may be the only light in that child’s life. Your classroom may be the only place that students feel safe. My goal for my classroom is for my students to feel like a family. I want my students to enjoy school and feel that my classroom is safe. My goal, for my benefit and for my students’, is to enjoy each and every day of school with my students because I may be the only light shining in that child’s room.

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