A Curriculum Plan and Teaching Guide
Curriculum Standard(s)
M6M4. Students will determine the surface area of solid figures (right rectangular
prisms and cylinders).
a. Find the surface area of right rectangular prisms and cylinders using
manipulatives and constructing nets.
b. Compute the surface area of right rectangular prisms and cylinders using formulae.
c. Estimate the surface areas of simple geometric solids.
d. Solve application problems involving surface area of right rectangular prisms
and cylinders.
Aim/Purpose Statement
A Surface Area Web quest is designed to teach students surface area of a rectangular prism through formulas and apply this knowledge to real world situations.
Rationale
Surface area is a relevant concept in everyday situations. Students should be able to identify when a situation is dealing with surface area as opposed to area or volume. In this curriculum web students with different learning styles will be able to learn and explore what surface area actually is and how to apply it to everyday situations. Many students have a difficult time visualizing surface area; therefore, this web quest is designed to give students examples that will lead to them solving an everyday problem.
General Education Goals
This curriculum plan was created by a middle school math teacher who wanted to help students get a fundamental understanding of surface area that would lead to practical use. This concern rose from practice CRCT test data. Measurement counts for twenty percent of the math portion of the CRCT for sixth graders. Surface area, or problems closely related, tend to make up the majority of this twenty percent.
Subject Matter Description
This web quest is centered around students learning what surface area is and being able to apply this knowledge in a real world situation. Topics will include:
- Area review
- Multiplication
- Using manipulatives to solve surface area problems
- Using formulas to solve surface area problems
- Graphing
Learner Description
The surface area web quest was created for sixth grade math students with multiple learning styles. Students with disabilities can also use this web quest with modifications to the real world problem.
Prerequisites
Before beginning this web quest students should:
- Know basic multiplication facts
- Be able to multiply two and three digit numbers
- Have a basic understanding of how to navigate web pages
- Be able to work cooperatively in a group
- Have a positive attitude about learning and how it relates to everyday life
Learning Objectives
After completing this web quest students will be able to:
- Identify a surface area problem
- Compute surface area of a rectangular prism using formulae
- Differentiate between volume and surface area
- Explain how to find surface area in their own words
- Relate area of a rectangle to surface area of a rectangular prism
- Estimate surface area
- Solve application problems involving surface area
Materials
To complete this web quest students will need the following materials:
- Computer with internet access
- Paper
- Pencils, markers
- Graph paper
- Ruler
Instructional Plan
-
Pre-Test
- To begin this unit give students a pre-test to determine how much they already know about surface area.
- If students pass the pre-test with 70% or better, have them begin with the surface area web quest.
- If students do not pass the pre- test refer them to the teacher for a small group setting to work with manipulatives.
Working with Manipulatives
- During this activity the teacher should supply about fifteen to twenty centimeter cubes to each student. Have each student build rectangular boxes with different dimensions.
- For example, have them to build a box that is 2 x 2 x 2. Ask them to find the area of each side by counting the number of cubes on that side. Add up the areas of the six sides.
- Repeat this using different dimensions until students seem comfortable with the concept.
- Have students to re-take the pre-test to see if there was improvement. If there was improvement, have students move on to the surface area web quest. If there was not an improvement, have a one on one conference with the student to determine if there are other needs, such as multiplication skills, that need to be addressed.
- After the conference, start the student with the surface area web quest.
- This can be used as a 15- 20 minute activity or it can be stretched for an entire period if students have having difficulties.
Web Quest
- Pair each student with a partner, or make groups of three, with similar ability so each person does their fair share of work. Read through the web quest with students and have them decide and write out who will work on which parts and how they will create a checks and balance system to ensure all pieces of the web quest are created.
- Explain the rules and procedures for how students should behave and work in the computer lab. Allow students one to two days in the computer lab to make sure they have time to visit each link and work through the activities on the pages.
- Students should follow the links in the web quest to take notes on surface area before they begin the web quest.
- Students should make sure they complete all steps of the process to ensure a completed product.
- Allow students one to two days to complete all calculations and to work on their poster. The poster can be assigned as homework or you can allow class time to complete this.
- Have each pair or group present their poster to the class, detailing what they learned about surface area, and their budget for the project. Allow one day for the presentations.
- Once presentations are done, have students debrief on the project. Allow them to share what they found interesting, what they learned, what they would change about their project, what other uses they could see for this information, and what else they want to know. This can be accomplished in the form of journal writing or a sharing session in class.
Three Little Pig Builders
- Students can complete this with a partner or alone.
- Distribute the task “Three Little Pig Builders”
- Distribute calculators to each student
- Have students complete the four parts of the task. This should take one day or class period to complete.
- At the next class meeting, hold a class discussion on parts b and d. Allow students to share how they determined the fair market value and the amount of paint they need to paint the house. This can be done using a document camera or by allowing students to write their responses on transparencies to show on the overhead projector. This should take one class period.
Students should choose one of the following for their next task: Scavenger Hunt or Geobot
Scavenger Hunt
- Students may complete this alone or with a partner. Alone works best in most cases because most of the project is done outside of class.
- Students should find five to ten objects that they use in real life
- These objects should be in the shape of a cylinder or rectangular prism. Bonus points can be awarded for triangular prisms and pyramids.
- Students should measure the dimensions of each object and find the volume and surface area.
- Students should then create a poster or power point presentation to display their findings. Pictures of the objects should be included. Pictures can come from a digital camera, magazine (if it represents something the student has), or drawing.
- Students should be given a week to complete this project outside of class.
- Student presentations of the project can be completed in one to two class periods.
Geobot
- Students will build a robot made of geometrical shapes found around their home such as empty boxes, cans, water bottles, etc..
- For each piece of the robot, students will need to take it’s measurements, i.e., the length, width, height, diameter (if it’s a cylinder).
- Students will need to find the volume and surface area of each body part as well as the total volume and surface area of the geobot.
- Students will need to write a description of what the goebot can do, sketch views of the geobot from all sides.
- Students should input all information into table format
- Students should work alone and be given one week to complete the task outside of class.
Students should choose one of the following three choices as a culminating project.
Create a Poster
- Students should create a poster that describes what they have learned in this unit.
- The poster should include definitions, examples, explanations, real world uses, and the challenges they faced in the unit.
- The poster should be neat, organized, and attractive
- Students should be given three to five days to complete this task. This can be done during the class period or as an outside project
Create a “How To Book”
- Students should create a book detailing, step by step, how to find the surface area of rectangular prisms and cylinders.
- The book should include examples, diagrams, and definitions
- The book should reference uses in everyday life
- If the resources are available, students should create an eBook.
- Students should be given three to five days to complete this task. This can be done during the class period or as an outside project
Create a Song/Rap/Poem
- Students should create a song/rap/or poem that teaches the listener how to find the surface area of rectangular prisms and cylinders.
- The medium of choice should include definitions and references to everyday use
- Students may not use profane or obscene language
- Music must be used
- A copy of the lyrics should be turned in
- If the resources are available, students should record the song/rap/poem on a cd to be turned in
- Students may present this to the class as a part of the evaluation
- Students may work alone or in groups of no more than three people
- Students should be given three to five days to complete this task.
Filling and Wrapping Investigation 2.1
- Before students begin the post test, have them to complete investigation 2.1. This will serve as a refresher on volume while highlighting the differences between volume and surface area.
- This investigation will allow students to use the multiple methods of finding surface area that they have learned throughout the unit as well as apply that knowledge to the critical thinking questions that are presented.
- This should only take one class period.
Post Test
- Students should be given the post test after all unit tasks have been completed
- If the student passes the post test with 80% or higher, have the student move on to the FAQ task
- If the student scores below 80% have them to review the websites in the surface area web quest, then retake the post test
FAQ Task
- Discuss with student their most frequently asked questions during the unit
- Have student create a chart or book with these questions and answers
- Reuse for the next year as a resource for students to use during the unit
Asessment Plan
The following rubrics can be used to assess the progress of the students during the unit. The pre/post test are the same and are given six weeks apart. The activities Filling and Wrapping Investigation 2.1 and the FAQ task do not have to be graded. This is left up to the teacher discretion.
This plan should be used with sixth grade students in a regular classroom setting of 20 – 30 students. Students/ teachers will need access to Microsoft Office 2007, Internet Explorer 7, or Mozilla Firefox. The ideal setting would be to have a few student computers for use in the classroom; however, a school computer lab could be used. Students can be assigned two to a computer if needed. In the event that a school computer lab is not available there are a couple of options to consider. Students could work on the various components at home or the teacher computer can be hooked up to an LCD projector and used as whole class activities. Should technical problems arise contact your local school technology specialist.
Pre/Post Test
Pre/Post Test Answer Key
Surface Area Web Quest
Scavenger Hunt
Geobot
Poster Creation
Evaluation Plan
This unit will be tested with a group of sixth grade students. After the unit is complete, students will be asked to complete an evaluation form that asks about the layout of the website and its content. A group of educators will also be asked to preview the site and complete a separate evaluation form that deals with the technical aspects, content, and pedagogy.
Any additional comments can be emailed to Talleah Smith.
Contact Information
Talleah Smith
5200 Covington Hwy Decatur Ga, 30035
Talleah_s_smith@fc.dekalb.k12.ga.us
Bibliography
Rubrics created using Rubistar
Pre/Post Test borrowed from Dekalb County School System 6-8 Curriculum
Website evaluation tools provided by Kathy Schrock
Last Updated
July 21, 2010
by Talleah Smith