CMS Lesson Plan Template Teacher: Sealock, Sheffield, PophamCourse/Level 6th Math

Week of: / Monday ___2/9______ / Tuesday____2/10______ / Wednesday_____2/11______
Focused Standard/Element(s) / MCC6.G.4 Use nets to find the surface area of cubes and rectangular prisms. / MCC6.G.4 Use nets to find the surface area of triangular prisms. / MCC6.G.4 Use nets to find the surface area of pyramids.
Essential Question(s) / How do we find the surface area of rectangular prisms and cubes? / How do we find the surface area of triangular prisms? / How do we find the surface area of
Pyramids?
Opening (5-10 min) / Warm up- Common Core Coach
Book pages 12-13
Review
Go over homework / Writing Prompt: Draw one type of prism and one type of pyramid. Compare and contrast the two 3D figures using the following terms: faces, edges, and vertices.
? / Warm up Common Core Coach pages 26-27. Review. Read essential question. Who can tell us how we might could find the surface area of pyramids?
Work-Time Activities (40 min) / Smart board lesson demonstrating finding surface area of rectangular prisms and cubes. Show manipulatives (nets). Practice problems and a handout to work with partner to practice surface area / Smart board lesson demonstrating finding surface area of triangular prisms. Show manipulatives (nets). Practice problems on the smartboard. / Smart board lesson demonstrating finding surface area of pyramids. Show maipulatives (nets). Practice problems on smart board and practice handout to finish at home.
Closure Activity (10 min) / Two students will demonstrate how to find the surface area of rectangular prisms and cubes. Review by naming the 3 D figure represented by the shown net. / Read one student’s writing prompt aloud. Review by naming the 3 D figure represented by the shown net. / Answer essential question and demonstrate one problem from handout. Review by naming the 3 D figure represented by the shown net.
Differentiation Strategies
(targeting student growth) / Study partners (lower level paired with a higher level)
Calculators and multiplication charts used as needed for some.
Copy of notes for some
Fewer problems on handout for some
Manipulatives (nets) / Study partners (lower level paired with a higher level)
Calculators and multiplication charts used as needed for some.
Copy of notes for some
Fewer problems on handout for some
Manipulatives (nets) / Study partners (lower level paired with a higher level)
Calculators and multiplication charts used as needed for some.
Copy of notes for some
Fewer problems on handout for some
Manipulatives (nets)
Thursday ____2/12______ / Friday _____2/13______ / Additional Notes
Focused Standard/Element(s) / MCC6.G.4 Use nets to find the surface area of cubes, rectangular prisms, triangular prisms, and pyramids. / MCC6.G.4 Use nets to find the surface area of cubes, rectangular prisms, triangular prisms, and pyramids.
Essential Question(s) / How do we find the surface area of cubes, rectangular prisms, triangular prisms, and pyramids? / How do we find the surface area of cubes, rectangular prisms, triangular prisms, and pyramids?
Opening (5-10 min) / Warm up Coach book pages 28-29
Review. Go over homework. / Explain group shopping assessment.
Get out paper and pencil.
Work-Time Activities (40 min) / Study Guide
Grade cam quiz over nets. / Group shopping activity , with a partner, between the 3 math classes.
Students pretend to purchase toys and figure out how much wrapping paper they need to buy to wrap them. Then they discover how much they will spend and how much change they will receive.
Closure Activity (10 min) / Review questions from students. / Summary response from students on the activity.
Differentiation Strategies
(targeting student growth) / Study partners (lower level paired with a higher level)
Calculators and multiplication charts used as needed for some.
Copy of notes for some
Fewer problems on handout for some
Manipulatives (nets) / Study partners (lower level paired with a higher level)
Calculators and multiplication charts used as needed for some.
Fewer problems for some. The higher level students will complete the entire summative assessment, and lower level will only complete part.