Name: Aidan Warren Cohort: Pamela Isherwood
Lesson Plan
Lesson Title: Surface Area of Cylinders Grade: 8 Date: November 5, 2018 Subject: Mathematics Strand: Measurement
Location: Woodcrest Public School Time: (l ength in minutes): 100 minutes (two 50 minute periods)
Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)
This lesson starts off with first reminding students what it means to find the surface area of a 3D shape. Then we will
construct cylinders out of paper and use these cylinders to help us derive the equation for the surface area of a
cylinder. The lesson will conclude with giving the students a list of questions to do out of their workbooks. The
students will work on these for the remainder of that class and for the following class.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
●Determine the relationships among units and measurable attributes, including the area of a circle and the
volume of a cylinder.
Ontario Curricular Specific Expectations ( numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measurable, has a realistic number of expectations (1 to 3) have expectations that match
●Determine, through investigation using concrete materials, the surface area of a cylinder (Sample problem:
Use the label and the plastic lid from a cylindrical container to help determine its surface area.)
● Solve problems involving the surface area and the volume of cylinders, using a variety of strategies (Sample
problem: Compare the volumes of the two cylinders that can be created by taping the top
and bottom, or the other two sides, of a standard sheet of paper.)
Learning Goals D iscuss with students: What will I be learning today? ( clearly identify what students are expected to know and be able to do, in language
that students can readily understand)
Today I will learn…
● How to recognize which shapes make up a cylinder.
● To use a cutout of a cylinder to determine the dimensions of these shapes.
● How to use these dimensions to find the area of these shapes and thus find the surface area of a cylinder.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as
well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)
I can:
● Recognize which shapes make up a cylinder.
● Find the dimensions of these shapes.
● Find the area of each of the shapes.
● Use these areas to find the surface area of a cylinder.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application
Assessment For, As, Of Learning (Complete the chart below)
Assessment Mode: Assessment Strategy Assessment Tool
Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.
Assessment For Learning Written. Mathematics Technology
Inventory Probe.
Assessment As Learning Written, Oral. Think-pair-share for I will mark work which students
dimensions of a cylinder. have handed in. This marking
won’t affect their grade but is
just a way to see how they are
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
doing and what things I might
have to make more clear.
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
● Determined the area of a circle using pixr^2
● Determined the circumference of a circle using pixd
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
Vocabulary (for word wall and/or to develop schema)
Cylinder, surface area, the height of a cylinder, radius of a circle, the diameter of a circle, rectangular prisms, the area
of a circle, etc.
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
● Mathematics Technology Inventory Probe
● Cylinder cutouts
● Scissors
● Rulers
● Tape
● Calculators
Learning Environment (grouping; transitions; physical set up)
Think-Pair-Share groups contain groups of 3 or 4 students. The desks are already arranged in these groups of 3 or 4.
Cross-Curricular Links
● Arts and Crafts (building cylinders)
● Literacy (learning proper terminology)
Seating
Student are sitting in desks in groups of 4. These groups of 4 can be used for think-pair-share or can split up into pairs.
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 15-20 minutes (Indicate time breakdown of 1. Hand out the formative assessment.
instructional elements) 2. Reemphasize the structure of a cylinder (draw on
board).
3. Note specific measurements (height, radius,
diameter).
4. Emphasize the difference between radius and
diameter and say that you’ll need both to find the
surface area.
5. Mention that previous unit on circles will be
brought back up.
6. First talk about the surface area of rectangular
prisms.
Rectangular Prism
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
● Draw Prism
● 6 sides of rectangular prisms
● The area is LxW for 2 sides
● The area is LxH for 2 sides
● The area is WxH for 2 sides
● Add them up to get the surface area
Making cylinders
● Hand out 2 templates per group.
● Students will have to get up and grab the scissors
and tape from the back of the room for their
group (this will get them moving a bit).
● Get students to cut out one templates.
● Make one template into a cylinder.
● Just keep the other template.
Bring it back to the surface area
● Remind them that surface area is adding up all
the sides of a cylinder.
● The two circles are easy (A=(π)x(r^2))
● The other side is harder…
● We know that it’s a rectangle so it must be length
times width.
● Get the students to do a think-pair-share on what
they think the length and width of the rectangle
are.
● Get the students to share their responses.
● If no one gets it, explain that the width is the
height of the cylinder and the length is the
circumference of the circle (so C=(π)x(d))
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 80-90 minutes (Indicate time breakdown of Now find the surface area
instructional elements) ● Bring it all together to get the total surface area
equation of a cylinder (SA=2(π)x(r^2)+(π)(d)(h))
● Hinge Question: Get the students to find the
surface areas of their cylinders.
● Use 3.14 for π
● Check to see if students are getting the right
answers.
Work for students to do
● Questions from Math Makes Sense: 1-5 and
reflect.
● Questions from Math Power: 1-10
● This will likely take at least two classes.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 5-10 minutes (Indicate time breakdown of Get the students to hand in their work and mark it that
instructional elements) night. Hand it back to the students the next day and talk
about common mistakes that you are seeing.
Extension Activities/Next Steps (where will this lesson lead to next)
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
The next lesson will cover real-world applications of the surface area of cylinders and a quiz and a test including
volume will follow that.
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson: TBD
The Teacher: TBD
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
Name:__________________________
MTIP- Mathematics Terminology Inventory Probe
Cylinder Surface Area Area of a Circle
□ I have never heard of this. □ I have never heard of this. □ I have never heard of this.
□ I have heard of this but I’m not □ I have heard of this but I’m not □ I have heard of this but I’m not
sure what it means. sure what it means. sure what it means.
□ I have some idea what it means. I □ I have some idea what it means. I □ I have some idea what it means. I
think it means: think it means: think it means:
□ I know what it means and can □ I know what it means and can □ I know what it means and can
describe it: describe it: describe it:
Faces of a Cylinder Area of a Rectangle The circumference of a Circle
□ I have never heard of this. □ I have never heard of this. □ I have never heard of this.
□ I have heard of this but I’m not □ I have heard of this but I’m not □ I have heard of this but I’m not
sure what it means. sure what it means. sure what it means.
□ I have some idea what it means. I □ I have some idea what it means. I □ I have some idea what it means. I
think it means: think it means: think it means:
□ I know what it means and can □ I know what it means and can □ I know what it means and can
describe it: describe it: describe it:
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
Drafted by Lakehead University Orillia Faculty of Education Team-August 2013
