Social Skills Standards That Will Also Be Addressed in Lesson

Lesson: Geometric Shapes and Area
Subject: Math
Grade: 6
Student:
STAGE 1 DESIRED RESULTS

Unit Title: Measuring Area, Surface Area, and Volume
Established Goals: (1-2 goals [standards] for your five lesson unit)
Iowa Core Standards:
th
6 Grade Mathematics Geometry:
Solve real-world and mathematical problems involving area, surface area, and volume:
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving
real-world mathematical problems (6.G.A.1)
Draw polygons in the coordinate plan given coordinates for the vertices; use coordinates to find the length of
a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in
the context of solving real-world mathematical problems (6.G.A.3)
Social Skills Standards that will also be addressed in lesson:
Communicate and work productively with others, considering different perspectives, and cultural views to
increase the quality of work. Work appropriately and productively with others (21.6-8.ES.1)
Understandings:
Students will understand the difference between

geometric shapes: squares, circles, triangles, etc.
and what characteristics are needed to constitute
each shape
Students will understand that shapes can vary in
size and area
Students will understand the difference between
area and surface area; surface area is the area of
each side added together.
Students will know:
Students will know and apply the mathematic

equation of surface area
Students will know and apply the mathematic
equations of area of a triangle, rectangle, square,
and circle.
Students will know how to use a protractor and
ruler properly and accurately.
Students will know how to draw a shape on a
coordinate plane to scale.
Students will be able to reflect and shift shapes
across points and lines on a coordinate plane.
Essential Questions: (overarching)
How do different geometric shapes compare and

contrast?
What does the surface area of an object tell us
about the shape?
Why is it important to be able to accurately
measure the area and surface area of objects?
Why are some shapes better intended for some
purposes? (e.g. support beams are rectangular,
globes are spheres, etc.)
Students will be able to: (performance tasks)
Students will be able to use mathematic

instruments like a protractor and ruler to measure
geometric shapes accurately
Students will be able to identify shapes by their
defining characteristics (number of sides, angles,
etc.)
Students will be able to use their measurements to
find the area of the shape
Students will be able to state the mathematic
equations for surface area, and area of rectangles,
squares, circles, and triangles.
Students will demonstrate their understanding of
geometric figures by drawing on a coordinate
plane.
Students will work together in small groups and
collaborate and communicate affectively.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005); REVISED TEMPLATE
Subject: Math
Grade: 6
Student:
STAGE 2 ASSESSMENT EVIDENCE

Other Evidence: What will students do through the unit Performance Tasks: What will students do through the
to demonstrate their knowledge?
unit in order to demonstrate their skills?
Describe four shapes: square, rectangle, circle, and

triangle by their sides and angles, record
information.
Support their understanding of length and angles
with their own measurements.
Calculate the area and surface area of designated
objects in the classroom.
Communicate with their peers in whole class and
small group discussions.
Apply their knowledge individually when completing
homework assessments.
Follow teachers modeling and explicit, direct

instruction
Collaborate in whole class discussions and small
group and partner work
Apply understanding when measuring the surface
area of objects in the classroom
Answer teachers guiding and follow-up questions
Complete homework and additional teacher
assessments
STAGE 3 LEARNING PLAN (Unit Plan)

Summary of Learning Activities: For each day, what do you plan to do in order to bring students to the point of
being able to answer the essential questions by the end of the unit? How will you guide students toward being
able to demonstrate the key understandings by the end of the unit?
Day 1:
1. Tell students we will be doing a unit on geometric shapes, measurement, and area. In this unit, we will be
measuring different shapes by length, angle, and size and comparing and contrasting shapes by these
characteristics.
2. Lead a whole-class introductory discussion about geometric shapes. (Rationale: Helps teacher gauge
students prior knowledge). Create flow-chart on whiteboard. Students need not take notes. Possible
discussion questions to ask:
- What do you know about a circle, square, and triangle?
- What are some additional shapes you know?
- Do shapes vary in size?
- Can the angles of shapes change between same-shape objects?
- Why do we use some shapes for particular purposes? E.g. why are wheels round?
3. Introduce students to basic ways to describe geometric shapes. We can describe shapes by their sides and
angles. Teacher draws a triangle and rectangle on the board, asks students how many sides and angles
each shape contains.
- Is this true from all triangles and rectangles? So is this a defining characteristic?
4. Class activity in pairs: You have 10 minutes with a partner to identify as many geometric shapes as you can
find in the classroom. Note your findings in your notebook.
5. Class discussion about activity.
- What were some of the shapes you and your partner found?
- Were there shapes that others found that you didnt?
- Are there some shapes in the classroom that do not fit into the shapes we have already identified in
class (square, circle, rectangle)?
Subject: Math
Grade: 6
Student:
6. Pass out a list of the names of shapes depending on number of sides for shapes 3-12. (3=triangle,
4=quadrilateral, 5=pentagon, 6=hexagon, 7=heptagon, 8=octagon, 9=nonagon, 10=decagon, 11=undecagon,
12=dodecagon). Ask students to look at this list for homework tonight.
Day 2:
1. Ask students if they have questions from anything covered yesterday or from the list of shapes given at the
end of yesterdays class.
2. Tell students that today in class they will be measuring shapes in an activity with a partner.
3. Pairs of students will be given dozens of objects of varying shape and size. Students are measure the length
of the sides of each shape (in cm) and record in their notebooks. Students should round their measurements
to the nearest tenth for the purposes of this activity.
4. Have a brief discussion about note taking skills:
- Make a table on the board for students to copy in their notebook.
- Across the top row of the table should be the following categories: shape, description, number of sides,
length of each side, and illustration. Down the first column should be objects 1, 2, 3, 4,
- This table provides an idea for helping students organize their findings. However, if students do not want
to use the table that is okay, as long as their notes include all of the above information.
5. Give students 20 minutes to complete activity with a partner. Each student should take their own notes while
they are working in pairs. Teacher walks around and discusses with pairs of students while they are working.
6. Concluding class discussion: Ask students to share some of their findings with the class.
Day 3:
1. Ask students if there are any questions from anything covered in the unit thus far.
2. Tell students that today they are going to be learning about how to graph the size of their objects from
yesterday on a coordinate plane. Ask students if they have heard of a coordinate plane before.
3. Teacher draws a coordinate plane on the board with labels of x and y-axis and units. [Modeling]
4. Teacher draws a rectangle next to the coordinate plane on board, with side lengths of 3cm and 5cm.
5. By counting units on the coordinate plane, the teacher draws the rectangle to scale on the coordinate plane
board.
6. Teacher repeats above process for triangles.
7. Ask for questions.
8. Tell students to draw each of their triangular, rectangular, or square objects on coordinate planes. Challenge
the students to draw each of their shapes on one large coordinate plane with little, if any, spaces between.
Each shape should be to scale. (Rationale: This will require computation skills and will help students see the
relationships between sizes of shapes visually.)
9. Tell students they will be drawing their circular objects on coordinate planes later in the unit, since measuring
a circle involves finding its radius, which is difficult in this activity since it hard to measure the radius of circular
spheres that exist in the classroom. They can leave out these objects for now.
10. Ask students if there were any questions from todays activity.
Day 4:
1. Introduce the concept of area to students.
2. Since students already measured the length of their objects, they are also able to find their area.
3. Give students the formulas for finding the area of squares, rectangles, and triangles. (Area of a square = B x
H, area of a triangle = (B x H), area of a square = B x H). Write these formulas on the board.
4. With their partner, they are to add another column to their notebooks. They should know find the area of each
triangle, square, and rectangle they found. Students will be given 5-10 minutes.
5. Introduce and discuss the concept of surface area for measuring three-dimensional figures. Surface area =
area of each side of shape added together. Have a whole class discussion about the similarities between
area and surface area on the board. Create a Venn diagram of students thoughts on board. Students can
copy Venn diagram into their notebooks.
6. Pass out surface area math sheet for homework.
Day 5:
1. Today, students will be furthering their knowledge about graphing shapes on a coordinate plane.
2. Have a discussion about everything students already learned about the coordinate plane and if there are any
residual questions.
3. Students will now learn how to reflect shapes over the x and y-axis of the coordinate plane, while keeping
Subject: Math
Grade: 6
Student:
them unchanged in terms of size, shape, scale, and angles.

Teacher provides model of reflecting rectangle over x-axis on whiteboard.
Teacher provides modeling of reflecting a triangle over y-axis on whiteboard.
Teacher provides modeling of reflecting a circle over the line x = 7 on whiteboard.
Students are given 5 problems of reflecting.
Repeats the steps #4-7 for shifting shapes in a coordinate plane (i.e. sliding the shape, not its reflection.)
Have students come together and describe what happens to shapes when you reflect them in a coordinate
plane versus shift them. When shapes are reflected, you graph the shapes inverse on the other side.
10. Pass out math sheet for homework.
4.
5.
6.
7.
8.
9.
Rationale & Resources:

I decided to conduct a math lesson about surface area and volume to further student knowledge about
measurement and to align with core standards. By targeting and re-teaching an area in which students need more
focus, I am able to target the skills and lessons in which my students need more support. This lesson plan
includes various grouping styles including partner, small group, and whole group instruction, which cater to
various learning preferences and are flexible. The lesson also provides opportunity for differentiation. For
example, some students received modifications about requirements and time restraints during this lesson, as
these were critical for their individual learning success. The collaborative work that was integrated throughout this
lesson was intentional enhance students social and communication skills as well. Students will be expected to
discuss with their partners and peers in a respectful manner and employ positive communication skills throughout
the lesson.

Social Skills Standards That Will Also Be Addressed in Lesson

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What are the main geometric shapes discussed in the lesson?

What are the main geometric shapes discussed in the lesson?

What is the difference between area and surface area?

What is the difference between area and surface area?

Lesson: Geometric Shapes and Area

STAGE 1 DESIRED RESULTS

Students will understand the difference between

Students will know:

Students will know and apply the mathematic

Essential Questions: (overarching)

How do different geometric shapes compare and

Students will be able to: (performance tasks)

Students will be able to use mathematic

Lesson: Geometric Shapes and Area

STAGE 2 ASSESSMENT EVIDENCE

Describe four shapes: square, rectangle, circle, and

Follow teachers modeling and explicit, direct

STAGE 3 LEARNING PLAN (Unit Plan)

Lesson: Geometric Shapes and Area

Lesson: Geometric Shapes and Area

them unchanged in terms of size, shape, scale, and angles.

Rationale & Resources:

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