- Use nets to represent prisms.
- Find the surface area of a prism.
- Find the volume of a prism.
II.MultipleIntelligences
- When differentiating this lesson, you want to divide it into two sections. The first section is going to be on
surface area and the second section is going to be on volume. - The first thing to do is to present the information on surface area.
- When you teach surface area, have the students create a net of a prism (on graph paper) to work with.
- Once the students have created their nets, then use the formulas for surface area to show students how to
calculate the surface area of the prism that they created. - When finished, allow time for the students to complete their work.
- Then move on to volume.
- Use the same net to calculate the volume of the solid.
- Have the students see where the formula for finding the volume of a solid comes from.
- Building the lesson in this way connects the last few lessons together. We have connected surface area and
volume with polyhedra. - Allow time for students to share their work in the large class or in small groups.
- Intelligences- linguistic, logical- mathematical, bodily- kinesthetic, interpersonal, intrapersonal
III.SpecialNeeds/Modifications
- Write out all new terms and information on the board. Be sure that students copy this information in their
notebooks. - Define prism. What makes a prism a prism?
- Show students the difference between a right prism and an oblique prism.
- Define Area Congruence Postulate
- Define Area Addition Postulate
- Define Surface Area.
- Review formulas for area of a triangle, parallelogram, rectangle and square.
- Show the difference between Lateral area and surface area.
- Define Volume.
- Define Volume Congruence Postulate.
- Define Volume Addition Postulate.
- Show how these two postulates are similar to the ones on surface area.
- Be sure that students know that the capital B in the volume formula means the area of the base not the length
of the base.
IV.AlternativeAssessment
- Listen to student responses during class discussions.
- More students will have a chance to share their work in small groups.
- If you use small groups, walk around and listen in on each group.
- Make notes of any students who are having difficulties.
Cylinders
I.SectionObjectives
Chapter 4. Geometry TE - Differentiated Instruction