Objectives (5-10 minutes)

1. Understand the Concept of Surface Area: Students will be able to define and understand the concept of surface area, specifically in the context of a prism. They will learn that surface area is the total area of all the faces (sides) of a three-dimensional object without including the area of bases.

2. Identify the Formula for Surface Area of a Prism: Students will learn the formula for finding the surface area of a prism. They will understand that the total surface area of a prism is the sum of the areas of all its faces. The formula for this is:

   Surface Area = 2 * (base area) + (perimeter of base) * (height)

3. Apply the Formula to Solve Problems: Students will be able to apply the formula to find the surface area of a prism in various problem-solving situations. They will be able to identify the different components of the formula and use them correctly to arrive at the solution.

Secondary objectives:

• Enhance Problem-Solving Skills: Through the application of the formula, students will improve their problem-solving skills. They will learn to break down complex problems into simpler steps and use the appropriate formula to solve them.

• Promote Collaborative Learning: The flipped classroom methodology will encourage students to work together in groups during the in-class activity, promoting collaborative learning and peer-to-peer interaction.

Introduction (10 - 15 minutes)

1. Review of Prior Knowledge (3 - 5 minutes): The teacher will start the lesson by reviewing the necessary foundational concepts required to understand and apply the formula for the surface area of a prism. This includes a brief recap of what a prism is, its various components (base, height, faces), and how to calculate the area of a rectangle. This review will help ensure that all students have a solid foundation before moving on to the new topic.

2. Problem Situations (3 - 5 minutes): The teacher will then present two problem situations to the students. One could be a real-life context, such as determining the amount of wrapping paper needed to wrap a box. The other could be a more abstract problem, such as finding the area of the walls of a room. These problems will serve as a starting point for the development of the lesson and help students understand the practical application of the topic in various situations.

3. Contextualizing the Topic (2 - 3 minutes): The teacher will then contextualize the importance of the topic by explaining how the concept of surface area of a prism is not only crucial in mathematics but also in real-world applications. For instance, architects and designers need to understand the surface area of different objects and spaces to plan and execute their designs effectively.

4. Attention-Grabbing Introduction (2 - 3 minutes): To pique the students' interest, the teacher will share two interesting facts related to the topic:

   • Fact 1: The Great Pyramid of Giza, one of the Seven Wonders of the Ancient World, is a perfect example of a prism. The students will be surprised to learn that calculating the surface area of the pyramid was a significant challenge for ancient architects and mathematicians.

   • Fact 2: The teacher will share a curiosity about origami, the art of paper folding. They will explain that, in origami, understanding the surface area of a paper is crucial for creating complex designs. The teacher can even bring a simple origami piece to demonstrate this, further engaging the students in the topic.

By the end of the introduction, students should have a clear understanding of what they will be learning, why it is important, and how it can be applied in real-world contexts. They should also feel intrigued and motivated to explore the topic further.

Development

Pre-Class Activities (15 - 20 minutes)

1. Video Lesson (10 - 15 minutes): The teacher will prepare a video lesson outlining the concept of the surface area of a prism and the formula associated with it. This video will include a step-by-step breakdown of the formula, clearly explaining each component and how to apply it. This will be done using visual aids to make the explanation more accessible and engaging for the students. The video will also include a few examples to demonstrate the practical application of the formula. The teacher will share the video link with the students, ensuring that they have access to it before the class.

2. Reading Assignment (5 - 10 minutes): Along with the video, the students will be provided with a short reading assignment covering the same topic. This assignment will further reinforce the concept of surface area, and the formula for finding the surface area of a prism. It will also include a few practice problems for the students to solve. The teacher will direct the students to read the assignment carefully and solve the practice problems, which they will bring to class for discussion and clarification during the in-class activity.

In-Class Activities (20 - 25 minutes)

Activity 1: 'Building Prisms' (10 - 15 minutes)

1. Materials Preparation (3 - 5 minutes): The teacher will prepare a 'Building Prisms' kit for each group of students. This kit will include construction paper, scissors, and a ruler. The teacher will use different colored construction papers to represent different faces of the prism, facilitating the visual understanding of the concept.

2. Introduction to the Activity (2 - 3 minutes): The teacher will introduce the activity and explain the objective: to build different prisms and calculate their surface areas. They will remind students that the surface area of a prism is the sum of areas of all its faces.

3. Building the Prisms (5 - 7 minutes): In groups, students will use the materials provided to create prisms of various shapes – rectangular, triangular, pentagonal, etc. They will then calculate the surface area of each prism using the formula they learned from the video and reading. The teacher will move around the classroom, providing assistance and guidance as needed.

Activity 2: 'Prism Area Puzzles' (10 - 15 minutes)

1. Activity Preparation (3 - 5 minutes): The teacher will prepare 'Prism Area Puzzles' for each group. These puzzles will be a collection of word problems involving the calculation of prism surface areas. The teacher will ensure the problems are diverse in nature, including both real-life and abstract situations.

2. Introduction to the Activity (2 - 3 minutes): The teacher will introduce the second activity and explain its objective: to solve the 'Prism Area Puzzles' together as a group. They will stress that this activity will help students apply their understanding of the concept and formula in different problem-solving contexts.

3. Solving the Puzzles (5 - 7 minutes): Students will work together in their groups to solve the puzzles. The teacher will walk around the classroom, answering questions, and providing guidance as needed. At the end of the activity, each group will present their solutions to the class, fostering discussion and peer learning.

By the end of the Development stage, the students will have actively engaged in hands-on activities that promote a deep understanding of the surface area of a prism and its practical application. The flipped classroom methodology will have facilitated peer learning and collaboration among students, enhancing their problem-solving and communication skills.

Feedback (10 - 15 minutes)

1. Group Discussion (3 - 5 minutes): The teacher will initiate a group discussion, where each group will be given a maximum of 3 minutes to present their solutions or findings from the in-class activities. This will provide an opportunity for students to articulate their understanding, listen to their peers' perspectives, and learn from each other's approaches. The teacher will guide the discussion, ensuring that it is focused on the topic and the activities performed.

2. Connection to Theory (2 - 3 minutes): After the group presentations, the teacher will summarize the key learnings from the activities, emphasizing how they connect with the theory. They will highlight how the hands-on 'Building Prisms' activity helped students visualize the concept of surface area, while the 'Prism Area Puzzles' activity enhanced their problem-solving skills. The teacher will also stress the importance of understanding the formula for the surface area of a prism and correctly applying it in different contexts.

3. Reflection (3 - 5 minutes): The teacher will then propose a moment of reflection. They will ask students to think about the most important concept they learned during the lesson and any questions they still have. This reflection will help students consolidate their learning and identify areas where they might need additional clarification or practice. The teacher can provide prompts to guide students' reflection, such as:

   • What was the most important concept you learned today?
   • Can you connect what you learned today with any real-world applications?
   • What questions do you still have about finding the surface area of a prism?

4. Informal Assessment (1 - 2 minutes): The teacher will conclude the feedback stage with a quick informal assessment. They will ask a few students to explain the formula for the surface area of a prism and how to apply it. This will allow the teacher to gauge the overall understanding of the class and identify any areas that might need to be reviewed in the next lesson.

5. Closing (1 minute): The teacher will wrap up the class by thanking the students for their active participation and encouraging them to continue practicing the concept of surface area of a prism. They will remind students that they can always approach them with any questions or doubts they might have.

By the end of the Feedback stage, students will have had the opportunity to share their learnings, reflect on their understanding, and receive feedback on their performance. This stage will not only facilitate the assessment of learning but also promote a positive and encouraging learning environment.

Conclusion (5 - 10 minutes)

1. Content Recap (2 - 3 minutes): The teacher will summarize the main points covered during the lesson. They will reiterate the definition of surface area, the formula for finding the surface area of a prism, and the components of the formula. They will also recap the hands-on activities carried out by the students, emphasizing how these activities helped them understand and apply the concept in a practical manner.

2. Connecting Theory, Practice, and Applications (2 - 3 minutes): The teacher will explain how the lesson connected theory, practice, and real-world applications. They will highlight how the theoretical understanding of the formula was put into practice during the 'Building Prisms' activity. They will also mention how the 'Prism Area Puzzles' activity helped students apply the formula in various problem-solving situations. The teacher will once again stress the importance of this concept in real-world contexts, such as in architecture, design, and even in simple everyday tasks like wrapping a gift.

3. Additional Materials (1 - 2 minutes): The teacher will suggest additional materials for students who want to delve deeper into the topic. These could include online resources such as interactive games and quizzes, educational videos, and worksheets for extra practice. The teacher might also recommend a few math textbooks or reference books that cover the topic extensively.

4. Real-World Relevance (1 - 2 minutes): Lastly, the teacher will reiterate the importance of understanding the surface area of a prism in everyday life. They will provide a few more examples of how this concept is used in different professions, such as in architecture to design buildings, in packaging to determine the amount of material needed, and even in cooking to measure the area of a baking tray. This will help students see the practical relevance of what they have learned and appreciate the value of their mathematical skills in the real world.

By the end of the Conclusion stage, students should have a solid understanding of the surface area of a prism, its formula, and its practical applications. They should feel confident in their ability to apply this knowledge in various problem-solving situations and be motivated to explore the topic further.