Engage, Expand and Encompass through Technology

Macomb ISD's Universal Design for Learning Initiative

E3T Lesson Plan Creator   

Surface Area and Volume of 3-D Shapes

Last Updated: May-05-2009

View & Print Lesson Plan

Return to MISD Home | Return to E3T Home

Options - this lesson plan:

Options - other lesson plans:

Developed By

  Jennifer Raicevich
Mollie Kesselring

Lesson Title

  Surface Area and Volume of 3-D Shapes

Length of Lesson

  3-4 Days

Lesson Unit

  Filling and Wrapping (CMP)







Michigan Content Expectations

  G.SR.08.03, G.SR.08.04, G.SR.08.06


  surface area, volume, prism, cylinder, area, pi, radius, diameter, dimensions, length, width, base, height, triangle, rectangle, circle



Internet access

Song lyrics

Media devices and storage

Surface area and volume formulas

Video camera




By the end of the unit, this lesson will help ensure understanding of the basic volume and surface area formulas needed to establish a concrete base for extended use of the formulas.


Big Idea(s)


Volume= Area of the base x height (of the prism)      V=Bh

Area of a rectangle= l x w

Area of a triangle= b x h/2

Area of a circle= pi x radius squared


Essential Questions


How do you find the volume of any prism or cylinder?


Learning Objectives


Students will be able to:

  • Recognize prisms with different shaped bases
  • Identify formulas used for calculating the volume of the prism or cylinder
  • Calculate the volume of any prism or cylinder



Summative Assessment


Students find a song that they are familiar with.  Then students change the lyrics to align with the formulas for surface area and volume.  It must include:

  • Volume = area of the base x height (of the prism)
  • Area of a triangle = bh/2
  • Area of a rectangle = lw
  • Area of a circle= pi x radius squared

They present their song or video to the class and provide the lyrics to the teacher.

Grading is based upon participation and correct formulas used in their lyrics.

Song Grading Rubric:

5pts- Correct formula and lyrics make sense. Completed on time.  Supplies brought in by student.

4pts- Correct formula and lyrics make sense and on time

3 pts- Correct formula and lyrics make sense.

2pts- Correct formula but difficult to understand.

1pt- Incorrect formula.

Extra Credit available for real life connections to the formulas. 



Lesson Opening


Show "Circlelicious" from Teacher Tube as an example of how lyrics can be changed.  Give the lyrics from circlelicious as an example for the students.



Lesson Opening Co-teaching Plan


Both teachers help to answer questions on how to do the project.




From watching "Circlelicious" via the elmo projector, with a printed copy of the lyrics given, students will have an idea of how to change lyrics to be math oriented and how to follow the beat.   They will explore somgs that they want to change and work together to focus the lyrics on the content.

Lyrics can be found as a link on teachertube.com.


Resource(s) available for this section

Exploration Co-teaching Plan


Both teachers travel around the room to support students and answer questions.


Check for Understanding


Day two of the project students had to show their new lyrics to the teachers.  They will discuss the formulas that were put into the lyrics to check for understanding. Teachers will monitor progress throughout the class period.


Check for Understanding Co-teaching Plan


Both teachers will help check for understanding in a team teaching approach while moving throughout the groups.




Through previous lessons, students recieved instruction about the formulas and how/what they are used for.

Given the formulas, then showed "Circlelicious", given the lyrics, then asked to follow the example with the lyrics.  The formulas are then reinforced and students use them to create their own songs.



Explanation Co-teaching Plan


Team teaching with the introduction and then travel around to each group to monitor progress.

Content questions are directed to content area teacher.  Extra time or reading support are directed to the co-teacher.



Check for Understanding (2)


Listen to their final songs to check for formula understanding and formulas correctly used.


Check for Understanding Co-teaching Plan (2)


Both teachers assess each team of students for the correct formula usage and understanding,


Extended Practice


Students will be offered extra credit for doing another song in the same way.




Review songs and share with all students.  Talk about the formulas and extend them to math and using them to find surface area and volume of 3D objects.


Closing Co-teach Plan


Team teaching of how to use the formulas in math.