Objectives (5  7 minutes)
 To understand the concept of surface area in mathematics, specifically in relation to threedimensional figures.
 To learn the formulas for finding the surface area of different threedimensional figures, including rectangular prisms, cylinders, and cones.
 To apply these formulas to solve practical problems involving the surface area of threedimensional figures.
Secondary Objectives:
 To develop spatial reasoning skills required to visualize and understand threedimensional figures.
 To enhance problemsolving skills, particularly in mathematical contexts.
 To foster collaborative learning and communication skills through group work and class discussions.
Introduction (10  12 minutes)
 The teacher reminds the students of the previous lessons on geometry, especially the concept of threedimensional figures such as rectangular prisms, cylinders, and cones. This serves as a necessary foundation for the current lesson on surface area. (2  3 minutes)
 The teacher presents two problem situations as starters to the lesson:
 Problem 1: "Imagine you are wrapping a gift box. How much wrapping paper would you need to cover the entire box, including the top, bottom, and sides?"
 Problem 2: "Imagine you are painting a can of soda. How much paint would you need to cover the entire surface of the can?" (3  4 minutes)
 The teacher then contextualizes the importance of the surface area concept with realworld applications, such as:
 Architecture: The surface area of a building is crucial in determining the amount of paint, wallpaper, or other coverings needed.
 Packaging: Companies need to calculate the surface area of a product's packaging to determine the amount of material required.
 Art and Design: Artists and designers often need to calculate the surface area of their creations to determine the amount of material needed for finishing touches. (2  3 minutes)
 The teacher introduces the topic using attentiongrabbing elements:
 Curiosities: "Did you know that architects need to calculate the surface area of a building to estimate the cost of construction?"
 Fun Fact: "The world's largest gift box, made in 2014, had a surface area of almost 22,000 square feet!"
 Story: "Once upon a time, a painter was asked to paint a gigantic can of soda, and he had no idea how much paint he would need. Can you guess how he could have figured it out?" (3  4 minutes)
Development (25  28 minutes)
Activity 1: Wrapping Paper Challenge (8  10 minutes)
 The teacher divides the class into groups of four and distributes a small, empty rectangular box to each group. (1  2 minutes)
 The teacher explains the activity: "Your task is to calculate how much wrapping paper you would need to cover the entire box. Remember, you need to account for the top, the bottom, and all four sides." (1 minute)
 The students begin by measuring the length, width, and height of their boxes, using their rulers. (2 minutes)
 Once they have their measurements, they move on to calculate the surface area of the box. The teacher guides them through the process, ensuring they understand and use the correct formula: Surface Area = 2lw + 2lh + 2wh. (2  3 minutes)
 The students then calculate the amount of wrapping paper needed, using the surface area they just calculated. They can use scrap paper to simulate wrapping paper. (1  2 minutes)
 After they have their calculations, each group shares their results with the class. The teacher encourages the students to explain their process and any difficulties they encountered. This allows for peer learning and promotes communication skills. (1  2 minutes)
Activity 2: Painting the Can Challenge (8  10 minutes)
 The teacher introduces the second activity: "Now, let's apply what we've learned to a new scenario. Imagine you're a painter and you need to figure out how much paint it would take to paint a can of soda. Just like with the gift box, you need to account for the entire surface of the can." (1  2 minutes)
 The teacher distributes small, empty cylindrical objects (like empty cans or tubes) to each group. (1 minute)
 The students measure the radius and height of their cylinders, using their rulers. (2 minutes)
 They then calculate the surface area of their cylinders, using the formula: Surface Area = 2πr^2 + 2πrh. The teacher provides guidance and checks for understanding. (2  3 minutes)
 The students calculate the amount of paint needed, using the surface area they just found. They can use water and food coloring in a clear plastic cup to simulate painting the can. (1  2 minutes)
 Each group shares their findings with the class, fostering communication and collaboration. (1  2 minutes)
Activity 3: The Ice Cream Cone Challenge (9  12 minutes)
 For the final activity, the teacher presents a more complex challenge: "Now, let's imagine you're an ice cream maker and you need to determine the amount of sprinkles needed to cover an ice cream cone. The sprinkles will cover the entire outside of the ice cream and the top of the cone." (1  2 minutes)
 The teacher distributes ice cream cones (or coneshaped objects) and small, multicolored beads (representing the sprinkles) to each group. (1 minute)
 The students measure the radius of the base of their cones and the slant height of the cone using their rulers. (2 minutes)
 They then calculate the surface area of their cones, using the formula: Surface Area = πr(r + l), where r is the radius and l is the slant height. The teacher guides them through the process. (2  3 minutes)
 The students calculate the amount of sprinkles (beads) needed, using the surface area they just found. They can use the beads to "sprinkle" their cones. (1  2 minutes)
 Each group presents their solutions to the class, promoting communication and cooperation. The teacher can also lead a discussion on the different strategies used by each group. (2  3 minutes)
Feedback (8  10 minutes)

The teacher begins the feedback stage by asking each group to share their solutions or conclusions from the activities. This should be done in a structured manner, with each group given a maximum of 3 minutes to present. (4  6 minutes)
 The first group presents their solution to the Wrapping Paper Challenge, explaining their process of calculating the surface area of the rectangular box and the amount of paper needed to wrap it.
 The second group presents their solution to the Painting the Can Challenge, elaborating on how they calculated the surface area of the cylinder and the amount of paint required.
 The third group presents their solution to the Ice Cream Cone Challenge, discussing their approach to finding the surface area of the cone and the number of sprinkles needed.
 The teacher encourages the students to ask questions and provide feedback on each group's presentation.

The teacher then facilitates a class discussion, connecting the solutions presented with the theoretical knowledge learned at the beginning of the lesson. The teacher can ask questions such as:
 "How did you use the surface area formula in your calculations?"
 "What challenges did you encounter while calculating the surface area? How did you overcome them?"
 "How did you apply the concept of surface area to solve the problem at hand?"
 "Can you explain the realworld significance of knowing the surface area of these objects?" (2  3 minutes)

The teacher proposes that the students reflect on the lesson and their learning. This can be done individually or in groups, depending on the teacher's preference. The teacher can provide prompts for reflection, such as:
 "What was the most important concept you learned today?"
 "Which activity challenged you the most? How did you overcome this challenge?"
 "Can you think of other realworld scenarios where understanding surface area would be valuable?"
 "Are there any questions or areas of confusion that you still have about surface area?" (2  3 minutes)

The teacher concludes the lesson by summarizing the key points about surface area and its importance in realworld applications. The teacher also encourages the students to continue practicing their surface area calculations at home, using different threedimensional objects. (1  2 minutes)
Conclusion (5  7 minutes)

The teacher begins the conclusion by summarizing the main points of the lesson. They reiterate the concept of surface area, emphasizing that it is the total area of the outside surfaces of a threedimensional figure. The teacher also revisits the formulas for finding the surface area of rectangular prisms, cylinders, and cones, and the steps involved in using these formulas. (2  3 minutes)

The teacher then explains how the lesson connected theory, practice, and realworld applications. They remind the students that the lesson started with a theoretical understanding of surface area and its formulas. This knowledge was then put into practice through the handson activities of wrapping a box, painting a can, and sprinkling an ice cream cone. These activities, in turn, were linked to realworld applications, such as packaging, painting, and food manufacturing. The teacher highlights that understanding the surface area of threedimensional figures is not just a mathematical concept, but a practical skill with wideranging applications. (2  3 minutes)

To further the students' understanding, the teacher suggests additional materials for studying surface area. These could include online resources with interactive games and exercises, math textbooks with more complex problems, and educational videos that visually explain the concept. The teacher also encourages the students to practice calculating the surface area of different objects at home, using household items. They can measure these items, apply the appropriate formula, and determine the surface area, thereby reinforcing what they have learned in class. (1  2 minutes)

Finally, the teacher explains the importance of understanding surface area in everyday life. They remind the students of the realworld scenarios discussed in the lesson, such as architecture, packaging, and art and design. The teacher also points out that knowing the surface area of an object can help in activities as diverse as painting a wall, laying down carpet, or even calculating the amount of sunscreen needed to cover the body. The teacher emphasizes that the ability to calculate surface area is not just a mathematical skill, but a practical tool that can be applied in many different contexts. (1  2 minutes)