A Peek Into the Classroom: Mr. McConnell’s 6th Grade Math

As North Hills 6th graders make their way into the classroom and settle into their seats, several with a snack in hand, Mr. McConnell announces that they’ll need special supplies, including scissors. Several students’ eyes brighten with interest!

Today’s lesson introduces a new topic: geometry. This includes area, surface area, and volume. “Volume is so fun!” exclaims Audrey Gable. Mr. McConnell shows a chart that details this topic through the years, and explains how this is an extension of what they learned in 5th grade. This unit also introduces concepts that they’ll learn next year, so the unit functions as a cumulative learning experience.

The lesson begins with an explanation of surface area, comparing it to Amazon packaging. There is a quick reference to the design major offered at Michigan State University to illustrate job opportunities related to geometry. Mr. McConnell plays a short video about making a box for a cookie display, another real life example, and then asks questions about when someone would need to find surface area. When one student offers the idea of laying carpet, Mr. McConnell asks why that doesn’t work. “Surface area is only on 3D objects,” explains Nate Nordhaus. Gift wrapping, or siding for a house, are other ideas the students offer.

After this introductory conceptual discussion, students look at examples of shapes online, analyze their dimensions, learn some new unit vocabulary, and take a few minutes to stretch. 

Finally, Mr. McConnell says, “It’s time to use your scissors and make stuff!” He asks the students to close their Chromebooks and grab the graph paper and small square of paper he passed out before class. After instructing them to cut the small square on the diagonal, he asks them to make a different shape with the two triangles. Then he asks, “Has anyone been able to change the overall area?” The students are not fooled, and there is a resounding, “Nooooooo.” The instructions continue with different shapes, finding the area, drawing, cutting, and reorganizing. One student exclaims, “I love this unit!”, while another shouts, “I did it!”

Seventy-five minutes pass, and students leave with smiles on their faces. This was one great math lesson!