Math 7 Unit 4 Geometry5 weeks (Math 78 Unit 1: 4 weeks)In this unit students will:

Explore various geometric shapes with given conditions. Describe cross-sections of right rectangular prisms/pyramids, cones, cylinders & spheres. Find the area & circumference of circles. Informally derive the relationship between circumference & area of a circle. Find unknown angle measures. Solve area, volume and surface area problems of 3D objects composed of triangles, quadrilaterals, polygons, cubes & right prisms.

Unit Resources: Unit 4 Overview Video Student Friendly Standards Parent Letter Vocabulary Cards Sample Concept Map Prerequisite Skills Assessment Sample Post Assessment

Topic 1: Geometric Figures & AnglesBig Ideas/Enduring Understandings:

Construct triangles from 3 measures of angles or sides. Given conditions, determine what and how many type(s) of triangles are possible to construct. Identify and describe supplementary, complementary, vertical, and adjacent angles. Use understandings of supplementary, complementary, vertical and adjacent angles to write and solve equations. Explain (verbally and in writing) the relationships between the angles formed by two intersecting lines.

Essential Questions: What are the characteristics of angles and sides that will create geometric shapes, especially triangles? How can attributes of specific shapes, symmetry, and angles be used to accurately describe the design of a mosaic pattern? How can angle and side measures help us to create and classify triangles? How can special angle relationships – supplementary, complementary, vertical, and adjacent – be used to write and solve equations for multi-step

problems? How can the interior and exterior measures of polygons? How are angle relationships applied to similar polygons?

Student Relevance: Construction/Architecture Models

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Art & Graphic DesignContent StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles from three measures of angles and/or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Vertical Alignment 4 th Grade Standards MGSE4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. MGSE4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. MGSE4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol or letter for the unknown angle measure.

8 th Grade Standards MGSE8.G.1 Verify experimentally the properties of rotations, reflections, and translations: lines are taken to lines and line segments to line segments of the same length; angles are taken to angles of the same measure, parallel lines are taken to parallel lines.MGSE8.G.5 Use informal arguments to establish facts about the angle sum & exterior angles of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Instructional Strategies

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Instructional Methods This cluster focuses on the importance of visualization in the understanding of geometry. Being able to visualize and then represent geometric figures on

paper is essential to solving geometric problems. In previous grades, students have studied angles by type according to size: acute, obtuse and right, and their role as an attribute in polygons. Now angles

are considered based upon the special relationships that exist among them: supplementary, complementary, vertical and adjacent angles. Provide students the opportunities to explore these relationships first through measuring and finding the patterns among the angles of intersecting lines

or within polygons, then utilize the relationships to write and solve equations for multi-step problems. Use anglelegs when exploring different triangles & non-triangles & unknown angle measures. Students learned to measure with a protractor in 4th grade. If they need additional practice, they could use these worksheets: Protractor and

Protractor2.

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Opening: Teachers may begin this unit with the Sorting Polygons lesson from the NCTM Illuminations website. This interactive lesson will solidify important terms

such as “congruent” for students while allowing teachers to assess students’ prior knowledge of basic geometric shapes and conditions. Materials provided in the lesson must be printed and prepared in advance. This vocabulary rating scale will also be useful for determining depth of vocabulary knowledge.

Students classified triangles in 4th grade. The following presentation would access prior knowledge: Types of TrianglesWork SessionStudents draw geometric shapes with given parameters. Parameters could include parallel lines, angles, perpendicular lines, line segments, etc.By the end of the lesson, students should be able to determine if the following figures can be constructed:

Example 1:Draw a quadrilateral with one set of parallel sides and no right angles.

Example 2:Can a triangle have more than one obtuse angle? Explain your reasoning.

Example 3:Will three sides of any length create a triangle? Explain how you know which will work. Possibilities to examine are:

13 cm, 5 cm, and 6 cm 3 cm, 3cm, and 3 cm 2 cm, 7 cm, 6 cm

Solution:“A” above will not work; “B” and “C” will work. Students recognize that the sum of the two smaller sides must be larger than the third side.

The following angle explorations help students understand the characteristics of angles and side lengths that create a unique triangle, more than one triangle or no triangle:

Can It Be a Triangle Task Students experiment with different side lengths to discover basic truths about triangles. Straws and pipe cleaners are needed to complete the activity.

Triangle Inequality Task During this activity, students will compare the sum of the measures of any two sides of a triangle with the measure of the third side.

Triangle Conditions: Sum of Angles In this activity, students learn that the sum of the angles of a triangles will always be 180 degrees. To reinforce the activity, students can cut out any triangle, tear off the corners and lay them adjacent to each other. They will notice that the three angles form a straight angle, therefore their sum must be 180⁰.

Triangle Combinations This activity reinforces the conditions necessary to form a triangle. Students needing extra practice in naming triangles or finding missing angles in a triangle could complete this Triangles Practice . Geometric Figures This task gives students more practice with drawing figures with given conditions. Triangular Frameworks has students determine the number of possible triangles that can be created using a given sizes of metal rods. State Performance Task: Take the Ancient Greek Challenge A set of challenges to draw geometric shapes with given conditions.

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SERP Lesson: Triangles to OrderStudents also need to be able to write and solve equations to determine unknown angle measures.

State Performance Task: I’ve Got A Secret Angle Students use angle relationships to write equations and solve for a missing angle. Students can explore angles in polygons on the Applying Angle Theorems lesson. Students can write and solve equations for various figures on this activity: Angle Sums This task has students look at symmetry in a figure as well as determine a missing angle: Octagon Tile. Star Map Task This task is appropriate for advanced students. Students draw geometric plane figures and discover the relationship between the

number of sides in a figure and the sum of interior angles. Sum of Interior Angles

of a Polygon = 180(n - 2)(where n = number of sides)

Closing:End this lesson with a group discussion. Have students construct a KIM chart to demonstrate understanding of key concepts. Blank KIM chart. Teachers can provide scaffolding for struggling students by providing a partially complete KIM.

Differentiation ExamplesUsing Realia/CRA: Star Map Task

Common MisconceptionsStudents struggle with measuring angles with a protractor. Kinesthetic movement modeling angle sizes improves retention.Evidence of LearningBy completion of this lesson, students should be able to:

Students are able to draw geometric shapes with given conditions. Students are able to solve simple equations for unknown angle measures.

Additional Assessments: vocabulary rating scale

Purchased ResourcesMcGraw Hill Georgia Math 7:Chapter 8: Lessons 1- 4Inquiry Lab pgs. 625-628; 637-640McGraw Hill Georgia Math 7 Plus:Chapter 2: Lessons 1- 3Holt Mathematics Course 1 (old):Section 8-2 Measuring and Classifying AnglesSection 8-5 TrianglesHolt Mathematics Course 2 (old):Section 8-2 Classifying Angles

Adopted Online Resourceshttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1Student User ID: ccsd(student ID)Password: cobbmath1

General Login:User: georgiamath1

Suggested ManipulativesGeoboardsAnglegsCoordinate PegboardsPattern BlocksCompass/Protractor

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Section 8-5 Classifying PolygonsSection 8-6 Classifying TrianglesHands On Standards Grades 7-8: Measurement Lessons 5-6 Hands On Standards Grade 7: Geometry Lesson 2

PW: demo123

Web Resources http://www.mathsisfun.com/geometry/construct-ruler-compass-1.html http://www.cimt.plymouth.ac.uk/projects/mepres/book7/bk7i5/bk7_5i5.htm http://www.analyzemath.com/Geometry/angles.html http://www.mathsisfun.com/geometry/vertical-angles.html http://www.mathsisfun.com/geometry/adjacent-angles.html https://learnzillion.com/lessonsets/244-draw-geometric-shapes-with-given-conditions https://learnzillion.com/lessonsets/430-solve-for-unknown-angles-using-angle-properties https://learnzillion.com/lessonsets/232-use-facts-about-supplementary-complementary-vertical-and-adjacent-angles-to-solve-simple-equations-for-an-

unknown-angleVocabulary

Congruent Angles Right Angles Acute Angles Obtuse Angles Supplementary Angles Complementary Angles Vertical Angles

Task DescriptionsScaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving Practice Task Task that provide students opportunities to practice skills and concepts.Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation. Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

State Tasks

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Task Name Task Type/Grouping Content Addressed Standards

Take the Ancient Greek Challenge

Performance TaskIndividual/Partner

Drawing geometric shapes with given conditions MGSE.7.G.2

**Building Bridges(FAL)

Formative Assessment Lesson

Partner/Small Group

Determining whether triangles can be made with given conditions

MGSE.7.G.2

*My Many Triangles Revisited Scaffolding Task Classify angles based on

angle and side measures MGSE.7.G.2

*Thoughts About Triangles Revisited Scaffolding Task Investigate and explain

properties of triangles MGSE.7.G.2**Food Pyramid, Square,

Circle Learning TaskIndividual/Group

Using angle relationships to write/solve for missing angle MGSE.7.G.5

I’ve Got A Secret Angle

Performance TaskIndividual/Partner

Using angle relationships to write/solve for missing angle MGSE.7.G.5

Gold Rush(FAL)

Formative Assessment Lesson

Partner/Small GroupMaximizing Area MGSE.7.G.2

Topic 2: Geometry SlicesBig Ideas/Enduring Understandings:

Describe the two-dimensional figures that result from slicing three-dimensional figures.10

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Essential Questions: What two-dimensional figures can be made by slicing a cube by planes? What two-dimensional figures can be made by slicing: cones, prisms, cylinders, and pyramids by planes?

Student Relevance: Architecture models 3D Models

Content StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids, cones, cylinders, and spheres.

Vertical AlignmentElementary StandardsRecognize & draw 3D shapes.

HS StandardsMGSE9-12.G.GMD.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Instructional Strategies

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Slicing three-dimensional figures helps develop three-dimensional visualization skills. Students should have the opportunity to physically create some of the three-dimensional figures,

slice them in different ways, and describe in pictures and words what has been found. For example, use clay to form a cube, then pull string through it in different angles and record the

shape of the slices found. Other materials that can be used with the GeoSolids to produce solids for slicing include moon sand, Play-Doh, or clay. Materials can be sliced with plastic knives, dental floss, or fishing line.

Another way to model cross sections is by placing rubber bands on the solids to represent a plane cross section.

Use GeoSolids or other hollow geometric three dimensional shapes and colored water or rice to

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demonstrate cross sections of a rectangular prism and rectangular pyramid. Fill solids 1/3-1/2 full of colored water and have students tilt the solid to see a cross-section formed by the water. Although the standard only requires students to find vertical and horizontal cross sections, students may record all cross sections they can form from the water on this Cross Section graphic organizer.

Opening:A number of children’s books have been published on interesting cross-sections, such as on Star Wars, castles, and the Empire State Building. Check your school media center to see if your school has some of these books. They would make an excellent hook for students.

Present students with Real World Geometric Shapes presentation can be used to show further examples of geometric shapes in our world. This KIM vocabulary presentation can serve as a resource for learning about characteristics of various shapes. Students may want to create a KIM chart to record key ideas. A large class chart can be the focal point of a group discussion to ensure that all students record correct information. Work Session:Students should spend work session time exploring cross-sections of various three-dimensional shapes.

This Cross Sections Presentation defines cross sections and gives real-world examples of cross-sections.

State Performance Task: Cross Sections of a Cube (also referred to in TE as Think Like a Fruit Ninja) requires students to describe and sketch polygons produced when they create cross-sections of cube. Students may use this organizer to record their work.

State Performance Task: Similar Cross-Sections directs students to describe and sketch polygons produced by cross-sections of pyramids.

State Performance Task: What’s My Solid? Students play this game similar to the old game show, “What’s My Line?” Each of the given descriptions fits one or more solids (prism, pyramid, cone, cube, a cylinder). For each clue, students describe which solid(s) it may be and their justification for selecting that solid. If the description fits more than one solid, students should name and provide justification for each solid. Use the cross section questions only; the standard does not address rotations or translations through space.

What’s My Plane Shape? Have students cut solids made of Play Doh and paint the rim of each to “blot” on paper to see the plane shapes that are formed when slicing parallel/vertical to the base.

Closing:Have students complete and share the lesson culminating project Cool Cross Sections.Differentiation Open-Ended Tasks: Cumulative Task: Cool Cross SectionsOther: NSpire Lesson

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Common Misconceptions Students confuse prisms and pyramids and need to understand that bases determine the solid.

Evidence of LearningBy completion of this lesson, students should be able to:

Students are able to identify cross sections of 3D figures.Additional Assessments

Informal assessment: KIM Charts Selected response: Geometric Shapes Quiz

Purchased ResourcesMcGraw-Hill Georgia Math Grade 7Chapter 8: Lessons 5McGraw-Hill Georgia Math Grade 7 PlusChapter 2: Lessons 4Holt Mathematics Course 1 Text Chapter 8: Geometric RelationshipsHolt Mathematics Course 2 Text Chapter 8: Geometric FiguresHolt Mathematics Course 3 Text Chapter 7: Foundations of Geometry

Adopted Online Resourceshttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1Student User ID: ccsd(student ID)Password: cobbmath1

General Login:User: georgiamath1PW: demo123

Suggested ManipulativesMoonsand or Clay or Sand or WaterFolding Geometric SolidsGeosolids3D StampsDental Floss or Fishing Wire

Web Resources www.learner.org/channel/courses/learningmath/geometry/session9/part_c/index.html http://intermath.coe.uga.edu/dictnary/descript.asp?termID=95 https://learnzillion.com/lessonsets/200-describe-the-twodimensional-figures-that-result-from-slicing-threedimensional-figures http://www.mathsisfun.com/geometry/cross-sections.html http://www.learner.org/courses/learningmath/geometry/session9/part_c/index.html http://www.shodor.org/interactivate/lessons/CrossSections/

Vocabulary Cross Section

Task DescriptionsScaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving Practice Task Task that provide students opportunities to practice skills and concepts.Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.

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Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Task Name Task Type/Grouping Content Addressed Standards

Think Like a Fruit Ninja: Exploring Cross Sections

of Solids

Learning TaskIndiv/Partner/SmGrp

Describing/sketching polygons produced by cross-sections of cubes and pyramids

MGSE.7.G.3

Cool Cross-Sections Performance TaskIndiv/Partner/SmGrp

Solving application problem involving cross-sections MGSE.7.G.3

What’s My Solid?(only prisms & pyramids)

Performance TaskIndiv/Partner/SmGrp

Identifying prisms/pyramids MGSE.7.G.3

MGSE.7.G.6

Topic 3: Solving Problems Using GeometryBig Ideas/Enduring Understandings:

Solve mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Solve real-world problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

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Essential Questions: How are the circumference, diameter, and pi related? How do we find the circumference of a circle? How are the areas of parallelograms and triangles related to the area of a rectangle? How can area be maximized when the perimeter is a fixed number? How is the formula for the area of a circle related to the formula for the area of a parallelogram? How do I apply the concepts of surface area and circumference to solve real-world problems? How do you determine volume and surface area of a cube? How do you determine surface area of a cylinder? How can I use formulas to determine the volumes of fundamental solid figures? How can I estimate the surface area of simple geometric solids? How can I use surface areas of plane figures to derive formulas for the surface areas of solid figures?

Student Relevance: Packaging Vehicle Design Art & Graphic Designs

Content StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics. MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.MGSE7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Vertical Alignment 6 th Grade Standards MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.MGSE6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths (1/2 u), and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = (length) x (width) x (height) and V= (area of base) x (height) to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Math 8 StandardsMGSE8.G.9 Apply the formulas for the volume of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

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MGSE6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. Instructional Strategies

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DifferentiationOpen-Ended Tasks: Sir Cumference; StaircasesProblem-Based Learning: Circle Cover UpCommon MisconceptionsStudents believe that Pi is an exact number & not an approximation. Students get confused about circumference being a linear measure surrounding a circle.

Evidence of LearningBy completion of this lesson, students should be able to: Students use the area & circumference formulas to solve problems. Students give an informal derivation of the relationship between circumference & area. Student solve area, volume and surface area of 2D & 3D figures.

Additional AssessmentsPurchased ResourcesMcGraw-Hill Georgia Math Grade 7 Inquiry Labs: pgs. 671-672; 681-682; 721-724Chapter 9: Lessons 1-4, 6-8McGraw-Hill Georgia Math Grade 7 PlusChapter 2: Lessons 5-8, 10-12Hands On Standards Grades 5-6: Measurement Lessons 5-9Hands On Standards Grades 7-8: Geometry Lessons 8-10Hands On Standards Grade 7: Geometry Lessons 3-4Graphing Calculator Strategies Middle School: Lesson 15 & Lesson 18

Adopted Online Resourceshttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1Student User ID: ccsd(student ID)Password: cobbmath1

General Login:User: georgiamath1PW: demo123

Suggested ManipulativesPaper PlatesCompassStringCircular objectsGeosolidsFolding Geometric SolidsGeoboardsCoordinate Pegboards

Web Resourceshttps://www.illustrativemathematics.org/content-standards/tasks/1553https://www.illustrativemathematics.org/content-standards/tasks/1634https://www.illustrativemathematics.org/content-standards/tasks/34https://www.illustrativemathematics.org/content-standards/tasks/765https://www.illustrativemathematics.org/content-standards/tasks/1512https://www.illustrativemathematics.org/content-standards/tasks/1513http://illuminations.nctm.org/Lesson.aspx?id=1849http://illuminations.nctm.org/Lesson.aspx?id=2160http://illuminations.nctm.org/Lesson.aspx?id=1852http://illuminations.nctm.org/Lesson.aspx?id=2816http://illuminations.nctm.org/Lesson.aspx?id=2121

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http://illuminations.nctm.org/Lesson.aspx?id=2927http://illuminations.nctm.org/Lesson.aspx?id=2769http://illuminations.nctm.org/ActivityDetail.aspx?ID=116 circumferencehttp://www.uen.org/Lessonplan/preview.cgi?LPid=23360 entire lesson plan area/circum.http://www.shodor.org/interactivate/activities/SurfaceAreaAndVolume/ http://www.learner.org/interactives/geometry/area.html surface area/volumehttps://learnzillion.com/lessonsets/231-know-and-use-the-formulas-for-area-and-circumference-of-a-circlehttps://learnzillion.com/lessonsets/452-find-the-area-volume-and-surface-area-of-two-and-three-dimensional-objectsVocabulary

Pi Circumference Diameter Radius

Task DescriptionsScaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving Practice Task Task that provide students opportunities to practice skills and concepts.Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation. Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Task Name Task Type/Grouping

Content Addressed Standards Brief Description

Applying Angle Theorems

(FAL)

Formative Assessment Lesson

Partner/Small Group

Angle measurements of polygons

MGSE.7.G.4MGSE.7.G.5MGSE.7.G.6

Applying Angle Theorems(FAL)

Saving Sir Cumference

Learning TaskIndiv/Partner/SmGrp

Proving the relationship between circumference and diameters as the value of pi.Deriving the formula for the circumference

MGSE.7.G.4

Saving Sir Cumference

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of a circle

Area Beyond Squares and Rect angles

Scaffolding TaskIndiv/Partner/SmGrp

Derive the formula for area of a parallelogram and triangle.

MGSE.7.G.6 Area Beyond Squares and Rectangles

Circle Cover Up Learning TaskIndiv/Partner/SmGrp

Deriving the formula for the area of a circle MGSE.7.G.4 Circle Cover Up

Using Dimensions: Designing a Sports

Bag (FAL)

Formative Assessment Lesson

Partner/Small Group

Solve problems involving angle measure, area, surface area, and volume

MGSE7.G.4Using Dimensions: Designing a Sports Bag (FAL)

Bigger and Bigger Cubes

Scaffolding TaskIndiv/Partner/SmGrp

Determine volume and surface area of cubes and prisms.

MGSE.7.G.6 Bigger and Bigger Cubes

Storage Boxes Scaffolding TaskIndiv/Partner/SmGrp

Determine volume and surface area of cubes and prisms.

MGSE.7.G.6 Storage Boxes

Filling Boxes Scaffolding TaskIndiv/Partner/SmGrp

Ordering volume and surface area MGSE.7.G.6 Filling Boxes

Discovering the Surface Area of a

Cylinder (Extension Task)

Learning TaskPartner/Small Group

Determine the surface area of a cylinder Extension of

MGSE.7.G.6

Discovering the Surface Area of a Cylinder (Extension Task)

Three Little Pig Builders

(only prisms)

Culminating TaskIndiv/Partner/SmGrp

Solving application problem involving volume and surface area of prism

MGSE.7.G.6 Three Little Pig Builders (only prisms)

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