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Grade: 7th

Topic: Surface area and volume of prisms (review)

Level: all levels, differentiated

Common Core Standards Addressed:

|7.G.2 |* Calculate the volume of prisms & cylinders, using a given formula & calculator |

|7.G.6 |* Solve real-world & mathematical problems involving area, volume & SA of 2D & 3D objects composes of triangles, quadrilaterals, polygons, cubes,|

| |& right prisms |

|7.G.3 |* Identify the 2D shapes that make up the faces and bases of 3D shapes (prisms, cylinders, cones, pyramids) |

|7.G.3 |* Describe the 2D figures that result from slicing 3D figures, as in plane sections of right rectangular prisms & right rectangular pyramids |

|7.G.4 |* Determine the SA of prisms & cylinders, using a calculator & a variety of methods |

|7.G.6 |* Solve real-world & mathematical problems involving area, volume & SA of 2D & 3D objects composes of triangles, quadrilaterals, polygons, cubes,|

| |& right prisms |

Inquiry: various inquiry questions depending on station

Station1: How do we find the surface area and volume of rectangular prisms?

Station 2: How do we find the surface area and volume of cylinders?

Station 3: How do we find the surface area and volume of cubes?

Station 4: How do we find the surface area and volume of triangular prisms?

Working with Volume Center

Prior Knowledge: Students should be able to find the surface area and volume of prisms using the formulas and a calculator.

Possible student misconceptions about the content of the lesson:

1. Identifying what “in terms of pi” means.

2. Incorrect order of operations used to find the answer.

3. Using inverse operations to work backwards to find an answer.

Objectives: By the end of the lesson, students should be able to

1. Determine the surface area and volume of rectangular prisms using the formulas;

2. Determine the surface area and volume of cylinders using the formulas;

3. Determine the surface area and volume of triangular prisms using the formulas,

4. Determine the surface area and volume of cubes using the formulas.

By the end of the lesson, some students should be able to:

1. Develop the formula for volume of a cone using manipulatives;

2. Compare the volumes of triangular prism, rectangular prism, and cylinder using clay.

Material/Equipment: calculator, Smart Board, handouts, posters, pencil, 3-D shapes, net figures, clay, sand, integer concentration, scientific notation matching wheels

Vocabulary: surface area, volume, prism, rectangular prism, triangular prism, cylinder, cone, cube, formula

Development and Instructional Activities:

Each few days students have an inquiry question (aim) that should be able to be answered by the end of that class or the next class. This review session will last two days. Students are put in heterogeneous groups based on who I believe the students work well with. The day before this lesson takes place, I have students write down the names of two people

they work well with and I do try to accommodate the grouping they want as well.

• On level students use handout from folder: pizza.

• Low level students use handout from folder: fries.

• Each handout has the same practice problems but different writing pieces.

• Each group will start at a station. There are 4 stations: Station1: How do we find the surface area and volume of rectangular prisms? Station 2: How do we find the surface area and volume of cylinders? Station 3: How do we find the surface area and volume of cubes? Station 4: How do we find the surface area and volume of triangular prisms? There is one optional station: Working with Volume Center.

• Students will work at each station for 15 minutes to complete the task. They will then move to the next station with their group members.

o On level student directions: At EACH station,

✓ Do problem number 1 (3 points).

✓ CHOOSE at least TWO problems from numbers 2, 3, 4, 5, and 6 (3 points each).

✓ Do question 7- Written Response (4 points).

If you complete the work at any station before your peers, go to the “Working with Volume Center”. Investigate and complete the problems (5 points each).

If you complete the work at the “Working with Volume Center”,

➢ take a deck of flash cards and practice operations with integers OR

➢ play the integer concentration game OR

➢ play the scientific notation and standard form memory game.

o Below level student directions: At EACH station,

✓ Do problem number 1 (3 points).

✓ CHOOSE at least ONE problem from numbers 2, 3, 4, 5, and 6 (3 points each).

✓ Do question 7- Written Response (4 points).

If you complete the work at any station before your peers, go to the “Working with Volume Center”. Investigate and complete the problems (5 points each).

If you complete the work at the “Working with Volume Center”,

➢ take a deck of flash cards and practice operations with integers OR

➢ play the integer concentration game OR

➢ play the scientific notation and standard form memory game.

• After students complete the practice problems at each station, they can use their notes to complete the writing component- identifying key words that pertain to that inquiry question and answer the inquiry questions using at least five complete sentences and one example not used in class. Students can use the manipulatives to visual what they want to write about. The below level students must complete the writing prompts on each handout.

• To grade this assignment, students will assess themselves with an answer key that I made and determine which topics they need more help in. Once they determine this, they will pick up additional practice handouts on the topics they struggled with only. This will help them reach proficiency before their exam. This part will take place on the third day of the activity. I will also grade the assignment using the rubric I have attached.

• Students who complete their work early have several options: complete more problems on the handout for extra points, go to the working with volume center and complete activity 1 and/or activity 2, play the integer concentration game, review scientific notation by using the scientific notation wheel, review operations with integers using flash cards.

Assessment: I will monitor student work by working with students at each table, asking them questions, and listening to how they work with their peers.

Summary:

1. What did we learn?

2. How did we learn it?

3. Why did we learn it?

Homework:

Students must complete the station work for the stations they visited only.

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