Reflection: Developing a Conceptual Understanding Nets and Surface Area - Section 4: Building and Measuring


The polydrons were a wonderful way for students to practice building figures and finding their surface area.  I asked students at the end of the lesson about whether or not they were helpful.  Most of them expressed that they found the polydrons helpful.  Some students said looking at flat, paper nets and imagining what they will create when you fold them is difficult, but the polydrons helped them understand the connection between the net and the 3D figure.  Students also used their “Naming 3D Figures” sheet as a resource.  A student in this group used the sheet to explain why their figure was a rectangular prism.

Many groups struggled a bit to build use all their pieces to build a 3D figure.  Triangular prisms seemed to be difficult for groups, especially the isosceles triangular prisms.  This group worked together to connect the pieces, but struggled to figure out a way to create a 3D figure.  After a few minutes, I returned to this group and they had created this net for a triangular prism.  When I asked them how they did it, they shared that they had kept trying different possibilities until they figured it out.


  Developing a Conceptual Understanding: Group Struggles and Successes
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Nets and Surface Area

Unit 8: Geometry
Lesson 10 of 19

Objective: SWBAT: • Build a given 3D figure using manipulatives. • Create and label a net for a prism or pyramid. • Find the surface area of rectangular prisms, cubes, triangular prisms and pyramids.

Big Idea: What is surface area? How can we use nets to help us find surface? Students work with manipulatives to build 3D figures, create nets, and calculate surface area.

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Math, Geometry, surface area, 6th grade, nets, master teacher project
  50 minutes
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