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# Surface Area and Volume Centers -5 Days of Enrichment and/or Remediation

Lesson 18 of 18

## Objective: Students will be able to apply surface area and volume to real world scenarios, rationalize whether problems involve surface area or volume and justify their reasoning and identify patterns and use those patterns to solve problems.

#### Launch

*5 min*

**Rule Review: **During this round of centers, I will not use openers. Instead, I will open class by asking the students what my three rules are for centers (stay in your seat, stay on task, do not talk to other groups). I will remind students of these rules daily; so that they are aware of the consequences should they not follow a rule. After going over the rules, I will ask that one student from each group get the folder that goes with their center from the side counter. Then, I will take any questions students may have regarding their task.

##### Resources (15)

#### Resources

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#### Explore

*45 min*

**Remediation: **My main focus as a teacher during this week will be those students who need remediation/reteaching on surface area and volume. These are the students who did not reach a proficient level on the test, and I feel they need additional help to be successful with the content. Based on the need of the students, I plan to only remediate for two days and then retest, but if I get a sense that students need more time in small group, I will extend the remediation for a few more days. Since centers will last for five days, there is plenty of time to work with the struggling students while the other students are still working on relevant content at a more challenging level. For small group remediation, I will start from the beginning and break down the concepts of surface area and volume. For volume, I will reiterate that volume is the area of the base times the height. For surface area, I will have the students draw out the net for every single problem. Many times the students that are in small group are those that try to use shortcuts – not understanding that their “shortcut” might only work some of the time. Students will be successful all of the time if they have good conceptual understanding of the content. I will continue to do white board practice with the students – just doing problem after problem until they are getting them right on a consistent basis. It may not be exciting, but continuous practice is the best way for them to get better. Plus, the kids love writing on the white boards, so it shouldn’t be so boring for them. As students begin to show confidence and proficiency with the concept, I will give them a Practice Sheetto try on their own. Sometimes I find the students are really good when they are in small group with me, but then they struggle when they are asked to work on paper by themselves. I will use this practice sheet as a way to gauge when students are ready for a Retest.

**Enrichment: **While I am working with my small group, the rest of the students will be working on their assigned task. I give students a center grade for the week based on what I think is their best product. As opportunities arise while I am working in the small group, I will take a few passes through the class to check on progress and answer any questions that have arisen. The tasks that I have chosen infuse the mathematical practices into the lesson - students will work together in groups **MP 3** to reason through problems without my assistance **MP 6.** Depending on their task, students will use tools such as rulers and calculators to assist them in their work **MP 7. **Many of the tasks refelct real world applications of 2D and 3D geometry **MP 4**, and require that students reason abstractly to make conclusions, **MP 2**.

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#### Summarize

*5 min*

**Reflection: **On the side board I write the names of the 6 activity centers, and I will ask that each student take a sticky note from their basket and write down one thing they liked about their assigned center and one thing they think I should change about the assignment. Students that were in my small group will be asked to write down one thing they still feel like they need more help with. Students will be asked to place their products in the Center Work basket on the side counter.

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- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Relationship Between Circumference and Diameter - What is pi?
- LESSON 2: Circumference and Area of Circles
- LESSON 3: Area of Irregular Figures - How do you break up a figure?
- LESSON 4: Working Backwards with Formulas - How do I undo a formula?
- LESSON 5: 2D Figures - Review Time!
- LESSON 6: Composite Figures and Circles Test
- LESSON 7: Intro to 3D Figures and Cross-Sections - What shape do you see?
- LESSON 8: Volume of Prisms - How are base area and volume of a prism related?
- LESSON 9: Volume of Square Pyramids - What is the relationship between and prism and pyramid?
- LESSON 10: Volume of Prisms and Pyramids Fluency Practice
- LESSON 11: Surface Area of a Rectangular Prism - What shapes do you see?
- LESSON 12: Surface Area of a Triangular Prism - What shape is the base?
- LESSON 13: Surface Area of Triangular and Rectangular Prisms Fluency Practice
- LESSON 14: Surface Area of a Square Pyramid - What shapes are the faces?
- LESSON 15: Volume and Surface Area of Prisms and Pyramids Fluency Practice
- LESSON 16: Volume and Surface Area Review
- LESSON 17: 2D and 3D Volume and Area Test
- LESSON 18: Surface Area and Volume Centers -5 Days of Enrichment and/or Remediation