SWBAT use unit vocabulary to solve problems

Do you know what the words mean?

5 minutes

**POD**

As students enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

The POD will ask students to brainstorm a list of vocabulary words they think are associated with surface area and volume. I want them to think about where they have heard those words before and in what context? Where did you see them? What do you think they mean? What do you think they are connected to? I can see the word “area’ being put on the list and I can use that to draw out other words-area of what, etc.? I want them to think about connections between the words.

30 minutes

To begin to talk about the upcoming unit, I want to start by building a foundation using the vocabulary that is relevant. I want them to be comfortable with using the vocabulary. I want them to be able to apply it, knowledgeably. We will create a foldable in class today for students to use as a learning tool and a study aid. After the foldable is created students will have the opportunity to study with each other and “quiz” one another over the vocabulary. We will work to develop the terms as a whole group using the brainstorming session as our starting point. I want to list suggestions and explanations on the SMARTboard and allow students to select the definition that is most helpful to them. If students choose the definition they want to include in their own foldable, I believe the likelihood is greater that the students will take ownership of the learning. Inside the foldable, students will include a definition, an example of the term, and a picture.

Surface area Volume Area Perimeter

Side Vertex Edge Base

Polygon Height Length Width

5 minutes

To end class today, after students have had a chance to finish their foldable, study from them and quiz one another, the exit ticket will ask students to give an example from the foldable of a vocabulary term that they understand better now after this activity. What do they understand better than they did before?