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 class starter today will be quick and simple. We have a lot of measuring and application to do today to prepare for the unit post assessment so our discussion will be brief unless students need more time to solidify their understanding of the discussion.
The activity today will ask students to apply what they know about surface area and volume. Students will measure different figures then find the perimeter and area of the face of the figure and surface area and volume of the figure. Then they will come to me so I can review their work. Once the work on the first page has been approved, each student will select a figure from the group I have set apart. They are usually most comfortable with rectangular prisms. In the group for them to choose from there won’t be any rectangular prisms. They will choose from different cylinders, triangular prisms and pyramids and square pyramids. I want them to think about the process of finding the measurements, not just putting dimensions into a formula and generating an answer. After students complete the work for the figure they choose, I will check their work for page 2. The final step of the process will be for students to work through the process using a figure that I choose. I will choose a figure for them based on the figure they chose for themselves. I want to extend their thinking so if they did not choose a figure with a triangular base; I may choose that as the next figure. If they have not done a cylinder, I may choose that for a student. The goal is to make sure they can find the surface area and volume for a variety of figures.
To close class, I want to have a discussion about the work students did during the activity. This was an individual activity so a whole class discussion will help process student thinking. Did they all approach the problem solving the same way? Were there differing perspectives that might help other students understand better? Were there common steps that every student took to find solutions? What was hard about the task? What would students do differently next time? Did this activity help them understand? Did it raise questions that they couldn’t answer? How comfortable were they with the figure that I selected for them? Why did they choose the figure they chose?