SWBAT:
• Calculate the perimeter, circumference, and area of figures.
• Classify two- and three-dimensional figures.
• Calculate surface area and volume of cubes and rectangular prisms.
• Use nets to identify 3D figures and calculate surface area.

What do students understand? What gaps do they have in their understanding? Students play the Geometry Jeopardy review game.

5 minutes

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to reflect on what they have learned during our geometry unit. I call on a student to share one reflection. That student then calls on the next student to share his/her idea. I encourage students to build on what their classmates have said by using sentence starters like, “I agree/disagree with __________ because…” and “My idea connects with ____________’s idea…” Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others.**

30 minutes

**Notes:**

- Before this lesson, I use students’ work from the previous lesson and quiz data to
**Create Homogeneous Groups.**Students work in groups of 3-4. - I have one laptop available for each group. I post the Geometry Jeopardy powerpoint on www.edmodo.com . This way each group can play at their own pace.
- I give each group a
**Group Work Rubric.**

I explain how groups will play Geometry Jeopardy. I show students how to access it from www.edmodo.com. I explain that they need to show their work and keep track of questions they get correct on the game board on their packet. I emphasize that they are working on honesty and integrity. They are only going to learn something if they acknowledge they do not know it and ask for help.

I have a few students model an example problem together in a group. If they do not have the work to show for it (if required) they do not get the question correct. The way I have students play Jeopardy is a bit different than the TV show. Everyone must show work. They need to wait a reasonable amount of time, so students have time to complete their answers. Once the time is up, students reveal their work to each other and then check the answer. Any student who gets the correct answer gets the points. I have found that students are more engaged when they play this way, since they always have an opportunity to earn points. I do not have students subtract points for an incorrect answer.

As students work I walk around to monitor student progress and behavior. Students are engaging in **MP6: Attend to precision.**

If students are struggling, I may ask them one or more of the following questions:

- What do you know? What are you trying to figure out?
- What does it mean when it says to calculate _________________ ?
- What strategies do you have for calculating ________________ ?
- Does your answer make sense?

If students successfully complete the game, they can move onto the challenge problems.

15 minutes

For the **Closure**, I have groups share out problems that stumped them. I call a few students up to the board to select the question, explain why it was difficult, and explain the correct answer. If the student cannot explain how to get the answer, he/she calls on a classmate for help. I encourage students to use this as a time to ask questions and eliminate confusion. If there is a particular question that I observed many students struggling with, I select it and ask students to explain it.

I pass out** **the **Ticket to Go.**