SWBAT:
• Calculate the area, perimeter, and circumference of polygons.
• Determine when to calculate perimeter, area, and circumference.
• Calculate the surface area and volume of prisms.
• Determine when to calculate surface area and volume.
• Plot coordinates on the coordinate plane.

What is going on in the problem? What are you trying to figure out? How can you use what you know to solve the problem? Students apply the skills they have learned throughout Unit 7 to complex tasks.

10 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 apply what they know about circles to this picture. Some students may use the diameter of the largest circle to calculate its area and circumference. Other students may realize that if the diameter of the largest circle is 4 inches, than the diameter of the medium circles must be 2 inches. Students can then use this measurement to find the circumference and area of the medium circles.

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 determine what are the most pressing needs of for each of these groups. If there is a small group that is still struggling with perimeter and area across the board, will start on the Area and Perimeter Task and move onto the Creating Boxes Task. Groups who are doing well with area and perimeter will start on the Creating Boxes Task and move on to the Moving and Packing Task. If students complete their tasks they can work on the Putting the Pieces Together Task.
- It may save time to fill out the group to do lists before class.

I tell students their groups and their assignments. I have students move to their groups and I have a volunteer pass out materials and a **Group Work Rubric **for each group**. **Students are engaging in **MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP4: Model with mathematics, **and **MP6: Attend to precision.**

10 minutes

For **Closure **I ask students to share out specific things that they class did well during work time and specific things that they can improve on for the next time we do an activity like this. I stress that these are reflections about the class as a whole, rather than reflections about individual students.

I ask if there are specific questions that students want to ask/talk about. Students come up to explain their ideas and show their work under the document camera. Students are engaging in **MP3: Construct viable arguments and critique the reasoning of others.**

Instead of giving a ticket to go, I collect students’ tasks to evaluate them.