Understanding By Design Unit Template Title of Unit Curriculum Area Developed By Three-Dimensional Geometry Pre-Algebra Lauren Martinelli Grade

Level Time Frame 7th February 1st-March 13th

Identify Desired Results (Stage 1) Content Standards

CCSS.Math.Content.6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. CCSS.Math.Content.7.G Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. CCSS.Math.Content.7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. CCSS.Math.Content.7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms GLCE.A.PA.08.03B Recognize basic functions in problem context, e.g., area of a circle is r2, volume of a sphere is 4/3 r3, and represent them using tables, graphs, and formulas GLCE.N.ME.08.01B Understand the meaning of a square root of a number and its connection to the square whose area is the number; understand the meaning of a cube root and its connection to the volume of a cube GLCE.G.SR.08.06 Know the volume formulas for generalized cylinders (area of base x height), generalized cones and pyramids (1/3 area of base x height), and spheres (4/3r3) and apply them to solve problems. GLCE.G.SR.08.07 Understand the concept of surface area, and find the surface area of prisms, cones, spheres, pyramids, and cylinders. GLCE.G.SR.08.08 Sketch a variety of two-dimensional representations of three-dimensional solids including orthogonal views (top, front, and side), picture views (projective or isometric), and nets, use such two-dimensional representations to help solve problems.

Understandings
Overarching Understanding -Students will understand the difference between surface area of a figure and area, but will be able to see the comparisons from 2D geometry. -Students will understand the formulas for surface area of a prism and cylinder based on the base areas and lateral areas of the figures. -Students will understand the effects of changing the dimensions for the surface area of prisms and cylinders. -Students will understand the formulas for surface area of pyramids and cones thinking about the base area and lateral area. -Students will understand the effects of changing dimensions and what happens to the surface areas of pyramids and cones. -Students will understand what a sphere is and how to find the volume and surface area of a sphere. -Students will understand the comparisons between volumes and surface areas of a sphere and other geometric figures, such as a prism. -Students will understand the difference between 2D objects and 3D figures based on the faces, edges, and vertices with 3D figures.

Essential Questions
Overarching How is the area of a 2D shape related to the surface area of a 3D shape? How does the area of the base of a shape help you find its surface area? How can you find the surface area of a prism and a cylinder without the given formula? What does the formula for surface area of prisms and cylinders tell you about the shapes? How does changing the dimensions affect the surface area of prisms and cylinders? What is the difference Topical How are you able to find the surface area of a 3D shape? What is the formula for surface area of a prism and a cylinder? What happens to the surface area of prisms and cylinders when you change the dimensions? How do you find the surface area of a sphere? How do you find the volume of a sphere? What happens to the volume of a 3D shape when you change its dimensions? What can we use from what

-Students will understand the difference between a prism and a cylinder understanding where the base is and where the height is on the figure. -Students will understand the meaning of the formulas for the volume of a prism and cylinder and what they represent. Students will see the similarity between a prism and a rectangle and a cylinder and a circle, but once again thinking about base and height in each figure to help understanding. -Students will understand what happens to the volume of a prism and cylinder when changing the dimensions. -Students will understand how to apply the volumes of prisms and cylinders to real-world figures such as a house, silo, milk carton, ink cartridge, and more. -Students will understand the difference in the bases of a pyramid and a cone. -Students will understand the meaning of the formulas for a pyramid and a cone and the meaning of the 1/3 in front. -Students will be able to compare all of the volumes and understand the difference in the formulas and why the three dimensional figure represents the given formulas. Students will see comparisons with the volumes of the figures, as well as differences. -Students will be able to use cube roots to figure out the length or a side in a shape -Students will be able to recognize the orthogonal views of a shape given its birds eye view and can also draw a 3D shape on isometric dot paper Related Misconceptions -Students not recognizing where the formula comes from -Students not being able to apply the formulas for area in 2D shapes to 3D shapes -Students not understanding the difference between the length of a base compared to the area of the base when using formulas -Students not understanding the difference between perimeter of the base compared to perimeter of the whole 3D shape when using formulas -Students will have trouble using what they know about the base and height of a figure to apply it to the volume of a shape -Students will have a misconception of the difference between a cube root and dividing by six to figure out the length of a side of a cube -Students will have trouble recognizing the vocabulary difference between finding the surface area of a shape or the volume of a shape

between volume and surface area? How is a sphere different from other three dimensional shapes that we have learned about? How does the base and height of a three dimensional figure help with the understanding of its volume and surface area? How is 3D geometry seen and used in everyday life? How are the formulas for the volume of a pyramid and cone similar to those of a prism and cylinder?

we have learned about the volume of 3D shapes to apply to real world problems? What are the formulas for a pyramid and a cone? How are the formulas for the volume of the 3D shapes different? How are they similar? If given different surface areas, what does that tell you about its dimensions? How do you take the cube root on a calculator? What is a cube root telling you about the length of a shape? What kind of 3D shape can you use a cube root for? What are the orthogonal views going to look like for a rectangular prism? What do you look for when looking at the orthogonal views for a 3D shape?

-Students will have trouble that the orthogonal views of the shape should be drawn in a two-dimensional form giving the birds eye view of the shape -Students will have trouble seeing the relationship between a cylinder and a cone and a prism and a pyramid -Students will have trouble remembering that the diameter and radius of an object are representing two different lengths radius is 2x the diameter -Students will have trouble with multi-step problems such as finding the surface area and then relating it to the cost of an object, having to divide and then find the cube root, or having to find the volume of one object and multiply it by a number for the volume of multiple types of those objects

Knowledge
Students will know

Objectives Skills
Students will be able to Students will be able to see how a net should look based on a 3D shape and vice versa. Students will be able to find the surface area of a prism and cylinder by using the formulas they have discovered. Students will be able to find the surface area of a pyramid and cone by using the formulas they have discovered. Students will be able to find the surface area and volume of a sphere by using the formulas they have learned. Students will be able to find the volume of prisms and cylinders by using the formulas they have discovered. Students will be able to give the formula for the volume of a pyramid and a cone based on the known formulas for a prism and cylinder. Students will be able to recognize how the cube root is similar, but different to a square root in relation to 3D to 2D shapes. Students will be able to recognize that the orthogonal views of a shape are the birds eye views of a shape. Students will be able to use the formulas they have learned for surface area and volume and apply them to real world problems. Students will be able to complete multi-variable problems as well as multi-step problems based on the reading of story problems.

Students will know how to draw a net from a 3D shape and vice versa. Students will know how to find the surface area of prisms and cylinders thinking about the area of the base related to the perimeter of the base and the height of the figure. Students will know how to find the surface area of pyramids and cones thinking about the area of the base in relation to the perimeter and slant height of the figure. Students will know how to find the volume and surface area of spheres by applying what they have learned about the circumference and diameter of a shape. Students will know how to find the volume of prisms and cylinders by using the area of the base and the height of the 3D figure. Students will know how to find the volume of pyramids and cones by applying the volumes to those of prisms and cylinders by recognizing that a pyramid has a volume that is 1/3 that of a prism and a cone has a volume that is 1/3 that of a cylinder. Students will know how to find the length of a side of a cube by finding the cube root. Students will know how to give the orthogonal views of a shape based on its front, top, and side. Students will know how to apply what they have learned about surface area and volume to real world problems.

Assessment Evidence (Stage 2) Performance Task Description

Throughout the unit there will be three summative assessments including two quizzes and a test. There will also be three formative assessments. The understandings, knowledge, and skills the students will need to have for the first quiz are the understanding of surface area of prisms, cylinders, pyramids, cones, and spheres. They will also need to be able to sketch a prism on isometric dot paper, and draw the nets for 3D shapes. Goal The understandings, knowledge, and skills the students will need to have for the second quiz are needing to be able to find the volume of prisms, cylinders, pyramids, cones, and spheres, find the cube root of number, give the length of a cube, and understand the relation of the volume between a cylinder and a cone. The students will also be given three formative assessments in order for me to modify any of the lessons we have gone over. It provides me with an opportunity to check their understanding and to recognize what areas they still need to work on. These formative assessments will be in the form of a spot check and will be very short to check for a quick understanding from the students. The students will take three summative assessments and three written formative assessments. Spot Check #1 Nets and 3D Drawings Spot Check #2 Surface area of a triangular prism Quiz #1 Surface Area Sections 6.8-6.10 Spot Check #3 Volume of a prism and a cylinder, orthogonal views of a cone Quiz #2 Volume and Application Problems Sections 6.6-6.7, Real world problems CH. 6 Benchmark Assessment (Test) Sections 6.6-6.10 and real world problems Vocab Quizzes given every Monday based on words that were learned a week ago about the content that was covered For the spot checks and quizzes, they will be viewed and evaluated by two other Pre-Algebra teachers, my mentor teacher, and another MSU student intern. Audience The BA is viewed and evaluated by the heads of curriculum for the district and all of the Pre-Algebra teachers and interns view it as well. The teachers give back any information that may need to be changed or added before being tested on it. We also decide how the point values should be used on the extended response problems. Spot Check #1 In class on 2/8 Spot Check #2 In class on 2/13 Quiz #1 In class on 2/15 Spot Check #3 In class on 2/28 Quiz #2 In class on 3/4

Role

Situation

CH. 6 BA In class on 3/12 **All retakes will be taken the following day or when a student returns from being absent** Spot Check #1 Students will be given two questions one where they draw a rectangular prism on isometric dot paper and another where they give the net of a square pyramid. Spot Check #2 Students will be given two questions one where they solve the surface area of a triangular prism and one where they give the net of a cylinder and tell the shape of its base. Quiz #1 Students will have to find the surface area of all 6 3D shapes. They will also need to draw a prism on isometric dot paper and give the nets for several 3D objects. There will be an extra credit asking the students to apply what they have learned to a real world problem. Spot Check #3 The students will be given three questions two problems finding the volume of a rectangular prism and cylinder and the last problem asking for the orthogonal views of a cone. Quiz #2 The students will need to find the volume of 6 3D shapes. They will also need to give the orthogonal views of two different 3D shapes. They will need to explain the relationship between a cylinder and a cone. Vocab Quizzes Matching vocab words with their definition quizzes build off of one another
CCSS.Math.Content.6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems. CCSS.Math.Content.7.G Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. CCSS.Math.Content.7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. CCSS.Math.Content.7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms GLCE.A.PA.08.03B Recognize basic functions in problem context, e.g., area of a circle is r2, volume of a sphere is 4/3 r3, and represent them using tables, graphs, and formulas GLCE.N.ME.08.01B Understand the meaning of a square root of a number and its connection to the square whose area is the number; understand the meaning of a cube root and its connection to the volume of a cube GLCE.G.SR.08.06 Know the volume formulas for generalized cylinders (area of base x height), generalized cones and pyramids (1/3 area of base x height), and spheres (4/3r3) and apply them to solve problems. GLCE.G.SR.08.07 Understand the concept of surface area, and find the surface area of prisms, cones, spheres, pyramids, and cylinders. GLCE.G.SR.08.08 Sketch a variety of two-dimensional representations of three-dimensional solids including orthogonal views (top, front, and side), picture views (projective or isometric), and nets, use such two-dimensional representations to help solve problems.

Product/Performance

Standards

Other Evidence
The students will be responsible for bringing in three dimensional shapes from home to represent how three dimensional geometry is everywhere around them. Students will also have a project where they will need to use a net of a 3D object and decide what 3D object the net is representing. From this, they will create a themed project with their three dimensional families. Some examples would be a musical instrument family, animal family, bakery family, insect family, tree family, etc.

Learning Plan (Stage 3)

Day in Unit Lesson Topic Lesson Learning Objective Description of how lesson contributes to unit-level objectives Assessment activities

Day 1

3D Shapes Explore Activity

To have a feel for how 3D shapes look thinking about the differences from 2D shapes

Students will understand the similarities and differences between 3D and 2D shapes by looking at their vertices, sides, and bases. Students will also be assigned in a group where everyone in the group will be responsible for bringing in a different 3D object from home. Students will understand what the net of a 3D shape looks like and how they can draw one Students will begin thinking about the theme they desire for their solid families project and will color their shapes depending on the theme they wish to have. Students will begin the activity by thinking about the corresponding faces in a rectangular prism. They will then draw the orthogonal views of the prism giving the 2D view of the front, top, and side. From here, students will learn how they can find the surface area by finding the area of each view and then multiplying by 2. Students will work on discovering the formula for the surface area of triangular prism thinking about what they had to use for a rectangular prism. However, this time we will formulate a formula, 2B + Ph. There will be a lot of discussion about the formula and how it makes sense for the figure.

Testing their knowledge of 2D shapes from last unit

Day 2

Solid Families Project Solid Families Project

Day 3

To begin cutting out shapes of nets and name them correctly given their 3D shape To begin coloring and folding the nets into their 3D shapes To understand how to find the surface area of a rectangular prism by looking at its top, front, and side faces of the shape.

Using visual skills

Creating a 3D shape from a net

Day 4

Surface Area of Rectangular Prisms

Checking knowledge of area from previous unit

Day 5

Surface Area of Triangular Prisms

To understand how to find the surface area of a triangular prism by discovering how the formula works for finding the surface area.

Checking understanding of rectangular prisms

Day 6

Conclusion of everyday objects and solid families

To wrap up the solid families project and bringing in and discussing 3D objects

Students will conclude their work on their solid families by taping shapes to a solid colored piece of paper and decorating their projects. Also, students will share their 3D shapes within their groups to show them what they have discovered about 3D geometry in everyday life. Students will work on discovering the formula for surface area of a cylinder by comparing their findings to that of a triangular prism. They will begin by drawing a net of a cylinder and observing what they notice from their net. They will also be thinking about how the net relates to the formula for a cylinder. Students will work on discovering the formulas for surface area of a pyramid and cone by first drawing the nets of the shapes. They will then compare their findings to those of previous learned 3D shapes. The students will learn what the formula is for the surface area of a sphere and will apply it to problems. Students will be placed into groups of 4 or 5 and will work in groups on one or two problems/station on SA, drawing a net, and drawing a 3D shape on isometric dot paper to prepare for their upcoming quiz. Students will apply their understanding of what they have learned about surface area on

Spot Check #1 on nets and 3D drawings

Day 7

Surface Area of Cylinders

To understand how to find the surface area of a cylinder by discovering a formula relating the formula to a triangular prism.

Vocab Quiz #17

Day 8

Surface Area of Cones, Pyramids, and Spheres

Day 9

Surface Area of 3D Shapes Station Review

To understand how to find the surface area of cones and pyramids by discovering a formula related to the net of the shape as well as the other formulas that have been discovered for 3D shapes. To understand how to use the formula for a sphere to find the surface area. Students review surface area with peers for upcoming quiz.

Spot Check #2 Surface Area of Triangular Prism

Assessed understanding of material

Day 10

Surface Area Quiz and Vocab Quiz

Students will complete Surface Area Quiz and Vocab Quiz

Quiz #1 Surface Area Vocab Quiz #18

their quiz. Day 11 Volume Exploration Activity Students will explore what volume is and how to find volume with centimeter cubes. Students will formulate a formula for finding the volume of a rectangular prism. Students will work together in pairs to figure out the best way to find the volume of 3 different sized boxes band-aid box, spice extract box and tape box. They will start with estimating by filling the boxes with centimeter cubes, but will discover that this is a lot of work. They will answer some questions and provide their thinking to work with a partner to figure out an easier way. Either L x W x H or finding the area of the base and multiplying it by the height of the box. Students will use what they learned about volume and finding the area of the base multiplied by the height of the shape to help give formulas for prisms and cylinders. Students will engage in a class lab where the teacher will have volunteers help pour birdseed from a pyramid into a prism to see how many times it takes to fill up the prism. The teacher will also do this with the cone to the cylinder. Students will learn the relationship between the formulas and apply this to problems. Students will create a bingo board called Math-O where they will write in answers to problems. The teacher will proceed through problems where they will solve and find the appropriate answer on their math-o board. Vocab Quiz #19

Day 12

Volume of Prisms and Cylinders

Students will formulate formulas for the volume of prisms and cylinders based on their findings from the activity. Students will compare the formulas for the volume of a prism and cylinder to help formulate the formulas for the volume of a pyramid and cone.

Check Quiz #1

Day 13

Volume of Pyramids, Cones, and Spheres

Spot Check #3 Volume of a prism and cylinder, orthogonal views

Day 14

Review with Math-O

Review for the upcoming quiz on Volume

Assess current understanding of material on volume.

Day 15

Volume Quiz and Vocab Quiz Comparing Surface Area and Volume, Cube Roots

Students will complete quiz on volume and a vocab quiz. Students will compare the surface area and volume for 3D shapes. Students will understand the meaning of a cube root and its relationship to 3D shapes.

Students will apply their understanding of volume on their quiz. Students will begin with some problems comparing the surface area and volume of the same shape. They will see the difference between the two for given shapes and the difference they are representing. Students will understand what a cube root is telling them about a 3D shape. Given the volume of a cube, they can discover the length of one side if they know the volume. Also, they can discover the volume if they know the length of one side. The teacher will have them compare this to the relationship of a square root compared to the area of a square. Students will work through different types of application problems such as finding the length of one ice cube in a tray given the volume of the whole tray, finding the volume of a Rubiks cube, finding the volume of a barn by separating it into two 3D shapes, etc. Students will work on study guide to begin preparing themselves for their CH. 6 BA. The teacher will check the study guide in a more engaging way having students come up to the SmartBoard to complete problems that were on the study guide and explain their thought process to the class.

Quiz #2 Volume of 3D Shapes

Day 16

Check Quiz #2

Day 17

Volume Application

Students will discover how volume is applied to real world problems.

Assessing if students understand the formulas for volume and what they are telling you, as well with cube root

Day 18 Day 19

3D Study Guide Work Day Check study guide

Students will complete work on their 3D study guide. Students will check answers to study guide with SmartBoard lesson.

Assessing understanding of all material on CH. 6 Assessing understanding of all material on CH. 6

Day 20

CH. 6 3D BA

Students will complete CH. 6 3D BA

The teacher will also question students throughout the lesson. Students will apply what they have learned from 3D geometry on their BA. They will work through extended response problems to show their understanding.

CH. 6 3D BA