Grade 7 Mathematics, Quarter 4, Unit 4.

Slicing Solids, Surface Area, and Volume

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Overview
Number of instructional days: Content to be learned
Describe the two-dimensional figures that result from slicing right rectangular prisms. Describe the two-dimensional figures that result from slicing right rectangular pyramids. Solve real-world and mathematical problems involving volume of right prisms. Solve real-world and mathematical problems involving surface area of figures composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

15

(1 day = 4560 minutes)

Mathematical practices to be integrated

1. Make sense of problems and persevere in solving them. Plan a solution pathway (including drawing diagrams as needed) rather than simply jumping into a solution attempt. Explain correspondences between figures and formulas. Check answers to problems using a different method, and continually ask, Does this make sense? Understand the approaches of others to solving complex problems and identify correspondences between different approaches (e.g., finding surface area using a formula versus drawing a net).

5. Use appropriate tools strategically. Consider available tools when solving a mathematical problem. Detect possible errors by using estimations and other mathematical knowledge. Know that technology can enable them to visualize the results of varying assumption, and explore consequences. Identify relevant mathematical resources and use them to pose or solve problems. Use technological tools to explore and deepen their understanding of concepts.

Essential questions
How do you find the area of a composite figure? What formula is used to find the circumference of a circle? Give a real-world example when you would need to find the circumference. What formula is used to find the area of a circle? Give a real-world example when you would need to find the area of a circle. How does the circumference relate to the area of a circle?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry
Draw, construct, and describe geometrical figures and describe the relationships between them. 7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.

7.G

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. 7.G.6 Solve real-world and mathematical problems involving area, volume and surface area of twoand three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Clarifying the Standards Prior Learning In grade 6, students found areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces they could determine. They represented three-dimensional figures using nets made up of rectangles and triangles and used the nets to find the surface area of these figures. Students applied these techniques in the context of solving real-world and mathematical problems. They reasoned about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. Current Learning Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross sections. They solve real-world and mathematical problems involving surface area as well as volume of three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms. This is a critical area and an additional cluster for PARCC. Meeting standard 7.G.6 is an opportunity for in-depth focus, drawing together grades 36 work with geometric measurement. Future Learning In grade 8, students will find the volume of cylinders, cones, and spheres. In high school geometry, they will extend their knowledge of volume of right prisms to find the volume of pyramids.

Additional Findings
According to Principles and Standards for School Mathematics, Some students may have difficulty finding the surface area of three-dimensional shapes using twodimensional representations because they cannot visualize the unseen faces of the shapes. Experience with models of three-dimensional shapes and their two-dimensional nets is useful in such visualization. Students also need to examine, build, compose, and decompose complex two-and three dimensional objects. Students should build three-dimensional objects from two-dimensional representations; draw objects from a geometric description; and write a description, including its geometric properties, for a given object. (p. 237) All students in grades 68 should draw geometric objects with specified properties, such as side lengths and angle measures. In addition, in grades 68, all students precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties. (p. 397) In PARCC Frameworks, Students solve a variety of problems involving angle measure, area, surface area and volume. (7.G.4-6) (p. 31)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014