Jenny Johnson - Autrey Mill Middle School

Content Area: Mathematics

Theme: Geometry Explorations
Grade: 6
Suggested Pacing: 3-4 weeks
COURSE DESCRIPTION:
Students will build on their work with area in elementary school by reasoning about relationships among shapes
to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special
quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to
rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and
parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them
into pieces whose area they can determine. They reason about right rectangular prisms with fractional side
lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths.
PREREQUISITE(S):
Eligibility in the Fulton County School System Talented and Gifted Program
What student should KNOW:
number sense
computation with whole numbers, fractions, and decimals, including application of order of operations
multiplication and division of fractions
formulas for finding area, surface area and volume
area measures in square units and volume measures in cubic units
properties of polygons, 2-D, and 3-D shapes
What student should UNDERSTAND:

The area of irregular and regular polygons can be found by decomposing the polygon into rectangles and
triangles.
Manipulatives and the construction of nets may be used in computing the surface area of rectangular and
triangular prisms, and volume of right rectangular prisms.
Formulas may be used to compute the areas of polygons and volumes of right rectangular prisms.
Appropriate units of measure should be used when computing the area (square units) of polygons, surface
area (square units) and volume of prisms (cubic units).
Views of rectangular and triangular prisms may be interpreted and sketched to provide a 2-dimensional
representation (nets) of a three dimensional figure.
Dimensions of solid figures may have fractional lengths.
The volume of a solid figure is the number of same sized cubes filling the space so that there are no gaps
and overlaps.
What student should BE ABLE TO DO:
Find areas of right, equilateral, isosceles, and scalene triangles, and special quadrilaterals.
Find areas of composite figures and polygons by composing into rectangles and decomposing into
triangles and other shapes.
pg.1

Solve real-world and mathematical problems involving area.

Decipher and draw views of rectangular and triangular prisms from a variety of perspectives.
Recognize and construct nets for rectangular and triangular prisms.
Find the surface area of rectangular and triangular prisms by using manipulatives and by constructing
nets.
Solve real-world problems that require determining the surface area of rectangular and triangular prisms.
Measure and compute volume with fractional edge lengths (like of a unit) using cubic units of
measure.
Find the volumes of right rectangular prisms by substituting given values for their dimensions into the
correct formulas.
Make the connection that finding the volume given the length (l) x width (w) is the same as the base (B).
Solve real-world problems that require determining the volume of right rectangular prisms.

TAG STANDARDS:
Advanced Communication Skills (ACS) Elements 6 7 8 Advanced Communication Skills Standard:
Gifted students will develop advanced communication skills that incorporate new techniques, materials,
and formats in the development of products that will be shared with real audiences.
1. The student uses written, spoken and technological media to convey new learning or challenge existing ideas.
2. The student produces written and/or oral work that is complex, purposeful, and organized.
3. The student creates products and/or presentations that synthesize information from diverse sources and
communicate expertise to a variety of authentic audiences.
7. The student responds to contributions of others, considering all available information.
10. The student supports and defends his/her own opinions while respecting the opinion of others.
Advanced Research Skills Standard: Gifted students will develop advanced research methods and
independent study skills, which allow for the in-depth learning of self-selected topics within the area of
study.
1. The student uses a variety of print and non-print resources to investigate a topic of
interest.
2. The student formulates original and appropriate questions to test the limits of an
existing body of knowledge.
3. The student uses concepts within and across disciplines to develop valid hypotheses,
thesis statements, or alternative interpretations of data.
5. The student gathers, organizes, analyzes, and synthesizes data from multiple
sources to support or disprove a hypothesis.
6. The student develops and uses systematic procedures for recording and organizing
information.
7. The student evaluates research methodologies and data to detect validity, bias
8. The student allows for and accepts alternative interpretations of data
Creative Thinking & Creative Problem Solving Skills Standard: Gifted students will develop and practice
creative thinking and creative problem-solving skills with a variety of complex topics within an area of
study in order to generate original ideas and products.
3. The student incorporates brainstorming and other idea generating techniques.
4. The student demonstrates flexibility and fluency in solving problems or creating
products.
5. The student develops original ideas, presentations or products through synthesis and
pg.2

evaluation.
8. The student tolerates ambiguity when solving problems.
9. The student recognizes and assumes risks as part of the problem solving process.
Higher Order Critical Thinking Skills Standard: Gifted students will develop and practice higher order
and critical thinking skills in an area of study
1. The student asks probing, insightful, and relevant questions.
2. Respond to questions with supporting information that reflects an in-depth knowledge of a topic.
3. The student conducts comparisons using criteria.
4. The student makes and evaluates decisions using criteria.
5. The student develops original ideas, presentations, or products through synthesis and
evaluation.
MATHEMATICS STANDARDS
Solve real-world and mathematical problems involving area, surface area, and volume.
MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving realworld and mathematical problems.
MGSE6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit
cubes of the appropriate unit fraction edge lengths (1/2 u), and show that the volume is the same as would be
found by multiplying the edge lengths of the prism. Apply the formulas V = (length) x (width) x (height) and
V= (area of base) x (height) to find volumes of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.
MGSE6.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.
ESSENTIAL QUESTIONS
How can we find the area of figures?
How can we cut and rearrange irregular polygons in order to find their area?
How can we use one figure to determine the area of another?
How do we measure the area of a shape without a formula for that shape?
How are the areas of geometric figures related to each other?
How can I use manipulatives and nets to help compute the surface areas of rectangular and triangular
prisms?
What kinds of problems can be solved using surface areas of rectangular and triangular prisms?
How can I interpret and sketch views of rectangular and triangular prisms?
How can I use formulas to determine the volume of right rectangular prisms?
How can I determine the appropriate units of measure that should be used when computing the volume and
surface area of prisms?
What kinds of problems can be solved using volumes of fundamental solid figures?
pg.3

In what ways can I measure the volume of a rectangular prism with fractional edge lengths?

INSTRUCTIONAL RESOURCES
Cubes of fractional edge length
Squares that can be joined together used to develop possible nets for a cube
3-D manipulatives that can be unfolded into nets
Use floor plans as a real world situation for finding the area of composite shapes.
1 cm dot grid paper and isometric dot grid paper
Geoboard Recording Paper
Cereal boxes, TV dinner cartons, etc. for creating nets (you may need to cut tabs)
Students can explore the area of triangles using the following Illuminations web site:
http://illuminations.nctm.org/ActivityDetail.aspx?ID=108. On this site, students are able to move all of
the three vertices of the triangle. The program gives the length of the base and the height, as well as the
area of the triangle. This information can be added to a table, allowing students to look for patterns.
Students should recognize that no matter how the shape of the triangle changes, the height of the triangle
is always perpendicular to the base.

When exploring parallelograms, student can explore the areas

rectangle and a parallelogram with the same base and height
following GeoGebra web site:

of a
on the

http://www.geogebra.org/en/upload/files/english/Knote/Area/parallelograms.html.
Or students can explore the area of a parallelogram by cutting off a
sliding it to the other side to create a square with the same area.

Lesson/page
numbers
1
p.5-11

triangle and

Concept

Task

Standard

GA DOE Rectangle
Wrap-Around
TAG Graduated
Difficulty Practice
GA DOE Finding
Surface Area

MGSE6.G.1

TAG Mystery Who

Would You Hire?
GA DOE Banana
Bread
TAG Metaphorical
Expression Rational
Numbers

MGSE6.G.4
MGSE6.G.6
MGSE6.G.2

p.12-20

p.21-24

p.25-30

Area of regular and irregular

polygons
Area of regular and irregular
polygons
Surface Area of rectangular
prisms, triangular prisms,
rectangular pyramids, and
triangular pyramids
Surface Area in the real-world

p.31-33

Volume of rectangular prisms

p.34-40

Rational numbers

MGSE6.G.1
MGSE6.G.4

MGSE7.NS.3

pg.4

p.41-49

p.50-53

Finding Volume with rational

numbers/fractional side lengths
Area, surface area, volume using
rational numbers

GA DOE Volume and

Cubes
Performance Task

MCSE7.NS.3
MGSE6.G.2
MGSE6.G.1
MGSE6.G.2
MGSE6.G.4
MGSE6.G.6

Lesson 1

**Recta

ngle Wrap-Around

In this
polygons
by

hands-on task, students will first measure the area of

without using formulas and then make sense of the formulas
reasoning about the models.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE6.G.1 Find area of right triangles, other triangles, quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them. Given a two-dimensional figure, students will
measure area by composing and decomposing.
3. Construct viable arguments and critique the reasoning of others. Students will be able to review
solutions to justify (verbally and written) why the solutions are reasonable.
4. Model with mathematics. Use geoboards and grid paper to model polygons, and connect these models
to reason about the corresponding area formulas.
6. Attend to precision. Students will use appropriate measurement units and correct terminology to justify
reasonable solutions.
7. Look for and make use of structure. Students compose and decompose two-dimensional figures to find
areas, reason about formulas for calculating area, and then conjecture about whether or not the formulas will
always work.
ESSENTIAL QUESTIONS
How are the areas of geometric figures related to each other?
How do we figure the area of a shape without a formula for that shape?
MATERIALS
Geoboards, Rubber bands
Scissors
Student recording sheet (included)

pg.5

Rectangle Wrap-Around
Name ________________________________________ Date ___________________________
1. On your geoboard, make a square with an area of nine square units. Record it on the given geoboard.
a. Determine its length and its width. 3 x 3
b. Write a formula for the area of the square.
A = s x s; A = s2 ; A = bh
c. Divide the square in half by drawing a diagonal in the square.
d. What two congruent shapes have you made?
2 triangles
e. What is the area of one triangle? A = bh
Explain how you found the area of one triangle. Show all work on the geoboard.
the formula for the square, divided in half
2. Make a different rectangle on your geoboard. Record it on the given geoboard.
a. Determine its length and its width. Answers will vary
b. Write a formula for the area of the rectangle.
A = bh
c. Divide the rectangle in half by drawing a diagonal in the square.
d. What two congruent shapes have you made?
2 triangles
e. What is the area of one triangle? A = bh
Explain how you found the area of one triangle. Show all work on the geoboard.
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________
3. Make another different rectangle on your geoboard. How would you find the area of a triangle created in
your rectangle by a diagonal? Explain how you found the area of the triangle. Record your work on the
geoboard.
see explanation in question 2
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________
pg.6

4. What patterns do you notice about finding the area of a triangle?

It is always half the area of the rectangle with sides having the same base and height of the triangle
5. What is a formula we could use to find the area of a triangle?
A = bh
6. Use the formula to find the area of the triangles below. Use another method to find the area of each triangle.
Verify that the area is the same using both methods. Show all work.
One possible other method using composing and decomposing:
Area rectangle 1 = 2 x 1 = 2 square units
Area of rectangle 1 = 1 x 1 = 1 sq unit
Area of triangle, = 2 x 1 = 1 square unit
Area of triangle 1 = bh = sq unit
Area of rectangle 2 = 2 x 3 = 6 square units
Area of triangle 2 = 2 x 3 = 3 square units
The new area is 8 1 3= 4 sq un

Area of rectangle 2 = 1 x 4 = 4 sq units

Area of triangle 2 = x 1x4 = 2 sq un
The new area is 4 - 2 = 1 sq un

Name ________________________________________ Date ___________________________

7. Use a straight edge to draw a parallelogram in one of the grids at the bottom of the page.
8. Carefully cut out your parallelogram.
9. Follow a line on the graph paper to cut off a triangle from one end of your parallelogram. See the diagram
below.

10. Slide the triangle to the opposite side of your parallelogram.

What shape is formed? rectangle
11. What are the dimensions of the shape? 2 x 5 What is the area? 10 sq units
12. Do you think this will always work? Explain your thinking.
pg.7

Yes, every parallelogram can be decomposed and composed in this manner, resulting in the
formula/method of finding the area, A = bh
13. Use the grid paper below to draw a different parallelogram. Find the area of the area of the parallelogram.
Answers will vary.

pg.8

Rectangle Wrap-Around
Name ________________________________________ Date ___________________________
1. On your geoboard, make a square with an area of nine square units. Record it on the given geoboard.
a. Determine its length and its width.______________________
b. Write a formula for the area of the square.
___________________________________________________
c. Divide the square in half by drawing a diagonal in the square.
d. What two congruent shapes have you made?
_________________________________________________
e. What is the area of one triangle? ______________________
Explain how you found the area of one triangle. Show all work on the geoboard.
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________
2. Make a different rectangle on your geoboard. Record it on the given geoboard.
a. Determine its length and its width.______________________
b. Write a formula for the area of the rectangle.
___________________________________________________
c. Divide the rectangle in half by drawing a diagonal in the
square.
d. What two congruent shapes have you made?
_________________________________________________
e. What is the area of one triangle? ______________________
Explain how you found the area of one triangle. Show all work on the geoboard.
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________
3. Make another different rectangle on your geoboard. How would you find the area of a triangle created in
your rectangle by a diagonal? Explain how you found the area of the triangle.
Record your work on the geoboard.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
pg.9

4. What do patterns do you notice about finding the area of a triangle?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________
5. What is a formula we could use to find the area of a triangle?
_______________________________________________________________________________________
_______________________________________________________________
6. Use the formula to find the area of the triangles below. Use another method to find the area of each triangle.
Verify that the area is the same using both methods. Show all work.

pg.10

Name ________________________________________ Date ___________________________

7. Use a straight edge to draw a parallelogram in one of the grids at the bottom of the page.
8. Carefully cut out your parallelogram.
9. Follow a line on the graph paper to cut off a triangle from one end of your parallelogram. See the diagram
below.

10. Slide the triangle to the opposite side of your parallelogram.

What shape is formed? ________________
11. What are the dimensions of the shape? ________________What is the area? _____________
12. Do you think this will always work? Explain your thinking.
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________
13. Use the grid paper below to draw a different parallelogram. Find the area of the area of the parallelogram.

pg.11

Lesson 2

TAG Graduated Difficulty

Title:
Subject: Mathematics
Grade Level: 6th
Duration: 45 minutes
Type of Lesson: Graduated Difficulty
Standards and Elements:
MGSE6.G.1 - Find area of right triangles, other triangles, quadrilaterals, and polygons by composing
into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems.
Creative Problem Solving (CPS) Element 3. The student incorporates brainstorming and other ideagenerating techniques (synectics, SCAMPER, etc.) to solve problems or create new products
Summary: Using skills that students have already been introduced to regarding area of shapes, they will choose
a level of practice (level A, B, C, or D) that they believe best suits them. Upon completion of a level, they will
continue the work in the following level.
Enduring Understanding: At the end of this lesson, the student will understand how find the area of polygons
by decomposing them into other shapes.
Essential Question: How can I use triangles and quadrilaterals to determine areas of other polygons?
Evidence of Learning:
What the student should know:
How to find area of a quadrilateral
How to find the area of a triangle
What the students should be able to do:
Find the area of a polygon using the areas of quadrilaterals and triangles
Suggested Vocabulary:
Area, polygon, triangle, quadrilateral
Procedure:
Hook: Watch the Brainpop video titled Polygons to review the definition and characteristics of polygons.
Step 1: Fill out the perforated boxes on the Decide graphic organizer.
Step 2: Select and solve one of the Practice Option worksheets.
Step 3: Check your answers.
Step 4: Complete the bold boxes on the Decide graphic organizer.
Assessment:
Informal
Observations
Discussions
pg.12

Formal
All about area worksheet
Students must also publish a reflection in their kidblog.org account about their performance based on the
last letter E on the Decide graphic organizer.
Technology integration:
Video from Brainpop.com
Projector/smart board
Internet access for kidblog.org
Student devices
Differentiation:
For the lower level students/ESOL
Encourage them to start at the option A practice worksheet.
Lead a small group with practice option A
Provide students with tangrams to manipulate and practice with
To challenge advanced students
Complete problems incorporating rational numbers not just whole numbers
Resources/Materials
Brainpop video Polygons
Decide graphic organizer WS
Practice Option A, B, C, D WS
Student devices w/internet access for kidblog.org
All about Area sum it up WS

pg.13

pg.14

pg.15

pg.16

Name_________________________ Date_________

Practice Option B
Solving for area of polygons

Determine the area for the following shapes. Remember your units.
1.

2.

3.
2.5cm

2cm
5cm

1.5c
m

6cm

4cm

5cm

4.

5.
3cm

5cm

6.

2cm

4cm

5c
m

25cm

22cm
15cm

Use the answer key to check your answers.

pg.17

Name_________________________ Date_________

Practice Option C
Solving for area of polygons

Determine the area for the following shapes. Remember your units.
1. b = 7cm h =
9.5cm

2. b = 16cm h=10cm

3. b=4.5cm h=2cm

4.

5.

6.

1/8cm

5cm
3/4cm

30.2cm

26cm

5cm

1/2cm

25.1cm

Use the answer key to check your answers.

pg.18

Graduated Difficulty Answer Key

Practice Worksheet A
1. 8cm sq
2. 20cm sq
3. 72cm sq
4. 44cm sq
5. 275cm sq
6. 3136cm sq
Practice Worksheet B
1. 20cm sq
2. 35cm sq
3. 3.75cm sq
4. 6cm sq
5. 42.5cm sq
6. 550cm sq
Practice Worksheet C
1. 33.25cm sq
2. 160cm sq
3. 9cm sq
4. 25cm sq
5. 0.40625cm sq
6. 705.31cm sq
7.

pg.19

Name_________________________ Date_________

Practice Option D
Solving for area of polygons

Create your own polygons that need to be solved for area by using the area formulas for
quadrilateral and triangles. Include an answer key.
1.

2.

3.

4.

5.

6.

Switch papers with a classmate and try out each others problems!

pg.20

pg.21

Lesson 3

**Finding Surface Area

In this task, students will identify 2-D nets and 3-D figures and calculate
surface area using nets and formulas.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE6.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.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them. Given a rectangular prisms, rectangular pyramids,
triangular prisms, and triangular prisms students will find surface area using the net.
2. Reason abstractly and quantitatively Students will use draw nets for prisms and pyramids when given the
given the figure. Students will be able to see and justify the reasoning for decomposing and composing triangles
and rectangles to solve for surface area. Students will use the relationships between two-dimensional and threedimensional shapes to understand surface area.
3. Construct viable arguments and critique the reasoning of others. Students will justify how they found
surface. Students will review solutions and justify (verbally and written) why the solutions are reasonable.
4. Model with mathematics. Students will sketch nets for three-dimensional shapes.
6. Attend to precision. Students will use appropriate measurement units and correct terminology to justify
reasonable solutions.
7. Look for and make use of structure. Students will understand the relationship between the structure of a
three-dimensional shape and the net and the surface area.
ESSENTIAL QUESTIONS
How can I use manipulatives and nets to help compute the surface areas of rectangular and triangular
prisms?
TEACHER NOTES
Items #4 and #8 include improved graphics.
Answers
1. 56 cm2

2. 82 mm2

3. 94 mm2

4. 120 cm2

6. 244 in2

7. 280 cm2

8. 180 cm2

9. 95 mm2

5. answers
will vary
10. 459 in2

pg.22

Name___________________

Finding Surface Area

Write the name of each figure and find the surface area of the nets drawn below.
1.

Name____________ Surface Area _______

3.

Name____________ Surface Area _______

2.

Name____________ Surface Area _______

4.

Name____________ Surface Area _______

pg.23

5. Choose ONE of the nets above and write a constructed response that explains the steps used to calculate the
surface area of the figure.

For 6-10, name each figure, draw the NET, and find the surface area.
Name each figure and the surface area of each figure.
6.

Name____________ Surface Area _______

7.

Name____________ Surface Area _______

pg.24

8.

Name____________ Surface Area _______

9.

Name____________ Surface Area _______

10.

Name____________ Surface Area _______

pg.25

Lesson 4
TAG Mystery Lesson Plan
Title: Who Would You Hire?
Subject: Mathematics/ELA
Grade Level: 6
Duration: Two 45 minute blocks
Type of Lesson: Mystery
Standards and Elements:
MCC.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.
MCC7.G.6 Solve realworld and mathematical problems involving area, volume and surface area of two and
threedimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
ELAGSE6W1 Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
TAG Standards and Elements:
Advanced Communication Skills 10. The student supports and defends his/her own opinions while respecting
the opinions of others.
Advanced Research Skills 5. The student gathers, organizes, analyzes, and synthesizes data from multiple
sources to support or disprove a hypothesis.
Higher Order Critical Thinking Skills 11. The student draws conclusions based upon relevant information while
discarding irrelevant information.
Summary:
The focus of this lesson is to solve a mystery to determine how each painter calculated incorrectly and support
your solution through a written letter.
Enduring Understanding: At the end of this lesson, the student will understand how to cite explicit
information from a nonfiction text to infer meaning and create a hypothesis.
Essential Question:
How do we use surface area and volume in the real world?
Evidence of Learning:
What the student should know:
Suggested Vocabulary: rectangular prism, nets, area, surface area

pg.26

Procedure:
Hook: Show clip from an episode of House MD https://youtu.be/wQVZK3_JkZY Discuss with class: How is
a doctor like a detective? What skills do doctors need to solve mysteries within their profession? What other
professions solve mysteries?
Step 1: Share the Mystery.
Distribute Letter from Granny to students. After reading about your Grannys dilemma, students will work
individually to develop a list of tentative hypotheses. Divide class into teams. Each team will develop a team
hypothesis for the painter mystery.
Step 2: Present the Clues.
Distribute one clue at a time. Students will analyze the painters calculations and determine if there are errors
present if errors are present, they must explain. Clues are in order: Five Star Painting, Russell Painting Co,
GoldBrush Painting, One Man and a Brush, Big Als Painting Co.
Step 3: Hypothesis Revision.
Based upon the data found within the clues, each team will refine its hypothesis and propose a solution to the
mystery.
Step 4: Support Solution.
Students will compose a letter back to their Granny, explaining which painter she should choose with an
explanation that supports the choice.
Step 5: Closing.
Students will individually fill out a 3-2-1 exit slip explaining 3 things they did in class today, 2 ways surface
area is used in the real world and 1 question that they still have
Assessment:
Informal Observing, group discussions
Formal Individual students will write the teacher a letter either supporting or opposing their groups final
decision.
Technology integration:
Projector/internet to show youtube clip
Differentiation: For the more advanced students, provide the students with fewer clues Also, have them use
context clues to define the suggested vocabulary words to help with the meaning of the story. For the lower
level students provide students with the definitions of the suggested vocabulary words version of the clues.
Resources/Materials
Handouts
Letter from Granny, List of Tentative Hypothesis, Team Hypothesis, Clue 1 Five Star Painting, Clue 2 Russell,
Clue 3 GoldBrush Painting, Clue 4 One Man and a Brush, Clue 5 Big Als, Refine Team Hypothesis & Solution
Technology
Internet access, projector

pg.27

Hello Sweetie,
I am taking your advice and painting my living room that lovely blue color you suggested. The nice
young man at the paint store told me that each gallon would cover 250 square feet and since I bought the nicer
paint it would only take one coat of paint.
I am going to hire a painting company and got some price quotes from some companies. Each company
agreed to charge me a flat rate of $225 plus the cost of paint. Im having a hard time deciding which company
is going to be the best choice and was hoping you would be willing to help me decipher the quotes. I think
some of the companies may have some mistakes in their calculations. Below are the overall quotes that each
company gave for painting my living room as well as a sketch of my living room with the dimensions.
Love, Granny

$28.99 per gallon of paint

PAINTING
Area to Gallons
Paint
COMPANY
Paint
of Paint
Price

Flat
Rate

TOTAL
COST

Five Star Painting

3100 sq. ft.

13

$376.87

$225

$601.87

Russell Painting Company

1330 sq. ft.

$173.94

$225

$398.94

GoldBrush Painting

930 sq. ft.

$115.96

$225

$340.96

One Man and a Brush

710 sq. ft.

$86.97

$225

$311.97

Big Als Painting Co.

431 sq. ft.

$57.98

$225

$253.99

10 feet

15.5 feet

20 feet

pg.28

List of Tentative Hypothesis

One of the painting companies did all their calculations correctly, while the others made
mistakes. Hypothesize about which company you think has a correct quote and what you
think each of the other companies did wrong in their calculations.

pg.29

Refine Team Hypothesis & Solution to

the Mystery
Paint Company

Correct Quote?

Explain their work

pg.30

Team Hypothesis
One of the painting companies did all their calculations correctly, while the others made
mistakes. Hypothesize about which company you think has a correct quote and what you
think each of the other companies did wrong in their calculations.

pg.31

Lesson 5

Banana Bread
Adapted from Illustrative Mathematics

In this task, students will solve a multi-step problem involving a

rectangular prism with non-integer edge lengths.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit
cubes of the appropriate unit fraction edge lengths (1/2 u), and show that the volume is the same as would be
found by multiplying the edge lengths of the prism. Apply the formulas V = (length) x (width) x (height) and
V= (area of base) x (height) to find volumes of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.
STANDARDS FOR MATHEMATIC PRACTICE
1. Make sense of problems and persevere in solving them. Given a right rectangular prism a student will
solve for the volume.
3. Construct viable arguments and critique the reasoning of others. Students will be able to review
solutions to justify (verbally and written) why the solutions are reasonable.
4. Model with mathematics. Use hands on/virtual manipulatives (cubes) to find volume of rectangular
prisms.
5. Use appropriate tools strategically. Students will use a ruler, graph paper two-dimensional and threedimensional shapes to solve for area, volume and surface area. In addition, students will determine
appropriate area formulas to use for given situations.
6. Attend to precision. Students will use appropriate measurement units (square units vs. cubic units) and
correct terminology to justify reasonable solutions.
8. Look for and express regularity in repeated reasoning. Students will explain why the formula or
process is used to solve given problems. Students use properties of figures and properties of operations to
connect formula to volume.
ESSENTIAL QUESTIONS
How can I compare the volumes of two rectangular prisms?
How does the fractional edge length affect the volume of a prism?
How can I estimate comparisons of volumes for prisms with fractional edge lengths?
TEACHER NOTES
The purpose of this task is two-fold. One is to provide students with a multi-step problem involving volume.
The other is to give them a chance to discuss the difference between exact calculations and their meaning in a
context. It is important to note that students could argue that whether the new pan is appropriate depends in part
on the accuracy of Leos estimate for the needed height.

pg.32

Leo's recipe for banana bread won't fit in his favorite pan. The batter fills the 8.5-inch by
11-inch by 1.75 inch pan to the very top, but when it bakes it spills over the side. He has
another pan that is 9 inches by 9 inches by 3 inches, and from past experience, he thinks
he needs about an inch between the top of the batter and the rim of the pan. Should he
use this pan?

Solution:
In order to find out how high the batter will be in the second pan, we must first find out
the total volume of the batter that the recipe makes. We know that the recipe fills a
pan that is 8.5 inches by 11 inches by 1.75 inches. We can calculate the volume of the
batter multiplying the length, the width, and the height:
V = 8.5 in 11 in 1.75 in
V = 163.625in 3
We know that the batter will have the same volume when we pour it into the new pan.
When the batter is poured into the new pan, we know that the volume will be 9 9 h
where h is the height of the batter in the pan. We already know that V = 163.625 in.3, so:
V = lwh
163.625 in.3 = 9 in 9 in h
163.625 in.3 = 81 in2 h
2
163.625 in.3/81 in. = h
2.02 in. h
Therefore, the batter will fill the second pan about 2 inches high. Since the pan is 3
inches high, there is nearly an inch between the top of the batter and the rim of the
pan, so it will probably work for the banana bread (assuming that Leo is right that
that an inch of space is enough).

pg.33

Banana Bread
Name ________________________________________________ Date ______________
Leo's recipe for banana bread won't fit in his favorite pan. The batter fills the 8.5-inch by
11-inch by 1.75 inch pan to the very top, but when it bakes it spills over the side. He has
another pan that is 9 inches by 9 inches by 3 inches, and from past experience he thinks he
needs about an inch between the top of the batter and the rim of the pan. Should he use
this pan?

pg.34

TAG Metaphorical Expression

Subject: Mathematics
Grade Level: 7th
Duration: 45 minutes
Type of Lesson: Metaphorical Expression
Standards and Elements:
MGSE7.NS.3 - Solve real-world and mathematical problems involving the four operations
with rational numbers.
CTCPS.3 The student incorporates brainstorming and other idea-generating techniques
(synectics, SCAMPER, etc.) to solve problems or create new products
CTCPS.5 - The student develops original ideas, presentations, or products through
synthesis and evaluation.
CTCPS.7 - The student uses analogies, metaphors, and/or models to explain complex
concepts.
ACS.10 The student his/her own opinion while respecting the opinions of others.
Summary: Students will make connections and comparisons between items that are not
truly similar to improve comprehension. Students will make meaning through creative
comparisons by engaging in metaphorical thinking, developing their own perspective on
the content, and provide enlightening insights, powerful explanations, and high levels of
comprehension.
Enduring Understanding: At the end of this lesson, the student will have a clear
understanding of what rational numbers are and what they can represent in real-world
situations.
Essential Question: What are rational numbers and how can they represent real-world
situations?
Evidence of Learning:
What the student should know:
How negative numbers relate to everyday contexts
Negative numbers dont always have negative meanings
What the students should be able to do:
Explain real-life situations in which negative numbers apply
Suggested Vocabulary:
Opposite numbers, Rational numbers, repeating decimal
Procedure:
Hook/Set the Scene: Present students with the questions, What if there were no
decimals or fractions? How would life be different? Allow them to think about it, pair to
complete the Think, Pair, Share do, and share with the class what they discussed.
Step 1: Post the questions from the Metaphorical Expressions worksheet on large
poster paper for students to walk around and write down their response. Discuss as a
class and have individual students write down some examples on the Metaphorical
Expressions table worksheet for reference.
Step 2: Preassess designate a side of the room as True and another as False.
Present students with the preassessment questions from the Google slide
Step 3: Students will read the What Are Rational Numbers article from study.com and
fill out the Real Number Organizer using previous knowledge and information from the
article.
Step 4: In cooperative learning groups, present students with my example of a
compressed conflict question about rational numbers.
Step 5: Groups will create their own metaphorical expression about rational numbers.
Lesson 6

pg.35

Step 6: Students will individually answer a groups metaphorical expression.

Assessment:
Informal
Observations
Discussions
Formal
Read student responses to group metaphorical expression questions posted in
google classroom.
Students will individually complete the preassessment questions
Technology integration:
Google classroom
Projector/smart board
Internet access
Student devices
Differentiation:
For the lower level students/ESOL
Show the Rational Numbers video from Safari Montage instead of using the
article
Provide students with a pre-made metaphorical expression question
Complete the activity on integers instead of rational numbers
To challenge advanced students
Students must defend why their response to a groups metaphorical expression
question is the best response.
Have students apply what they have learned to fill out the irrational number part of
the Real Number organizer from step 1.
Resources/Materials
Metaphorical Expressions WS
Think Pair Share WS
What are Rational Numbers? WS
Google presentation
Real Number Organizer WS

pg.36

What Are Rational Numbers?

Definition
Mathematicians have taken all the numbers in the world and sorted them into categories, based on their
characteristics. Generally, the categories, or sets, go from most to least complicated: complex numbers, imaginary
numbers, real numbers, rational numbers, integers, whole numbers and natural numbers. Most numbers belong to
more than one category.
Here, we'll talk specifically about the category, or set, of rational numbers. The set of rational numbers:

Consist of positive numbers, negative numbers and zero

Can be written as a fraction

The name rational is based on the word 'ratio.' A ratio is a comparison of two or more numbers and is often written
as a fraction. A number is considered a rational number if it can be written as one integer divided by another
integer. Sometimes this is referred to as a simple fraction.
The number 1/2 is a rational number because it is written as the integer 1 divided by the integer 2. The number 5 is
a rational number because we can write it as 5/1. We can also write it as 15/3 or 50/10 because 15 divided by 3 or
50 divided by 10 both equal 5. The mixed number 1 is also a rational number because we can write it as 3/2.
Any number that can be rewritten as a simple fraction is a rational number. This means that natural numbers, whole
numbers and integers, like 5, are all part of the set of rational numbers as well because they can be written as
fractions, as are mixed numbers like 1 .
Rational numbers can be positive, negative or zero. When we write a negative rational number, we put the negative
sign either out in front of the fraction or with the numerator. That's the standard mathematical notation. For example,
we would write -5/7 as opposed to 5/-7.

What Are Some Examples of Rational Numbers

We mentioned earlier that natural numbers, whole numbers and integers are also rational numbers because they
can be written as fractions. The simplest way to do this is to put the number over 1. For example: We can write 7 as
7/1 ; we can write -3 as -3/1 ; and we can write 0 as 0/1. Therefore, all of these numbers are rational numbers.
Terminating decimals are rational numbers. A terminating decimal is a decimal that ends. All terminating decimals
are rational numbers because they can be converted to fractions. We can write the decimal 1.2 as 12/10 or as 6/5.
We can write 3.25 in a number of ways as a fraction, but one way is 325/100.
Repeating decimals are rational numbers. Repeating decimals are decimals that do not end, but instead eventually
repeat digits. It is possible to rewrite all repeating decimals as fractions. A great example of this is .33333We can
write that as a fraction 1/3. Try it for yourself. Divide 1 by 3! Youll quickly see how the 3 repeats.

pg.37

Study.com,. (2015). What are Rational Numbers? - Definition & Examples - Video & Lesson
Transcript | Study.com. Retrieved 20 November 2015, from
http://study.com/academy/lesson/what-are-rational-numbers-definition-examplesquiz.html

Name____________________________ Per_____

What would be different if there were no decimals? Create a storybook

illustration and caption to answer the question.

What would be different if there were no fractions? Create a storybook

illustration and caption to answer the question.

pg.38

pg.39

Fill out the organizer using words and/or

Metaphorical
numbers
to describe each kind of
number.
Expressions

pg.40

Lesson 7
**Volume and Cubes
In this problem-based task, students will examine the mathematical
relationship between the volume of a rectangular prism in cubic units
and the number of unit cubes with fractional edge lengths (i.e., -inch)
it takes to fill the prism.
STANDARDS FOR MATHEMATICAL CONTENT
MGSE6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit
cubes of the appropriate unit fraction edge lengths (1/2 u), and show that the volume is the same as would be
found by multiplying the edge lengths of the prism. Apply the formulas V = (length) x (width) x (height) and
V= (area of base) x (height) to find volumes of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them. Students will solve problems by finding the
volume of rectangular prisms with fractional edges.
2. Reason abstractly and quantitatively Students will use their understanding of the volume to find the
number of cubes that will fit inside a rectangular prism. Students will be able to see and justify the reasoning
packing a rectangular prism to find volume.
6. Attend to precision. Students will use appropriate measurement units (square units and cubic units) and
correct terminology to justify reasonable solutions.
7. Look for and make use of structure. Students will understand the relationship between the structure of a
three-dimensional shape and its volume formula
8. Look for and express regularity in repeated reasoning. Students use properties of figures and properties of
operations to connect formulas to volume.
ESSENTIAL QUESTIONS
What happens to the number of cubes that will fit into a rectangular prisms change when the sizes of the
cubes change?
How can I determine the appropriate units of measure that should be used when computing the volumes of a
right rectangular prism?
In what ways can I measure the volume of a rectangular prism with fractional edge lengths?
TEACHER NOTES
You may wish to have students create a net for a rectangular prism that is 2 in. by 1 in. by 4 in. and try to fill it
with 12 one-cubic-inch cubes. This will help reveal a meaningful context for examining the volume of
rectangular prisms with fractional edge lengths.

pg.41

**Volume and Cubes

Part 1
The company Domino produces boxes that are 2 in. by 1 in. by 4 in. The sugar cubes used to fill the box are 1
inch on each side.
1. What is the volume, in cubic inches, of the Domino box?
12 cubic inches
2. Look at your answer for #1. Is it possible for Domino to put 12 sugar cubes in each box?
No. Only 8 sugar cubes would fit, because one of the dimensions is 1 inches, and a 1-cubicinch sugar cube will not fit into a -inch-wide space.
3. Domino recently decided to decrease the size of the sugar cubes and make them in. on all sides.
Jeremy thinks that since the sugar cubes are twice as small, so the box should fit twice as many
cubes. Do you agree or disagree? Explain.
Jeremy is incorrect because more than one dimension of the sugar cube was cut in half. The
length, width, and height were each halved, so the sugar cubes were actually 1/8 of the original
size.
4. What is the volume of each sugar cube (now that each side is inch long)?
( ) = 1/8in.3
5. How many -in. sugar cubes would it take to fill the Domino box?
12 in.3 1/8in.3 = 96 cubes
OR
4 3 8 = 96 half-inch sugar cubes
6. The Domino Company packs 36 boxes in each case to ship to stores.
a. You have been assigned the task to determine the least amount of volume required to hold 36
boxes. Explain how you arrived at your answer.
The volume of each individual box is 12 cubic inches. 12 36 = 432 cubic inches. The case
needs to hold at least 432 in. 3
b. How many -in. sugar cubes would be in each case? Explain how you know.
There are 96 sugar cubes in each Domino box. 36 boxes are packed inside each case. So, 96
36 = 3,456 sugar cubes.

pg.42

Part 2

Use the rectangular prism above to answer questions 1-5.

1. How many cubes are there in the rectangular prism? 42 cubes
2. What are the dimensions of the cubes used to build the rectangular prism?
inch by inch by inch
3. What is volume of each cube? 1/8 in.3
4. What is the volume of the rectangular prism? 5 in.3
5. How is the volume of the rectangular prism related to the number of cubes and volume of cubes that fit into
the rectangular prism?
The volume of the rectangular prism is also the number of cubes multiplied by the volume of each cube.
42 times 1/8 in.3 is equal to the volume of the prism (5 in.3)

pg.43

Part 3

1. What is the volume of the rectangular prism above ? 4.5 ft.3

2. Using cubes with side lengths of -foot, how many cubes would fit inside the rectangular prism? (4)(3)
(3) = 36 cubes
3. What is the volume of each cube in question 2 ? 1/8 ft.3
4. Multiply the number of cubes by the volume of each cube. EXPLAIN how this answer compares to the
volume you calculated in number 1?
(1/8)(36) = 4.5 in3
5. Using cubes with side lengths of foot, how many cubes would fit inside this rectangular prism? (8)(6)
(6) = 288 cubes
6. What is the volume of each cube? 1/64 ft3
7. Multiply the number of cubes by the volume of each cube, and EXPLAIN how this answer compares to
the volume you calculated in number 6? . (1/64)(288) = 4.5 ft3
Volume is the same each time, 4.5 ft3. They number of cubes and size of cubes did not change the
volume.
8. Why does the number of cubes change but the volume stays the same? The volume prism is fixed. The
number of cubes depends upon the dimensions of the cube.

pg.44

Part 4

1. How many 1-in. cubes are needed to fill the bottom of the rectangular prism?
(9)(10) = 90 cubes
2. How many rows (layers) will be needed to fill the entire rectangular prism? 4 rows
3. How many -in. cubes are needed to fill the bottom of the rectangular prism?
(18)(20) = 360 cubes
4. How many rows (layers) will be needed to fill the entire rectangular prism? 8 rows
5. How many -in. cubes are needed to fill the bottom of the rectangular prism?
(36)(40) = 1440 cubes
6. How many rows (layers) will be needed to fill the entire rectangular prism? 16 rows
7. What relationship do you see between the size of the cube and the number of cubes needed to fill the
rectangular prism?
As the size of the cubes increase the number of cubes needed to fill the rectangular prism decreases.

pg.45

Name_____________________________

Volume and Cubes

Part 1
Domino produces boxes that are 2 in. by 1 in. by 4 in. The sugar cubes used to fill the box are
1 inch on each side.

1. What is the volume, in cubic inches, of the Domino box?

2. Look at your answer for #1. Is it possible for Domino to put 12 sugar cubes in each box?

3. Domino recently decided to decrease the size of the sugar cubes and make them in. on all sides. Jeremy
thinks that since the sugar cubes are twice as small, so the box should fit twice as many cubes. Do you
agree or disagree? Explain.

4. What is the volume of each sugar cube (now that each side is inch long)?

5. How many -in. sugar cubes would it take to fill the Domino box?

6. The Domino Company packs 36 boxes in each case to ship to stores.

a. You have been assigned the task to determine the least amount of volume required to hold 36
boxes. Explain how you arrived at your answer.

b. How many -in. sugar cubes would be in each case? Explain how you know.

pg.46

Part 2

Use the rectangular prism above to answer questions 1-5.

1. How many cubes are there in the rectangular prism?

2. What are the dimensions of the cubes used to build the rectangular prism?

3. What is volume of each cube?

4. What is the volume of the rectangular prism?

5. How is the volume of the rectangular prism related to the number of cubes and volume of cubes that fit into
the rectangular prism?

pg.47

Part 3

1. What is the volume of the rectangular prism above?

2. Using cubes with side lengths of foot, how many cubes would fit inside the rectangular prism?
3. What is the volume of each cube in question 2?
4. Multiply the number of cubes by the volume of each cube. EXPLAIN how this answer compares to the
volume you calculated in number 1?

5. Using cubes with side lengths of foot, how many cubes would fit inside this rectangular prism?
6. What is the volume of each cube?
7. Multiply the number of cubes by the volume of each cube, EXPLAIN how this answer compares to the
volume you calculated in number 6?

8. Why does number of cubes change but the volume stays the same?

pg.48

Part 4

1. How many 1-in. cubes are needed to fill the bottom of the rectangular prism?

2. How many rows will be needed to fill the entire rectangular prism?

3. How many -in. cubes are needed to fill the bottom of the rectangular prism?

4. How many rows will be needed to fill the entire rectangular prism?

5. How many -in. cubes are needed to fill the bottom of the rectangular prism?

6. How many rows will be needed to fill the entire rectangular prism?

7. What relationship do you see between the size of the cube and the number of cubes needed to fill the
rectangular prism?

pg.49

Lesson
8
Name___________________________________

Wrapping and Filling at Fannys Fudge Shop

A Performance Task

Congratulations! You are a member of the sales and marketing team at Fannys Fudge Shop. You
and your team have been asked to evaluate the current packaging because the company is
wasting too much cardboard and paper! You and your group will need to present to the CEO,
Fanny, the most environment-friendly way to package the fudge. You will need to address the
following questions in your presentation:
1. What is the volume of the current box? What steps did you take to find the volume of
the box?
2. What is the volume of one dozen fudge pieces? What steps did you use to find the volume
of the fudge?
3. Is the current box size the best use of space accommodating a dozen blocks of fudge?
4. Could a box with different dimensions work better?
5. How much wrapping is required for the current box? What steps did you take to find this
amount?
6. Could a box with different dimensions use less wrapping?
Your presentation may be in any format you choose google slides, a video, live presentation,
posters, models, etc., as long as you answer the questions above and support your groups idea!
Look over the rubric for more details of what is expected!

pg.50

Fannys current box and fudge block dimensions:

Box:

Base = 6 in x 6 in

Height = 2 in

One of Fannys Fudge blocks

Length = 2 in

Width = 2 in

Height = 1 in

pg.51

Please show work for all parts of this spreadsheet

Box

Fudge

Current
Volume

Current
Surface
Area

Suggested
Volume

Suggested
Surface
Area

pg.52

Math - Problem Solving : Wrapping and Filling Performance

Task

Student Name:

________________________________________

CATEGORY
Mathematical
Calculations

4
90-100% of the
steps and
solutions have
no
mathematical
errors.

3
Almost all (8589%) of the
steps and
solutions have
no
mathematical
errors.
Uses effective
mathematical
reasoning

2
Most (75-84%)
of the steps
and solutions
have no
mathematical
errors.

1
More than 75%
of the steps
and solutions
have
mathematical
errors.

Mathematical
Reasoning

Uses complex
and refined
mathematical
reasoning.

Some evidence
of
mathematical
reasoning.

Little evidence
of
mathematical
reasoning.

Presentation
Content

Presentation is
detailed and
clear. Your
solution is
thoroughly
supported with
evidence.

Presentation is
clear. There is
some evidence
to support your
solution.

Presentation is
difficult to
understand OR
did not have
evidence to
support your
solution.

Strategy/Proced
ures

Uses an
efficient and
effective
strategy to
solve the
problem(s).

Typically, uses
an effective
strategy to
solve the
problem(s).

Working with
Others

Student was an
engaged
partner,
listening to
suggestions of
others and
working
cooperatively
throughout
lesson.

Student was an
engaged
partner but had
trouble
listening to
others and/or
working
cooperatively.

Presentation is
a little difficult
to understand.
There is
minimal
evidence to
support your
solution.
Sometimes
uses an
effective
strategy to
solve problems,
but does not do
it consistently.
Student
cooperated
with others, but
needed
prompting to
stay on-task.

Rarely uses an
effective
strategy to
solve problems.

Student did not

work
effectively with
others.

Total points earned _____________________ out of 20 points.

pg.53

pg.54