Surface Area and Volume 8

Title of Unit Grade Level

Math 3-4 weeks, 15-20 days
Subject Time Frame

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s))

GLO: Use direct and indirect measurement to solve problems.

SLO(s):
2. Draw and construct nets for 3-D objects.
3. Determine the surface area of:
 right rectangular prisms
 right triangular prisms
 right cylinders
to solve problems.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and right cylinders

GLO: Describe the characteristics of 3-D objects and 2-D shapes and analyze the relationships among them.
SLO: 5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms.
Big Mathematical Ideas
Which big mathematical ideas (e.g. place value, algebraic reasoning, etc.) does this unit address? Consult Charles (2005) and Hurst and
Hurrell (2014)
 Comparison
 Shapes and solids
 Measurement
 Data collection
 Operation meaning and relationships
Essential Question(s)
What provocative question(s) will foster inquiry into the content? (open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding)
  How can we determine the surface area of three-dimensional figures?
 How can we determine the volume of three-dimensional figures using correct formulas?
 How can we interpret and draw 3D shapes?
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This What skills will students acquire as a result of this unit? List the
content knowledge may come from the indicators or might also skills and/or behaviours that students will be able to exhibit as a
address pre-requisite knowledge that students will need for this unit. result of their work in this unit. These will come from the
indicators.
Students will know... Students will be able to…
 How to determine the surface area of 3D shapes, specifically:  Determine the surface area of 3D shapes to solve
right rectangular prisms, right triangular prisms, right problems.
cylinders.  Develop formulas to determine the volume of 3D shapes.
 How to determine the surface are of 3D shapes to solve  Apply formulas to determine the volume of 3D shapes.
problems.  Interpret nets of 3D objects.
 How to develop formulas for determining the volume of 3D  Draw nets for 3D objects.
shapes. 
 How to apply formulas for determining the volume of 3D
shapes, specifically: right rectangular prisms, right triangular
prisms, and right cylinders.
 How to interpret nets of 3D objects.

Prior Understandings…
 How to develop formulas for determining the area of
triangles, parallelograms, and circles.
 How to apply formulas for determining the area of triangles,
parallelograms, and circles.

Stage 2 – Assessment Evidence

 Assessments
Title Quizzes Structures Worksheets/Practice Math Games Review Tool
Learning Type
Outcomes (Formative/Summative Summative Summative Formative/Summative Formative Summative
)

Mode Written Project Written Manipulatives Written/Expressive

Weighting 25% 40% 25% N/A 10%
2. Draw and construct nets for 3- ✓ ✓ ✓ ✓ ✓
D objects.
3. Determine the surface area of:
 right rectangular prisms
✓ ✓ ✓ ✓ ✓
 right triangular prisms
 right cylinders
to solve problems.
4. Develop and apply formulas
for determining the volume of
✓ ✓ ✓ ✓ ✓
right rectangular prisms, right
triangular prisms and right
cylinders
5. Draw and interpret top, front
and side views of 3-D objects ✓ ✓ ✓ ✓ ✓
composed of right rectangular
prisms.

Assessment Tool Overview

Assessment Tool Brief Description Assessment FOR or OF Learning

The quizzes are OF learning. Each quiz will be

There will be 2 quizzes one for each chapter, surface area and
volume. Each quiz will be worth 12.5% towards the final unit
Quizzes
grade, combining to be 25% of the final unit grade. These quizzes
can be completed in written form or verbally to a scribe.
Structures This activity will be scaffolded throughout the unit, with the end
goal of students creating a 3D structure out of various school
supplies and to calculate the surface area and volume of the
structure. This performance task will cover both outcomes and will
be a summative assess student understanding in replacement of a
consisting of 5-10 questions covering the
topic/outcomes taught that week. Questions
will include computation and written
questions.
The structure activity will be OF learning as it
will be a summative assessment that
measures student understanding of both
outcomes addressed in this unit.
 unit test. The structure activity will be worth 40% of the unit
grade.
The math scribblers/worksheets will be FOR
and OF learning, these activities will take
In each lesson, there will be a learning activity that will take place
place frequently and will cover all outcomes
in their math scribbler or on a worksheet. Therefore, the learning
by the end of the unit in different ways. The
outcomes will vary, depending on the outcome(s) covered that
math scribblers/worksheets will be collected
day. These activities will be relating to the topic taught that day in
Worksheets/Practice for formative assessment to ensure that
class. The learning activities will include different modalities such
students are understanding the outcomes
as use of manipulatives, writing, short answer, and computation
and learning can move forward onto a new
questions. The math scribbler/worksheet activities will go towards
topic in the unit. There will be a summative
25% of the final unit grade.
portion based on a participation, completion
and correct computation using a checklist.
An important way to learn and solidify student understanding is to
create meaningful connections to math in a hands-on way.
Students will participate in a variety of learning games that either
help students get more comfortable with the concept or act as a The math games will be FOR learning as it will
way to practice calculations and applying formulas. These games be formative assessments for the teacher to
Math Games
will be used for both learning outcomes for surface area and gather observations of student understanding
volume. of both surface area and volume.
Some possible games include:
 Volume War
 Surface area and Volume Bingo
This will be a way for the students to show their understanding of
the unit in an expressive way. Students will use an 11x17 sheet of
paper and fold over one of the short sides to make a 2.5cm tab, The foldable will be collected at the end of
Review Tool then fold the rest of the paper into quarters. Students will use the unit and will be OF learning. It will
each quarter of the paper to write, draw, express what is represent 20% of the unit grade.
important in each section. Such as key ideas, notes, etc. Therefore,
the foldable will be assessing all 3 outcomes addressed in this unit.

# Lesson Title Lesson Activities

1 Intro and Outcome(s): Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms.
Describing 3D
objects Overview:
To begin the class, I will do a quick get to know me, so the students can start to form a connection with me, consider
having everyone go say their names or give them name tags or something. This will be the first class I have with these
students, I will handout an index card to each student. The students will have 2 minutes to draw a self-portrait on one
side of the index card with their name, and then they can take their time answering the following prompts:
1. I learn best when …
2. I want my teacher to know that …
3. A cool fact about myself is …
This activity will be useful in helping me get to know my students and how they learn best. Let the students know that
they can write whatever they think I need to know on this card. It will be collected and read over by me. Then after I
have read them, write a note to each student about their cool fact to show that I care about them and can foster
effective relationships.

Give the students an overview of the unit, briefly explain that we will be working on chapters 5 and 7 in the textbook.
Our goal is to understand how we can determine the surface area and volume of 3D Objects. Draw a rectangle,
square, circle and triangle on the board and have the students write down the formula for area under each of the, and
have them label the appropriate dimensions (length width, height, radius, etc.) Briefly pre-assess and review students
understanding of surface area, volume- when would they need to know these measurements? Ask the students to
discuss the difference between 2D and 3D objects in a think, pair share. Then have a conversation about it with the
whole class. Listen to what key terms students are saying, face, edge, vertex. If these words have not formally come
up, introduce them and link them to what the students were saying about 3D objects. Hand out 11x17 paper to each
student, have them fold (hotdog) one short side into a tab, and then fold the rest into quarters. Have the students
label each quarter as we go along in the unit. Today we will label the first quarter as 5.1 Views of 3D objects. Explain
to the students that this sheet will be a place to write down any important key words or other notes they think is
helpful. This will be collected at the end of the unit.

Next, we will be exploring a 3D objects with an activity. In partners, have each group take 20 linking cubes and a piece
of paper. The goal of this activity is to build a 3D object out of 10 linking cubes without your partner watching, then
describe the object to your partner and have them try to build the same object based on your description. Do not give
them any more direction than this for the first round, after both partners have tried the teacher may elaborate more
on key terms and ways to describe 3D objects. Have the students label each face of their 3D object; pick the front, top,
bottom, left side, right side, and back. If there is tape, students can label each face to make it easier to remember,
then have them re-describe the object to their partner, ask them if this was easier? After each partner has gone for
the second time using these strategies, both students will draw and label their 3D objects.

Teaching and/or Learning Strategies: Think, pair, share, class discussion, pre-assessment/review from grade 6, hands-
on activity, manipulatives.
 Notes: If the school does not have linking cubes, try to find another manipulative that could work, or turn the activity
into an I-spy. Such that each partner will choose a 3D object in the class and describe it to the other partner without
saying what them object is.

Resources: Linking cubes, dot paper, pencils, tape, 11x17 paper.

2 Drawing Outcome(s): Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms.
Views of 3D
Objects Overview:
Begin the class with a student-led discussion about the key terms and ideas we need to remember about describing
3D objects. Prompt students with describing words like face, edge, and vertex. Question them about “do we need to
know all views of a 3D object to construct it? Why or why not?” Students can think, pair, share, before returning to
the student-led review. After this conversation about describing 3D objects, ask students about drawing them. What
do you need to know about the 3D object to draw it? Pull a Kleenex box to the front of the classroom and ask the
students what views I would need to know in order to draw it. (top, front, side) and ask them why to do we not need
to know the back or bottom or other side? Draw the front, top, and side of the Kleenex box and label (I do) on the
board. Then find another object in the classroom, like a textbook and ask the students what the top, side and front
would look like if we were to draw it. What if we rotated it 90 degrees to the right? Then with the students help, draw
and label the top, front and side. Complete one more as a class, this time use linking cubes to make a staircase shape,
as the students to think about individually what the top, front and sides would look like, then draw and label it on the
board with the students instruction, draw each one on the board even if it is not right and ask the student how they
came up with that conclusion. Then ask students to turn to their elbow partner and discuss which diagram they think
is drawn and labeled correctly, ask them why? -specifically looking for if they can tell them that the top will just look
like one rectangle not like a staircase.

Now that we have completed a few examples together, have students work on page 168 of MathLinks8 questions 3-5,
8-9. The students can collaboratively work on the worksheet or individually, ensure they are staying on task
regardless of what option they choose. If students find it helpful, they can use the whiteboard to practice before they
draw their diagrams on the sheet. When students finish their practice questions, make sure they hand it in and then
begin working on their foldable for this section. Remind them that on the foldable, they are only writing, drawing, or
using symbols to discuss what is the important concept or key ideas from this section of the chapter. Review what
terms we discussed, etc.

Teaching and/or Learning Strategies: Student-led discussion/review, think, pair, share, I do, we do, you do, textbook,
whiteboard.

Notes: Print out activity, have extra 11x17 sheets for foldable in case anyone lost theirs. If this becomes an issue, hold
onto the foldables in class so students to not continue to lose them.
 Resources: Copies of activity, 11x17 paper, whiteboard/markers, pencils, Kleenex box, textbook, linking cubes.

3 Outcome(s): Draw and construct nets for 3-D objects.

Exploring
Nets of 3D Overview:
Objects Discuss what a right rectangular prism is, start with what they know, a rectangle, then build off that. What do we
think the top of a right rectangular prism looks like, what about the side and the front? Can we construct draw it
based off of those? A right rectangular prism is a prism whose bases is congruent rectangles. Break down those words
with the class; prism and congruent. My definition of a prism is a 3D shape with 2 identical shapes parallel or facing
each other called the base, often rectangles, squares, or triangles. My definition of congruent in this context it that 2
things are equal in size and shape. Therefore, a rectangular prism has ____ base, and which parts are congruent?
Draw a right rectangular prism on the whiteboard and have students help label the side. Have students attempt to
draw all sides of the right rectangular prism in their notes, the trick here is to only draw it in 2D.

After students have drawn their right rectangular prism, introduce the term net. Ask the students how they drew the
right rectangular prism, how did they label it, did they manage to keep it 2D? Explain that they just drew their first net
of a 3D object. A net is a 2D shape that when folded, creates a 3D shape. To give another example, draw a 3D cube on
the board, and ask how can we create a net for this 3D object? Think, pair, share, then have a few students come to
the front and draw their thoughts. Discuss with the class if that net works, “can we fold this in a way to create a 3D
shape?” Note that there can be many different nets for 1 3D object.

For this learning activity, have students pair up. Then hand out grid paper, scissors, and a bit of tape. Put on the smart
board different net shapes and have students draw each net on their grid paper. After they have drawn each net, they
will cut out the net and try to fold them into right rectangular prisms. If necessary, they can tape them together. Ask
the students if all of the nets created a right rectangular prism, do they match the description of both a right
rectangular prism and a net? If students finish early, have them try to create another net for a right rectangular prism
that was not yet used. If they struggle with this, hand them a Kleenex box or another right rectangular prism shape
and tell them to roll the shape around and trace it ono their paper.

Exit slip: use your judgement for which prompt to use; In your own words describe what a net is, you can draw
examples if needed. In your own words describe what a right rectangular prism is, you can use pictures if needed. In
your own words, is there more than one way to draw a net for a 3D object? Give an example.

Teaching and/or Learning Strategies: Class discussion, student-led, exploring activity, hands-on/manipulatives, visuals
of nets, exit slip.

Notes: Print out grid paper, have the different nets you want students to draw ready to put up on the smart board.
 Resources: Sticky notes for exit slip, grid paper, pencils, scissors, tape, Kleenex box, whiteboard, marker.

Outcome(s): Draw and construct nets for 3-D objects.

Overview:
In a student-led discussion, discuss the definition of a net and a right rectangular prism. Review with the class what we
worked on last class, ask “what were some of the important ideas and key concepts that we talked about last class?”
“what activity did we complete last class? How was it linked to nets and prisms?” With the definition of a right
rectangular prism, have students think, pair, share what they think a triangular prism would be. Have them think of
what the net would look like in their minds. Then come back as a class and define a triangular prism together, draw
the 3D version of it on the board. Notice that it resembles a tent, so if we are camping and we need to set up a tent,
how would you lay out the tent fabric to create a net that will be easily folded into our tent shape? Have students
think about the prompt, they can draw or discuss their thoughts. Once drawn, have a few groups cut out their net and
see if it folds to a tent shape/triangular prism. Continuing the discussion, ask the students if they think it is possible to
Nets of 3D draw the net of a cylinder like a hockey puck? Visualize in your head what the net would look like.
Objects
4
The learning activity will take place after this discussion, have students complete the practice questions on page 174-
175 questions 3-5, 7, 9, 13. students can complete the questions collaboratively or individually. This will be handed in
at the end of class. When student finish the practice questions, have them grab their foldable and complete the
section for 5.2, remind them to write or draw they key ideas or concepts form this section. Remind the students about
the discussion/review we had at the beginning of class if they are struggling.

Teaching and/or Learning Strategies: Student-led discussion/review, think, pair, share, real-life connections, learning
activity, foldable.

Notes: Print out learning activity, have student foldables ready and extra sheets for those that may have lost theirs. To
make this more relatable, pull up a picture of a tent, hockey puck, etc. and ask the students to draw the net.

Resources: scissors, grid paper, paper, 11x17 paper, whiteboard, foldables.

5 Outcome(s):
Start of 2. Draw and construct nets for 3-D objects.
Surface Area 3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.

Overview:
This is the start of surface area, our goal in this class is to link students prior understanding of area to surface area and
be able to find the surface area of a right prism. Review what we know about area; have students discuss how we find
the area of a rectangle and the area of a triangle. Ask the students what they think surface area is then. In groups,
have the students draw out a net for a rectangular prism, then give them the measurements of the prism, or have
 them measure it (depends on time). This will be an exploring activity, I want the students to use what they know to
come up with our definition for surface area. Ideally, students will discuss that surface area must be the area of all the
faces added together. To prompt this, have students label all of the faces on the net and determine the area of all the
sides. Come back as a class to discuss the various strategies, ask students why they choose complete finding the
surface area in that way.

Hand out our learning activity, which will be a net for a right rectangular prism, and another sheet that has a table on
it that says the side by color, the length, the width, and the area. Students will measure they sides in cm, and then
record the correct length in the correct column and then determine the area of each side and record it in the column
that says area. Then students will use what we discussed as a class, that surface area is the sum of all the areas of all
faces, to add together all the areas to determine the correct answer. When students start to finish, I want them to try
to think about another way that they could solve the surface area. Have them brainstorm on the back of the table.

Example: if the front and back both have an area of 60cm, the top and bottom both have an area of 40cm and the
ends both have an area of 24cm. You could: 60+40+24=124cm, then 124x2=248cm.
OR: 60x2=120, 40x2=80, 24x2=48 then: 120+80+48=248cm.

Ask the students to think of a general formula that they can use to determine the surface area of a right rectangular
prism. SA=2(wh+lw+lh)

Talk about units of surface area, cm2.

Exit slip: how would you find the surface are of a right rectangular prism?

Teaching and/or Learning Strategies: Discussion/review, connection to nets, explore, connection to area, learning
activity.

Notes: If photocopies are not colored, label each face and have students color each face (face 1=purple, etc.) If
students finish early, have them find a right rectangular prism in the classroom, draw its net, and measure it, then find
the surface area.

Resources: nets of right rectangular prism, table sheet, rulers, extra paper, whiteboard and markers.

6 Surface Area Outcome(s):

of a Prism 2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.

Overview:
In a student-led discussion, prompt the students to review what we did last class. What activities did we do, how did it
 relate to nets and surface area? Review what surface area is as a class, remind them that this is an important
idea/concept to keep in mind for the foldable.

In groups, give each group a printed net of a right triangular prism that has labeled dimensions. Students can cut out
the prism if they would like, but their goal is to determine the surface area of the prism. Students will need to recall
that surface area is adding the areas of all sides together, as well as how to find the area of a triangle. If students are
struggling, ask them how you find the area of a rectangle (lxw), okay so what is the length in this case? (height), and
the width is the length of the base, bxh, but wouldn’t that give us the area of a square? So, divide by 2! (bxw)/2 is the
formula for area of a triangle. Encourage the students to keep their answers neat and easy to read, so they may
consider filling out a table like we did last class. Then once students are done, write a few answers on the board and
ask students how they got that answer and why?

Then have students complete the practice questions on page 180-181 questions # 3-7, 10, 12, Students can complete
questions collaboratively or individually, but everyone must hand in a copy. As students start to finish the practice
questions, they can move on to their foldable for this section remembering to include important information and key
concepts.

Teaching and/or Learning Strategies: Student-led review, collab work, linking to yesterday’s class, learning activity,
foldable.

Notes: Have printed out copies of right triangular prism with dimensions, have copies of the table used from last class
in case that is how students organize work, copies of learning activity.

Resources: copies of right triangular prism with dimensions, copies of table, copies of learning activity, foldable.

7 Surface Area Outcome(s):

of a Cylinder 2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.

Overview:
Today’s goal is to determine how to find the surface area of a cylinder. Have students lead a discussion to review what
we did last class, what activities, what key ideas did we learn, etc. Then explain that today we will be working on
finding the surface area of a cylinder.

Draw a circle on the board, draw the centre of the circle, a diameter, and a radius but do not label them. Discuss the
different parts of a circle, ask students to label the radius, diameter, and circumference. Students can discuss with
their elbow partner before labeling the circle, also discuss how these parts of the circle are related. Label the diameter
2cm and the radius 1 cm. Ask students to use the radius and diameter to find the area of the circle. Prompt the
students to recall what they know about finding the surface area of a circle; A=π x r2.
 Broadly ask students to define a cylinder: a 3D object with 2 parallel and congruent circular bases. Also review how we
find the surface area of a 3D object in general; adding the area of all faces together.

In small groups or individually, have students try an example. Hand out cylinders, they could be coffee cups, a cookie,
compass, etc. Have students draw the net of the item and label it by measuring for the height, radius, diameter, etc.
Then students will find the area of the top circle, the area of the bottom circle, the area of the “curved part” or the
rectangle, lastly the surface area of the whole item. Write the prompts on the board. Things students should be
thinking or saying to each other include; what shape would the curved part be if we flattened it out? Rectangle. What
is the length of the curved part? The height of the cylinder. What is the width of the circle? The circumference.

Ask students to try to come up with a formula to solve the surface area of a cylinder. SA=2(π x r2) + (π x d x h) Try the
formula using the dimensions of their cylinder to check to see if they get the same answer.

As students begin to finish with their cylinder, they can switch cylinders with another group and complete the process
again, this time sharing with the other group their answers to compare and reflect on strategies used.

Teaching and/or Learning Strategies:

Notes: Circumference of a circle is the distance around it. The radius is the segment from the centre to the edge of the
circle, or the segment that goes halfway across the circle. The diameter is the segment that foes across the circle,
through the middle. The radius and diameter are related because the radius is half the diameter, the diameter is
double the radius. Circumference and diameter are related as the circumference is π times the diameter. The area of
the circle is πr2 the radius is 1cm, so r2 is 1cm2 and the area is about 3.14cm2.

Resources: Whiteboard, markers, cylinders of various sizes, rulers, grid paper, normal paper, pencils.

8 Surface Area Outcome(s):

of a Cylinder 2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.

Overview:
To begin this class, review last class, what did we do, what key ideas did we learn, etc. Then discuss in small groups
first how the dimensions of a cylinder are related to its surface area. Then come back to a whole group discussion to
talk about their thoughts on this. Then ask about any formulas that students used to find the area, did it work? How
do you know it worked? (they would get the same answer.) Discuss if it is okay to use one method for finding surface
area opposed to another? Meaning, is it okay to prefer to find the surface area of a cylinder by using the sum of the
area of each face or by using a formula? Of course, however they want to show their work, works!
 To continue working with the idea of finding the surface area of a cylinder, have students sit in pairs to work on
questions 3-6, 8, 9, 10 on page 186 of the textbook. Students will be in pairs, but will each be completing their own
work, the partner is there to clarify or collaborate with, but each student must hand in own work.

Once finished with their work, have students work on their foldable for this section. Remind them to include main
ideas, key concepts or drawings/examples.

Exit slip: Ask students to respond to How are calculating the surface area of a cylinder and calculating the surface area
of a prism alike? How are they different? This exit slip prompt will help connect the 2 ideas and consolidate their
learning.

Teaching and/or Learning Strategies: Review/connecting lessons, practice, foldable to consolidate, exit slip.

Notes: Remind students that the quiz is coming up, but also let them know that their foldable they have been working
on is actually a way for them to study. They have been consolidating all that they have learned into one piece of
paper, so that would be a good study tool.

Resources: Textbook, paper, pencil, foldable, exit slips.

9 Review Day Outcome(s):

2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
This class will be used as a flex day. Students will be able work on any unfinished worksheets or finish their foldable.
Students will have the class time if needed to complete their work to hand in. If students have completed all of their
work, they will begin review time.

Some strategies for review that students can choose from include:
1. Explaining key concepts to a partner, this will help students understand what they know in the chapter and
what they need to work on. I find that if you can explain something to a partner, you really have a grasp on the
content.
2. Surface Area games; surface area war, bingo, etc.
3. Surface area exploration; measure various 3D objects found in the classroom, draw the net, front top and side
views, and calculate the surface area.

Teaching and/or Learning Strategies: Flex day, review time, catch-up, choice in activities.
 Notes: Students can have their choice on what they work on, as long as they are on task working on surface area, nets
and side, front and top views of 3D objects. Remind students that they need to have their work complete and ready to
hand in at the end of the period.

Resources: Extra worksheets, decks of cards, paper, foldables, pencils, whiteboard supplies, 3D objects in the
classroom.

Outcome(s):
2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
Before having student start the quiz, hand it out to them and read the questions together out loud so they can begin
to think about their answers, this also minimizes possible setbacks for them getting stuck reading a question. This quiz
Surface Area will have modifications based on student needs, some may write the quiz in the EA room.
and Net Quiz
10
Have another activity ready for those that finish early.

Teaching and/or Learning Strategies: Reading test together to eliminate some stress.

Notes: Calculators are allowed, they will not need rulers as I will have all dimensions labeled. Remind the students
that they can do this! They are prepared, it is just like the practice we did in class and think about your foldable! Have
students hand in their foldable before the quiz.

Resources: Quizzes, have modified copies, calculators.

11 Intro to Outcome(s):
Volume of a 2. Draw and construct nets for 3-D objects.
Right 4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
Rectangular right cylinders
Prism
Overview: (please connect lesson explicitly to EQ)
Introduce this topic by mentioning that we are now moving on from surface area to chapter 7 in out textbook,
volume. Tell students that they will have a quiz on volume in about a week, the format will be pretty similar to the last
quiz, and we will be doing another study tool like the foldable to help us study and consolidate our knowledge.

To introduce volume, start with a simple discussion either in small groups or a whole class discussion about the
different measures of volume that we have encountered in our lives, mL, L, cm 3, m3. Write the different measures on
 the board. Then explain to students that just as area uses cm2, volume uses cm3, you can even show them a
centimetre cube if there is one. Then have different containers up at the front of the classroom and ask students
which container they think will hold the most volume. If there are cm cubes, ask the students how can we measure
the volume of the containers using cm cubes? Fill the container with cm cubes and count them to determine the
volume. Then, once students have guessed which container will hold the most, have them write down their guess with
an explanation of why they think that it will hold the most volume. We will measure the volume of the containers
using either cm cubes or water if there are not enough cm cubes. Record the volume of each container.

Now pick one container and solve for the volume as a class. Draw the container on the board as a 3D object, label the
length, width, and height of the container using a ruler. Then have the students think, pair, share about what to do
next, remind them to use what they know – they know how to solve for area, surface area, etc. Come back as a class
and have the students discuss their different strategies they came up with. Go through the steps with the class to find
the volume. Step one: find the area of the base, since the container will likely be a rectangular prism, area of the
base= l x w. So, B=l x w, solve. Step 2: using B that we just found, multiply the area of the base by the height, B x h.
Remember to use cm3.

Now have students in small groups work on calculating the volume of the remaining containers using the same
process. They must each show their work. Students can compare their strategies and answers with other groups as
they begin to switch containers.

Ask students to come up with a formula that they can use to calculate the volume of a right rectangular prism.

As students are finishing, they can create their foldable and label each section with the proper topic name.

Teaching and/or Learning Strategies: Inquiry/exploration, connection to real life, experiment, practice.

Notes: Students can leave the foldable in class if they feel like they will lose it.

Resources: Right rectangular prism containers of various sizes, cm cubes, water, rulers, calculators, paper, 11x17
paper for foldable.

12 Outcome(s):
Volume of a 2. Draw and construct nets for 3-D objects.
Right 4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
Triangular right cylinders
Prism
Overview:
Review yesterday’s class, discuss our main findings; how do we determine the area of a right rectangular prism? Is
there a formula we can use?
Draw a triangular prism on the board and label the base, height of triangle and the height of the prism. Have students
think about how they could find the area of a triangular prism? Think about the steps we covered yesterday. Step 1:
calculate the area of the base and then multiply it by the height of the prism. Have students individually or
collaboratively try to solve for the volume of the prism. Have the dimensions be base=12cm, height of triangle=10cm,
height of prism=4cm.

Step 1: determine the area of the base Step 2: Multiply the area of the base by the height of the prism
A= (B x h)/2 V= B x h
A= (12cm x 10cm)/2 V= 60cm x 4cm
A=60cm V= 240cm3

Come back as a class and have some students say their answer and how they got to it. Then together go through the
answer and steps. Ask the students what we would do if we did not have the height of the triangle? You would have
to solve for the height using Pythagorean theorem if it is a right triangle. Even though we already know the height of
this triangle, have students use Pythagorean to determine the height.

A2+B2=C2
H2+(6cm)2=(12cm)2
H2=(12cm)2-(6cm)2
H2=144cm2-36cm2
H2=108cm2
So, the height is approximately 10cm.

Have students try to come up with a formula to solve for the volume of a right triangular prism.
V= (base of triangle x height of triangle /2) x height of prism.
Have students use this formula to solve for the prism again to verify.

Have student collaboratively or individually complete questions 4, 5, 7-9, 11, 12 from page 258-260 in their textbook.
When students finish have them work on their foldable for this section, including the key ideas such as the steps and
formulas used to determine the volume of each type of prism.

Challenge question: will a triangular prism and rectangular prism have the same volume if they are both the same
height? – Nom the triangular prism will have half the volume of the rectangular prism if the heights are the same and
the lengths of the sides are the same. The prisms could also have different side lengths even if the heights are the
same.
Teaching and/or Learning Strategies: Connection to last class, student discussion, exploration, practice, foldable.

Notes: If students finish both early, have them challenge themselves and complete some of the question on page 260
 of the textbook. These questions are word problem based, encourage them to draw out the net whenever needed.
Have students hand in practice questions.

Resources: Whiteboard, marker, paper, pencils, textbook.

13 Outcome(s):
Volume of a 2. Draw and construct nets for 3-D objects.
Cylinder 4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders

Overview:
Draw a circle on the board with a diameter of 10cm (approx.) and have the students to the same in their notes. Ask
them to estimate the area of the circle and then solve for the area of the circle.
A=roughly 3x25 A= πr2
A=75cm2 A= 3.14(25)
A=78.5cm2

Now, collect various cylinder containers. Ask the students which container they think will hold the most volume and
why, have them write it in their notes. Then choose a container to find the volume of as a class. Draw the container on
the board as a 3D object, label the diameter/radius and height of the container. Then have the students think, pair,
share about what to do next, remind them to use what they know – they know how to solve for area, surface area,
etc. Come back as a class and have the students discuss their different strategies they came up with. Go through the
steps with the class to find the volume. Step one: find the area of the base, since the container is a cylinder, area of
the base= πr2. So, B= πr2, solve. Step 2: using B that we just found, multiply the area of the base by the height, B x h.
Remember to use cm3.

Now have students in small groups work on calculating the volume of the remaining containers using the same
process. They must each show their work. Students can compare their strategies and answers with other groups as
they begin to switch containers.

Ask students to come up with a formula that they can use to calculate the volume of a cylinder and to verify their
formula by using it to solve for one of the cylinders they already solved for.

Exit slip: In general terms, how can we find the volume of a cylinder?

Teaching and/or Learning Strategies: Hands on activity/exploration, connection, discussion, practice, exit slip.

Notes: If students are using cm cubes to estimate the volume of containers, ask them why it would not give a precise
answer-cm cubes are squares and do not precisely fit into a circle.
 Resources: Whiteboard, markers, paper, pencils, cylinder containers, rulers, exit slips.

Outcome(s):
2. Draw and construct nets for 3-D objects.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders

Overview:
Review last class, and how to find the volume of a cylinder. Then in pairs, have students work on question 3 on page
265 of the textbook. It is about how a student calculated the area of a cylinder incorrectly, the must determine the
step where the student went wrong, and then determine the correct area of the cylinder. Students will then turn to
another pair and communicate the process they used to determine the wrong step and how they calculated the
Volume of a correct answer. Come back as a group and discuss.
14
Cylinder
Students will complete questions 4-8, 12, 14 on page 265, this can be done individually or collaboratively but each
student must hand in their own work. When students finish, have them work on their foldable for this section.

Teaching and/or Learning Strategies: Review, student-led, practice, foldable.

Notes: If the students finish the foldable and the questions early, have them work on the apply questions on page 266
as we will be working on similar questions next class.

Resources: Textbook, paper, foldables.

15 Use Surface Outcome(s):

Area and 2. Draw and construct nets for 3-D objects.
Volume to 3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
Solve 4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
problems right cylinders
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
This class will consolidate all student learning from this unit. Students will determine surface area and volume of 3D
objects to solve problems. Complete at least one example on the board as a class, then one example in groups and
return to a whole class discussion to compare strategies and answers. Then have students individually or
collaboratively complete questions on finding the surface area or volume of a 3D object to solve problems.

Teaching and/or Learning Strategies: Consolidation of learning, review, practice.

 Notes: Find questions for the students to answer, maybe out of the textbook or some from Math Focus.

Resources: Questions to answer, calculators, paper, pencil, whiteboard and marker.

Outcome(s):
2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
This class will be used as a flex day. Students will be able work on any unfinished practice questions or finish their
foldable. Students will have the class time if needed to complete their work to hand in. If students have completed all
of their work, they will begin review time.

Some strategies for review that students can choose from include:
1. Explaining key concepts to a partner, this will help students understand what they know in the chapter and
Review Day
16 what they need to work on. I find that if you can explain something to a partner, you really have a grasp on the
content.
2. Volume games; volume war, bingo, etc.
3. Volume exploration; measure various 3D objects found in the classroom, draw the net and calculate the
volume.
There is a game on page 53 of the math focus teacher resource.

Teaching and/or Learning Strategies: Flex day, review time, catch-up, choice in activities.

Notes: Students can have their choice on what they work on, as long as they are on task working on volume. Remind
students that they need to have their work complete and ready to hand in at the end of the period.

Resources: Extra worksheets, decks of cards, paper, foldables, pencils, whiteboard supplies, 3D objects in the
classroom.

17 Volume Quiz Outcome(s):

2. Draw and construct nets for 3-D objects.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders
 Overview: (please connect lesson explicitly to EQ)
Before having student start the quiz, hand it out to them and read the questions together out loud so they can begin
to think about their answers, this also minimizes possible setbacks for them getting stuck reading a question. This quiz
will have modifications based on student needs, some may write the quiz in the EA room.

Have another activity ready for students if they finish early.

Teaching and/or Learning Strategies: Reading test together to eliminate some stress.

Notes: Calculators are allowed, they will not need rulers as I will have all dimensions labeled. Remind the students
that they can do this! They are prepared, it is just like the practice we did in class and think about your foldable! Have
students hand in their foldable before the quiz.

Resources: Quizzes, have modified copies, calculators.

Outcome(s):
2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
Students will collect various supplies from school and home. Their goal is to create a 3D structure out of various
school supplies and to calculate the surface area and volume of the structure. There will be specific guidelines such as
there needs to be a right triangular prism, a right rectangular prism and a cylinder on this object. This performance
Blueprint of
18 task will cover all outcomes and will be a summative assess student understanding in replacement of a unit test. The
Structures
structure activity will be worth 40% of the unit grade. Students will first sketch out what they want their 3D object to
look like, they will draw the front, top and side faces of it, and the net of the 3D object. Students will also brainstorm
what supplies they will need for this project and create a list. They must hand in their blueprint and supply list at the
end of the class. This project can be done independently or in small groups.

Teaching and/or Learning Strategies: Performance task, blueprint.

Notes: If necessary, review how to draw and identify the faces of a 3D object and how to draw the net of a 3D object.

Resources: 11x17 paper for blueprint.

19 Building Outcome(s):
 2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
In this class, students will build their 3D structures based off of their blueprint they completed last class. Students will
Structures
use resources collected to build their 3D object.

Teaching and/or Learning Strategies: Performance task, hands-on activity.

Notes: Have extra supplies for structures.

Resources: Tape, cardboard, paper, etc.

Outcome(s):
2. Draw and construct nets for 3-D objects.
3. Determine the surface area of: right rectangular prisms, right triangular prisms, right cylinders to solve problems.
4. Develop and apply formulas for determining the volume of right rectangular prisms, right triangular prisms and
right cylinders
5. Draw and interpret top, front and side views of 3-D objects composed of right rectangular prisms

Overview:
Determining
This is the last day of the unit! Students will finish up their structures, measure the necessary dimensions, calculate
SA and
20 the surface area and volume. Students if finished early should go back to their blueprint to make sure their net and
Volume of
drawing of the faces is still accurate. Ensure student’s names are on both the structure and the blueprint, ready to
Structures
hand In,

Teaching and/or Learning Strategies: Performance task, hands-on activity.

Notes: Structures will be kept at school, so they did not lose them from last class until now.

Resources: Structure material, paper, blueprints.