Old Unit 6 Agendamrs. Colville's Math Class

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  1. Old Unit 6 Agendamrs. Colville's Math Classes
  2. Old Unit 6 Agendamrs. Colville's Math Class 6
  3. Old Unit 6 Agendamrs. Colville's Math Class 9

Invite previously identified students or groups to share their answer and strategy. On a visual display, record each answer and each distinct process for determining the surface area (i.e. multiplying the side lengths of each rectangular face and adding up the products). After each presentation, poll the class on whether others had the same answer or process.

Play the video that reveals the actual number of sticky notes needed to cover the cabinet. If students' answers vary from that shown on the video, discuss possible reasons for the differences. (For example, students may not have accounted for the cabinet's door handles. Some may have made a calculation error.)

Old unit 6 agendamrs. colville

Tell students that the question they have been trying to answer is one about the surface area of the cabinet. Explain that the surface area of a three-dimensional figure is the total area of all its surfaces. We call the flat surfaces on a three-dimensional figure its faces.

Old Unit 6 Agendamrs. Colville's Math Classes

The surface area of a rectangular prism would then be the combined area of all six of its faces. In the context of this problem, we excluded the bottom face, since it is sitting on the ground and will not be tiled with sticky notes. Discuss:

Old unit 6 agendamrs. colvilleMath

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Old Unit 6 Agendamrs. Colville's Math Class 6

  • “What unit of measurement are we using to represent the surface area of the cabinet?” (Square sticky notes)
  • “Would the surface area change if we used larger or smaller sticky notes? How?” (Yes, if we use larger sticky notes, we would need fewer. If we use smaller ones, we would need more.)

Old Unit 6 Agendamrs. Colville's Math Class 9

Speaking, Listening: MLR7 Compare and Connect. As students share their strategies for determining the number of sticky notes that cover the cabinet, ask students to make connections between the various strategies. Some students will calculate the number of sticky notes that will cover each of the five faces of the cabinet and add them together. Other students may realize that opposite faces of the cabinet are congruent so it is only necessary to calculate the area of three faces of the cabinet. Encourage students to explain why both methods result in the same answer. This will promote students’ use of mathematical language as they make sense of the various methods for finding the surface area of a rectangular prism.
Design Principles(s): Cultivate conversation; Maximize meta-awareness