Professional Documents
Culture Documents
Script:
*The
students
will
already
be
in
groups
of
3-‐4
students.
At
each
table
there
will
be
4
sheets
of
paper
with
net
drawings
on
each
page.*
Teacher:
On
the
table
are
4
different
sheets
of
paper
with
net
drawing
of
open
top
boxes,
or
rectangular
prisms,
labeled
A,
B,
C,
and
D.
Discuss
with
your
group
differences
you
notice
in
the
net
drawings
A,
B,
C,
and
D.
Decide
how
the
net
drawings,
when
folded
into
boxes,
should
be
arranged
-‐
from
the
one
that
will
hold
the
least
unit
cubes
to
the
one
that
will
hold
the
most
unit
cubes.
Do
this
without
cutting,
folding,
or
filling
the
boxes.
Record
your
predictions
on
the
worksheet
provided.
Cut
out
each
dotted
line
of
the
rectangular
prism.
Fold
on
the
solid
lines
of
the
rectangular
prism
to
create
an
open
top
box
and
tape
the
sides
of
the
box
to
hold
them
in
place.
Then,
work
to
fill
each
box
you
created
with
unit
cubes.
Record
the
actual
amount
of
unit
cubes
each
box
holds
and
compare
the
actual
amount
to
your
predictions.
Record
things
your
group
notices
about
the
boxes
and
the
amount
of
unit
cubes
each
box
holds.
Next,
use
the
unit
cubes
to
determine
the
area
of
the
folded
net
drawings.
Remember
not
to
include
the
open
top.
Record
this
surface
area.
Record
your
findings
on
your
worksheet
and
respond
to
the
prompts
included
on
the
worksheet.
What
I
hope
students
will
achieve:
From
this
task,
I
am
expecting
students
understand
that
boxes
with
different
shapes
can
hold
the
same
amount
of
unit
cubes
since
Box
A
and
D
both
hold
the
same
amount
of
unit
cubes.
Students
will
discover
that
the
length,
width,
and
height
of
the
box
are
all
part
of
determining
how
many
unit
cubes
each
box
will
hold.
Students
will
justify
their
reasoning
for
their
calculations
of
volume
and
surface
area
using
evidence
from
the
model
to
visually
represent
their
conjecture.
Students
will
compare
and
contrast
surface
area
and
volume
of
rectangular
prisms
through
a
Venn
Diagram
in
the
worksheet
that
accompanies
the
task.
Students
will
explain
their
process
during
group
discussions
and
whole
class
discussions.
As
the
teacher,
I
will
be
observing
each
group,
listening
for
key
concepts
for
students
to
share
with
the
whole
class.
I
will
also
be
listening
as
an
informal
formative
assessment
to
see
what
ideas
the
students
are
mastering
and
which
ideas
are
unfamiliar
to
them.
I
will
be
listening
for
their
reasoning
and
explanation
for
their
reasoning
displayed
verbally
and
visually
in
their
group’s
model.