Teacher Task Card #1

• Put students into groups of four. • Hand out Task Card Part I (Shapes 1-4) to each

group. • Each person in the group builds a different

shape. • Have students complete Task Card.

• Build It—Shape 1 • Build It—Shape 2 • Build It—Shape 3

Student Task 1: Build It – Shape 1

Group Roles Facilitator:

Make sure group reads all the way through this card together before you begin. “Who wants to read? Does everyone get what to do?” Keep your group together. Make sure everyone’s ideas are heard. “Did anyone see it a different way? Show us what you saw. Are you we ready to move on?” Keep track of the time.

Recorder/Reporter: Record any findings from your group’s enlarged models. “How are the models the same?” ”How are they different?” “How does the volume of your enlarged model compare to the volume of the original model?” ”How does the surface area of the enlarged model compare to the surface area of the original model?”

Resource Manager: Get materials for your team. Make sure all questions are group questions.

Team Captain:

Remind your team to find reasons for each mathematical statement and search for connections among the different statements. “How do you know that for sure? How does that relate to...” No talking outside your group! “Oops!”

Individual Task Each person is responsible for one of the models. By changing each dimension of the model by a scale factor of two, how are the volume and surface area affected?

Resources:

• Cuisenaire Rods • Building Task Cards • Notebook Paper • Sticky Tack (optional – to keep rods together)

Record Findings:

• Describe your solution strategy. • Explain how you know your solution is correct. • Describe any strategies that did not work.

Student Task 1: Build It – Shape 2

Group Roles Facilitator:

Make sure group reads all the way through this card together before you begin. “Who wants to read? Does everyone get what to do?” Keep your group together. Make sure everyone’s ideas are heard. “Did anyone see it a different way? Show us what you saw. Are you we ready to move on?” Keep track of the time.

Recorder/Reporter: Record any findings from your group’s enlarged models. “How are the models the same?” ”How are they different?” “How does the volume of your enlarged model compare to the volume of the original model?” ”How does the surface area of the enlarged model compare to the surface area of the original model?”

Resource Manager: Get materials for your team. Make sure all questions are group questions.

Team Captain:

Remind your team to find reasons for each mathematical statement and search for connections among the different statements. “How do you know that for sure? How does that relate to...” No talking outside your group! “Oops!”

Individual Task Each person is responsible for one of the models. By changing each dimension of the model by a scale factor of two, how are the volume and surface area affected?

Resources:

• Cuisenaire Rods • Building Task Cards • Notebook Paper • Sticky Tack (optional – to keep rods together)

Record Findings:

• Describe your solution strategy. • Explain how you know your solution is correct. • Describe strategies that did not work.

Student Task 1: Build It – Shape 3

Group Roles Facilitator:

Make sure group reads all the way through this card together before you begin. “Who wants to read? Does everyone get what to do?” Keep your group together. Make sure everyone’s ideas are heard. “Did anyone see it a different way? Show us what you saw. Are you we ready to move on?” Keep track of the time.

Recorder/Reporter: Record any findings from your group’s enlarged models. “How are the models the same?” ”How are they different?” “How does the volume of your enlarged model compare to the volume of the original model?” ”How does the surface area of the enlarged model compare to the surface area of the original model?”

Resource Manager: Get materials for your team. Make sure all questions are group questions.

Team Captain:

Remind your team to find reasons for each mathematical statement and search for connections among the different statements. “How do you know that for sure? How does that relate to...” No talking outside your group! “Oops!”

Individual Task Each person is responsible for one of the models. By changing each dimension of the model by a scale factor of two, how are the volume and surface area affected?

Resources:

• Cuisenaire Rods • Building Task Cards • Notebook Paper • Sticky Tack (optional – to keep rods together)

Record Findings:

• Describe your solution strategy. • Explain how you know your solution is correct. • Describe strategies that did not work.

Student Task 1: Build It – Shape 4

Group Roles Facilitator:

Make sure group reads all the way through this card together before you begin. “Who wants to read? Does everyone get what to do?” Keep your group together. Make sure everyone’s ideas are heard. “Did anyone see it a different way? Show us what you saw. Are you we ready to move on?” Keep track of the time.

Recorder/Reporter: Record any findings from your group’s enlarged models. “How are the models the same?” ”How are they different?” “How does the volume of your enlarged model compare to the volume of the original model?” ”How does the surface area of the enlarged model compare to the surface area of the original model?”

Resource Manager: Get materials for your team. Make sure all questions are group questions.

Team Captain:

Remind your team to find reasons for each mathematical statement and search for connections among the different statements. “How do you know that for sure? How does that relate to...” No talking outside your group! “Oops!”

Individual Task Each person is responsible for one of the models. By changing each dimension of the model by a scale factor of two, how are the volume and surface area affected?

Resources:

• Cuisenaire Rods • Building Task Cards • Notebook Paper • Sticky Tack (optional – to keep rods together)

Record Findings:

• Describe your solution strategy. • Explain how you know your solution is correct. • Describe strategies that did not work.

Teacher Task Card #2

• Put students into groups of three to four so that all students in a group have the same shape. • Hand out Student Task Card #2 • Each person in the group records findings to

report back to original group from Student Task #1. • Have students complete Student Task Card #2.

Student Task Card #2 Group Roles Facilitator:

Make sure group reads all the way through this card together before you begin. “Who wants to read? Does everyone get what to do?” Keep your group together. Make sure everyone’s ideas are heard. “Did anyone see it a different way? Show us what you saw. Are you we ready to move on?” Keep track of the time.

Recorder/Reporter: Record all findings from your group’s enlarged models. “How are the models the same?” ”How are they different?” “How does the volume of your enlarged model compare to the volume of the original model?” ”How does the surface area of the enlarged model compare to the surface area of the original model

Resource Manager: Get materials for your team. Make sure all questions are group questions.

Team Captain:

Remind your team to find reasons for each mathematical statement and search for connections among the different statements. “How do you know that for sure? How does that relate to...” No talking outside your group! “Oops!”

Individual Task Using your results from Student Task # I, what are three different ways of communicating your findings for both surface area and volume?

Resources:

• Cuisenaire Rods • Building Task Cards • Notebook Paper • Sticky Tack (optional – to keep rods together)

Evaluation:

• Describe your solution strategy. • Explain how you know your solution is correct. • Describe strategies that did not work.

Record Findings:

• Each member must record findings for their model. Each group member must be prepared to be the expert for this model.

Teacher Task Card #3

• Have students return to original groups (as in Student Task #1). • Hand out Student Task Card #3 • Groups create a poster to display four (4) ways

of communicating the relationships among a scale factor of 2, surface area, and volume.

Student Task Card #3 Group Roles Facilitator:

Make sure group reads all the way through this card together before you begin. “Who wants to read? Does everyone get what to do?” Keep your group together. Make sure everyone’s ideas are heard. “Did anyone see it a different way? Show us what you saw. Are you we ready to move on?” Keep track of the time.

Recorder/Reporter: Your group needs to organize a poster with your results. Your poster needs to: show everyone’s ideas; be well organized; uses four colored markers. Communicate your findings in words, in a table, geometrically, and written as a rule. “How can we show that idea? How would that look as a formula?”

Resource Manager: Get materials for your team. Make sure all questions are group questions.

Team Captain:

Remind your team to find reasons for each mathematical statement and search for connections among the different statements. “How do you know that for sure? How does that relate to...” No talking outside your group! “Oops!”

Individual Task Using your results from Student Task Cards #1 and #2, what are three different ways of communicating your findings for surface area and volume?

Resources:

• Cuisenaire Rods • Building Task Cards • Poster Paper • Markers • Sticky Tack (optional – to keep rods together)

Create a poster:

• Explain your results in four different ways to communicate your team’s solution. • Include four different ink colors.

Extension:

• By changing each dimension of the model by a scale factor of three, how are the volume and surface area affected?