6-8
Students will use their knowledge of rectangles to discover the area formula for parallelograms.
6-8
Students discover the area formula for trapezoids, as well as explore alternative methods for calculating the area of a trapezoid.
6-8
Students will measure the dimensions of a common object, multiply each dimension by a scale factor, and examine a model using the multiplied dimensions. Students will then compare the surface area and volume of the original object and the enlarged model.
6-8
In the following lessons of this unit, students will have an opportunity to fully explore the patterns that result from the Paper Pool game. In this lesson, however, students will only spend time learning the rules, playing the game, and collecting data.
6-8
Students will continue their investigation of the Paper Pool game by exploring more tables and organizing the results. Using the data that they collect, they will attempt to find a relationship between the size of the table, the number of hits that occur, and the pocket in which the ball lands.
6-8
In the first four lessons of this unit, students investigated the Paper Pool game, collected data, identified patterns, and made predictions about the number of hits, the pocket in which the ball lands, and the path of travel. In this lesson, students finalize their work and write a report that summarizes all of their findings.
6-8
In this lesson, students continue their investigation by discovering a rule to predict the pocket in which the ball will land. As an extension, students can also consider the number of squares that a ball crosses while traversing its path.
6-8
Finding a rule for the number of hits is only the first step in exploring the Paper Pool game. Students can gain a deeper understanding of the patterns by considering graphical representations of the results.
6-8
Using the isometric drawing tool, students build three-dimensional figures and find the surface area and volume of each figure.
6-8
Using three dimensional figures they have constructed, students determine when two isometric drawings can represent the same shape and explain their reasoning. Students will also determine what possible shapes might have the same isometric drawing and explain their reasoning.
