ALI

** //Active Learning Investigation// **



Time frame: 50 minute period
In groups of three, students will be given a three dimensional prism or a pyramid. They will be able to "open" the figure to see the net. They will decide how to compute the surface area of their prism/pyramid, and in a piece of butcher paper, they will draw its net and show their computations. When all groups are done, they will present their work to the rest of the classroom. Each member of the group is expected to present and must be ready to answer questions about their procedure. After the presentations, we will have a discussion to describe what a prism and a pyramid is, and compare and contrast the different ways to compute surface areas.

Rationale and Relationship to Standards
Students have been learning how to compute areas and perimeters of different two dimension figures. To compute the surface area of prisms and pyramids, they will use their previous knowledge on these areas and learn their application in three dimensional objects.

The learning targets: 1. Students will be able to determine the surface area of a 3-D object. (Skill- EARL 6.4.E Determine the surface area and volume of rectangular prisms using appropriate formulas and explain why the formulas work. And 6.4.F Determine the surface area of a pyramid. ) 2. Students will know attributes of a polyhedra: parallel faces, types of faces, number of faces, edges, and vertices. (Fact - EARL 6.4.G Describe and sort polyhedra by their attributes:parallel faces, types of faces, number of faces,edges, and vertice.) 3. Students will be able to work collaboratively in groups, sharing information and strategies without group members in order to solve problems. (Skill - EARL 2.2 Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks) Other standards __[|Washington State Standards:]__ 6.4.D Recognize and draw two-dimensional representations of three-dimensional figures

Description
a) Materials: Several 3-D prisms and pyramids, rulers, butcher paper, markers.

b) Students should review how to compute areas of squares, triangles, trapezoids, rhombus, and circles.Teacher will plan ahead the groups of two to three students and their seating arrangements. She/he will also find the different prisms and pyramids, purposefully according to the lesson's learning target.

c) The teacher will explain the goal and the activity itself, without going through any of the computations. The class will vote which measurement units are to be used for this investigation. A member of each group will collect their material. The teacher will be walking around the classroom to monitor students' participation, and to clarify any questions about the procedure. Students are allowed to consult previous notes on area computation. The teacher will let students know the amount of time they have to finish the computation to allow time for presentations and discussion. Students will sketch the net of their prisms/pyramids and will show their computation in the butcher paper, ready for a presentation. Teams will come to the front of class to present their work. As they are doing so, the teacher will ask different members of the team questions about why and what they did. After the group presentations the teacher will ask students to compare the different computations and to look for any patterns. The teacher will also introduce polyhedra definition and along with students will name the different prisms.

Assessment
During the presentations, the groups will be asked questions about their procedures to check for participation as well as understanding of the computation and surface area. After the vocabulary has been presented to the students, they will be given a quick matching quiz to assess the retention of information.