Surface Area Volume Scale Factor Connection Teacher Context:

• Group Structure: • Task Card # I: groups of four- each student working on a different model • Task Card # 2: reconfigure groups by taking students with the same model

from Task # I by putting them into new groups of three to four. • Task Card # 3: Return to Task Card #1 I groups.

• Practice Norms: Give reasons for your suggestions Everyone gives information

• Math central to the lesson: The relationship between scale factor and one-, two-, and three-

dimensional geometry.

• Grade Levels: 7th, 8th, and 9th

• Shapes for Students to use:

Shape 1 Shape 2 Shape 3 Shape 4

Surface Area Volume Scale Factor Connection

Orientation Content and task directions

• Scale factor, surface area, and volume • Observing patterns and communicating your

findings • Task direction:

Task #1: Build figures with scale factor 2 and compare within group. Task #2: In expert groups, investigate different ways of communicating

results Task #3: Return to original groups and generalize findings on a poster.

Roles • Facilitator, Recorder/reporter, Resource Manager,

and Team Captain • Roles assigned by teacher, by seat placement • Students have individual roles • Job description and script questions are listed on

task card

Multiple-abilities and status treatments Organizing, generalizing, formulating, listing, visualizing, testing, explaining and asking why Students look for patterns and document findings by making organized lists or representations and describing patterns found and generalizing results.

Norms Students complete their activity, individual notes, and play their role in the group

It is important that students work together by playing their role—each role is important for the group to effectively complete the activity and for documentation of participation

Group-work—Delegate authority and deepening discourse To get started • Identify roles by seat placement for each task. • Job descriptions are on task card. • Call up Facilitators for a briefing.

Group-work skills Periodically check to see if students are fulfilling their roles

Interventions (if a student is not participating) Have students explain their role in the group

Multiple-abilities and status treatments • Each person is responsible for enlarging the

personal model. • Each student becomes an expert on the individual

model. • Each person helps make a poster that includes:

patterns found, generalizing, communication of findings, and writing a rule.

Assessing and deepening discussion • Listen for suggestions and reasoning • Check with reporter/recorder to check on

documentation • Check with Facilitator to see if everyone is

participating by asking, “Why?” • Ask, “I want to listen to you do it. Can you say it

another way. Did that convince you?” • Call Resource Manager to collect supplies for

poster on results Wrap-Up—Bring to life what you value Content debrief • Students do a gallery walk of posters. [Note that

this gallery walk of posters was an optional extension.]

• Teacher shares observations of explanations of reasoning and individual participation

Group-work skills • Each student shares ideas and results on the poster • Poster explains results in words, geometrically, and

as a rule • Students give feedback on the poster during

gallery walk (using Post-It Notes)

Multiple-abilities & status treatments Self assessment of participation and explanation of reasoning

Individual & group accountability Accountability: poster with a different color per student and displaying findings four different ways