Running head: EDU 603 FINAL PROJECT 1

EDU 603 Final Project: Two- and Three-Dimensional Geometry Unit

Jesse Masterson

Post University

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
EDU 603 FINAL PROJECT 2

EDU 603 Final Project: Two- and Three-Dimensional Geometry Unit

Part I: Executive Summary

Objective: The objective of this executive summary is to explore the educational philosophy of
Constructivism and its important effect on teaching mathematics. Constructivism underscores the
belief that students learn best when they are active in their learning, and use their prior
knowledge or experiences to learn new concepts The philosophy of Constructivism is relevant to
21st-century skills of critical thinking, collaboration, communication, and creativity. Within
mathematics classrooms, Constructivists use manipulatives, prior knowledge, and collaboration
to drive the learning of new concepts.

Summary of Findings: Constructivism aligns with the strategies of Peter Liljedahl’s Building
Thinking Classrooms. Wachira and Mburu (2017) identify that “Teaching from a constructivist
perspective promotes critical thinking, problem-solving, collaboration, and the recognition of
multiple perspectives” (p.1). Creating real-life tasks, and student-centered learning creates a
learning environment where students build skills for lifelong learning and builds curiosity.
Learning within a constructivist setting extends students’ prior knowledge through challenging,
expanding, and even recalculating experiences to adopt new information.

Analysis: Through the use of Constructivist theory, educators provide students with
opportunities to learn through hands-on, problem-based learning. By creating an environment
where collaboration helps drive the students learning, students are able to make meaningful
connections with the material while obtaining life skills. “Only when learners code, process, and
construct their unique understandings based on their previous experiences, can it be real
learning” (Jia, 2010, p.198). Allowing for unique connections with concepts, helps students
create a richer, more purposeful reason to learn. Creating problem-based scenarios and tasks
allows the students to explore mathematic principles in a manner that is based on critical
thinking and application in a student-centered setting.

Recommendations: Implementing a Constructivist philosophy into the classroom, creates

authentic learning that transcends problem-solving in the classroom. Students develop skills for
problem-solving in any life situation. Students build strategies for collaborating, exploring new
information, and a process for analyzing that information in a way that is relatable to their lives.
Through the use of constructivist learning opportunities, students are able to transfer prior
knowledge into future learning through critical thinking skills.

Conclusions: In conclusion, fostering a constructivist environment in the classroom, requires a

curriculum that promotes meaningful learning to the students. Creating student-centered tasks
and exploration encourages collaboration, and cooperation, and increases student engagement.
The focus of learning new information is given to the student. Ownership of learning shifts from
the teacher and provides students with opportunities to explore, connect, and analyze
information. By implementing Constructivism within the classroom students build lifelong skills
that can be applied to future experiences as they grow as members of society.
EDU 603 FINAL PROJECT 3

Part II: Rationale of Curriculum

I am a 7th-grade math teacher in a Title I school district in Connecticut. I have a total of one

hundred and eight 12 and 13-year-old students in my five core classes. My class sizes are

roughly between twenty-two and twenty-five students and is a 90-minute block. I have a math

tutor in the room daily to support all students. Based on last year’s standardized test, my students

were below average in reading, writing, and mathematics. The focus of this unit will be two and

three-dimensional geometry. Students will be exploring and calculating parts of a circle, as well

as the surface area and volume of right prisms. To assist with some of the previous learning gaps,

students can use calculators when calculating area, volume, and surface area.

The demographics of my student population are unique in the fact that we are located near

the navy base, and consequently have a high turnover rate of students. Last year our district had

500 students leave and 501 students join throughout the year. The school has 49% of its

population at an economic disadvantage. Being that this is a middle school setting, students are

often distracted by their peers, but a good about redirection.

The class is structured around Peter Liljedahl’s Building Thinking classroom, where

students work in groups of three on the leveled question, labeled mild, medium, and spicy. Being

that this group can be chatty, modeling expectations of group work will be done in front of the

class for all the students to see and reflect on. “This teaching strategy is associated with

increased student motivation, positive social interaction, and improved academic performance”

(IRIS Center, nd, p.3). This is a great way to differentiate for all students in the class. To ensure

all students have access to the material, all questions are recorded into a Google classroom

document, pictured, or provided on paper. Throughout this group work the math tutor and I

circulate the room as they work at the whiteboard to support questions the individuals or group
EDU 603 FINAL PROJECT 4

have. “To get beyond mere rote learning and recall, we have to be taught and be assessed on an

ability to see patterns so that we come to see many “new” problems we encounter as variants of

problems and techniques we are familiar with” (McTighe & Wiggins, 2005, p. 40). To ensure

these ideologies are met, questions are centered around real-life applications rather than

straightforward rote practice. Along with these approaches, a graphic organizer will be provided

to help organize their learning.

Reframing how the unit operates and how students are allowed to learn. To best suit your

students for these learning opportunities, creating tasks helps create an environment where

students work together to complete an objective compared to solving several of the same

problems. Along with student-centered learning, culturally responsive teaching techniques are

attended to, as a byproduct of students bringing their values and experiences to the lessons. “A

culturally responsive teacher uses examples and content from a variety of cultures and groups to

illustrate key concepts, principles, and generalizations in the content area” (Wachira & Mburu,

2017, p. 4). This does not mean that you are a culturally responsive teacher, but constructivism

opens up the opportunity to incorporate these practices into the learning environment, helping

create a complete learner.

EDU 603 FINAL PROJECT 5

Part III: Unit Plan

Stage I

Grade or Level: Unit Title

This unit will cover two- and three-dimensional geometry in real-life applications. It will
cover several formulas needed to find the area and circumference of circles. Additional
formulas will be required for the calculation of the surface area and volume of the right prisms.
Following Connecticut Common Core State Standards, the students will expand their
knowledge of two- and three-dimensional geometry by applying these calculations in real-
world scenarios.

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge, and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

7.G.4 -Know the formulas for the area and
circumference of a circle and use them to
solve problems; give an informal derivation
of the relationship between the
circumference and area of a circle.
 The students will be able to explore the
relationship between area and
circumference share while looking into
creating rotaries, gardens, wheels, and
window panes, explore some of the
town’s projects, and provide
calculations for these projects.
 Students will be able to explore the
relationship between area and
circumference share while looking into
creating rotaries, gardens, wheels, and
window panes, explore some of the
town’s projects, and provide
EDU 603 FINAL PROJECT
7.G.6. Solve real-world and mathematical
problems involving area, volume, and
surface area of two- and three-dimensional
objects composed of triangles,
quadrilaterals, polygons, cubes, and right
prisms.
Enduring Understandings
Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those
understandings that should be developed
over time, they are not expected to be
mastered over one unit or one year.
Overarching Enduring Understandings:
 Students will understand that to find
the volume, surface area, area, or
circumference of an object the
measurements must be plugged into
the appropriate formula
 Students will understand that surface
area and volume are used when
solving real-life scenarios
 Students will understand that surface
area and volume are related.
Changing one affects the other.
 Students will understand that the
areas of unknown figures can be
6
calculations for these projects.
 Students will apply their knowledge of
volume by changing the types of
packaging on food products and
identifying how much the container
holds.
 Students will be responsible for cutting
down the amount of cardboard used
(surface area) in a cereal box while
maintaining the amount of cereal it
holds. Students will need to identify the
company’s original cardboard use
(surface area) and volume, and through
strategies learned throughout the unit
minimize the materials used. The
challenge with this is that students will
need to maintain the amount of cereal
that fits in the box.
Essential Questions
Inquiry used to explore generalizations
 How are the circumference and area of
a circle related?
 How can we apply the volume and
surface area of three-dimensional shapes
to solve real-world problems?
 How can we manipulate the surface area
of three-dimensional shapes without
affecting the volume?
EDU 603 FINAL PROJECT 7

broken into smaller known figures.

Unit Specific Enduring Understanding

 Students will understand that the
value of pi can be found by
comparing circumference and
diameter.
 Students will understand that Pi is
used to find the area or perimeter of
curved two-dimensional shapes.
 Students will understand that surface
area is space occupied by the outer
surface of a three-dimensional
object.
 Students will understand that volume
is the amount of space a three-
dimensional object takes up or how
much can be filled inside of the
object.

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know…
 Pi is the ratio of circumference to diameter.
 The difference between area, volume, surface area, and parts of a circle.
 Volume is three-dimensional and areas are two-dimensional.
 Changing the volume of a three-dimensional figure can affect the surface area.

Skills
The students will be able to…
 Identify a circle's radius, diameter, circumference, and area.
 Calculate a circle's radius, diameter, circumference, and area.
 Calculate the volume and surface area of three-dimensional prisms.
 Manipulate the surface area of the right prism without changing the volume.
 Decompose unknown shapes into smaller known shapes.
EDU 603 FINAL PROJECT 8

Stage 2
Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings,
knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T.
describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario
below) By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal Goal:
What should students The goal within this scenario is for you to create a new cereal box for
accomplish by Kellogg’s cereal company that minimizes the amount of cardboard used
completing this task? without reducing the amount of cereal that fits in the box.
R – Role Role:
What role Your role within this scenario is the cereal box designer hired by
(perspective) will Kellogg’s board of directors.
your students be
taking? Audience:
The target audience for this task is the Kellogg’s board of directors.
A – Audience
Who is the relevant
Situation:
audience?
You will need to reduce the amount of cardboard material required to
make a cereal box. The company is expecting the same amount of cereal
to fit in the newly created box.

Product/Performance and Purpose:

S – Situation The products you are creating for this task are:
The context or Cereal box: You need to create a prototype of your newly designed
challenge provided to cereal box.
the student. Letter: Write a brief letter to the board of directors justifying your
design. Be sure that you meet the requirements, and that you have the
data to back up your design.

Standards & Criteria for Success:

Your standard for this task is the grade 7 G.6. Common Core
P – Product, Connecticut Standard: Solve real-world and mathematical problems
Performance involving area, volume, and surface area of two- and three-dimensional
What objects composed of triangles, quadrilaterals, polygons, cubes, and right
product/performa prisms.
nce will the The criteria for the success of this task is being able to apply knowledge
student create? of surface area and volume to meet specific requirements. These
requirements are outlined in the attached rubric.
S – Standards & See Appendix A
Criteria for
EDU 603 FINAL PROJECT 9

Success
Create the rubric for
the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.

Throughout this unit, students will be prompted
to solve several tasks dealing with
circumference, area, surface area, and volume.
These tasks will be collected at the end of each
class for assessing and providing feedback. All
class notes will include some independent
practice where teacher observations will take
place. Journals will be used as students gather
and reflect on right prism designs for their
performance task at the end of the unit.
Students will have a notebook that they will
add to daily about their new findings, sketch
designs, and other connections to real-life
scenarios. These journal entries can include
misconceptions and what they did to
understand, definitions, formulas, and their
own observations made during this unit.

Stage 3

Learning Plan (Stage 3)

Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
This unit will have students explore and uncover two-
dimensional and three-dimensional geometry concepts.
Students will specifically learn about the area and
circumference of circles and the vocabulary required for
understanding circles. Along with this, students will
explore the effects of changing surface area has on the
volume of that shape. Overall students will be expected to
know the difference between volume and surface area and
its impact on real-life situations. The destination of this
unit is that students will understand when and how to
apply measurements to find appropriate calculations of
real-life situations (painting, rotaries, cereal boxes).
EDU 603 FINAL PROJECT
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big
idea and questions in the unit?
How will you equip them with
needed skills and knowledge?
How will you cause students to
reflect and rethink? How will
you guide them in rehearsing,
revising, and refining their work?
10
The class will watch a short YouTube video on surface
area and volume by Making Mathematicians to start this
unit. The focus of the video is all about the packaging of
items. It allows students to discuss why some companies
chose certain packaging, and what type of packaging.
Through the video, students will be asked to identify what
they notice and what they wonder about the specific
scenarios. After the video, the students will be given a
ruler and several different types of packages. They will be
asked to explore and identify which packaging they find
the most practical or appealing. Using measurements to
support their reasoning, students will begin to discuss
volume and surface area informally. To keep the students
engaged throughout the unit, they will be informed that
they will be building an understanding of surface area and
volume to assist a cereal box company in a newly
designed package. They must use their knowledge of
surface area and volume to ensure they meet the
company’s requirements.
After the introductory video and activity, students will be
provided with several hands-on, collaborative activities.
Using the appropriate formulas, students will be tasked
with calculating the amount of pavement needed for a new
rotary, window panes, fencing, and other real-life
scenarios. To ensure students have all materials needed to
experience these tasks, manipulatives, and appropriate
technology will be available to help uncover the concepts
being covered. Connecting cubes and base-ten blocks will
be the most appropriate manipulatives for this unit. Some
technologies that will be used are Desmos, Tinkercad, and
Dreambox. Students have used these applications and
their uses make the concept more tangible. These tasks
will help prepare students for the performance task at the
end of the unit.
Students will be provided with a variety of tasks, with
each task increasing in rigor. Students will begin by
calculating the surface area, area, and volume of circles
and right prisms. As they build a familiarity with the
formulas needed and which measurements to use, their
tasks will have several layers of application to them.
Students will use previous work to help identify what they
are looking to solve and apply their measurements to real-
life tasks such as repaving driveways, fixing rotaries,
creating gardens, painting walls, wrapping gifts for a
charity drive, building an inground pool, and cereal box
performance task. Each class will start with group
EDU 603 FINAL PROJECT
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
How will you tailor and otherwise
personalize the learning plan to
optimize the engagement and
effectiveness of ALL students,
without compromising the goals
of the unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?
11
discussions on the previous day's work and identifying the
best solutions each group thought up.
Throughout this unit, students will be recording new
findings in their notebooks. As a part of each class,
students will be given time to write down new learning or
revisions to their learning. This will all be done in the
scope of building up a baseline for the creation of their
new cereal box design. This should include examples,
sketches, and notes. This will be a living document where
students will be able to end class by sharing new findings
and real-life examples. The students will be challenged to
create multiple representations that they can apply to their
performance task at the end of the unit. Throughout the
unit, while students are in their collaboration groups, I
will conduct mini-conferences to assess how students are
doing and help facilitate new learning.
To meet the learning needs of all my students a variety of
technology will be available for students to access. Videos
will be created and posted in Google Classroom for all
tasks to assist students who struggle with reading and
reading comprehension. Calculators will be available to
assist students who struggle with their math facts. Along
with this, Desmos, Tinkercad, and Dreambox will be
available to assist in helping make the concepts more
tangible for the learners. Students will be able to keep
their observations and notes in Google Docs to help with
organization and writing using Voice writing.
Each class will have a daily agenda posted. Following
class routines, students will start with their warm-up and
follow the agenda. The task will be handed out and
posted on Google Classroom for students to follow.
Organizers for each task will be given using guiding
questions. Students will have their journals (notebooks) in
the classroom or may use a Google Doc that will be used
as a running document of their observations, and
curiosities. All of these documents and technologies will
be posted neatly in Google Classroom with the title of the
task and the date when it was assigned. All manipulatives
will be labeled on the side counter which students can use
freely. When notes on formulas are given, a graphic
organizer will be used to limit the writing and increase
student engagement in the discussion.
 EDU 603 FINAL PROJECT 12

# Lesson Title Lesson Activities WHERETO Resources

1 Introduction to  Hook Video to introduce W, H, E, T, O

circles geometry.
 Class explore Vocabulary
 Students will create a
circle and label its parts
 Using the padlet, students
will explore the
connections between
circumference and area.
2 Calculating  Ddemos Activity
circumference  Calculations (Tiered
questions)
Dreambox Assignment
YouTube Video:
https://youtu.be/SJGpK
nI-784?feature=shared
Illustrative Mathematics
padlet
W, E, T Desmos
Dreambox Exploration
Illustrative Mathematics

3 Application of  Warm-up: What can we H, E, R Illustrative Mathematics

Circumference estimate?
 Rotations of a windmill
 Fencing in the track
 Making a Picture Frame

4 Calculating  Track Problem Part 2 R, O Illustrative Mathematics

and  Winston and His Buddy
Estimating the Task Mild, Medium, and
Area of a (tiered questions) Spicy questions -See
Circle.  Pizza Question Appendix B
Pizza Questions See
Appendix C
5 Application of  Challenge #1 Replacing a H, E, O See Appendix D
Area of a Stained Glass Window
Circle  Creating a Stained Glass
Window Quiz-
 Quiz See Appendix E

6 Finding  Gguided Note on W, H, E, R(2) See Appendix F

surface area Formula
and volume  Tiered Questions
(collaborative work)
 Journal
 EDU 603 FINAL PROJECT 13

7 Applying  Measuring Boxes R, T TinkerCad

Surface Area  Creating a foam play
and Volume structure See Appendix G
 Filling a sandbox task
 Journal

8 Create Your  Students each create their R,E(2)T,O

Own Problem own word problem that
relates to real-life
applications.
 Gallery walk to answer
others’ work.
 Journal

9 Final performance task Day 1 E, R,E(2)T,O See Appendix H

Performance
Task

10 Final Performance Task Day 2 E, R,E(2)T,O

Performance
Task

11 Performance Final Performance Task Day 3 E, R, T,0

Task

12 Students will present their box, E, T, O Checklist

Presentation and explain their reasoning. See Appendix I
Day
Technology: Google
Slides
 EDU 603 FINAL PROJECT
Checking for UDL Principles
Considerations
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment, and learning
experiences?
Adaptive Dimension:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
14
Assess and Reflect (Stage 4)
Comments
The outcomes for this unit are that students may apply the processes of
calculating circumference, area of a circle, surface area, and volume to real-
world situations. To ensure that all students gain a transferrable
understanding, this unit was planned with many experiences and exploration.
Being extended blocks, students are given ample time to relate and analyze the
processes leading up to their performance assessment. The assessment is a
compilation of all skills learned throughout this unit and encourages
creativity. There are multiple “solutions” to this performance task, and the
correctness is based on students’ rationale.
For struggling students:
For this unit, tiered questions have been provided for group and independent
practice. Based on the Building Thinking Classroom method, the questions are
labeled mild, medium, and spicy. Students who are struggling are expected to
work through the mild questions. Using various technologies, they can make
tasks more tangible by creating images and altering their values. For students
who struggle with calculations, calculators, and formulas will be provided for
easy reference. Some students may only be able to calculate the surface area,
volume, circumference, and area of a circle, but not get to look at the cost
applications of the project the task is asking them to solve.
For students who need a challenge:
A primary focus of this unit was to challenge student at their appropriate level
without increasing the workload. Students who need a challenge have many
opportunities in this unit. The spicy questions, although grade level are
rigorous and require higher level thinking skills. Students would skip the mild
tiered questions and start with medium, to ensure that they understand the
concept, and move on the the spicy questions. With some openness to this
unit, the students get the opportunity to create problems that meet the
challenging level that which they can function.
The lessons are structured in a way where students explore the concept while
collaborating with peers. After some time to work on the concept, the class
comes together for guided notes. Most of the notes are based on student
observations and then as the teacher I fill in misconceptions, reinforce ideas,
and provide additional practice for comprehension.
 EDU 603 FINAL PROJECT
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?
FNM/I Content and
Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
identity?
15
Throughout the unit, students will have a variety of resources available to
them. Dreambox, TinkerCad, and Desmos will be available for students to
reinforce conceptual understanding. Notes, guided practice, along parts of
their Illustrative Mathematics book are all provided for the students to access
information.
This unit has been vetted to incorporate diversity for all students. The tasks
are created for any gender and are not tailored to one gender over any of the
others. Being a very diverse school and having a large military popular, I
tailored the unit to encourage students’ different life experiences.
 EDU 603 FINAL PROJECT 16

References

Common Core State Standards for Mathematics. (n.d.). Geometry.

https://learning.ccsso.org/wp-content/uploads/2022/11/ADA-Compliant-Math-Standards.pdf

Illustrative Mathematics. (n,d). Solid Geometry. Illustrative Math 6-8. 12-16, p.102-117.

https://im.kendallhunt.com/MS/students/2/7/index.html

IRIS. (n.d.). Page 3 UDL Principles. Vanderbilt University.

https://iris.peabody.vanderbilt.edu/module/udl/cresource/q1/p03/#content

Jia, Q. (2010). A Brief Study on the Implications of Constructivism Teaching Theory on Classroom

Teaching Reform in Basic Education. International Education Studies, 3(2), p. 197-199.

Making Mathematicians. (2013, September 27). Introduction to Surface Area [Video]. YouTube.

https://www.youtube.com/watch?v=SJGpKnI-784

Post University. (n.d.). Learner profiles & planning pyramids.

Sjoberg, R . (n,d). Open Up 7th Grade Unit 3: Circumference. Desmos.

https://teacher.desmos.com/activitybuilder/custom/5f32b3a023bebc3ad4eaa922

Wachira, P., & Mburu, J. (2017). Culturally responsive mathematics teaching and constructivism:

Preparing teachers for diverse classrooms. Multicultural Learning and Teaching, 14(1).

http://dx.doi.org/10.1515/mlt-2016-0023

Wiggins, G., & McTighe, J. (2005). Understanding understanding. Understanding by design:

Expanded 2nd edition. (pp. 35-55). Association for Supervision and Curriculum Development.
 EDU 603 FINAL PROJECT 17

Appendix A

Cereal Box Performance Task Rubric

Criteria 1 2 3
Emerging Progressing Proficient

The student was unable to The student was able to

identify what surface area identify what surface area is
is. but was unable to accurately The student was able to
Surface Area meet the company’s specific accurately calculate surface
Calculations requirements area and apply it to the
company’s requirements.

The student was able to

identify what volume is but
was unable to accurately meet
The student was unable to the company’s specific
identify what volume is. requirements
The volume was reduced the
Volume amount of cereal that fits in
Calculations the box
or
greatly increased the amount
of cereal needed to fill the box
The student was able to
accurately identify and
calculate volume and met the
company’s requirements.
(The volume was within 20
squared centimeters of the
original amount of cereal)

Your written letter includes Your written letter includes 2-

one of the following: 3 of the following:
● Your box ● Your box Your written letter includes
measurements measurements all of the following:
● Your thought ● Your thought process
process in solving in solving
● Reason you ● Reason you selected
● Your box
Explanation selected your final your final cereal box
measurements
cereal box ● Benefits for the
● Your thought process
● Benefits for the company
in solving
company
● Reason you selected
 EDU 603 FINAL PROJECT 18

your final cereal box

● Benefits for the
company

No model is made or the The model is made into a The model is made into a
Model model is made with three-dimensional figure, but three-dimensional figure with
incorrect measurements. some measurements are proper measurements.
incorrect.

Feedback: ____/12

Appendix B

Handout of Tiered questions for area of a circle

🌶️Mild🌶️
Winston is tied to a post in my backyard.

If the leash is 12 feet long, how much space does Winston have to run around?
EDU 603 FINAL PROJECT 19

If he keeps running around the circle 12 feet out, what would be the length of the track he
creates?

Winston is tied to a fence in my backyard.

If the leash is 12 feet long, how much space does Winston have to run around?

If he keeps running around 12 feet out, what would be the length of the track he creates?

🌶️🌶️Medium🌶️🌶️
Winston is tied to the corner of a fence in my backyard.
EDU 603 FINAL PROJECT 20

If the leash is 12 feet long, how much space does Winston have to run around?

If he keeps running around 12 feet out, what would be the length of the track he creates?

🌶️🌶️🌶️Spicy🌶️🌶️🌶️

Winston and his friend Buddy are tied to a post.

If Winston’s leash is 12 feet long and Buddy’s leash is 16 feet long, how much more space does
Buddy have to run around than Winston?
Appendix C

Pizza Task for Group Work

EDU 603 FINAL PROJECT 21

Appendix D

Stained Glass Circles

EDU 603 FINAL PROJECT 22

Appendix E

Circumference and Area of a Circle Quiz

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Appendix F

Surface Area and Volume Guided Notes

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EDU 603 FINAL PROJECT 25
EDU 603 FINAL PROJECT 26

Appendix G

Foam Playground Toy and Filling a Sandbox

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Appendix H

Cereal Box Performance Task

Cereal Boxes Overview

Common Core State Standard:

7.GB.6 - Solve real-world and mathematical problems involving area, volume, and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Learning Targets
In order to be successful in this task, you will need to demonstrate the following learning targets.
Knowledge:
● I can use the appropriate formula for the surface area volume of three-dimensional shapes
(prisms).
● I can use the appropriate formula volume of three-dimensional shapes.
Reasoning:
● I can find different dimensions of right prisms to change the surface area.
● I can find different dimensions of right prisms to change the volume.
Skill:
● I can manipulate measurements to maximize the volume of a shape.
● I can minimize the surface area of a three-dimensional shape.
Product:
● I can find and calculate measurements that meet the surface area requirement.
● I can find and calculate measurements that meet the volume requirement.

Your Role and Goal

Student Goal: Find the original surface area and volume of a company’s cereal box. Experiment
with different calculations for surface area and volume. Find a combination that minimizes the
surface area of the box, but maintains a similar amount of volume.

Student Role: A cereal company is looking to change its traditional cereal box to save on the
amount of cardboard they use. To keep their customers happy, they want to keep the same
amount of cereal in the box. Your role is to create a box with a smaller surface area but does not
change the box's volume.

Audience: The cereal company has asked for me to review your calculations and supply them
with students’ measurements that meet the requirements.

Procedure:

For this task, you and your partner will need to:
EDU 603 FINAL PROJECT 29

1. Calculate the surface area and volume of the company’s current cereal box.
2. Determine the new box suggested by the company
3. Using that information, you will create 3 different boxes that meet the volume
requirements, but limit the surface area- saving the amount of cardboard used.
4. Explain why your box is the best choice by explaining your box measurements,
your thought process in solving for new boxes, the reason you selected your final
cereal box, and some benefits for the company if they select your box
5. Create your new box

Product: Create a cereal box that meets the requirements of the company’s volume of the box,
but uses less cardboard than the original box. Draw the 2-dimensional net before folding.

Cereal Box Task:

A cereal box company uses cereal boxes that are rectangular prisms. The boxes have the
dimensions shown.
● 35 centimeters high
● 25 centimeters wide
● 5 centimeters deep
The managers of the company want a new size for their cereal boxes. The new boxes have to be
rectangular prisms. You will evaluate one box design the company proposed. Then you will
create and propose your design for the company.

Requirements for the new boxes:

● The new boxes have to use less cardboard than the original boxes.
● The new boxes have to hold the same or a greater volume of cereal as the original boxes.

1. Determine the volume of the current cereal box with the dimensions 35 centimeters tall,
25 centimeters wide, and 5 centimeters deep.

The volume of the original box: V = _____ cm3

2. Label the dimensions of the net for the current cereal box with the dimensions 35
centimeters high, 25 centimeters wide, and 5 centimeters deep.
EDU 603 FINAL PROJECT 30

35 cm

25 cm

5 cm

3.

Determine the surface area, S, in square centimeters, of the current cereal box with
dimensions 35 centimeters tall, 25 centimeters wide, and 5 centimeters deep.

Surface Area of the original box: S = ____ cm2

4. The company proposes a new cereal box with dimensions 26 centimeters tall, 18
centimeters wide, and 10 centimeters deep. The new cereal box is a rectangular prism.
Determine if this new box meets each of the requirements. Explain why or why not.

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Your Cereal Boxes

EDU 603 FINAL PROJECT 31

5. Find three new cereal box sizes for this company. Calculate the volume and surface area
of each one to show that they meet the company’s criteria. All cereal boxes are
rectangular prisms. Choose one of your new boxes and explain why your design is better
for the company, based on the requirements.

Requirements for the new boxes:

● The new boxes have to use less cardboard than the original boxes.
● The new boxes have to hold the same or a greater volume of cereal as the original boxes.

Part 1: Show your calculations for the volume and surface area of each new box (with labels).
You may use additional paper as a workspace.

Length Width Height Volume Surface Area

Which of your three new box designs is the best for the company? ___________

Which of your three new box designs is the worst for the company? _____________
EDU 603 FINAL PROJECT 32

Part 2: A written explanation of the following:

● How did you found your three new box dimensions? Discuss any patterns you
found in your investigation.
● Why your final choice is the best for the company (consider advertising, home
storage, conservation of materials, ease of use, transportation, etc).

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Part 3: Create a full-sized net of your final box choice on heavy paper. Cut it out, assemble, and
design your box for presentation to the company.
EDU 603 FINAL PROJECT 33

Appendix I

Student Checklist For Presenting

Criteria Needed Check off each of the

for Presentation criteria as you complete it

I have all my measurements and calculations

ready to share.

My box is complete and made with the correct

measurements.

(Color and Name of Cereal)

I am prepared to present (Choose 1)

 I made a presentation with a voiceover

 I will present with additional visuals

 I will present with my box only

My presentation explains how this meets the

company’s requirements.

I shared 2 or more reasons why this was a better

choice for a cereal box.

I was able to take questions and explain my

thought process.

Appendix J
EDU 603 FINAL PROJECT 34

The learning profile was created to portray the strengths, weaknesses, and interests of one of my

students.

Appendix K
EDU 603 FINAL PROJECT 35

Planning Pyramid
Some students will know:  How to calculate the area and circumference of partial
circles.
 How similar dimensions of right prisms will shrink the
surface area.
 How to apply cost in real-life situations to area, volume,
and surface area.
 When calculating lateral surface area, the top and
bottom of the object are excluded.

Most students will know:  That adjusting the dimensions of a right prism changes
the surface area, but affects the volume more.
 Area is specifically used for two-dimensional objects.
 Volume and surface area are used specifically for three-
dimensional objects.
 Right prisms are made up of six faces.
All students will know  Pi is used for calculating the circumference and area of
circles only.
 Circumference is the perimeter of a circle.
 Radius, diameter, chord, and circumference are all parts
of a circle.
 How to input the dimensions of an object into the
appropriate formula to calculate the area,
circumference, volume, or surface area.
 Surface area is the area occupied by the surface of a
three-dimensional object.
 Volume is the amount of space available inside a three-
dimensional object.
 EDU 603 FINAL PROJECT 36

Appendix L

Self-Assessment Rubric For Curriculum Designer

Category Developing Emerging Proficient Score

1 2 3
Identifying Desired Results
Standards, Big Standards do not align with Standards partially align Standards are aligned with
Ideas, and the big ideas and essential with the big ideas and both the big ideas and
Essential questions of this unit. essential questions of this essential questions of this
Questions unit. unit.
Essential Essential questions do not Essential questions are Essential questions align
questions, align with the knowledge or partially aligned with with the knowledge and
knowledge, and skills required of my some knowledge or skills skills required of my
skills students required of my students. students.
Understandings apply to this Understandings allow for Understandings allow
Transferable unit only. Students cannot some knowledge to be knowledge to be
Knowledge transfer knowledge to transferred to other transferred to other
another situation. situations and disciplines. situations and disciplines.
Determining Acceptable Evidence
Ways to Student can only Students have some Students have multiple
demonstrate demonstrate their flexibility in how they ways to demonstrate their
understanding understanding in the one demonstrate their understanding in this unit.
way provided by the teacher understanding unit.
in this unit.
Students can only follow the Students have limited Students have multiple
Variability process offered by the options to engage with ways of engagement,
teacher. the material. including technology.
At least one authentic At least one authentic At least one authentic
Performance performance task is created performance task is performance task is
Task but does not include the created using the created using the GRASPS
GRASPS tool. GRASPS tool. tool that requires higher-
level thinking.
Planning Learning Experiences and Instruction
Students are unaware of the Students are unaware of Students know the goal
Objective/Goal goal of this unit. the goal of this unit until and objectives of this unit
the end of the unit. from the start of the unit.
Students are given one Students are given a few Students are given
Opportunity to opportunity to uncover the opportunities to rethink multiple opportunities
Revisit/Rethink concept or work on a task. or revisit their work within the unit to rethink,
revisit, and revise their
work before the final
performance task
Engagement Students are engaged with a Students are engaged Students are engaged with
topic they are not able to with a unit that offers a unit that is relatable and
relate to. some real-life has real-life connections
connections and and applications.
applications