### Remarks

**Examples of Opportunities for In-Depth Focus**

Work toward meeting this standard draws together grades 3–6 work with geometric measurement.

**Subject Area:**Mathematics

**Grade:**7

**Domain-Subdomain:**Geometry

**Cluster:**Level 2: Basic Application of Skills & Concepts

**Cluster:**Solve real-life and mathematical problems involving angle measure, area, surface area, and volume. (Additional Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

**Date Adopted or Revised:**02/14

**Date of Last Rating:**02/14

**Status:**State Board Approved - Archived

**Assessed:**Yes

**Assessment Limits :**

Three-dimensional shapes may include right prisms and right pyramids. When the base of a figure has more than four sides, the area of the base must be given.**Calculator :**Yes

**Context :**allowable

**Test Item #:**Sample Item 1**Question:**The surface area of a cube is 6 square centimeters. What is its volume, in cubic centimeters?**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 2**Question:**A cube with a surface area of 96 square centimeters is shown.

Eight cubes like the one shown are combined to create a larger cube. What is the volume, in cubic centimeters, of the new cube?

**Difficulty:**N/A**Type:**EE: Equation Editor

**Test Item #:**Sample Item 3**Question:**Mitzi has a rectangular swimming pool. She fills it with water to a depth of 5 feet. The water has a volume of 1200 cubic feet.

Use the Connect Line tool to draw a rectangle that represents the possible dimensions of the swimming pool.

**Difficulty:**N/A**Type:**GRID: Graphic Response Item Display

## Related Courses

## Related Access Points

## Related Resources

## 3D Modeling

## Formative Assessments

## Lesson Plans

## Perspectives Video: Professional/Enthusiasts

## Perspectives Video: Teaching Idea

## Problem-Solving Tasks

## Project

## Teaching Ideas

## Tutorials

## Unit/Lesson Sequence

## Virtual Manipulatives

## WebQuest

## STEM Lessons - Model Eliciting Activity

In this MEA, students select jars for candles based on a variety of factors and then design boxes to contain the jars.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

This MEA requires students to formulate a comparison-based solution to a problem involving finding the best plan for installing tile floor considering different aspects. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Raising Your Garden MEA provides students with a real world engineering problem in which they must work as a team to design a procedure to select the best material for building raised garden beds. The main focus of this MEA is to recognize the importance of choosing the correct material for building a raised garden bed, what information is needed before starting a gardening project, and to consider the environmental and economic impact the garden will have on the school. Students will conduct individual and team investigations in order to arrive at a scientifically sound solution to the problem.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations.

## MFAS Formative Assessments

Students are asked to calculate the volume and surface area of a cube.

Students are asked to determine the surface area of a right triangular prism and explain the procedure.

## Student Resources

## Perspectives Video: Professional/Enthusiast

<p>Understand 3D modeling from a new angle when you learn about surface geometry and 3D printing.</p>

Type: Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.

Type: Problem-Solving Task

The 7th graders at Sunview Middle School were helping to renovate a playground for the kindergartners at a nearby elementary school. City regulations require that the sand underneath the swings be at least 15 inches deep. The sand under both swing sets was only 12 inches deep when they started. The rectangular area under the small swing set measures 9 feet by 12 feet and required 40 bags of sand to increase the depth by 3 inches. How many bags of sand will the students need to cover the rectangular area under the large swing set if it is 1.5 times as long and 1.5 times as wide as the area under the small swing set?

Type: Problem-Solving Task

## Tutorials

Find the volume of an object, given dimensions of a rectangular prism filled with water, and the incremental volume after the object is dropped into the water.

Type: Tutorial

This video involves packing a larger rectangular prism with smaller ones which is solved in two different ways.

Type: Tutorial

This video will show to find the volume of a triangular prism, and a cube by applying the formula for volume.

Type: Tutorial

## Parent Resources

## Perspectives Video: Professional/Enthusiast

<p>Understand 3D modeling from a new angle when you learn about surface geometry and 3D printing.</p>

Type: Perspectives Video: Professional/Enthusiast

## Problem-Solving Tasks

This problem solving task asks students to explain which measurements are needed to estimate the thickness of a soda can. Multiple solution processes are presented.

Type: Problem-Solving Task

The 7th graders at Sunview Middle School were helping to renovate a playground for the kindergartners at a nearby elementary school. City regulations require that the sand underneath the swings be at least 15 inches deep. The sand under both swing sets was only 12 inches deep when they started. The rectangular area under the small swing set measures 9 feet by 12 feet and required 40 bags of sand to increase the depth by 3 inches. How many bags of sand will the students need to cover the rectangular area under the large swing set if it is 1.5 times as long and 1.5 times as wide as the area under the small swing set?

Type: Problem-Solving Task