**Topic 18- Volume and Surface Area**

18-1 Solid Figures | 6.G.4 |

18-2 Surface Area | 6.G.4 |

18-4 Volume with Fractional Edge Lengths | 6.G.2 |

18-5 Problem Solving: Use Objects and Reasoning | 6.G.4 |

CCSS.MATH.CONTENT.6.G.A.4

Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

### Technology Integration Resources

There are great resources at CCSS Math, including instructional videos, interactive sites with immediate feedback, performance tasks, etc.

### Tips, Math Practices, and Tech Integration

Have you thought about taking the performance task in enVision (or you can use these ones too), and then have students discuss the questions on an online chat such as Today’s Meet, on a blog, in a Moodle forum, or My Big Campus chat? As they are discussing ideas online, you can also include specific questions focusing on math practices such as:

**#3 Construct viable arguments and critique the reasoning of others**: Teachers ask clarifying and probing questions and set up a safe environment for students to agree and disagree with one another. Students would then focus on supporting their arguments and listen (read) other arguments and approaches and decide if it is reasonable.**#1 Make sense of problems and persevere in solving them**: Teachers would provide wait time for groups of students to analyze the information and explain the meaning of the problem; then discuss possible solutions. Once they have vetted their ideas, they could compose their thoughts to share online.

In such discourse, the teacher would need to adjust questions. For example, if the teacher realizes that the students don’t quite understand the question being asked, then she/he could ask questions to have them paraphrase the question being asked, have them ask and answer their own questions to clarify what is being asked… And lead them through the problem solving steps through these math practices.

Why online discussion? There are several reasons. First, it is revealing to have students actually narrow down their discussion to the main idea. To do so, they need to know what they are going to say, which means they make a decision about their deductions. Second, some of your less vocal students often times feel more comfortable offering their ideas online. It gives them a platform with equity of opportunities to share.

**What other ideas do you have related to this post?**

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