Middle Measurement and Geometry MASSI

BACK TO Mathematics Activities for Scripted Systematic Instruction

Activity: Preparing Posters for Spirit Club

Grade Band: Grades 6-8

Concept: Measurement/Geometry

Common Core State Standard	Core Content Connectors	MASSI OBJECTIVES
6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.	6th 6.GM.1d1 Find area of quadrilaterals	Using formula to calculate area of rectangles
6.G.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.	7th 7.GM.1h2: Find the surface area of three-dimensional figures using nets of rectangles or triangles	Using nets and formula to calculate surface area of rectangles
8.G.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.	8th 8.ME.1e1 Describe the changes in surface area, area, and volume when the figure is changed in some way (e.g., scale drawings)	Using formula to calculate changes in area

Be sure to provide specific practice to students on the skills that correspond to their grade level.

Combined materials provided: finished examples of posters decorated for local team, paint (may want to sabotage by labeling something like "recommended for an area of _____"), stickers, markers, glue, pictures of school/local team's mascot and players, tiling squares

Teacher materials: Multiple sizes of poster board, calculator, measuring tape/yardstick, box, printed nets (see materials), laminated equation for area and surface area. Note: Although this lesson has a lot of steps, a large majority of the steps break down the calculations into discrete steps.

Student materials (need one set for each student): Scientific or graphing calculators; multiple sizes of poster board (pre-labeled with length and width); worksheets 2, 3, 4; smaller pictures of favorite team's players/mascots (e.g., 3"x 5", 4"x 6"); boxes (pre-labeled with height, width, and length); printed nets

Worksheets: There are student worksheets to review each component of the lesson.

Assessments: Progress Monitoring for taking data during the lesson; Skills Test

TEACHING OVERVIEW: The first section of the MASSI provides remedial practice on the concepts of perimeter, area, length, width, surface area, height, and tiling to find area. Then, the 6^th grade aligned component, calculating area, is introduced. This is a good review for your 7^th and 8^th graders. Next, the 7^th grade aligned component, calculating surface area, is introduced. This is useful for your 6^th and 8^th graders to gain fluency with equations. Lastly, the 8^th grade aligned component is calculating changes in area. While the 8^th graders work on calculating changes, 6^th and 7^th graders can also work on this skill or you can let the 6^th and 7^th graders practice calculating area and surface area.

SCRIPT FOR LESSON

BUILD THE ESSENTIAL UNDERSTANDING: CONCEPT AND SYMBOLS: Perimeter, Area, Length, Width, Surface Area, Height, and Tiling to Find Area (Skip this section for students who understand these relationships and can identify these concepts).

INTRODUCE ACTIVITY: Today we are going to learn about how to be good spirit club members. We are going to be in a spirit club to cheer for and support the (insert school team name or local sports team). We are going to make posters to hold up to support our team. In order to make the posters correctly, we must first learn about area and surface area. Show students an already completed/decorated poster. This is my spirit poster. See how I painted it, and then I decorated it with buttons, pictures, and markers. Before we get started decorating our posters, we need to review some vocabulary.

INTRODUCE THE PROBLEM: We need to know what the words "perimeter," "area," "length," "width," "height," and "surface area" mean.

MODEL THE PROCESS: Hold up your poster. Use your finger to trace the outside edge of the poster. The perimeter is the edge that goes along the outside of the poster. Show me the perimeter of this poster. Wait for students to point or eye gaze towards the perimeter of your poster. Correct? Praise: Good. No response? Guide student to make the response.

STUDENT PRACTICE: Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
1.	Now let's practice with your poster. Show me the perimeter of your poster.	Student uses finger to trace the outside edges of the poster.

MODEL THE PROCESS: Now let's review area. Use the poster to indicate area with hand showing the full area. Area is the space inside the perimeter. Show me the area of this poster. Wait for students to point or eye gaze towards the area of your photo.

STUDENT PRACTICE: Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
2.	Now let's practice with your poster. Show me the area of your poster.	Student uses hand to indicate the area of the poster.

MODEL THE PROCESS: Hold up your poster. One way to find out the area of a poster is to find the length and width. Length is the longest side of a parallelogram. This is the length of the poster (point to the entire length of the longest side of the poster). Show me the length of this poster. Wait for students to point or eye gaze towards the length of your poster.

STUDENT PRACTICE: Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
3.	Now let's practice with your poster. Show me the length of your poster.	Student uses finger to point to the length of their poster.

MODEL THE PROCESS: Hold up your poster. Width is the shortest side of a parallelogram. This is the width of the poster (point to the entire width of the shortest side of your poster). Show me the width of this poster. Wait for students to point or eye gaze towards the width of the poster.

STUDENT PRACTICE: Give each student a blank poster board. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
4.	Now let's practice with your poster. Show me the width of your poster.	Student uses finger to point to the width of their poster.

MODEL THE PROCESS: Sometimes we need to know the surface area of a box, cube, or other three dimensional object. When we need to find the surface area of a box, we use a net. A net is what a box would look like if you flattened it out. Look at this net. Show the students the net, fold it into a box, and then again show them how to flatten it out. Use the net to indicate area with hand showing the full area. Surface area is the space inside the perimeter of the entire surface of the net. Show me the surface area of this net. Wait for students to point or eye gaze towards the surface area of the net.

STUDENT PRACTICE: Give each student their own net. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
5.	Now let's practice with your net. Show me the surface area of your net.	Student uses hand to indicate the surface area of the net.

MODEL THE PROCESS: Fold up the net into a box again, or hold up a box. We also need to know how to find the dimensions of a box. This is the length of this box (point to the entire length of the box). Show me the length of this box. Wait for students to point or eye gaze towards the length of the box.

STUDENT PRACTICE: Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
6.	Now let's practice with the boxes you have. Show me the length of the box.	Student uses finger to point to the length of the box.

MODEL THE PROCESS: Hold up a box. This is the width of this box (point to the entire width of the box). Show me the width of this box. Wait for students to point or eye gaze towards the width of the box.

STUDENT PRACTICE: Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
7.	Now let's practice with the boxes you have. Show me the width of the box.	Student uses finger to point to the width of the box.

MODEL THE PROCESS: Hold up a box. Last one, this is the height of this box (point to the entire height of the box). The height goes up and down. Show me the height of this box. Wait for students to point or eye gaze towards the height of the box

STUDENT PRACTICE: Give each student a different box. Use LEAST INTRUSIVE PROMPTS script as needed to help students with each step.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
8.	Now let's practice with the boxes you have. Show me the height of the box.	Student uses finger to point to the height of the box.

GENERALIZATION: Good. You are almost ready to work on making the posters. Before we begin, let's make sure you know the math vocabulary really well! Let's practice with some other things we might find in our school. Give each student new objects/pictures (e.g., sheet of paper, calendar, picture [steps 9-12], a net or unfolded box [step13], and rectangular prism or cube, such as cereal box [steps 14-16], etc.) to use. NOTE: Each day use different items so student does not memorize the correct answer.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
9.	Show me the perimeter of the _____.	Student uses finger to trace the outside edges of the item.
10.	Show me the area of the _____.	Student uses hand to indicate the area of the item.
11.	Show me the length of the _____.	Student uses finger to point to the length of their item.
12.	Show me the width of the _____.	Student uses finger to point to the width of their item.
13.	Show me the surface area of the net of the _____.	Student uses hand to indicate the surface area of the net.
14.	Show me the length of the ___(e.g., 3-D object that is a rectangular prism or cube).	Student uses finger to point to the length of their item.
15.	Show me the width of the ___(e.g., 3-D object that is a rectangular prism or cube).	Student uses finger to point to the width of their item.
16.	Show me the height of the ___(e.g., 3-D object that is a rectangular prism or cube).	Student uses finger to point to the height of their item.

BUILD THE ESSENTIAL UNDERSTANDING: CONCEPT: Finding Area by Tiling.

INTRODUCE THE PROBLEM: We need to know the size of the poster so that we can get enough paint to cover it in paint. One way that we can find out the area of a small surface is to use one-inch tiling squares to cover the area of it. It would take too many tiling squares to cover our poster, so let's practice with some sports pictures first. We can add these to our poster to decorate it.

MODEL THE PROCESS: Look at this picture of the (sports team). This is a tiling square. Hold up the tiling square for the students to see. Now, I will line up the tiling squares to cover the area of the picture, watch me. Teacher covers the top of his/her picture with the tiling squares while the students watch. Then, we just count how many tiles we used. Let's count together, 1, 2, 3… Teacher should point to each of the tiles as the students count aloud.

STUDENT PRACTICE. Each student should have a photo and more than enough tiling squares to cover the picture (don't give the exact amount; give more than needed so students have to stop at the appropriate number). Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

**Note: When students are counting: If the student is nonverbal, counting may be done using an assistive technology device or with a response board (containing the numbers 1-10 or higher when appropriate). The student should "count" by pointing to the tile, then pointing to the corresponding number. For example, the student points to the first tile and points to the number one, then points to the second tile and points to the number two, etc. Student may also tap as teacher counts or move hands/AT scanner from number to number as teacher counts. Look for an action that the student can perform independently and encourage this action as the tiles are counted. Some examples are: a tap, a head nod, blink, leg movement, finger movement.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
17.	Put the tiles on your photo and count to find the area.	Student places and counts the number of tiles on the photo (stopping when the photo is covered in tiles).
18.	Give each student a second picture. Now let's try it with another photo to add to our poster. Use the tiling squares to find the area of this photo.	Student places and counts the number of tiles on the photo (stopping when the photo is covered in tiles).

This may be a good stopping point. Let students use the art supplies to make spirit posters for their team. There is a generalization worksheet with this level. You can use this for additional guided practice or to send home as homework.

Measurement/ Geometry Skill Test	Teacher Says/Does	Student Response	Error Correction
	Give each student the Measurement/ Geometry Skills Test 1: Concepts and Symbols. Read directions for each problem and have student select response. Record whether response is correct or incorrect.	Only provide praise for completing assessment (if student needs encouragement). Do not provide specific praise for correct answers while student is testing.	Once the student has completed the test, review missed problems with the student.
NOW Stop the lesson here and repeat tomorrow if student is not yet getting at least 10 independent correct responses. Score responses 1-18 on the Measurement/Geometry Progress Monitoring Sheet if you did not do so while teaching.		NEXT Remember the goal is for students to be able to calculate area as soon as possible, move into the second half of the lesson to hit the target CCC for this grade level. Be sure to provide some practice for students at their specific grade level concept even if they have not achieved mastery of previous concepts. You can skip this Conceptual Foundation section to move on.

6^th BUILD A GRADE ALIGNED COMPONENT: Calculating area, 7^th & 8^th SYMBOL USE: Calculating area

INTRODUCE THE PROBLEM: Now, you will show students how to calculate the area using a formula. Give the students a piece of poster board that they will decorate. The poster should have the length and width written on it (see materials for an example). There is an easier way to calculate the area of a rectangle than using tiling squares. This is especially helpful when we need to know the area of a large space, like a poster. Instead of counting all these tiles, we can use a formula. The formula is area equals length times width. Show them the equation for area or write it on the board and point to each part as you read it.

MODEL THE PROCESS: We need to calculate the area of this poster board to get enough paint to cover it. I am going to use a yardstick (or measuring tape) to measure the length of my poster. Use a yardstick/measuring tape and show how to measure the length of your poster board. The length is ____, so I'll write it in my equation. Now I will use the yardstick (or measuring tape) to measure the width of my poster board. Use a yardstick/measuring tape and show how to measure the width of the poster board. The width is ____, so I'll write that in my equation. Now I will use a calculator to calculate the area. Remember, area equals length times width. First I type in the length, (say number), then push the times button, then I type in the width, (say number), and push the equals button. Look, the area of my poster is _____ square inches. Note: Always say unit of measurement with numerical value.

STUDENT PRACTICE: Give each student Worksheet 2 and have them use the front page with formula template. Look at your poster board. The length and width are already written on it. All you need to do is calculate the area using a calculator and the formula for area. Use a talking calculator for students with visual impairments. Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

**Note: Have the students write the numbers into the formula on the worksheet, but do not score writing ability. If students are unable to write the number, they can use number stamps or direct the teacher to write it for them.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
19.	Look at your worksheet. This says length (pointing to the length space in the equation). What is the length of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length.
20.	Now we need to find the width. What is the width of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width.
21.	Now enter the formula into your calculator to solve for area of your poster board. Wait for students to independently enter the length into the calculator or say "What's next?"	Student enters the length into the calculator.
22.	Wait for students to independently enter the times button or say "What's next?"	Student enters the multiplication sign into the calculator.
23.	Wait for students to independently enter the width or say "What's next?"	Student enters the width into the calculator.
24.	Wait for students to independently enter the equals button or say "What's next?"	Student enters the equals button into the calculator.
25.	"What is the area of the poster board?"	Student says or writes the area of the poster onto the worksheet. Student must say/indicate unit of measurement squared (e.g., "inches squared").

STUDENT PRACTICE: Good work! I'll make sure you get enough paint to cover (state area). Let's get ready to make a second poster. We need to calculate the area for the second poster. Give students a different size poster board that also has the height and width labeled. Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
26.	Look at your worksheet. This says length (pointing to the length space in the equation). What is the length of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length.
27.	Now we need to find the width. What is the width of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width.
28.	Now enter the formula into your calculator to solve for area of your poster board. Wait for students to independently enter the length into the calculator or say "What's next?"	Student enters the length into the calculator.
29.	Wait for students to independently enter the times button or say "What's next?"	Student enters the multiplication sign into the calculator.
30.	Wait for students to independently enter the width or say "What's next?"	Student enters the width into the calculator.
31.	Wait for students to independently enter the equals button or say "What's next?"	Student enters the equals button into the calculator.
32.	"What is the area of the poster board?"	Student says or writes the area of the poster onto the worksheet.

This may be a good stopping point. Let students use the art supplies to make spirit posters for their team. There is a generalization worksheet with this level. You can use this for additional guided practice or to send home as homework.

INDEPENDENT PRACTICE: Measurement/ Geometry Skill Test	Teacher Says/Does	Student Response	Error Correction
	Give each student the Measurement/ Geometry Skills Test 2: Calculating Area. Read directions for each problem and have student select response. Record whether response is correct or incorrect.	Only provide praise for completing assessment (if student needs encouragement). Do not provide specific praise for correct answers while student is testing.	Once the student has completed the test, review missed problems with the student.
NOW Stop the lesson here and repeat tomorrow if student is not yet getting at least 8 independent correct responses on this section. Score responses 19-32 on the Measurement/Geometry Progress Monitoring Sheet if you did not do so while teaching.		NEXT Remember the goal is for students to be able to calculate surface area as soon as possible. Move into the next portion of the lesson to hit the target CCC for their grade level. Be sure to provide some practice for students at their specific grade level concept even if they have not achieved mastery of previous concepts.

7^th BUILD A GRADE ALIGNED COMPONENT: Calculating surface area

INTRODUCE PROBLEM: Now that we've made some posters, we need to put them in a box to take them to the pep rally. We need to decorate our box to match our posters. First, we need to find the surface area of the box so that we know how much paint we need to cover our box. Remember that surface area is the space inside the net, or what the box looks like if you flatten it (show the model of the net). Just like we learned for area, we can find the surface area by using tiling squares or by using a formula.

MODEL THE PROBLEM: Use the nets on pg. 34-36. I will show you how to find the surface area of this net using tiling squares. I will line up the tiling squares to cover the area of the net. Watch me. Teacher covers the top of his/her net with the tiling squares while the students watch. Then, we just count how many tiles we used. Let's count together, 1, 2, 3… Teacher should point to each of the tiles as the students count aloud. The surface area of my net is ___ square units or units squared.

STUDENT PRACTICE: It would take too many tiling squares to cover our boxes, so let's practice with some nets. Give each student a net and more than enough tiling squares to cover the net (don't give the exact amount; give more than enough so students have to stop at the appropriate number). Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

**Note: When students are counting: If the student is nonverbal, counting may be done using an assistive technology device or with a response board (containing the numbers 1-10 or higher when appropriate). The student should "count" by pointing to the tile, then pointing to the corresponding number. For example, the student points to the first tile and points to the number one, then points to the second tile and points to the number two, etc. Student may also tap as teacher counts or move hands/AT scanner from number to number as teacher counts. Look for an action that the student can perform independently and encourage this action as the tiles are counted. Some examples are: a tap, a head nod, blink, leg movement, finger movement.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
33.	Put your tiles on your net and count to find the surface area.	Student places and counts the number of tiles on the net (stopping when the net is covered in tiles). Student should state/indicate surface area and include "units squared" as unit of measurement.
34.	Give each student a second net. Now let's try it with another net. Use the tiling squares to find the surface area of this net.	Student places and counts the number of tiles on the net (stopping when the net is covered in tiles). Student should state/indicate surface area and include "units squared" as unit of measurement.

INTRODUCE PROBLEM: Now, you will show students how to calculate the surface area using a formula. Give the students a box that they will decorate. The box should have the length, width, and height written on it. There is an easier way to calculate the surface area of a box than using tiling squares. This is especially helpful when we need to know the surface area of a large object. Instead of counting all these tiles, we can use a formula. The formula is surface area equals 2 times length times height, plus 2 times height times width, plus 2 times width times length. Show them the equation for surface area or write it on the board and point to each part as you read it. This means that we are finding the area of each side of the box and multiplying it by 2 since there are 2 sides that are the same (demonstrate on box by showing opposite sides are the same).

MODEL THE PROBLEM: We need to calculate the surface area of this box to get enough paint to cover it. I am going to use a yardstick (or measuring tape) to measure the length of this box. Use a yardstick/measuring tape and show how to measure the length of box. The length is ____, so I'll write it in my equation everywhere it says length. Now I will use the yardstick (or measuring tape) to measure the width of the box. Use a yardstick/measuring tape and show how to measure the width of the box. The width is ____ so I'll write that in my equation everywhere it says width. Now I will use the yardstick (or measuring tape) to measure the height of the box. Use a yardstick/measuring tape and show how to measure the height of the box. The height is ____ so I'll write that in my equation everywhere it says height. Now I will use a calculator to calculate the surface area. Vocally say each button aloud as you push it and point/have students follow along in the equation. Look, the surface area of the box is _____inches squared. Note: Always say unit of measurement with numerical value.

STUDENT PRACTICE: Give each student Worksheet 3. The length, width, and height are already written on your box. All you need to do is calculate the surface area using a calculator and the formula. Make sure students have scientific or graphing calculators that allow them to enter parentheses; otherwise the equation will not result in the correct answer. If you do not have them readily available in your classroom, you can enter the search term "scientific calculator" into Google and one will appear on the computer screen. Use a talking calculator for students with visual impairments. Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

**Note: Have the students write the numbers into the formula on the worksheet, but do not score writing ability. If students are unable to write the number, they can use number stamps, Velcro numbers, or direct the teacher to write it for them.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
35.	Look at your worksheet. This says length (pointing to the length space in the equation), What is the length of the box?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length.
36.	We need to write length again here. Tell me one more time, what was the length?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length.
37.	Now we need to find the height. What is the height of the box?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the height.
38.	We need to write height again here. Tell me one more time, what was the height?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the height.
39.	Now we need to find the width. What is the width of the box?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width.
40.	We need to write width again here. Tell me one more time, what was the width?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width.
41.	Now enter the formula into your calculator to solve for surface area. Wait for students to independently enter "2" into the calculator or say "What's next?"	Student enters the "2" into the calculator.
42.	Wait for students to independently enter "(" or say "What's next?"	Student enters "(" into the calculator.
43.	Wait for students to independently enter the length into the calculator or say "What's next?"	Student enters the length into the calculator.
44.	Wait for students to independently enter the multiplication button or say "What's next?"	Student enters the multiplication sign into the calculator.
45.	Wait for students to independently enter the height into the calculator or say "What's next?"	Student enters the height into the calculator.
46.	Wait for students to independently enter ")" or say "What's next?"	Student enters ")" into the calculator.
47.	Wait for students to independently enter the plus button or say "What's next?"	Student enters the plus sign into the calculator.
48.	Wait for students to independently enter "2" into the calculator or say "What's next?"	Student enters the "2" into the calculator.
49.	Wait for students to independently enter "(" or say "What's next?"	Student enters "(" into the calculator.
50.	Wait for students to independently enter the height into the calculator or say "What's next?"	Student enters the height into the calculator.
51.	Wait for students to independently enter the multiplication button or say "What's next?"	Student enters the multiplication sign into the calculator.
52.	Wait for students to independently enter the width into the calculator or say "What's next?"	Student enters the width into the calculator.
53.	Wait for students to independently enter ")" or say "What's next?"	Student enters ")" into the calculator.
54..	Wait for students to independently enter the plus button or say "What's next?"	Student enters the plus sign into the calculator.
55.	Wait for students to independently enter "2" into the calculator or say "What's next?"	Student enters the "2" into the calculator.
56.	Wait for students to independently enter "(" or say "What's next?"	Student enters "(" into the calculator.
57.	Wait for students to independently enter the width into the calculator or say "What's next?"	Student enters the width into the calculator.
58.	Wait for students to independently enter the multiplication button or say "What's next?"	Student enters the multiplication sign into the calculator.
59.	Wait for students to independently enter the length into the calculator or say "What's next?"	Student enters the length into the calculator.
60.	Wait for students to independently enter ")" or say "What's next?"	Student enters ")" into the calculator.
61.	Wait for students to independently enter the equals/enter button or say "What's next?"	Student enters the equals/enter button into the calculator.
62.	"What is the surface area of the box?"	Student says or writes the surface area of the box onto the worksheet. Student should state/indicate surface area and include "units squared" as unit of measurement.

Great, you found the surface area! We need enough paint to cover ___ square inches of surface area.

This may be a good stopping point. Let students use the art supplies to make spirit posters and boxes for their team. There is a generalization worksheet with this level. You can use this for additional guided practice or to send home as homework.

INDEPENDENT PRACTICE: Measurement/ Geometry Skill Test	Teacher Says/Does	Student Response	Error Correction
	Give each student the Measurement/ Geometry Skills Test 3: Calculating Surface Area. Read directions for each problem and have student select response. Record whether response is correct or incorrect.	Only provide praise for completing assessment (if student needs encouragement). Do not provide specific praise for correct answers while student is testing.	Once the student has completed the test, review missed problems with the student.
NOW Stop the lesson here and repeat tomorrow if student is not yet getting at least 18 independent correct responses on this section. Score responses 33-62 on the Measurement/Geometry Progress Monitoring Sheet if you did not do so while teaching.		NEXT Remember the goal is for students to be able to calculate changes in surface area as soon as possible. Move into the next portion of the lesson to hit the target CCC for their grade level. Be sure to provide some practice for students at their specific grade level concept even if they have not achieved mastery of previous concepts.

8^th BUILD A GRADE ALIGNED COMPONENT: Calculating changes in area

STUDENT PRACTICE: Give each student worksheet 4. This particular step (calculating area) was taught in the 6^th grade level portion of the MASSI. If students are unable to complete this step, go back and re-teach the 6^th grade portion. Ok, we've made a few posters for our pep rally, but let's make one more poster. Let's calculate the area of this poster board so we can make sure we get enough paint. Give students each a piece of poster board that is intentionally very small. Make sure the length and width are labeled on the poster board. Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

**Note: Have the students write the numbers into the formula on the worksheet, but do not score writing ability. If students are unable to write the number, they can use number stamps, Velcro numbers, or direct the teacher to write it for them.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
63.	Look at your worksheet. This says length (pointing to the length space in the equation). What is the length of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length.
64.	This says width (pointing to the width space in the equation). What is the width of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width.
65.	Now enter the formula into your calculator to solve for area of your poster board. Wait for students to independently enter the length into the calculator or say "What's next?"	Student enters the length into the calculator.
66.	Wait for students to independently enter the times button or say "What's next?"	Student enters the multiplication sign into the calculator.
67.	Wait for students to independently enter the width or say "What's next?"	Student enters the width into the calculator.
68.	Wait for students to independently enter the equals button or say "What's next?"	Student enters the equals button into the calculator.
69.	"What is the area of the poster board?"	Student says or writes the area of the poster onto the worksheet.

INTRODUCE PROBLEM: Good job finding the area of the first poster, here is enough paint to cover that area. Oh, no, I just realized that this poster board is too small… the players won't be able to see it from the stands. I think we should make a bigger poster. Here, let's use this new, bigger piece of poster board. Give each student a larger piece of poster board.

STUDENT PRACTICE: Give each student a bigger piece of poster board, also with the length and width labeled. First, we need to calculate the area of the new poster board. Then, we will calculate the difference in the areas so that we know how much more paint we'll need. Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
70.	Look at your worksheet. This says length (pointing to the length space in the equation). What is the length of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the length.
71.	This says width (pointing to the width space in the equation). What is the width of your poster board?	Student writes/stamps/uses Velcro numbers/points to/eye gazes to the width.
72.	Now enter the formula into your calculator to solve for area of your poster board. Wait for students to independently enter the length into the calculator or say "What's next?"	Student enters the length into the calculator.
73.	Wait for students to independently enter the times button or say "What's next?"	Student enters the multiplication sign into the calculator.
74.	Wait for students to independently enter the width or say "What's next?"	Student enters the width into the calculator.
75.	Wait for students to independently enter the equals button or say "What's next?"	Student enters the equals button into the calculator.
76.	"What is the area of the poster board?"	Student says or writes the area of the poster onto the worksheet.

INTRODUCE PROBLEM: Good job finding the area of the second poster! Now we need to calculate the difference in the areas so that we know how much more paint we'll need. We need to subtract the smaller area from the larger area.

MODEL THE PROBLEM: We need to calculate difference in area of the smaller piece from the larger piece. Watch me calculate the difference in area. This poster board is larger (point to bigger poster board). The area of the larger poster board is ____, so I will write it on the "larger area" line. This poster board is smaller (point to smaller poster board). The area of the smaller poster board is ____, so I'll write it on the "smaller area" line. Now I will use a calculator to find the difference in area. Say each button aloud as you push it and point/have students follow along in the equation. Look, the difference in the area of the poster boards is _____ square inches.

STUDENT PRACTICE: Now it's your turn. You need to calculate the difference in the areas so that we know how much more paint we'll need. Use LEAST INTRUSIVE PROMPTS script to help student with each step as needed.

CHECK AND SCORE

Step	Teacher Says/Does	Student Response
77.	Look at your worksheet. This says "larger area" (pointing to the space in the equation). What is the area of the larger poster board?	Student writes/stamps/Velcro's/ points to/eye gazes to the larger area.
78.	This says "smaller area" (pointing to the space in the equation). What is the area of the smaller poster board?	Student writes/stamps/Velcro's/ points to/eye gazes to the smaller area.
79.	Now enter the formula into your calculator to solve for the change in area. Wait for students to independently enter the larger area into the calculator or say "What's next?"	Student enters the larger area into the calculator
80.	Wait for students to independently enter the minus button or say "What's next?"	Student enters the minus sign into the calculator.
81.	Wait for students to independently enter the smaller area into the calculator or say "What's next?"	Student enters the smaller area into the calculator.
82.	Wait for students to independently enter the equals button or say "What's next?"	Student enters the equals button into the calculator.
83.	"What is the change in the area of the paper?"	Student says or writes the change in the perimeter of the paper onto the worksheet.

Yes! We need enough paint to cover ____ more square inches of poster board.

Let students use the art supplies to make spirit posters and boxes for their team. There is a generalization worksheet with this level. You can use this for additional guided practice or to send home as homework.

INDEPENDENT PRACTICE: Measurement/ Geometry Skill Test	Teacher Says/Does	Student Response	Error Correction
	Give each student the ''Measurement/ Geometry Skills Test 4: Calculating Changes in Area. ''Read directions for each problem and have student select response. Record whether response is correct or incorrect.	Only provide praise for completing assessment (if student needs encouragement). Do not provide specific praise for correct answers while student is testing.	Once the student has completed the test, review missed problems with the student.

Troubleshooting and Data-based Decision making for Measurement/Geometry Skills Test If student is unable to complete any items on the equations test independently and correctly, go back and teach one problem step-by-step.

MASSI CULMINATING ACTIVITY: Have a pep rally day. Have students wear the school/team colors. Let students find pictures of their favorite teams and players to use. Practice having them find the area of their posters and decorate. If possible, incorporate general education peers who play on sports teams.

BUILD TOWARDS FULL GRADE LEVEL COMPETENCE Here are ideas to build competence towards the full grade level competence using this same activity. See the unit plan and talk with the general education teacher for more ideas.

Component	Activity	What Student Does	Generalization/ Fluency
Measuring in feet and inches	Practice using yardstick or measuring tape to measure distances, and converting to feet and inches (e.g., 28 inches = 2 feet, 4 inches).	Uses yardstick or measuring tape to measure objects or distances. Makes conversion.	Vary the objects/distances you have students measure. Try different yardsticks or measuring tapes.
Calculating area of irregular shapes (e.g., trapezoid) on grid paper by dividing them into regular shapes and adding areas together.	Give students graphing paper with irregular shapes drawn on them and have them divide shape into regular shapes, find areas, and add together (e.g., rhombus = rectangle and triangle).	Student divides irregular shape into two or more regular shapes, then calculates area for each shape using formulas, and then adds together to find area of irregular shape.	Use a variety of irregular shapes.
Calculate area when given dimensions, but not told the formula.	Give students the dimensions to a rectangle and ask them to calculate the area. Incorporate word problems to provide context.	Student multiplies length times width to find area without visual prompts or formula provided.	Use a variety of different size rectangles and word problems.
Find area of triangles and circles	Give students formula for area of a triangle (area = ½ length x width) or a circle (area = πr2; π=3.14) and ask them to calculate area.	Student uses formula to calculate area of triangle or circle.	Use a variety of different size triangles.
Volume	Give students the dimensions to a rectangular prism or cube and ask them to calculate the volume. Incorporate word problems to provide context.	Student uses formula to calculate volume of a box/cube.	Use a variety of different size boxes and cubes.
Changes in Surface Area and Volume	Teach students to calculate changes in surface area and volume.	Student uses formula to calculate changes in surface area and volume.	Use a variety of different sizes of rectangular prisms and cubes.

Printable Materials

Worksheet 1

Worksheet 2

Worksheet 3

Worksheet 4

Progress Monitoring and Skills Test

Materials

Student Vocabulary Card

Middle School Measurement and Geometry Smartboard notebook