Georgia

Standards of Excellence
Curriculum Frameworks

Mathematics

GSE Grade 7
Unit 4: Geometry

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Unit 4
Geometry

Table of Contents
OVERVIEW ............................................................................................................................................... 4
STANDARDS ADDRESSED IN THIS UNIT ...................................................................................... 4
STANDARDS FOR MATHEMATICAL PRACTICE ........................................................................ 4
STANDARDS FOR MATHEMATICAL CONTENT ......................................................................... 5
RELATED STANDARDS ....................................................................................................................... 6
BIG IDEAS ................................................................................................................................................. 6
ESSENTIAL QUESTIONS ...................................................................................................................... 6
CONCEPTS AND SKILLS TO MAINTAIN ........................................................................................ 7
FLUENCY...………………………………………………………………………………………7
SELECTED TERMS AND SYMBOLS ................................................................................................. 8
FORMATIVE ASSESSMENT LESSONS (FAL) ................................................................................ 9
SPOTLIGHT TASKS ................................................................................................................................ 9
3-ACT TASKS ........................................................................................................................................... 9
TASKS ....................................................................................................................................................... 10
• Take the Ancient Greek Challenge ................................................................................... 12
• Building Bridges ............................................................................................................... 20
• Roman Mosaic ................................................................................................................. 21
• My Many Triangles Revisited .......................................................................................... 23
• Thoughts About Triangles Revisited ................................................................................ 28
• Food Pyramid, Square, Circle ........................................................................................... 34
• I Have a Secret Angle ....................................................................................................... 42
• Applying Angle Theorems ................................................................................................ 46
• Saving Sir Cumference ..................................................................................................... 48
• Area Beyond Squares and Rectangles .............................................................................. 59
• Maximizing Area: Gold Rush ........................................................................................... 63
• Circle Cover-Up ................................................................................................................ 64
• Using Dimensions: Designing a Sports Bag ..................................................................... 80
• Think like a Fruit Ninja: Cross Sections of Solids ........................................................... 81
• Cool Cross-Sections .......................................................................................................... 89
• What’s My Solid? ............................................................................................................. 93
• Bigger and Bigger Cubes .................................................................................................. 97
• Storage Boxes ................................................................................................................... 99
• Filling Boxes ................................................................................................................... 106

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

•Discovering the Surface Area of a Cylinder (Extension Task)....................................... 112

• Culminating Task: Three Little Pig Builders – House B or D ........................................ 115
TECHNOLOGY RESOURCES ................................................................................................. 121

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

OVERVIEW

The units in this instructional framework emphasize key standards that assist students to develop
a deeper understanding of numbers. In this unit they will be engaged in using what they have
previously learned about drawing geometric figures using rulers and protractor with an emphasis
on triangles, students will also write and solve equations involving angle relationships, area,
volume, and surface area of fundamental solid figures.
The challenges in this unit include understanding the geometric figures and solving equations
involving geometric figures. The students also should be guided to realize how geometry works
in real world situations. The Big Ideas that are expressed in this unit are integrated with such
routine topics as estimation, mental and basic computation. All of these concepts need to be
reviewed throughout the year.

Take what you need from the tasks and modify as required. These tasks are suggestions,
something that you can use as a resource for your classroom.

STANDARDS ADDRESSED IN THIS UNIT

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them. Students make sense of the
problems involving geometric measurements (area, volume, surface area, etc.) through their
understanding of the relationships between these measurements. They demonstrate this by
choosing appropriate strategies for solving problems involving real-world and mathematical
situations.

2. Reason abstractly and quantitatively. In grade 7, students represent a wide variety of real
world contexts through the use of real numbers and variables when working with geometric
figures. Students contextualize to understand the meaning of the number or variable as related to
a geometric shape. Students must challenge themselves to think of three dimensional shapes
with only two dimensional representations of them on paper in some cases.

3. Construct viable arguments and critique the reasoning of others. Students are able to
construct arguments using concrete referents such as objects, drawings, diagrams, and actions.
Such arguments can make sense and be correct, even though they are not generalized or made
formal until later grades.

4. Model with mathematics. Students are able to apply the geometry concepts they know to
solve problems arising in everyday life, society and the workplace. This may include applying
area and surface of 2-dimensional figures to solve interior design problems or surface area and
volume of 3-dimensional figures to solve architectural problems.

5. Use appropriate tools strategically. Mathematically proficient students consider available

tools that might include concrete models, a ruler, a protractor, or dynamic geometry software
such as virtual manipulatives and simulations. When making mathematical models, they know

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

that technology can enable them to visualize the results of varying assumptions, explore
consequences, and compare predictions with data.

6. Attend to precision. In grade 7, students continue to refine their mathematical

communication skills by using clear and precise language in their discussions with others and in
their own reasoning. Students determine quantities of side lengths represented with variables,
specify units of measure, and label geometric figures accurately. Students use appropriate
terminology when referring to geometric figures.

7. Look for and make use of structure. Mathematically proficient students look closely to
discern a pattern or structure. They recognize the significance of an existing line in a geometric
figure and can use the strategy of drawing an auxiliary line for solving problems. They can see
complicated things as single objects or as being composed of several objects.

8. Look for and express regularity in repeated reasoning. Mathematically proficient students
notice if calculations are repeated, and look both for general methods and for shortcuts.

STANDARDS FOR MATHEMATICAL CONTENT

Draw, construct, and describe geometrical figures and describe the relationships between
them.

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles
from three measures of angles and/or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.
MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids,
cones, cylinders, and spheres.

Solve real-life and mathematical problems involving angle measure, area, surface area, and
volume.

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.
MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.
MGSE7.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.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

RELATED STANDARDS

**From Unit 3**

MGSE7.G.1 Solve problems involving scale drawings of geometric figures, including
computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a
different scale.

BIG IDEAS

Use freehand, ruler, protractor and technology to draw geometric shapes with give conditions.
(7.G.2)
Construct triangles from 3 measures of angles or sides. (7.G.2)
Given conditions, determine what and how many type(s) of triangles are possible to construct.
(7.G.2)
Describe the two-dimensional figures that result from slicing three-dimensional figures. (7.G.3)
Identify and describe supplementary, complementary, vertical, and adjacent angles. (7.G.5)
Use understandings of supplementary, complementary, vertical and adjacent angles to write and
solve equations. (7.G.5)
Explain (verbally and in writing) the relationships between the angles formed by two intersecting
lines. (7.G.5)
Solve mathematical problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
(7.G.6)
Solve real-world problems involving area, volume and surface area of two- and three-
dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
(7.G.6)

ESSENTIAL QUESTIONS

• What are the characteristics of angles and sides that will create geometric shapes,
especially triangles?
• How can attributes of specific shapes, symmetry, and angles be used to accurately
describe the design of a mosaic pattern?
• How can angle and side measures help us to create and classify triangles?
• How can special angle relationships – supplementary, complementary, vertical, and
adjacent – be used to write and solve equations for multi-step problems?
• How can the interior and exterior measures of polygons be used to write and solve
equations for multi-step problems?
• How are angle relationships applied to similar polygons?
• How are the circumference, diameter, and pi related?
• How do we find the circumference of a circle?
• How are the areas of parallelograms and triangles related to the area of a rectangle?
• How can area be maximized when the perimeter is a fixed number?
• How is the formula for the area of a circle related to the formula for the area of a
parallelogram?

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

• How do I apply the concepts of surface area and circumference to solve real-world
problems?
• What two-dimensional figures can be made by slicing a cube by planes?
• What two-dimensional figures can be made by slicing: cones, prisms, cylinders, and
pyramids by planes?
• How do you determine volume and surface area of a cube?
• How do you determine surface area of a cylinder? (Extension EQ)
• How can I use formulas to determine the volumes of fundamental solid figures?
• How can I estimate the surface area of simple geometric solids?
• How can I use surface areas of plane figures to derive formulas for the surface areas of
solid figures?

CONCEPTS AND SKILLS TO MAINTAIN

It is expected that students will have prior knowledge/experience related to the concepts and
skills identified below. It may be necessary to pre-assess in order to determine if time needs to
be spent on conceptual activities that help students develop a deeper understanding of these
ideas.
• number sense
• computation with whole numbers and decimals, including application of order of
operations
• addition and subtraction of common fractions with like denominators
• measuring length and finding perimeter and area of rectangles and squares
• characteristics of 2-D and 3-D shapes
• angle measurement
• data usage and representations

FLUENCY

It is expected that students will continue to develop and practice strategies to build their capacity
to become fluent in mathematics and mathematics computation. The eventual goal is
automaticity with math facts. This automaticity is built within each student through strategy
development and practice. The following section is presented in order to develop a common
understanding of the ideas and terminology regarding fluency and automaticity in mathematics:

Fluency: Procedural fluency is defined as skill in carrying out procedures flexibly, accurately,
efficiently, and appropriately. Fluent problem solving does not necessarily mean solving
problems within a certain time limit, though there are reasonable limits on how long computation
should take. Fluency is based on a deep understanding of quantity and number.
Deep Understanding: Teachers teach more than simply “how to get the answer” and instead
support students’ ability to access concepts from a number of perspectives. Therefore students
are able to see math as more than a set of mnemonics or discrete procedures. Students
demonstrate deep conceptual understanding of foundational mathematics concepts by applying
them to new situations, as well as writing and speaking about their understanding.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Memorization: The rapid recall of arithmetic facts or mathematical procedures. Memorization is

often confused with fluency. Fluency implies a much richer kind of mathematical knowledge and
experience.
Number Sense: Students consider the context of a problem, look at the numbers in a problem,
make a decision about which strategy would be most efficient in each particular problem.
Number sense is not a deep understanding of a single strategy, but rather the ability to think
flexibly between a variety of strategies in context.
Fluent students:
● flexibly use a combination of deep understanding, number sense, and
memorization.
● are fluent in the necessary baseline functions in mathematics so that they are able
to spend their thinking and processing time unpacking problems and making meaning
from them.
● are able to articulate their reasoning.
● find solutions through a number of different paths.

For more about fluency, see: [Link]

content/uploads/2015/03/[Link] and: [Link]
and-the-development-of-math-anxiety/

SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive
list and should not be taught in isolation. However, due to evidence of frequent difficulty and
misunderstanding associated with these concepts, instructors should pay particular attention to
them and how their students are able to explain and apply them.

Students should explore these concepts using models and real life examples. Students should
understand the concepts involved and be able to recognize and/or demonstrate them with words,
models, pictures, or numbers.

The websites below are interactive and include a math glossary. Note – At the elementary level,
different sources use different definitions. Please preview any website for alignment to the
definitions given in the frameworks.

[Link]
Definitions and activities for these and other terms can be found on the Intermath website.

Visit [Link] or [Link] to see additional definitions

and specific examples of many terms and symbols used in grade 7 mathematics.

• Adjacent Angle
• Circumference
• Complementary Angle

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

• Congruent
• Cross- section
• Irregular Polygon
• Parallel Lines
• Pi
• Regular Polygon
• Supplementary Angle
• Vertical Angles

FORMATIVE ASSESSMENT LESSONS (FAL)

Formative Assessment Lessons are intended to support teachers in formative assessment. They
reveal and develop students’ understanding of key mathematical ideas and applications. These
lessons enable teachers and students to monitor in more detail their progress towards the targets
of the standards. They assess students’ understanding of important concepts and problem solving
performance, and help teachers and their students to work effectively together to move each
student’s mathematical reasoning forward.
More information on Formative Assessment Lessons may be found in the Comprehensive
Course Guide.

SPOTLIGHT TASKS

A Spotlight Task has been added to each MGSE mathematics unit in the Georgia resources for
middle and high school. The Spotlight Tasks serve as exemplars for the use of the Standards for
Mathematical Practice, appropriate unit-level Georgia Standards for Excellence, and research-
based pedagogical strategies for instruction and engagement. Each task includes teacher
commentary and support for classroom implementation. Some of the Spotlight Tasks are
revisions of existing Georgia tasks and some are newly created. Additionally, some of the
Spotlight Tasks are 3-Act Tasks based on 3-Act Problems from Dan Meyer and Problem-Based
Learning from Robert Kaplinsky.

3-ACT TASKS

A Three-Act Task is a whole group mathematics task consisting of 3 distinct parts: an engaging
and perplexing Act One, an information and solution seeking Act Two, and a solution discussion
and solution revealing Act Three.
More information along with guidelines for 3-Act Tasks may be found in the Comprehensive
Course Guide.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

TASKS

Task Type Standards

Task Name Content Addressed Addressed
Grouping Strategy
Take the
Ancient Performance Task Drawing geometric shapes MGSE.7.G.2
Greek Individual/Partner with given conditions
Challenge
Building Formative Assessment Determining whether
Bridges Lesson triangles can be made with MGSE.7.G.2
(FAL) Partner/Small Group given conditions
Utilizing attributes of
Roman specific shapes, symmetry, MGSE.7.G.4
Short Cycle Task MGSE.7.G.5
Mosaic and angles to describe
mosaic designs MGSE.7.G.6
My Many
Classify angles based on
Triangles Scaffolding Task MGSE.7.G.2
angle and side measures
Revisited
Thoughts
About Investigate and explain
Scaffolding Task MGSE.7.G.2
Triangles properties of triangles
Revisited
Food
Pyramid,
Learning Task Using angle relationships to
Square, MGSE.7.G.5
Individual/Group write/solve for missing angle
Circle

I’ve Got A Performance Task Using angle relationships to MGSE.7.G.5

Secret Angle Individual/Partner write/solve for missing angle
Applying
Formative Assessment MGSE.7.G.4
Angle Angle measurements of
Lesson MGSE.7.G.5
Theorems polygons
Partner/Small Group MGSE.7.G.6
(FAL)
Proving the relationship
between circumference and
Saving Sir Learning Task
diameters as the value of pi. MGSE.7.G.4
Cumference Indiv/Partner/SmGrp
Deriving the formula for the
circumference of a circle
Area Beyond
Scaffolding Task Derive the formula for area of MGSE.7.G.6
Squares and
Indiv/Partner/SmGrp a parallelogram and triangle.
Rectangles
Formative Assessment
Gold Rush MGSE.7.G.2
Lesson Maximizing Area
(FAL)
Partner/Small Group

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GSE Grade 7 • Unit 4

Circle Cover Learning Task Deriving the formula for the MGSE.7.G.4
Up Indiv/Partner/SmGrp area of a circle
Using
Dimensions: Formative Assessment Solve problems involving MGSE7.G.4
Designing a Lesson angle measure, area, surface
Sports Bag Partner/Small Group area, and volume
(FAL)
Think Like a
Fruit Ninja: Describing/sketching MGSE.7.G.3
Exploring Learning Task polygons produced by cross-
Cross Indiv/Partner/SmGrp sections of cubes and
Sections of pyramids
Solids
Cool Cross- Performance Task Solving application problem MGSE.7.G.3
Sections Indiv/Partner/SmGrp involving cross-sections
What’s My
Solid? Performance Task MGSE.7.G.3
Identifying prisms/pyramids
(only prisms Indiv/Partner/SmGrp MGSE.7.G.6
& pyramids)
Bigger and Scaffolding Task Determine volume and surface
Bigger Cubes Indiv/Partner/SmGrp area of cubes and prisms. MGSE.7.G.6

Scaffolding Task Determine volume and surface

Storage Boxes MGSE.7.G.6
Indiv/Partner/SmGrp area of cubes and prisms.
Scaffolding Task Ordering volume and surface
Filling Boxes MGSE.7.G.6
Indiv/Partner/SmGrp area
Discovering
the Surface
Area of a Learning Task Determine the surface area of Extension of
Cylinder Partner/Small Group a cylinder MGSE.7.G.6
(Extension
Task)
Three Little Solving application problem
Culminating Task
Pig Builders involving volume and surface MGSE.7.G.6
Indiv/Partner/SmGrp
(only prisms) area of prism

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Take the Ancient Greek Challenge Back to task table

In this task, students will draw geometric shapes using a ruler and a protractor. The focus of this task is
constructing triangles.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles
from three measures of angles and/or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.

BACKGROUND KNOWLEDGE
In order for students to be successful, the following skills and concepts need to be maintained:
Knowledge of how to use compasses and straight edges
Knowledge of defining properties of polygons such as rectangles, trapezoids, and parallelograms
Ability to recognize and use congruent and similar
Knowledge of different types of triangles such as right, equilateral, and scalene

COMMON MISCONCEPTIONS
Conditions may involve points, line segments, angles, parallelism, congruence, angles, and
perpendicularity. These concepts need to be reviewed or previewed.
Students may have misconceptions about how to correctly use and read a ruler, compass, and/or
protractor.
Students may also confuse the ideas of perimeter and area.

ESSENTIAL QUESTION
• What are the characteristics of angles and sides that will create geometric shapes,
especially triangles?

MATERIALS
• ruler
• protractor
• compass
• plain paper
• patty paper or tracing paper

GROUPING
• Individual/ Partner

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

TASK COMMENTS

Prior to beginning the task, students may need to “play” with the tools used in the activity. Give
students the opportunity to familiarize themselves with a ruler, a compass, and a protractor and
how they can be used to draw and measure different geometric figures. For example, ask
students to draw a design of their choice. Use this as an opportunity to help students line up or
hold the tools correctly on paper.

Constructions facilitate understanding of geometry. Provide opportunities for students to

physically construct triangles with straws, sticks, or geometry apps prior to using rulers and
protractors to discover and justify the side and angle conditions that will form triangles. Students
should understand the characteristics of angles that create triangles. For example, can a triangle
have more than one obtuse angle? Will three sides of any length create a triangle? Students
recognize that the sum of the two smaller sides must be larger than the third side. Explorations
should involve giving students: three side measures, three angle measures, two side measures
and an included angle measure, and two angles and an included side measure to determine if a
unique triangle, no triangle or an infinite set of triangles results. Through discussion of their
exploration results, students should conclude that triangles cannot be formed by any three
arbitrary side or angle measures. They may realize that for a triangle to result the sum of any two
side lengths must be greater than the third side length, or the sum of the three angles must equal
180 degrees. Students should be able to transfer from these explorations to reviewing measures
of three side lengths or three angle measures and determining if they are from a triangle
justifying their conclusions with both sketches and reasoning.

Writing instructions for the constructions is a critical component of the task since it is a precursor
to writing proofs. Just as students learn to write papers by creating and revising drafts, students
need ample time to write, critique, and revise their instructions. By using peers to proofread
instructions, students learn both how to write clear instructions and how to critique and provide
feedback on how to refine the instructions. Teachers should allot sufficient instructional time for
this writing process.

Constructions that utilize principles of similarity and congruence are found in high school
MGSE. Teachers could incorporate construction activities possibly using technology such as,
Geometer’s Sketchpad or Geogebra ([Link] to clarify the references
to straight edge and compass work used in historical reference from activating reading passage.

TASK DESCRIPTION
When introducing the task, keep in mind important questions that you might ask students
throughout the task.

Take the Ancient Greek Challenge

The study of Geometry was born in Ancient Greece, where mathematics was thought to be
embedded in everything from music to art to the governing of the universe. Plato, an ancient
philosopher and teacher, had the statement, “Let no man ignorant of geometry enter here,”
placed at the entrance of his school. This quote illustrates the importance of the study of shapes

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

and logic during that era. Everyone who learned geometry was challenged to construct
geometric objects using two simple tools, known as Euclidean tools:

• A straight edge without any markings

• A compass

The straight edge could be used to construct lines; the compass to construct circles. As geometry
grew in popularity, math students and mathematicians would challenge each other to create
constructions using only these two tools. Some constructions were fairly easy (Can you construct
a square?), some more challenging, (Can you construct a regular pentagon?), and some
impossible even for the greatest geometers (Can you trisect an angle? In other words, can you
divide an angle into three equal angles?). Archimedes (287-212 B.C.E.) came close to solving
the trisection problem, but his solution used a marked straight edge.

We will use a protractor and marked straight edge (you know it as a ruler) to draw some
geometric figures.
What “constructions” can you create?

Your 1st Challenge:

Draw a regular quadrilateral.
Solution:
Check student drawings for specified attributes.
Your 2nd Challenge:
Draw a quadrilateral with no congruent sides.
Solution:
Check student drawings for specified attributes.
Your 3rd Challenge:
Draw a circle. Then draw an equilateral triangle and a square inside so that both figures have
their vertices on the circle (inscribed).
Solution:
Check student drawings for specified attributes.
Your 4th Challenge:
Draw a regular hexagon. Then divide it into three congruent quadrilaterals
Solution:
Check student drawings for specified attributes.

Your 5th Challenge:

Draw a regular octagon. Then divide it into two congruent trapezoids and two congruent
rectangles
Solution:
Check student drawings for specified attributes.
Your 6th Challenge:
Draw a triangle with side lengths of 5, 6, and 8 units.
Comment:

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

This construction will result in a unique triangle.

Solution:
Check student drawings for specified attributes.
Your 7th Challenge:
Draw a triangle with an obtuse angle.
Solution:
This construction will have more than one correct answer because more than one triangle can be
drawn.
Your 8th Challenge:
Draw an equilateral right triangle.
Solution:
This construction is not possible.
Your 9th Challenge:
Create some challenges of your own and pose them to a classmate.
Solution:
Check student challenges and drawings for specified attributes.
Additional sample problems for students might include:
Is it possible to draw a triangle with a 90˚ angle and one leg that is 4 inches long and one leg that
is 3 inches long? If so, draw one. Is there more than one such triangle?
Draw a triangle with angles that are 60 degrees. Is this a unique triangle? Why or why not?
Draw an isosceles triangle with only one 80 degree angle. Is this the only possibility or can you
draw another triangle that will also meet these conditions?

Can you draw a triangle with sides that are 13 cm, 5 cm and 6cm?
Draw a quadrilateral with one set of parallel sides and no right angles.

DIFFERENTIATION
Extensions:
Teachers may wish to assign a mathematics history project exploring the contributions of ancient
Greek mathematics and mathematicians.
The challenge is to see if they can form a triangular pyramid (tetrahedron) from the two pieces.
The pieces could be made in advance by the teacher using constructions referenced in Challenges
from Ancient Greece as a link to later constructions from HS MGSE.

Step 1:
Constructing equilateral triangles could be used to begin making the two-piece puzzle. One way
to construct equilateral triangles is to construct a circle. Then using a point on the circle as the
center, construct a congruent circle. Using the intersection of the two circles, construct another
congruent circle. Connecting the intersections as demonstrated in the illustration to the right will
produce an equilateral triangle because the sides are congruent radii. Two of these will be
needed for each piece of the puzzle.

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GSE Grade 7 • Unit 4

Step 2:
The next step in making a piece of the puzzle is to construct two isosceles
trapezoids out of three equilateral triangles that are congruent to the one
shown above. One method is to construct congruent circles beginning with
the same directions as above. From the previous instructions, after drawing
the three circles, continue to use the intersection of the most recently drawn
circle and the original circle as the center for the next circle until you are
back where you started.

Step 3:
Connecting the centers as displayed in the construction to the right
will form two congruent isosceles trapezoids out of six congruent
equilateral triangles. For the puzzle to fit together, these six
triangles must be congruent to the ones that were constructed in
step 1.

Step 4:
Placing the two triangles and two trapezoids together around a
square will produce a net for one of the two pieces of the puzzle.
The other piece of the puzzle should be identical to the first piece.
Folding along the sides of the square and taping the other sides
together will complete the puzzle piece.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Step 5:
To solve the puzzle, place the two pieces together matching the
squares and twist keeping the squares together. This will produce a
triangular pyramid or tetrahedron.

A square represents one of the possible cross sections of the

pyramid.

To complete the task, students could be divided into groups with each group exploring the
question in a different way.
Constructing a regular octagon could also be used as a student extension – link to HS MGSE.
(See the problem below.)
Constructing a regular octagon:
How would you construct a regular octagon? Discuss this with a partner and come up with a
strategy. Think about what constructions might be needed and how they might be completed.
Be prepared to share your ideas with the class.
Experiment to see if your strategy works. Write a justification of why your strategy works.

Solution:

Possible solutions to the octagon construction may include constructing a circle with a
diameter, constructing a perpendicular bisector of the diameter and then bisecting each right
angle. Alternatively, students may choose to begin with a line and construct a perpendicular
bisector, bisect each of the right angles and then construct a circle to determine the vertices of
the octagon.

Interventions:
Give students partial figures to help them get started.
Eliminate challenges that do not involve regular polygons.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Take the Ancient Greek Challenge

The study of Geometry was born in Ancient Greece, where mathematics was thought to be
embedded in everything from music to art to the governing of the universe. Plato, an ancient
philosopher and teacher, had the statement, “Let no man ignorant of geometry enter here,”
placed at the entrance of his school. This illustrates the importance of the study of shapes and
logic during that era. Everyone who learned geometry was challenged to construct geometric
objects using two simple tools, known as Euclidean tools:

A straight edge without any markings

A compass

The straight edge could be used to construct lines; the compass to construct circles. As geometry
grew in popularity, math students and mathematicians would challenge each other to create
constructions using only these two tools. Some constructions were fairly easy (Can you construct
a square?), some more challenging, (Can you construct a regular pentagon?), and some
impossible even for the greatest geometers (Can you trisect an angle? In other words, can you
divide an angle into three equal angles?). Archimedes (287-212 B.C.E.) came close to solving
the trisection problem, but his solution used a marked straight edge.

We will use a protractor and marked straight edge (you know it as a ruler) to draw some
geometric figures.
What “constructions” can you create?

Your 1st Challenge:

Draw a regular quadrilateral.

Your 2nd Challenge:

Draw a quadrilateral with no congruent sides.

Your 3rd Challenge:

Draw a circle. Then draw an equilateral triangle and a square inside so that both figures have
their vertices on the circle (inscribed).

Your 4th Challenge:

Draw a regular hexagon. Then divide it into three congruent quadrilaterals

Your 5th Challenge:

Draw a regular octagon. The divide it into two congruent trapezoids and two congruent
rectangles

Your 6th Challenge:

Draw a triangle with side lengths of 5, 6, and 8 units.

Your 7th Challenge:

Draw a triangle with an obtuse angle.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Your 8th Challenge:

Draw an equilateral right triangle.

Your 9th Challenge:

Create some challenges of your own and pose them to a classmate.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Building Bridges Back to task table

Source: Georgia Mathematics Design Collaborative

This lesson is intended to help you assess how well students are able to:
• Using lengths of sides to determine if a triangle can be formed
• Determining when angles and sides create multiple triangles
• Recognizing degenerate cases

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating
triangles from three measures of angles and/or sides, noticing when the conditions determine a
unique triangle, more than one triangle, or no triangle.

STANDARDS FOR MATHEMATICAL PRACTICE

This lesson uses all of the practices with emphasis on:

1. Make sense of problems and persevere in solving them

3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Tasks and lessons from the Georgia Mathematics Design Collaborative are specifically designed
to help teachers effectively formatively assess their students. The way the tasks and lessons are
designed gives the teacher a clear understanding of what the students are able to do and not do.
Within the lesson, teachers will find suggestions and question prompts that will help guide
students towards understanding.

The task, Building Bridges, is a Formative Assessment Lesson (FAL) that can be found on the
Georgia Mathematics online professional learning community, [Link]. Once logged in, the task
can be found directly at: [Link]

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Roman Mosaic (Short Cycle Task) Back to task table

In this task, students decide how they would describe the design of a mosaic pattern over the
telephone by utilizing the attributes of specific shapes, symmetry, and angles.

Source: Balanced Assessment Materials from Mathematics Assessment Project

[Link]

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.
MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi‐step problem to write and solve simple equations for an unknown angle in a figure.
MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

ESSENTIAL QUESTION

How can attributes of specific shapes, symmetry, and angles be used to accurately describe the
design of a mosaic pattern?

TASK COMMENTS

Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
[Link]

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

The task, Roman Mosaic, is a Mathematics Assessment Project Assessment Task that can be
found at the website:
[Link]

The PDF version of the task can be found at the link below:
[Link]

The scoring rubric can be found at the following link:

[Link]

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

My Many Triangles revisited Back to task table

Adapted from Van De Walle, J.A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and
Middle School Mathematics: Teaching Developmentally 7th Ed. Boston: Pearson Education, Inc.,
p. 413-414.
Students will classify triangles by their angles and length of sides.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles
from three measures of angles and/or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.

BACKGROUND KNOWLEDGE

Students should be able to identify triangles by the lengths of their sides (isosceles, equilateral,
and scalene) as well as by the measure of their angles (right, obtuse, and acute).
The type of each triangle on the “My Many Triangles, Triangles to Cut and Sort” student sheet
are shown below.

#1, #11 – obtuse scalene

#2, #7 – right scalene
#4, #13 – acute scalene
#5, #10 – right isosceles
#8, #12 – acute equilateral
#3, #9 – acute isosceles
#6, #14 – obtuse isosceles

Allow students to struggle a little bit with this part of the task. Students may need to try out a few
possibilities before finding that lengths of sides and measures of angles are two ways to sort
these triangles so that each triangle belongs to exactly one group when sorted.

Sorted according to side lengths Sorted according to angle measures

Equilateral triangles: 8, 12 Acute triangles: 3, 4, 8, 9, 12,
Isosceles triangles: 2, 3, 5, 6, 9, 14 or Right triangles: 2, 5, 7, 10
Scalene triangles: 1, 4, 7, 10, 11, 13 Obtuse triangles: 1, 6, 11, 14

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Students will need to be able measure the sides and angles.

Of the nine triangles, two are not possible.
An equilateral right triangle is not possible because an equilateral triangle also has equal angle
measures (equiangular). A triangle can have no more than 180, and 90° × 3 = 270° which is
more than 180°.
An equilateral obtuse triangle is not possible because an equilateral triangle has equal angle
measures (equiangular).

ESSENTIAL QUESTION

• How can angle and side measures help us to create and classify triangles?

MATERIALS

• “My Many Triangles” student recording sheet

• “My Many Triangles, Triangles to Cut and Sort” student sheet
• White construction paper (one sheet per student or per pair of students)
1
• Colored construction paper cut into strips 4 " wide (each student will need approximately
10 strips of paper)

GROUPING

• Individual/Partner Task

TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION

Part 1
Task Directions
Cut out the triangles below. Sort the triangles into groups where there are no triangles that do not
fit into a group and there are no triangles that belong to more than one group. Then sort the
triangles in a different way. Again, there should be no triangles that do not fit into a group and no
triangles that belong to more than one group. Record how you sorted the triangles and the
number of the triangles in each group. Be able to share how you sorted the triangles.
Part 2

Comments
Students may need some assistance using the chart to identify the triangles they need to create.
Be sure students understand they need to attempt to make nine different types of triangles, two of
which are not possible to create. Encourage students to try to make an equilateral obtuse angle
and an equilateral right triangle so that they can see that it is not possible to create a three-sided
closed figure with two obtuse angles or two right angles. (See below.)

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

TASK DIRECTIONS
Use the strips of construction paper to create the triangles described in each box below. Use the
row label and the column label to identify the properties required for each triangle. For example,
the box labeled “A” needs to be acute and isosceles because the row label is “Acute” and the
column label is “Isosceles.”

Two triangles are not possible; for those, explain why each triangle is not possible on the lines
below. Glue each triangle onto the construction paper and label it.

DIFFERENTIATION
Extension
Challenge students to write directions for a triangle that they choose so that someone else could
follow their directions and create the same triangle. Allow a partner to try these directions to see
how successful they were at describing how to create their triangle.

Intervention
Allow students to use a picture glossary or the triangles from Part 1 of this task to help them
create the triangles for Part 2.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

My Many Triangles
Triangles to Cut and Sort
Cut out the triangles below. Sort the triangles into groups where there are no triangles that do not
fit into a group and there are no triangles that belong to more than one group. Then sort the
triangles in a different way. Again, there should be no triangles that do not fit into a group and no
triangles that belong to more than one group. Record how you sorted the triangles and the
number of the triangles in each group. Be able to share how you sorted the triangles.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

My Many Triangles
Use the strips of construction paper to create the triangles described in each box below. Use the
row label and the column label to identify the properties required for
each triangle. For example, the box labeled “A” needs to be acute and isosceles because the row
label is “Acute” and the column label is “Isosceles.”
Two triangles are not possible; for those, explain why each triangle is not possible on the lines
below.
Glue each triangle onto the construction paper and label it.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Thoughts About Triangles Revisited Back to task table

Adapted from a lesson in Navigating Through Geometry in Grades 3-5 by NCTM
Students will investigate and explain properties of triangles.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles
from three measures of angles and/or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.

BACKGROUND KNOWLEDGE

• Students should have the following background knowledge.

• Be able to use a straight edge or ruler to draw a straight line.
• Know how to use a ruler, and how to identify right angles (90 degrees), obtuse angles,
and acute angles (using the corner of an index card or another object with a known angle
of 90 degrees).
• Understand that the side across from an angle on a triangle can be described as an
opposite side
• Know parallel means that lines will never intersect or cross over each other no matter
how long they are extended.
• Understand that perpendicular means lines or segments intersect or cross forming a right
angle. (Some students may use a known 90 degree angle to show an angle is a right
angle.)
• Know that a property is an attribute of a shape that is always going to be true. It describes
the shape.
• Be able to use a ruler to measure sides to verify they are the same length.
• Some properties of triangles that should be discussed are included below. As students
draw conclusions about the relationships between different figures, be sure they are able
to explain their thinking and defend their conclusions. Much of the information below
may come out as a result of students’ explorations. This is information to look for and
highlight as they explore the triangles to pull out, not a list of understandings that you
must teach them beforehand.
• A shape is a triangle when it has exactly 3 sides and is a polygon. (To be a polygon the
figure must be a closed plane figure with at least three straight sides and having no
curved lines.)

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

• A right triangle is a triangle with one angle that measures 90 degrees. A right triangle can
be either scalene or isosceles, but never equilateral.
• An obtuse triangle has one angle that measures greater than 90 degrees. There can only
be one obtuse angle in any triangle.
• An acute triangle has three angles that measure less than 90 degrees.
• An equilateral triangle has three equal angles and three sides of equal length.
• An isosceles triangle has two equal angles and two sides of equal length.
• A scalene triangle has three sides that are not equal and no angles that are equal.

ESSENTIAL QUESTIONS
• What are the characteristics of angles and sides that will create geometric shapes,
especially triangles?

MATERIALS
• For Each Group:
• Geoboard with one rubber band for each student or Geoboard app
• A copy of “Geodot Paper for Geoboard”
• Paper
• Pencils

GROUPING
• Partner/Small Group Task

TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION

Comments
Make sure that students complete this activity in partners or small groups to encourage
mathematical discussion while they make their triangles and test conjectures. You may wish to
have students explore some on their own and then come together to discuss their findings.
Students can then explain and defend their conclusions as a group.
The purpose of this task is for students to become familiar with the properties of triangles.
Working in pairs, students will create the following triangles: right triangles, obtuse triangles,
acute triangles, isosceles triangles, scalene triangles, and equilateral triangles. They will identify
the attributes of each triangle, then compare and contrast the attributes of different triangles.
Though the standards only specifically state that students are to identify right triangles as a
category for classification, the exploration of the attributes of all triangles is vital to students
differentiating between right triangles and all other triangles.

TASK DIRECTIONS

This task is a collection of investigations into triangles through the use of guiding questions. For
each question students should (1) make a conjecture, (2) explore, using their geoboards, and (3)
discuss their findings as a group. The class should come to a general consensus during their
discussion. As students and the class come to a consensus about triangles, keep an anchor chart
or running list of “true” ideas about triangles.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Make sure to guide discussion during explorations and discussion time through the use of
questioning rather than intervening by answering their questions. For example, if students
incorrectly identify a polygon as a right triangle, rather than telling them it’s not a right triangle,
ask them to explain how they know it is a right triangle and then discuss together the definition
of a right triangle.

These questions lend themselves nicely to student reflection in math journals. The journal entries
can be used as evidence of learning for the students. There is a sample journal entry question at
the end of each exploration.

Question #1: Is it possible to create a right triangle with all sides equal?
Have students make their conjectures and record the conjectures as a group.
Have students explore answering and explaining their answer using their geoboards explorations.
At closing discussion, make a class list of all the properties of right triangles, including one 90
degrees angle, two sides can be of equal length or all sides unequal.
Journal Reflection Question: What have you learned about right triangles from this
investigation?

Question #2: Is it possible for a triangle to have two right angles?

Have students make their conjectures and record the conjectures as a group.
Have students explore answering and explaining their answer using their geoboards explorations.
Students may use the corner of an index card or another known right angle to tests for right
angles.
If students create a figure like the one shown below that has 2 right angles, ask students if their
figure has all the properties of a triangle.

At closing discussion, guide students to determine that there is a category of triangles referred to
as right triangles because these have one right angle.
Journal Reflection Question: If you could make a triangle that was as large as you wanted, would
you be able to make one that has two right angles? Explain your thinking.

Question #3: How many different right triangles can be made on the geoboards with angles
totaling 180°?
Have students make their conjectures and record the conjectures as a group.
In the introduction of this exploration, discuss what different means. For the purposes of this
exploration, if a triangle can be flipped or turned and matched up, it is not “different.”
For this exploration, it would be helpful for students to record all their triangles on dot paper so
that they can compare their right triangles.
Use guided questions to keep students on track during the exploration.
Have you found all of the right triangles that can be made? How do you know?
What is the measure of the angles in the triangles?
Journal Reflection Question: Write everything you know that is true about the angle measures of
all right triangles.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

The 14 right triangles that can made on a 5 by 5 pin geoboard are shown below.

Question #4: How many different types of triangles can you find with at least one angle
measuring 60°?
Have students make their conjectures and record the conjectures as a group.
Show the students examples of a right triangle to review the definition of a right triangle. Show
non-examples of a right triangle to stimulate discussion about differing length of sides and angle
size. Encourage students to use a known right angle and rulers to differentiate between angle size
and lengths of sides. Having students simply classify the angels as acute, right, or obtuse using a
known right angle will be helpful for this exploration.
Have students record their triangles on dot paper. Using a protractor, students should measure
the angles of each triangle.

NOTE: It is not possible to make an equilateral triangle on a geoboard. Some students may claim
that some are, but if you measure the sides they will find them to have differing lengths.
Have students share the triangles with each other in a group. Have students cut out the triangles
and sort them into piles that are the same and label them with their defining characteristic. In
order the help guide students to grouping, beyond just having the exact same measurements, feel
free to set restrictions on the sorting rules such as there must be at least 3 piles and at least 3
triangles in each pile.

Students should create posters with triangles displayed by category and should present and
explain their groupings to the class.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Journal Reflection Question: What types of triangles have at least one angle measuring 60°?

Summary

After all explorations, have students complete the following journal entries with as many
different answers as possible:
All triangles have….
Some triangles have…

DIFFERENTIATION

Extension
Using straws of different length or a computer geometry program such as The Geometer’s
Sketchpad, students can consider and explore the following questions:
Can a triangle be made with segments measuring five, six, and seven units? Can more than one
triangle be made? Why or Why not?
If you are given any three lengths, can you always make a triangle? Why or why not?
Using several different sets of three lengths, try to make triangles. Can you make up a rule about
the lengths of the sides of the triangles?

Intervention
Have students create the triangles using straws of different lengths rather than geoboards so they
can more easily compare side lengths.
Angles are also a very useful tool for teaching students about the different attributes of triangles.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Thoughts About Triangles

Dot Paper

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Food Pyramid, Square, Circle Back to task table

Adapted from ETA/Cuisenaire Super Source task Food Pyramid, Square, Circle

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.

COMMON MISCONCEPTIONS

Students have difficulties recognizing and justifying the relationships between supplementary,
complementary, vertical, and adjacent angles.
One way to address these misconceptions and to reinforce vocabulary is for students to write
their explanations and justifications in their journals.

ESSENTIAL QUESTION

• How can special angle relationships – supplementary, complementary, vertical, and

adjacent – be used to write and solve equations for multi-step problems?

MATERIALS

• Tangrams, 1 set per student

• Circular Geoboards, 1 per student
• Rubber bands
• Tangram paper
• Circular geodot paper
• Protractors
• Activity Master

GROUPING

Individual/Partner

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

TASK COMMENTS

In previous grades, students have studied angles by type according to size: acute, obtuse and
right, and their role as an attribute in polygons. Now angles are considered based upon the
special relationships that exist among them: supplementary, complementary, vertical and
adjacent angles. Provide students the opportunities to explore with manipulatives these
relationships first through measuring and finding the patterns among the angles of intersecting
lines or within polygons, then utilize the relationships to write and solve equations for multi-step
problems.

Angle relationships that can be explored include but are not limited to:
Same-side (consecutive) interior and same-side (consecutive) exterior angles are supplementary.

Students may complete the task individually or with a partner.

To construct the Geoboard Food Circle and the corresponding graphic representation on circular
geodot paper, students will rely on the fractions found in the first activity and the fact that the
measure of an entire circle is 360°. To begin either of the circles (the Geoboard circle or the
circle on geodot paper), students must calculate the number of degrees in the measure of the
central angle for each food group, as shown below:

1⁄8 of 360° or 1⁄8 x 360° = 45° = measure of the central angle for milk, etc.
1⁄8 of 360° = 45° = measure of the central angle for meat, etc.
1⁄8 of 360° = 45° = measure of the central angle for fruit
1⁄4 of 360° or 1⁄4 x 360° = 90° = measure of the central angle for vegetables
3⁄8 of 360° or 3⁄8 x 360° = 135° = measure of the central angle for breads, etc.

In placing the rubber bands on the Circular Geoboard, students can use visual reasoning skills to
form the central angles or the protractor to help measure their magnitudes. Students may choose
to mark off these angles in order of decreasing measure as the larger measures are easier to
identify on the Geoboard. Each new angle should be placed adjacent to one already in position.
The rubber bands for each central angle can be placed with no difficulty since the Geoboard pegs
are arranged at 30° and 45° intervals. The Food Circle graph can be completed as shown below.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

TASK DESCRIPTION
Part 1

Using all 7 Tangram pieces, form a triangle to represent the Food Pyramid.

This Food Pyramid is used to illustrate the 5 basic food groups.

The areas of specific Tangram pieces or combinations of them have been correlated with the
proportions of the daily requirements.

Large Triangle Vegetable Group

Large Triangle- Grains Group A
Medium Triangle- Fruit Group
Small Triangle- Dairy Group A
Small Triangle- Dairy Group B
Square- Meat Group
Parallelogram- Grains Group B

Convert the Food Pyramid to a Food Square to determine the portion of each food group in
relation to the daily nutritional requirement. Record the arrangement on Tangram paper and
label each piece to represent the appropriate food group.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Find the fractional part of the whole square represented by each Tangram piece. Using this
information, determine the fractional part of each of the 5 food groups in relation to the whole
Food Square. Record your findings and strategy.

Part 2

What if... a person wants to represent the Food Square as a Food Circle? Based on the data
collected in the first activity, design a drawn-to-scale model representing the 5 basic food groups
in a well-balanced diet.

• Work with your partner and use the following mathematical concepts to help you:
◆ The measure of the entire circle is 360°.
◆ A central angle of a circle is formed by two radii.
◆ Angles are adjacent if they are in the same plane and share a common vertex and a common
side lying between the other two sides.

• Using the fractional data from the first activity, calculate the number of degrees in each central
angle that you would use to represent a specific basic food group.
• Place 2 rubber bands on the Circular Geoboard to form a central angle representing the measure
of the Bread, Cereal, Rice, Pasta Group. Using a protractor, draw the corresponding angle on the
circular geodot paper. Be sure to label your graph.
• Place another rubber band on the Geoboard to form an adjacent central angle representing the
portion allocated for the Vegetable Group. Measure off and label the corresponding angle on the
circle graph.
• Repeat the process for the remaining three food groups.

Reflection Questions
What food groups create complementary angles?
Answers will vary based on how students form there circles.

What food groups create supplementary angles?

Answers will vary based on how students form there circles.

What food groups are form adjacent angles?

Answers will vary based on how students form there circles.

Are there food groups which create vertical angles? If so, what are they?
Answers will vary based on how students form there circles.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Food Pyramid, Square, Circle

Part 1

Using all 7 Tangram pieces, form a triangle to represent the Food Pyramid.

This Food Pyramid is used to illustrate the 5 basic food groups.

The areas of specific Tangram pieces or combinations of them have been correlated with the
proportions of the daily requirements.

Large Triangle Vegetable Group

Large Triangle- Grains Group A
Medium Triangle- Fruit Group
Small Triangle- Dairy Group A
Small Triangle- Dairy Group B
Square- Meat Group
Parallelogram- Grains Group B

Convert the Food Pyramid to a Food Square to determine the portion of each food group in
relation to the daily nutritional requirement. Record the arrangement on Tangram paper and
label each piece to represent the appropriate food group.

Find the fractional part of the whole square represented by each Tangram piece. Using this
information, determine the fractional part of each of the 5 food groups in relation to the whole
Food Square. Record your findings and strategy.

Part 2

What if... a person wants to represent the Food Square as a Food Circle? Based on the data
collected in the first activity, design a drawn-to-scale model representing the 5 basic food groups
in a well-balanced diet.

• Work with your partner and use the following mathematical concepts to help you:
◆ The measure of the entire circle is 360°.
◆ A central angle of a circle is formed by two radii.
◆ Angles are adjacent if they are in the same plane and share a common vertex and a common
side lying between the other two sides.

• Using the fractional data from the first activity, calculate the number of degrees in each central
angle that you would use to represent a specific basic food group.
• Place 2 rubber bands on the Circular Geoboard to form a central angle representing the measure
of the Bread, Cereal, Rice, Pasta Group. Using a protractor, draw the corresponding angle on the
circular geodot paper. Be sure to label your graph.
• Place another rubber band on the Geoboard to form an adjacent central angle representing the
portion allocated for the Vegetable Group. Measure off and label the corresponding angle on the
circle graph.

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• Repeat the process for the remaining three food groups.

Reflection Questions
What food groups create complementary angles?

What food groups create supplementary angles?

What food groups are form adjacent angles?

Are there food groups which create vertical angles? If so, what are they?

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I Have a Secret Angle Back to task table

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.

COMMON MISCONCEPTIONS

Students have difficulties recognizing and justifying the relationships between supplementary,
complementary, vertical, and adjacent angles.
One way to address these misconceptions and to reinforce vocabulary is for students to write
their explanations and justifications in their journals.

ESSENTIAL QUESTION

• How can special angle relationships – supplementary, complementary, vertical, and

adjacent – be used to write and solve equations for multi-step problems?

MATERIALS

• Craft sticks, straws, etc

• Ruler
• Protractor

GROUPING

• Individual/Partner

TASK COMMENTS

In previous grades, students have studied angles by type according to size: acute, obtuse and
right, and their role as an attribute in polygons. Now angles are considered based upon the
special relationships that exist among them: supplementary, complementary, vertical and
adjacent angles. Provide students the opportunities to explore with manipulatives these
relationships first through measuring and finding the patterns among the angles of intersecting

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lines or within polygons, then utilize the relationships to write and solve equations for multi-step
problems.

Angle relationships that can be explored include but are not limited to:
Same-side (consecutive) interior and same-side (consecutive) exterior angles are supplementary.

Students may complete the task individually or with a partner.

TASK DESCRIPTION

Before solving the two examples given in the task, allow students to use manipulatives to
develop and/or refine concepts of supplementary, complementary, vertical, and adjacent angles.
Guide students to solve the examples. Patty paper is also a great way for students to compare the
relative sizes of angles by tracing the original figure. This allows students to test their hypothesis
about sizes of angles (congruence) or about whether or not two angles are complementary or
supplementary.

The task instructs students use manipulatives to develop concepts needed to solve exercises for a
“Worksheet” that will be reviewed by a textbook publisher. Students will need to address the
standard which states: use facts about supplementary, complementary, vertical, and adjacent
angles in a multi-step problem to write and solve simple equations for an unknown angle in a
figure.
TE: I Have a Secret Angle

A 7th Grade Math Teacher saw the following job listing in a magazine:

The teacher decided to ask her 7th grade students for help, since they are very creative.
They will need to develop problems for the 7th grade standard:
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in a figure.
She gave them craft sticks, rulers, protractors, and other related supplies and instructed them to
design exercises similar to exercises that they solved last year.
They designed worksheets about fashion design, cell phones, entertainment, etc. that contained
problems with illustrations similar to the following examples:
Write and solve an equation to find the measure of angle x.

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Write and solve an equation to find the measure of angle x.

We will use the information we have discovered about angle relationships to write and solve
equations for the above examples.

Solutions:
Here are some possible solutions that students may use to solve each problem.

Use the sum of the angles of a triangle to begin the solving of the 1st example by writing the
equation → 180 = “unknown angle” + 40 + 90.
The “unknown” interior angle will be 50 degrees.
Because x and the interior angle of the triangle are supplementary another equation can be
written → 180 = x + 50.
Solve this equation to find the measure of angle x.
The missing “secret angle” value is 130 degrees.

Use the sum of the angles of a triangle to begin the solving of the 2nd example by writing the
equation → 180 = “unknown angle” + 30 + 30.
The “unknown” interior angle will be 120 degrees.
Because x and the interior angle of the triangle are vertical angles the value of the vertical will
be the same.
The missing “secret angle” value is also 120 degrees.

DIFFERENTIATION
Extension
Students can incorporate more complex angle relationship problems, including using circles and
other closed figures to solve for unknown variables

Intervention
Give students “fill in the blank” to help solve the example problems

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GSE Grade 7 • Unit 4

I Have a Secret Angle

A 7th Grade math teacher saw the following job listing in a magazine:

The teacher decided to ask her 7th grade students for help, since they are very creative.
They will need to develop problems for the 7th grade standard:
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step
problem to write and solve simple equations for an unknown angle in a figure.

She gave them craft sticks, rulers, protractors, and other related supplies and instructed them to
design exercises similar to exercises that they solved last year.

They designed worksheets about fashion design, cell phones, entertainment, etc. that contained
problems with illustrations similar to the following examples:
Write and solve an equation to find the measure of angle x.

Write and solve an equation to find the measure of angle x.

We will use the information we have discovered about angle relationships to write and solve
equations for the above examples

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GSE Grade 7 • Unit 4

Applying Angle Theorems – (FAL) Back to task table

(Concept Development Task)
This lesson is intended to help you assess how well students are able to solve problems relating
to the measures of the interior and exterior angles of polygons.

Source: Formative Assessment Lesson Materials from Mathematics Assessment Project

[Link]

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.

MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.

MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.
7. Look for and make use of structure.

ESSENTIAL QUESTIONS

• How can the interior and exterior measures of polygons?

• How are angle relationships applied to similar polygons?

TASK COMMENTS

Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
[Link]

The task, Applying Angle Theorems, is a Formative Assessment Lesson (FAL) that can be found
at the website: [Link]

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The FAL document provides a clear lesson design, from the opening of the lesson to the closing
of the lesson.

The PDF version of the task can be found at the link below:
[Link]

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Saving Sir Cumference Back to task table

Adapted from [Link]

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable argument and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.

COMMON MISCONCEPTIONS

Students sometimes believe Pi is an exact number rather than understanding that 3.14 is just an
approximation of pi.

Many students are confused when dealing with circumference (linear measurement) and area.
This confusion is about an attribute that is measured using linear units (surrounding) vs. an
attribute that is measured using area units (covering).

ESSENTIAL QUESTIONS

• How are the circumference, diameter, and pi related?

• How do we find the circumference of a circle?

MATERIALS

For the class

• Sir Cumference and the Dragon of Pi by Cindy Neuschwander or similar book about the
relationship between circumference and diameter
• Class graph to record the circumference and diameter data groups collect (See the
Comments section)

For each group

• Several circular objects (e.g., soda cans, CD’s, wastebaskets, paper plates, coins, etc.).

For each student

• “Saving Sir Cumference” student recording sheet

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• Measuring tape (metric)

• Narrow ribbon or string that doesn’t stretch
• Centimeter grid paper

GROUPING

• Individual/Partner/Small Group

TASK COMMENT

In this task, students make a valuable connection between the circumference and diameter of
circles and to derive the formula for the circumference of a circle. Students may work as partners
or in small groups.

Content Background:

For any given diameter, the circumference of the object is the product of its diameter and pi (π).
This relationship is often expressed in the formula,
Circumference (C) = Pi () x Diameter (d) or C = π x d

Thus, if an object has a diameter of 2 in., the circumference of that object is approximately 6.28
in.

Pi (π) was probably discovered sometime after people started using the wheel. The people of
Mesopotamia (now Iran and Iraq) certainly knew about the ratio of diameter to circumference.
The Egyptians knew it as well. They gave it a value of 3.16. Later, the Babylonians figured it to
3.125. But it was the Greek mathematician Archimedes who figured that the ratio was less than
22/7, but greater than 221/77. But pi wasn’t called “pi” until William Jones, an English
mathematician, started referring to the ratio with the Greek letter  or “p” in 1706. Even so, pi
really didn’t catch on until the more famous Swiss mathematician, Leonhard Euler, used it in
1737. Thus, pi evolved through the contribution of several individuals and cultures.

Reference: [Link]

TASK DESCRIPTION

Prior to the task, review how to measure the circumference and diameter of an object in
centimeters and how to record the data in a table. (Ribbon or string may be used to wrap around
circular objects and then held against a measuring tape.)

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Allow students to build on their understanding of fact

families to think about how they could find the
circumference of a circle, given the diameter.

Students will determine that the circumference (C) divided by the diameter (d) equals pi 
(approximately 3.14). This equation and its “fact family” are shown. Provide opportunities for
students to find the circumference of a circle given the diameter or radius, using the approximate
value for pi as 3.14.

Pi is defined as the relationship between the circumference (C) and diameter (d);
𝐶 1
≈ 3 7 or 3.14.
𝑑

When graphing the data collected during the task, students create a collection of points that, if
connected, should be very close to a straight line. This indicates that there is a direct/linear
relationship between diameter and circumference. Students will study direct/linear relationships
later, but this is a good preview of that topic. For teacher information only, the equation of the
line would be y = 3.14x. Because it is a direct relationship, the graph of the equation would pass
through the origin (0, 0) making the y-intercept 0 (y = 3.14x + 0).

During the task, the following questions/prompts will help you gauge student’s understanding of
the concepts.

Questions/Prompts for Formative Student Assessment

How are the diameter and circumference of a circle related?
How much bigger is the circumference than the diameter? How can you be more precise?
How can you organize the information you will collect?
What increments will you use on your graph’s scale to allow all of the data to fit on your graph?
How do you know where to plot the points?
What do you notice about the points you plotted?
If you know that C ÷ D = , how could you use this information to find the circumference of a
circle given its diameter?
What is the formula for finding the circumference of a circle? How do you know?

Once students have completed the task, the following questions will help you further analyze
student understanding.
Questions for Teacher Reflection
Do students understand the relationship between circumference and diameter?
Do students recognize that pi () is a constant and not a variable? Do students understand that 
≈ 3.14?
Are students able to explain how to derive the formula for the circumference of a circle?
Are students able to use the formula for circumference to find the circumference of a circle given
the diameter?

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As students move through the task and formative assessment takes place, consider the following
suggestions for differentiating instruction. The extension is for those students who need
enrichment and the intervention is for those students who need remediation.

TASK DIRECTIONS

One way to introduce this task is by reading the first part of the book, Sir Cumference and the
Dragon of Pi, by Cindy Neuschwander. STOP after reading “The Circle’s Measure” on page 13.
Tell the students that it is their job to solve the riddle and save Sir Cumference before the knights
go to slay the dragon.

After giving each student the “Saving Sir Cumference” student recording sheet, students may
work in small groups to complete Part A. It may be helpful to ask groups to use a “Think-Pair-
Share” strategy. Individually think about the answers to part A (Think). Next, students share
their ideas and thoughts with their group (Pair). Finally, allow 2-3 students to discuss their ideas
with the class (Share). Time dedicated to class discussion is critical. If no student brings up the
connection between “Measure the middle...” with the diameter of a circle and “...circle around”
with the circumference of a circle, help students make this connection.

If using the book with this task, continue reading pages 14-18 after students finish number 1 of
the student recording sheet. STOP after reading page 18. At this point the students should
understand that there is a relationship between diameter and circumference and that the measure
of the circumference is very close to 3 times the length of the diameter. If this is not generally
understood, hold a brief discussion before continuing with the task.

Finish reading the story and then go on to step 4.

Use a measuring tape to find the diameter and circumference of at least 5 different sized circular
objects. (You may want to measure the circumference with narrow ribbon and then measure the
ribbon to find the measure of the circumference.) Discuss with your group how to record your
data in a table, and then create the table below. Discuss with students why it is important to be
extremely meticulous with your measurement. We are trying to be as exact as possible since the
slightest “estimation” will skew your ratio. Students may work in groups to make the
measurements, but should record the data individually. As students work, circulate around the
room taking notes on the various strategies students are using.

Use the grid to make a coordinate graph. Use the horizontal axis for diameter and the vertical
axis for circumference. Plot your data for each object your group measured on the graph.

OPTION:
If available, you may want each group or pair to measure five unique objects. If that is the case,
you can create a class graph where you end up with more data points to analyze.

Once students have identified a more exact number (3.1 or 3.2) for pi, the symbol π (pi) may be
introduced to represent the ratio of the circumference to the diameter of a circle. Note: For our
purposes, 3.14 is a close enough approximation of pi, however, for the curious student, the value

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of π to nine decimal places is 3.141592654. This is still an approximation of the number whose
decimal expansion has no end.

When students have finished the task and the findings have been discussed and clarified, the rest
of the book may be read aloud to the students.

What do you notice about the points you plotted on your graph? How is your graph similar
to/different from the class graph that is being created?

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SAVING SIR CUMFERENCE

Sir Cumference has been turned into a dragon! Help Radius and Lady Di of Ameter break the
spell and save Sir Cumference. The answer to this problem lies in this poem. Can you solve the
riddle?

Read “The Circle’s Measure” to page 13. Help

Radius interpret the potion.
What do you think is meant by “measure
the middle and circle around”?
Measure through the center of the circle.
Then, see how many times that length goes
around the outside.

What two numbers should you divide? How

do you know? How can you set up these
numbers as a ratio?
Divide the circumference by the radius

How would you explain your emerging understanding of the relationship between circumference
and diameter?
The diameter wraps around the circumference three and a little bit not matter the size of the
circle.

Upon completion of the book…

What does Radius use as the correct dosage? How did he come to this conclusion?
𝟏
Answers may vary. Discuss how radius figures out that the solution is 𝟑 and how this is related
𝟕
to pi.

Proving the Dosage is Correct Answers will vary based on the five objects chose.

Use a measuring tape to find the diameter and circumference of at least 5 different sized circular
objects. Use centimeters to measure. If you do not have measuring tape, you may use string and
a ruler. Be as exact as possible. Record your results in the table.

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GSE Grade 7 • Unit 4

OBJECT CIRCUMFERENCE DIAMETER RATIO OF SIMPLIFIED

(MEASURE IN (MEASURE IN CIRCUMFERENCE RATIO
CENTIMETERS) CENTIMETERS) TO DIAMETER

Use the grid below to make a

coordinate graph. Use the horizontal
axis for diameter and the vertical
axis for circumference.
Plot your data for each object your
group measured on the graph.
Circumference

The graph should show a straight

line with the constant of
proportionality being pi.
Diameter

How does your graph reinforce the dosage amount that Radius chose to give his father?
No matter what object you choose to measure the constant of proportionality with remain the
same. Since there is the same constant ratio, this is a direct variation.

22
The fraction is often used as an equivalent representation of pi. Using your knowledge of
7
22
conversions between fractions and decimals, convert into a decimal. Why is this fraction an
7
estimate for pi and not an exact value?

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Solution: When converted to a decimal, 22/7 is a non-terminating and non-repeating decimal.

Since pi is an irrational number it cannot be turned into a fraction.

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DIFFERENTIATION

Extension
Encourage students to explore a tape measure used in forestry management. Trees can be cut
when they reach a certain diameter. However, it is impossible to measure the diameter of a tree
using a traditional method with a tape measure without cutting it first. Therefore, a diameter ruler
was created to measure the diameter using the relationship of diameter and circumference. More
information on measuring trees can be found at the following web sites:
[Link]
[Link]

Ask students to create a diameter tape measure. How would a tape that measures diameter when
wrapped around the circumference be created? Once students have created the ruler, allow them
to try it out on circular objects in the classroom. Alternatively, students could use their rulers
outside to find the diameter of trees.

To create a diameter tape measure, students would need to identify the length of the
circumference when the diameter is 1 inch, 2 inches, 3 inches, etc. To do so, students would need
to multiply the diameter by 3.14, giving them the length of the circumference. Then they would
need to mark the length on a ribbon or a roll of paper (such as adding machine tape). Instead of
listing the actual measure, each interval would be labeled as the number of inches representing
the diameter. See example below.

Diameter
1 2 3 4 5
Inches

This length of the circumference represents a diameter measure

of one inch. It is found by multiplying 1” by  ≈ 3.14 (1” x 3.14
= 3.14”). Therefore, every 3.14” on the diameter measuring tape
represents 1” of diameter. Students will need to approximate a
1
measure of 3.14 which is approximately 7. Using a traditional
1
ruler, that would be a tiny bit more than 8.

Another way to make this type of tape measure is to use a nonstandard unit of measure such as
“soup can diameter”. In this way, students can cut off the label of a can and lay it flat to mark off
segments along a ribbon or roll of paper equal to the circumference of the can. However, the
scale can be labeled as “can-diameter” units. The diameter of other objects can be measured
using the tape measure and labeled in terms of the nonstandard unit “can-diameters.”

An exploration of this type is an effective way for students to think more deeply about the
relationship between , diameter, and circumference. Also, it allows to students to measure units
in terms of diameter (or radii) which is the basis for radians in trigonometry.

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Intervention
Have students cut a strip of paper equal to the circumference of a circular object (i.e. a can).
Then have the students place the can on the paper and trace it. Ask students to determine the
number of times they can trace the can. Repeat with different sized cans. Ask students to write
about what they notice and explain what their results mean regarding the relationship of diameter
and circumference. As in the examples below, students should notice that a little more than three
diameters fit on the circumference of a circle.

Hand out five index cards to each student or group of students. Write the words circumference,
radius, pi, and diameter on the board. Ask the students to write one word on the top of each card.
Encourage students to use a thesaurus or other reference material to write synonyms, definitions,
and examples of each word on the back of the card. Students then arrange the cards in a manner
that makes sense to them. (The students may arrange alphabetically, from least to greatest, or
cluster the cards in groups.) Have several groups present and justify their arrangements.

[Link] Digits of pi up to 1 million.

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GSE Grade 7 • Unit 4

Name _________________________________________ Date _________________________

Saving Sir Cumference

Sir Cumference has been turned into a dragon! Help Radius and Lady Di of Ameter break the
spell and save Sir Cumference. The answer to this problem lies in this poem. Can you solve the
riddle?
Read “The Circle’s Measure” to page 13. Help
Radius interpret the potion.
What do you think is meant by “measure
the middle and circle around”?

What two numbers should you divide? How

do you know? How can you set up these
numbers as a ratio?

How would you explain your emerging understanding of the relationship between circumference
and diameter?

Upon completion of the book…

What does Radius use as the correct dosage? How did he come to this conclusion?

OBJECT CIRCUMFERENCE DIAMETER RATIO OF SIMPLIFIED

(MEASURE IN (MEASURE IN CIRCUMFERENCE RATIO
CENTIMETERS) CENTIMETERS) TO DIAMETER

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Proving the Dosage is Correct

Use a measuring tape to find the diameter and circumference of at least 5 different sized circular
objects. Use centimeters to measure. If you do not have measuring tape, you may use string and
a ruler. Be as exact as possible. Record your results in the table.

Use the grid below to make a coordinate graph. Use the horizontal axis for diameter and the
vertical axis for circumference. Plot your data for each object your group measured on the
graph.
Circumference

Diameter

How does your graph reinforce the dosage amount that Radius chose to give his father?
22
The fraction is often used as an equivalent representation of pi. Using your knowledge of
7
22
conversions between fractions and decimals, convert into a decimal. Why is this fraction an
7
estimate for pi and not an exact value?

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GSE Grade 7 • Unit 4

Area Beyond Squares and Rectangles Back to task table

Adapted from MGSE 6 Grade Framework Task King Arthur’s New Table
th

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sure of structure

ESSENTIAL QUESTIONS
• How are the areas of parallelograms and triangles related to the area of a rectangle?

MATERIALS
• Centimeter grid paper
• Student direction sheet
• Colored pencils

GROUPING
• Individual/Partner/Small Group

TASK DESCRIPTION

Provide students with the directions for this task.

Did you know if you know the formula for finding the area of squares and rectangles, you can
use this knowledge to find the formula for parallelograms and triangles?

Using centimeter grid paper cut out a rectangle of any size. Determine the area of your
rectangle; be sure to record it in your journal.

2. Cut a right triangle from only one side of the rectangle and slide it to the opposite side.
What shape was created? Can you change the shape back to a rectangle?

What is the area of this shape? Record it next to the area of the original rectangle.

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How is the area of the new shape related to the area of the rectangle?

What formula can you use to determine the area of these shapes?

3. Using centimeter grid paper cut out another rectangle. Determine the area for this rectangle.

4. Draw a diagonal in the rectangle from one right angle to the opposite right angle.

What fraction of the rectangle is one triangle? Use this information about the triangle to
determine the formula for the area of a triangle.

Use a parallelogram to determine the formula for area of a triangle. What did you conclude?
In your journal, write about your discovery from today. How could you use this information in
the future?

DIFFERENTIATION

Extension
Use the model to derive the area of a trapezoid.

Intervention
Provide instruction on a specific size of the rectangle in which students will cut out.

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GSE Grade 7 • Unit 4

Area Beyond Squares and Rectangles

Did you know if you know the formula for finding the area of squares and rectangles, you can
use this knowledge to find the formula for parallelograms and triangles?

1. Using centimeter grid paper cut out a rectangle of any size. Determine the area of your
rectangle; be sure to record it in your journal.

2. Cut a right triangle from only one side of the rectangle and slide it to the opposite side.
What shape was created? Can you change the shape back to a rectangle?

What is the area of this shape? Record it next to the area of the original rectangle.

How is the area of the new shape related to the area of the rectangle?

What formula can you use to determine the area of these shapes?

3. Using centimeter grid paper cut out another rectangle. Determine the area for this rectangle.

4. Draw a diagonal in the rectangle from one right angle to the opposite right angle.

What fraction of the rectangle is one triangle? Use this information about the triangle to
determine the formula for the area of a triangle.

Use a parallelogram to determine the formula for area of a triangle. What did you conclude?
In your journal, write about your discovery from today. How could you use this information in
the future?

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GSE Grade 7 • Unit 4

Maximizing Area: Gold Rush – (FAL) Back to task table

(Problem Solving Task)
This lesson is intended to help you assess how well students are able to:
Explore the effects on the area of a rectangle of systematically varying the dimensions while keeping the perimeter
constant.
Source: Formative Assessment Lesson Materials from Mathematics Assessment Project
[Link]

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles
from three measures of angles and/or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
6. Attend to precision.

ESSENTIAL QUESTIONS

• How can area be maximized when the perimeter is a fixed number?

TASK COMMENTS

Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
[Link]

The task, Maximizing Area: Gold Rush, is a Formative Assessment Lesson (FAL) that can be
found at the website:
[Link]

The FAL document provides a clear lesson design, from the opening of the lesson to the closing
of the lesson.

The PDF version of the task can be found at the link below:
[Link]

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GSE Grade 7 • Unit 4

Circle Cover-Up Back to task table

Adapted from a task created by Michelle Parker, Gordon County Schools, Georgia

Students will extend their understanding of area and derive the formula for the area of a circle by
rearranging the area of a square and by adapting the formula for the area of a rectangle.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems and persevere in solving them.
4. Model with mathematics.
5. Use appropriate tools strategically.
7. Look for and make use of structure.

COMMON MISCONCEPTIONS
Real-world and mathematical multi-step problems that require finding area, perimeter, volume,
surface area of figures composed of triangles, quadrilaterals, polygons, cubes and right prisms
should reflect situations relevant to seventh graders. The computations should make use of
formulas and involve whole numbers, fractions, decimals, ratios and various units of measure
with same system conversions.

Students may believe pi is an exact number rather than understanding that 3.14 is just an
approximation of pi. Many students are confused when dealing with circumference (linear
measurement) and area. This confusion is about an attribute that is measured using linear units
(surrounding) vs. an attribute that is measured using area units (covering).

ESSENTIAL QUESTIONS
• How is the formula for the area of a circle related to the formula for the area of a
parallelogram?

MATERIALS
• “Circle Cover-Up” student recording sheet
• “Circle Cover-Up, Cut and Cover” student recording sheet
• “Circle Cover-Up, Circles and Parallelograms” student recording sheet
• “Circle Cover-Up, Circles to Cut” student sheet (One per group of four)
• Scissors
• Crayons or colored pencils
• Tape or glue stick
GROUPING
• Individual/Partner Task

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GSE Grade 7 • Unit 4

BACKGROUND KNOWLEDGE

Students need to bring to this task their understanding of area of rectangles, including the ability
to determine area by tiling. Also, students need to recognize an approximate value of  (3.14)
and understand that it represents the relationship between the diameter and area of a circle.

Part 2

BACKGROUND KNOWLEDGE
Students need to know how to find the area of a parallelograms using the formula b x h before
completing this task.

The images below are screen shots from [Link]

By cutting a circle into 8 (or more) equal sectors, the individual pieces can be arranged so that
they begin to resemble a parallelogram. The smaller the pieces, the more it looks like a
parallelogram.

Below is our “parallelogram” made of the circle sectors. Notice the radius drawn in one of the
middle sectors.

We know the formula for the area of a parallelogram is A = b x h. So, now we need to use what
we know about the characteristics of a circle (radius, circumference, and pi) to find the formula
for the area of a circle.

The radius(r) of a circle is any

segment from the center of the
circle to the circle’s edge
(circumference).

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The circumference (C =2 × 𝜋 × 𝑟) is the distance around the circle.

However, when the sections of the circle are arranged into a parallelogram,
the circumference becomes the TWO bases of the parallelogram. Each base
1
is 2 the circumference or 𝜋 × 𝑟.

Since we know the formula for the area of a parallelogram, and the circle
sectors now resemble a parallelogram, we can begin with the area formula for a parallelogram.

A=bxh A = ( r) x r A= r2
1
Formula The base of our new “parallelogram” is the circumference of From
2
for area of the circle or 𝜋 × 𝑟. 𝜋×𝑟×𝑟
rectangle The height of the new “parallelogram” is the radius of the circle we get
r. 𝜋𝑟 2 .

The formula for the area of rectangle can also be used to derive the formula for the area of a
circle. As the sectors of the circle get smaller and smaller, the parallelogram gets closer and
closer to the shape of a rectangle. For more information on using the area of a rectangle, go to
the following link. [Link]

TASK DESCRIPTION

Part 1
One way to introduce this task is to review the area formulas for squares, rectangles, triangles,
and parallelograms.

Students will need to recognize that if the length of the radius of the circle is represented by r,
then the length of the large square would be 2𝑟 and the area of the large square would be 2 ∙ 𝑟 ∙
2 ∙ 𝑟, or 4 ∙ 𝑟 ∙ 𝑟, (or 4𝑟 2). Therefore, the area of the three smaller squares in terms of the radius
(r) of the circle can be written as shown.
3
∙ 4 ∙ 𝑟 ∙ 𝑟 which is equal to 3 ∙ 𝑟 ∙ 𝑟
4

When students cut the shaded area and paste it inside the empty quadrant of the circle, they
should notice that the area of three squares is not enough to fill the circle. There needs to be a
little bit more shaded area to fill the blank quadrant, as shown in the example below.

The area of one square would be (s)(s). But the length of each side is the same as the length of
the radius of the circle, so it could be written as (r)(r). There needs to be three areas of the square
plus a little bit more. Ask students what relationship in a circle is equal to three and a little bit
more.

Students should remember that pi () is a little more than three. Therefore the area of a circle
could be found by multiplying 𝜋 × 𝑟 × 𝑟 = Area of a circle. This is also written as 𝜋 × 𝑟 2 or
simply 𝜋𝑟 2.

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GSE Grade 7 • Unit 4

Questions/Prompts for Formative Student Assessment

• What do the square and circle have in common?
• Why do you think the square (or the circle) has a larger area?
• How much of the blank quadrant did you fill with the shaded area? Did you have any left
over? Did you have enough?
• Why do you think pi plays a role in the area of a circle?

Once students have completed the task, the following questions will help you further analyze
student understanding.

Questions for Teacher Reflection

• Did students recognize that the area of the circle is a little more than the area of three
squares with the square’s side length equal to the circle’s radius?
• Did the students recognize that pi is required to find the area of a circle?

Part 2
Part two of this task may be introduced by reading Sir Cumference and the Isle of Immeter by
Cindy Neuschwander or a similar story about finding the perimeter and area of plane figures.

During the task, the following questions/prompts will help you gauge student’s understanding of
the concepts.

Questions/Prompts for Formative Student Assessment

• How can you arrange the sectors of the circle to create a shape that looks like a
parallelogram?
• What is the measure of the radius in units?
• What is the measure of one of the bases of the “parallelogram”?
• What is the formula for the area of a parallelogram?
• What parts of the circle can be replaced in the parallelogram formula? How do you know?
• How do you find the length of the base of the “parallelogram” you created?
• How do you find the height of the “parallelogram” you created?
• How did you approximate the area of the “parallelogram” you created?

Once students have completed the task, the following questions will help you further analyze
student understanding.

Questions for Teacher Reflection

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• Which students were able to connect the base and height from the parallelogram formula
1
with 2 the length of the circumference of the circle (𝜋 × 𝑟) and the radius (r)
respectively?
• Which students were able to use the formula for a parallelogram and the grid paper to
approximate the area of the “parallelogram” created with the circle sectors?

As students move through the task and formative assessment takes place, consider the following
suggestions for differentiating instruction. The extension is for those students who need
enrichment and the intervention is for those students who need remediation.

DIFFERENTIATION

Extension
Ask students to explore and prepare an explanation of other ways to derive the formula for the
area of a circle. Two web sites that show alternative methods are given below.
[Link] Uses animation to derive the formula for the
area of a circle based on the area of a triangle.
[Link] Uses graphics to derive the formula
for the area of a circle.

Intervention
Provide students with some scaffolding for the “Circle Cover-Up, Circles and Parallelograms”
student recording sheet as shown in the examples below. These questions were added to “Circle
Cover-Up, Circles and Parallelograms, Version 2” at the end of this task.

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Part I: Circle Cover-Up

Compare the areas of the square and circle below.

Which one has the larger area? Write to explain how you know.
Answer may vary based on student perception of the figures. Most students will probably
say the square has the larger area.

How is the radius of the circle related to the length of the square? Write your answer in terms of
the example above and then make a generalization if the radius is r.
The square has a length of 8 units and the circle has a length of 4 units. If the radius is
represented with an r then the length of the square is double that so would be 2r.

Based on the side length for the square you generalized from problem 2, what would be the area
of the square?
Area of Square is side times side so the area = (2r)(2r) = 𝟒𝒓𝟐 .

Compare the areas of the two figures below.

Do you think one of the areas is larger than the other? Write to explain your thinking.
Answers may vary.

3
What is the approximate area of the three smaller squares (4 of the large square) in
terms of r? (Use the area formula you created in problem 3 to get started.)

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GSE Grade 7 • Unit 4

𝟑
Area of the larger square = 𝟒𝒓𝟐 . The second figure is 𝟒 (𝟒𝒓𝟐 ) = 𝟑𝒓𝟐 .

Follow the directions on the “Circle Cover-Up Cut and Cover” found on the next page.
Which figure has the larger area? Write below to explain your findings.
Give students a set amount of time in which to work. They should come to the conclusion that
there will still be a small amount of space left in the circle.

How do you think finding the area of a circle is related to finding the area of a square?
The area of the square is larger than the area of the circle. The area of the square is 𝟒𝒓𝟐 . We
discovered in part two the area of a circle is close to ¾ of this value.

What role do you think pi plays in finding the area of a circle?

Pi is the ratio that relates the square to the circle.

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Part II
Task Directions

Students will follow the directions below from the “Circle Cover-Up, Circles and
Parallelograms” student recording sheet.

*As an alternative, you may also give each student a small paper plate. Have students begin by
cutting it into fourths and try to build a parallelogram. They can then cut the fourths to create
eighths and try to build the quadrilateral. Students keep cutting the triangles and arranging the
pieces. The smaller the triangles the more the shape begins to resemble a parallelogram proving
the two areas are the same.

Cut out one circle from the “Circle Cover-Up, Circles to Cut” student sheet.

Cut the sectors of the circle apart and arrange them on the grid
paper as shown to form a parallelogram.

Use the grid paper to help you approximate the area of

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GSE Grade 7 • Unit 4

Circle Cover-Up - Circles and Parallelograms

Cut out one circle from the “Circle Cover-Up, Circles to Cut” student sheet.
Cut the sectors of the circle apart and arrange them on the
grid paper as shown to form a parallelogram.

Use the grid paper to help you approximate the area of the “parallelogram” formed. What is the
approximate area of the “parallelogram”? __________ square units
• Write the formula for the area of a parallelogram. Area = (base)(height)

• How is the height of the parallelogram related to the original circle?

The height of the rectangle is the radius of the circle.

• How is the base of the parallelogram related to the original circle?

The base of the parallelogram is half the circumference.

• Rewrite the formula for the parallelogram in terms of the circle based on your
observations from question 5 and 6. Area of parallelogram = (base)(height)
𝟏
Area = (𝟐 𝑪)(𝒓)
• What is the formula for the circumference of a circle? C = 𝝅𝒅 or 2 𝝅𝒓

• Rewrite the formula from step 7 above. Replace C with the formula for circumference
𝟏
that uses the radius. Area =( 𝟐 𝑪)(𝒓)
𝟏
Area = ( ∙ 𝟐𝝅𝒓)(𝒓)
𝟐
Area = 𝝅𝒓𝟐

Why did we need to use the circumference formula that uses the radius instead of the diameter?
You already have the radius started in the formula. In order to be able to simplify the formula,
you need to have the same variable

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GSE Grade 7 • Unit 4

If the radius of a circle and the height of a parallelogram are the same, use what you discovered
about how the circumference and base of a parallelogram are related in order to create a circle
and parallelogram with the same area. Write the dimension for circumference and base in terms
of pi.

Radius of circle = height of parallelogram

½ Circumference of circle = the base of the parallelogram.

If the circle has a radius of 4, the circumference would be 𝟐(𝟒)𝝅 = 𝟖𝝅.

The parallelogram would have a height of 4 and a base of (1/2)( 𝟖𝝅) = 𝟒𝝅

Area of the circle = 𝝅(𝟒)𝟐 = 𝟏𝟔𝝅

Area of parallelogram = 4(𝟒𝝅)= 𝟏𝟔𝝅

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GSE Grade 7 • Unit 4

Name _________________________________________ Date _________________________

Circle Cover-Up
Compare the areas of the square and circle below.

Which one has the larger area? Write to explain how you know.

How is the radius of the circle related to the length of the square? Write your answer in terms of
the example above and then make a generalization if the radius is r.

Based on the side length for the square you generalized from problem 2, what would be the area
of the square?

Compare the areas of the two figures below.

Do you think one of the areas is larger than the other? Explain your reasoning.

3
What is the approximate area of the three smaller squares (4 of the large square) in
terms of r? (Use the area formula you created in problem 3 to get started.)

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Follow the directions on the “Circle Cover-Up Cut and Cover” found on the next page.
Which figure has the larger area? Write below to explain your findings.

How do you think finding the area of a circle is related to finding the area of a square?

What role do you think pi plays in finding the area of a circle?

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GSE Grade 7 • Unit 4

Name _________________________________________ Date _________________________

Circle Cover-Up - Cut and Cover

Color the area of the squares that are outside the circle.
Cut out the circle, but save the colored area that was not inside the circle.
Paste the area outside the circle into the blank quadrant in a mosaic design. Try not to overlap
pieces. You may need to cut your colored pieces into smaller pieces so they will fit.

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GSE Grade 7 • Unit 4

Name _________________________________________ Date _________________________

Circle Cover-Up - Circles and Parallelograms

Cut out one circle from the “Circle Cover-Up, Circles to Cut” student sheet.
Cut the sectors of the circle apart and arrange them on the
grid paper as shown to form a parallelogram.

Use the grid paper to help you approximate the area of the “parallelogram” formed. What is the
approximate area of the “parallelogram”? __________ square units
Write the formula for the area of a parallelogram.
How is the height of the parallelogram related to the original circle?

How is the base of the parallelogram related to the original circle?

.
Rewrite the formula for the parallelogram in terms of the circle based on your observations from
question 5 and 6.

What is the formula for the circumference of a circle?

Rewrite the formula from step 7 above. Replace C with the formula for circumference that uses
the radius. .

Why did we need to use the circumference formula that uses the radius instead of the diameter?

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

If the radius of a circle and the height of a parallelogram are the same, use what you discovered
about how the circumference and base of a parallelogram are related in order to create a circle
and parallelogram with the same area. Write the dimension for circumference and base in terms
of pi.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Name _________________________________________ Date _________________________

Circle Cover-Up - Circles to Cut

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GSE Grade 7 • Unit 4

Using Dimensions: Designing a Sports Bag – (FAL)

(Problem Solving Task) Back to task table

This lesson is intended to help you assess how well students are able to: recognize and use
common 2D representations of 3D objects; identify and use the appropriate formula for finding
the circumference of a circle.
Source: Formative Assessment Lesson Materials from Mathematics Assessment Project
[Link]

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.
STANDARDS FOR MATHEMATICAL PRACTICE
1. Make sense of problems of problems and persevere in solving them
3. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically.
6. Attend to precision

ESSENTIAL QUESTIONS
• How do I apply the concepts of surface area and circumference to solve real-world
problems?

TASK COMMENTS
Tasks and lessons from the Mathematics Assessment Project are specifically designed to help
teachers effectively formatively assess their students. The way the tasks and lessons are designed
gives the teacher a clear understanding of what the students are able to do and not do. Within the
lesson, teachers will find suggestions and question prompts that will help guide students towards
understanding. For more information access the MAP website:
[Link]

The task, Designing a Sports Bag, is a Formative Assessment Lesson (FAL) that can be found at
the website: [Link]

The FAL document provides a clear lesson design, from the opening of the lesson to the closing
of the lesson.

The PDF version of the task can be found at the link below:
[Link]

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Think like a Fruit Ninja: Cross Sections of Solids Back to task table

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids,
cones, cylinders, and spheres.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.

COMMON MISCONCEPTIONS
Students usually think that slicing a sphere can result in a cross-section that is the shape of an
ellipse. However, any way you slice a sphere, you will always get a cross section of a circle.
It is common for students to have a hard time visualizing the difference between pyramids and
prisms.

ESSENTIAL QUESTIONS

• What two-dimensional figures can be made by slicing a cube by planes?

• What two-dimensional figures can be made by slicing: cones, prisms, cylinders, and
pyramids by planes?

MATERIALS

• dough or modeling clay

• fishing line or dental floss if using modeling clay
• Optional for demonstrations: power solids, geometric shapes with nets, paper, colored
water, and rice
• [Link]
ml

GROUPING

Individual/Partner/Small Group

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GSE Grade 7 • Unit 4

TASK COMMENTS

In this task, students will discover what two-dimensional figures can be made when slicing a
cube by planes. There are many ways to “hook” students and increase engagement in this topic.
Choose one or use a combination of the examples suggested in the introduction so that students
can manipulate and interact with cross sections in different ways. You will want to choose a
method of demonstration or interaction based upon the technology and resources available at
your school. Most schools have received both Power Solids and geometric shapes with nets.
These will make it easy for the students to experiment with this task using colored water.
If some wish to use clay or play-dough, it is suggested that they cut the solids using something
like fishing line or dental floss rather than a plastic knife.

TASK DESCRIPTION

Prior to beginning the activity, demonstrate with students the method or methods that will be
used to explore the big idea of cross sections. Choose from the list below to demonstrate the
general idea of cross sections and then more specifically the many cross sections of a cube:
The app for called “fruit ninja” is a great fun and visual way to introduce the idea of 3D shapes
(fruit) being cut by a plane (sword). What you see once the fruit is cut is the cross section (2D
shape)

There is also a Wii game called “sword play” on Wii sports resort that involves slicing many
different objects with a sword. Objects include bamboo (cylinder), toaster (rectangular prism),
orange (sphere), and many others. You may want to create a list ahead of time that tells students
what some of the ambiguous shapes will be called for your game’s purposes. For example, the
cupcake is a bit of an odd-shape with some rounded sides, so you can choose to have students
call it a hexagonal prism or rectangular prism. There will be less arguing amongst students if
you establish what these imperfect 3D shapes will be considered before playing the game. Wii
consoles can be hooked up to interactive white boards or classroom televisions and students can
play this game individually or they can challenge each other two at a time. It can be a big event,
and can even be called a “tournament” with a bracket of players. In order to win points, teachers
should require students to say the name of the 2D cross section as they slice each object. This
game changes the angle at which the object is sliced. Students can earn points for speed and
accuracy (recorded by the game) and saying the correct cross section for each slice (recorded by
the teacher).

Students can be given an opportunity to explore three-dimensional shapes with their hands, in a
tactile way. Each student gets a small amount of modeling clay or dough, shapes it into a cube,
and then cuts the cubes with fishing line or floss in different ways to see what cross-sections can
be made.

Plastic, transparent models of cubes that have one open-face can be filled with rice, sand, or
water, and tipping the cube in different ways, the students could demonstrate the different cross
sections that can be made.

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Students could access the website:

[Link] and
use the interactive software to illustrate some of the different possible slices.

Show the following video called “sections of a cube”:

[Link]

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Think like a Fruit Ninja: Cross Sections of Solids

Part I: Cross Sections of a Cube
Try to make each of the following cross sections by slicing a cube.
Record which of the shapes you were able to create and how you did it. If you can’t make the
shape, explain why not.
Solutions may vary. Here are some possible solutions that students may find.
2-D Cross Section Possible? Impossible? Explanation why possible or why NOT possible?
Square X A square cross section can be created by slicing the
cube by a plane parallel to one of its square faces.
Equilateral triangle X An equilateral triangle cross-section can be
obtained by slicing off a corner of the cube so that
the three vertices of the triangle are at the same
distance from the corner.
Rectangle, not a X One way to obtain a rectangle that is not a square
square is by slicing the cube with a plane parallel to one
of its edges, but not parallel to one of its square
faces.
Triangle, not X If we slice off a corner of a cube so that the three
equilateral vertices of the triangle are not at the same distance
from the corner, the resulting triangle will not be
equilateral.
Pentagon X To get a pentagon, slice with a plane going
through five of the six faces of the cube.
Regular hexagon X To get a regular hexagon, slice with a plane going
through the center of the cube and perpendicular
to an interior diagonal.
Hexagon, not regular X Any other slice that goes through all six square
faces of the cube gives a non-regular hexagon.
Octagon X It is not possible to create an octagonal cross-
section of a cube because a cube has only six
faces.
Trapezoid, not a X To create a trapezoid that is not a parallelogram,
parallelogram slice with a plane going through one face near a
vertex through the opposite face at a different
distance from the opposite vertex.
Parallelogram, not a X To create a non-rectangular parallelogram, slice
rectangle the cube by any plane that goes through two
opposite corners of the cube but not containing
any other vertex of the cube.
circle X It is not possible to create a circular cross-section
of a cube because all slices are polygons with sides
formed by slicing the square faces of the cube.

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Part II: Cross Section of a Pyramid

In the movie, Despicable Me, an inflatable model of The Great Pyramid of Giza in Egypt is
created to trick people into thinking that the actual pyramid has not been stolen. When inflated,
the false Great Pyramid was 225 m high and the base was square with each side 100 m in length.
Construct a model of the pyramid, with a base that is 1 inch on each side. Be sure to make the
height proportional to the base just as in the real pyramid.

What proportion can be used in order to determine the height of your model?
𝟐𝟐𝟓 𝒎 𝟐.𝟐𝟓 𝒊𝒏.
=
𝟏𝟎𝟎 𝒎 𝟏 𝒊𝒏.

What is the height of your model in inches?

in.

Suppose the pyramid is sliced by a plane parallel to the base and halfway down from the top (you
can cut your model to demonstrate this slice).
What will be the shape of the resulting cross section? square

Compare the dimensions of the base of the sliced off top in comparison to the base of the original
un-sliced pyramid? How many inches is each side of base of the top? Justify your answer. If
you slice the pyramid halfway down from the top, you’ll have a top with a base that is half the
dimension of the base of the original inflatable pyramid. The sides of the base of the top will be
.5 in.

Next, the pyramid is put back together and then sliced by a plane parallel to the base and 25% of
the way down from the top (you can cut your model to demonstrate this slice).

Compare the dimensions of the base of the new smaller sliced off top in comparison to the base
of the original un-sliced pyramid? How many inches is each side of this new top? If the slice is
25% of the way down from the top, you’ll have a square base for the top with sides that are 25%
of the original inflatable pyramid base. that is reduced in size from the base by 75%. Reducing 1
inch by 75% results in ¼ in. dimensions for the base of the new top

What if the slicing plane is not parallel to the base? What will the shape of the cross section be
under those conditions? Trapezoid, not a parallelogram

DIFFERENTIATION

Extension
Part I
Another version of the Wii sword play game would be to have students say the 3D shape of the
object AND the 2D cross section after the slice.
Ask students to discuss and explain whether or not it is possible to cut a cube so that the resulting
cross-section is a point or a line segment. Very advanced students may arrive at the conclusion
that points and lines are not two-dimensional, therefore cannot be considered a two-dimensional

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cross section. They can describe that slicing a cube so that only one edge would be removed
would create a cross section that looks like a line, but in reality, it would be a very thin rectangle.
Cutting a corner of a cube would produce a square or trapezoid so small that it will look like a
point. Students can debate whether or not there is a point at which these shapes become a line
segment or point and is no longer 2D. Research on exact definitions of zero-dimensional, one-
dimensional, two-dimensional, three-dimensional, intersection, planes, points, line segments, and
lines would help students gather evidence to defend their ideas.
Students should become aware of cross sections throughout the world in everyday situations
such as nature, food, architecture, art, etc. Perhaps keeping a log of these could be helpful
throughout the unit. If technology is available, students can also participate in a photo scavenger
hunt where they try to take the most pictures of examples of cross-sections found in the
classroom and around the school.

Part II
The Great Pyramid of Giza in Egypt is often called one of the Seven Ancient Wonders of the
world. The monument was built by the Egyptian pharaoh Khufu of the Fourth Dynasty around
the year 2560 BC to serve as a tomb when he died. When it was built, the Great pyramid was
145.75 m high. The base is square with each side 231 m in length.
Construct a model of the pyramid, with a base that is 6 inches on each side.
Be sure to make the height proportional to the base just as in the real pyramid.
Suppose the pyramid is sliced by a plane parallel to the base and halfway down from the top.
What will be the shape of the top? What will the dimensions of the slice be? Justify your
answer.

What if the slice is 15% of the way down from the top?

What if the slicing plane is not parallel to the base? What will the shape of the slice be under
those conditions?
Solutions
The model of the pyramid should have a base that is 1 ft by 1 ft and .63 feet or about 7.5
inches high.
If you slice the pyramid halfway down from the top, you’ll have a cross-section that is square
and half the dimension of the base of the pyramid. If the slice is 15% of the way down from
the top, you’ll have a square that is reduced in size from the base by 85%.

Interventions
Have students use pre-cut Styrofoam shapes (found at craft store) as stamps with paint. Students
can write the name of the 3D shape, stamp the 2D cross section and then name it as well on
paper. Cubes, prisms, cylinders, and pyramids should be included.

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GSE Grade 7 • Unit 4

Think Like a Fruit Ninja: Cross-Sections of Solids

Part I: Cross Section of a Cube

Try to make each of the following cross sections by slicing a cube.

Record which of the shapes you were able to create and how you did it. If you can’t make the
shape, explain why not.
2-D Cross Section Possible? Impossible? Explanation why possible or why NOT possible?
Square

Equilateral triangle

Rectangle, not a square

Triangle, not equilateral

Pentagon

Regular hexagon

Hexagon, not regular

Octagon

Trapezoid, not a
parallelogram

Parallelogram, not a
rectangle

circle

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Part II: Cross Sections of a Pyramid

In the movie, Despicable Me, an inflatable model of The Great Pyramid of Giza in Egypt is
created to trick people into thinking that the actual pyramid has not been stolen. When inflated,
the false Great Pyramid was 225 m high and the base was square with each side 100 m in length.

Construct a model of the pyramid, with a base that is 1 inch on each side. Be sure to make the
height proportional to the base just as in the real pyramid.

What proportion can be used in order to determine the height of your model?

What is the height of your model in inches?

Suppose the pyramid is sliced by a plane parallel to the base and halfway down from the top (you
can cut your model to demonstrate this slice).
What will be the shape of the resulting cross section?

Compare the dimensions of the base of the sliced off top in comparison to the base of the original
un-sliced pyramid? How many inches is each side of the top? Justify your answer.

Next, the pyramid is put back together and then sliced by a plane parallel to the base and 25% of
the way down from the top (you can cut your model to demonstrate this slice).
Compare the dimensions of the base of the new smaller sliced off top in comparison to the base
of the original un-sliced pyramid? How many inches is each side of this new top?

What if the slicing plane is not parallel to the base? What will the shape of the cross section be
under those conditions?

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Cool Cross-Sections Back to task table

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids,
cones, cylinders, and spheres.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
6. Attend to precision.
7. Look for and make use of structure.

ESSENTIAL QUESTIONS

• What two-dimensional figures can be made by slicing a cube by planes?

• What two-dimensional figures can be made by slicing: cones, prisms, cylinders, and
pyramids by planes?

MATERIALS

• power solids
• water or modeling clay
• fishing line or dental floss if using modeling clay

TASK COMMENTS

Students should become aware of cross sections throughout the world in everyday situations
such as nature, food, architecture, art, etc. Perhaps keeping a log of these could be helpful
throughout the unit.

While this task may serve as a summative assessment, it also may be used for teaching and
learning. It is important that all elements of the task be addressed throughout the learning process
so that students understand what is expected of them.

Peer Review
Display for parent night
Place in portfolio
Photographs

To get ideas for their cross-sections, you might have the students peruse the following:

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Incredible Cross-Sections of Star Wars, Episodes IV, V, & VI: The Ultimate Guide to Star Wars
Vehicles and Spacecraft by David Reynolds, Richard Chasemore (Illustrator), and Hans Jenssen
(Illustrator).

A series of books by Stephen Biesty and Richard Platt such as Coolest Cross-Sections Ever,
Incredible Cross-Sections, Castles, and more.

Vist the following site to view a simple cross-section of the Mayflower:

[Link]

TASK DESCRIPTION

Cool Cross-Sections
When an architect designs a house, he or she sketches not only views of the outside of the house,
but also cross-sections of the house so that you can see the arrangement of the rooms in the
house. For example, here’s a cross-sectional view of a house, with the cross-section made by
slicing the house with a plane perpendicular to the base and perpendicular to the front wall of the
house, parallel and a few feet from the side of the house:

If you wanted to live in the house, you’d probably want to see more cross-sections, like a cross-
section parallel to the front of the house, or a cross-section parallel to the foundation of the house
(this would be called floor plans for each level of the house).

For your final project, design your own house, boat, or castle, and sketch some interesting cross-
sections of your house, boat, or castle. Be sure to use all of the following shapes in your
structure and show cross-sections: prism, cylinder, cone, and pyramid.

Also, include a section of your design that is formed by moving a two-dimensional figure
through space to create a three-dimensional figure. Show the cross-section of this three-
dimensional figure as well.

Comment:
Solutions could vary widely. You could have the students make sure their cross-sections are
drawn to scale.

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DIFFERENTIATION

Extension
Students can scale their model by a rational number scale factor and draw the resulting figure on
graph paper

Intervention
Eliminate the garage and the bathroom from the floor plan

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GSE Grade 7 • Unit 4

Cool Cross-Sections
When an architect designs a house, he or she sketches not only views of the outside of the house,
but also cross-sections of the house so that you can see the arrangement of the rooms in the
house. For example, here’s a cross-sectional view of a house, with the cross-section made by
slicing the house with a plane perpendicular to the base and perpendicular to the front wall of the
house, parallel and a few feet from the side of the house:

If you wanted to live in the house, you’d probably want to see more cross-sections, like a cross-
section parallel to the front of the house, or a cross-section parallel to the foundation of the house
(this would be called floor plans for each level of the house).

For your final project, design your own house, boat, or castle, and sketch some interesting cross-
sections of your house, boat, or castle. Be sure to use all of the following shapes in your
structure and show cross-sections: prism, cylinder, cone, pyramid.

Also, include a section of your design that is formed by moving a two-dimensional figure
through space to create a three-dimensional figure. Show the cross-section of this three-
dimensional figure as well.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

What’s My Solid? Back to task table

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids,
cones, cylinders, and spheres.
MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.
7. Look for and make sure of structure

COMMON MISCONCEPTIONS
Students believe that certain shapes are absolutely not possible, forgetting that there are many
different possibilities for three-dimensional planes to cut a solid figure

Students do not have a clear idea of a plane, especially when using tools such as dental floss or
fishing line that resemble lines

Students often look at the three-dimensional figure rather than the two-dimensional face

Students forget that the modeling clay can distort the shape and make it more rounded and can
become confused about which two-dimensional cross-section was created

Real-world and mathematical multi-step problems that require finding area, perimeter, volume,
surface area of figures composed of triangles, quadrilaterals, polygons, cubes and right prisms
should reflect situations relevant to seventh graders. The computations should make use of
formulas and involve whole numbers, fractions, decimals, ratios and various units of measure
with same system conversions.

ESSENTIAL QUESTIONS
• What two-dimensional figures can be made by slicing a cube by planes?
• What two-dimensional figures can be made by slicing: cones, prisms, cylinders, and
pyramids by planes?

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MATERIALS
• power solids
• water or modeling clay
• plastic knife or dental floss if using modeling clay
• wax paper

GROUPING
Individual/Partner/Small Group

TASK COMMENTS
In this task, students will identify solid figures using clues about cross-sections, characteristics of
solids when sliding (translating) or twisting (rotating) plane figures and knowledge of area and
volume. Students can make physical models and explore solids through various means.

This activity could be set up as a “What’s my line?” type of game, with one student knowing
what the solid is and another student answering questions about it. The clues could be written on
flash cards. Students could work in pairs taking turns drawing a card to read to his/her partner.

TASK DESCRIPTION
Before students begin the task, a mini-lesson about two-dimensional figures translating or
rotating to make a solid figure should be presented. Simple ways to have students think about
translating a plane figure could be to stack saltine crackers, pennies, or any other “flat” object
that when stacked makes a three-dimensional like figure. To illustrate rotational movement of a
two-dimensional figure, use a battery-operated drill with a shape attached to the end, turn on and
let the shape “spin”. This gives the illusion of a three-dimensional shape.

Performance Task: What’s My Solid?

Each of the following descriptions fit one or more solids (prism, pyramid, cone, cube, a
cylinder). For each clue, describe what solid it may be and your justification for selecting that
solid. If the description fits more than one solid, name and provide justification for each solid.
Sketch the solid, and illustrate the properties described.

Solutions:
Solutions may vary.
A set of my parallel cross sections are squares that are similar but not congruent.
This could describe a square pyramid with cross sections parallel to the base.
A set of my parallel cross sections are congruent rectangles.
This could describe a cylinder with cross sections perpendicular to the base, or a rectangular
prism with cross sections parallel to a face, or a cube.
EXTENSION: A set of my parallel cross sections are circles that are similar but not congruent.
This could describe a cone with cross sections parallel to the base. It could also be a sphere.
A set of my parallel cross sections are congruent circles.
This could describe a cylinder.

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A set of my parallel cross sections are parallelograms.

This could describe a prism or a cylinder.
One of my cross sections is a hexagon, and one cross section is an equilateral triangle.
This could be a cube.
I can be made by sliding (translating) a rectangle through space.
This could be a prism.
I can be made by twirling (rotating) a triangle through space.
This could be a cone.
My volume can be calculated using the area of a circle.
This could be a cylinder or a cone.
My volume can be calculated using the area of a rectangle.
This could be a prism or a pyramid.

DIFFERENTIATION

Extension
Students can create their own set of directions for cross sections and play a game of “Guess
Who”

Intervention
Eliminate cross sections irregular polygons like letters f, g, and h

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GSE Grade 7 • Unit 4

What’s My Solid?
Each of the following descriptions fit one or more solids (prism, pyramid, cone, cube, a
cylinder). For each clue, describe what solid it may be and your justification for selecting that
solid. If the description fits more than one solid, name and provide justification for each solid.
Sketch the solid, and illustrate the properties described.

a) A set of my parallel cross sections are squares that are similar but not congruent.
Example: This could describe a square pyramid with cross sections parallel to the base.

b) A set of my parallel cross sections are congruent rectangles.

c) EXTENSION: A set of my parallel cross sections are circles that are similar but not
congruent.

d) A set of my parallel cross sections are congruent circles.

e) A set of my parallel cross sections are parallelograms.

f) One of my cross sections is a hexagon, and one cross section is an equilateral triangle.

g) I can be made by sliding a rectangle through space.

h) I can be made by twirling a triangle through space.

i) My volume can be calculated using the area of a circle.

j) My volume can be calculated using the area of a rectangle.

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GSE Grade 7 • Unit 4

Bigger and Bigger Cubes Back to task table

Adapted from ETA/Cuisenaire Super Source task Bigger and Bigger Cubes

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sure of structure

ESSENTIAL QUESTIONS

• How do you determine volume and surface area of a cube?

MATERIALS

• Base Ten Blocks

• Student Recording Sheet

GROUPING

• Individual/Partner/Small Group

BACKGROUND KNOWLEDGE

7.G.6 Students continue work from 5th and 6th grade to work with area, volume and surface area
of two-dimensional and three-dimensional objects (composite shapes). At this level, students
determine the dimensions of the figures given the area or volume.

“Know the formula” does not mean memorization of the formula. To “know” means to have
an understanding of why the formula works and how the formula relates to the measure (area and
volume) and the figure. This understanding should be for all students.

Surface area formulas are not the expectation with this standard. Building on work with nets in
the 6th grade, students should recognize that finding the area of each face of a three-dimensional
figure and adding the areas will give the surface area. No nets will be given at this level;
however, students could create nets to aid in surface area calculations.

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GSE Grade 7 • Unit 4

TASK DESCRIPTION
Introduce the task by distributing as many thousand cubes as are available and instruct students
to examine them by using the following questions:
How many units would be needed to build a cube of this size? It should be established that 1,000
units would be needed.
What is the volume of the cube? and so 1,000 cubic units is the volume of the
How many unit-sized squares would be needed to completely cover the outside of the cube?
Because a cube has six sides, each side is 10 x 10 or 100 square units, so a total of 600 square
units would be needed to cover it.
What is the surface area of the cube? 600 square units
Distribute the student recording sheet for the task.
Using what you have determined about the thousand cube, explore the following:
What would the “next-bigger cube” look like?
Decide how you can build the next-bigger cube by adding the least number of Base 10 Blocks
possible onto your thousands cube.
Predict the volume and the surface area of the next-bigger cube. Record your predictions.
Work together to build the next-bigger cube.
Decide together how to record the blocks you used and the dimensions, volume, and surface area
of this next-bigger cube.
Predict the volume and surface area and build and record as many bigger and bigger cubes as
you can.
Look for patterns in your work to help you figure out the blocks, dimensions, volumes, and
surface areas of cubes that are too big for you to build.
Be ready to compare your cubes and tell about any patterns you found.
Use the chart below if needed.

DIFFERENTIATION
Extension
Have students identify and record the blocks that they would need to build bigger and bigger
cubes using only flats, only units, and only thousands cubes.

Intervention
Require students to use the chart to organize information. Inform them they will use exactly 1
thousand cube for each model.

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Building Task: Bigger and Bigger Cubes

Name:___________________________________ Date:___________________

Using what you have determined about the thousand cube, explore the following:
• What would the “next-bigger cube” look like?

• Decide how you can build the next-bigger cube by adding the least number of Base 10
Blocks possible onto your thousands cube.

• Predict the volume and the surface area of the next-bigger cube. Record your predictions.

• Work together to build the next-bigger cube.

• Decide together how to record the blocks you used and the dimensions, volume, and
surface area of this next-bigger cube.

• Predict the volume and surface area and build and record as many bigger and bigger
cubes as you can.

• Look for patterns in your work to help you figure out the blocks, dimensions, volumes,
and surface areas of cubes that are too big for you to build.

• Be ready to compare your cubes and tell about any patterns you found.

Use the chart below if needed.

Size of Volume Surface
Cube (cm3) Area
(cm2)

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Georgia Standards of Excellence Framework
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Storage Boxes Back to task table

Adapted from ETA/Cuisenaire Super Source task Storage Boxes

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sure of structure

ESSENTIAL QUESTIONS

• How do you determine volume and surface area of a cube?

MATERIALS

• Cuisenaire rods
• Student Recording Sheet
• Isometric dot paper
• Metric ruler

GROUPING

• Individual/Partner/Small Group

BACKGROUND KNOWLEDGE

7.G.6 Students continue work from 5th and 6th grade to work with area, volume and surface area
of two-dimensional and three-dimensional objects (composite shapes). At this level, students
determine the dimensions of the figures given the area or volume.

“Know the formula” does not mean memorization of the formula. To “know” means to have
an understanding of why the formula works and how the formula relates to the measure (area and
volume) and the figure. This understanding should be for all students.
Surface area formulas are not the expectation with this standard. Building on work with nets in
the 6th grade, students should recognize that finding the area of each face of a three-dimensional

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GSE Grade 7 • Unit 4

figure and adding the areas will give the surface area. No nets will be given at this level;
however, students could create nets to aid in surface area calculations.

TASK DESCRIPTION:
Task comment
Using Cuisenaire Rods to model the shoe boxes makes it easy for students to make and
compare an assortment of possible storage arrangements. They can also come to recognize
that it is possible to make a variety of different-looking structures that all have the same
volume.
Students should find that each red Cuisenaire Rod measures 2 cm x 1 cm x 1 cm. Using the
given scale factor, they can calculate the actual dimensions of the shoe boxes, which are 30
cm x 15 cm x 15 cm.
There are a variety of ways in which the eight shoe boxes can be arranged to fit inside a
rectangular prism-shaped storage box. Six possible arrangements are shown here.

Each of the models has a volume of 16 cm3. Students may find that several of their
arrangements have the same dimensions. For example, of those pictured, A and D both
measure 8 cm x 2 cm x1 cm, and C and E both measure 4 cm x 2 cm x 2 cm. The dimensions
of some of the students’ actual storage boxes may also be the same.

No matter how they arrange their shoe boxes, students should find that only four different-
sized storage boxes are possible: a 240 cm x 15 cm x 15 cm storage box, a 120 cm x 30 cm x 15
cm storage box, a 60 cm x 60 cm x 15 cm storage box, and a 60 cm x 30 cm x 30 cm storage
box.
Each of these has a volume of 54,000 cm3. Students can calculate the volumes of their storage
boxes by first multiplying the dimensions of their models by 15 (the scale factor) and then
finding their product (Volume = length x width x height), or by finding the volume of one shoe
box (6750 cm3) and then multiplying by 8 (the number of shoe boxes). Still another method
would be to find the volume of a model and multiply by 15 (length) x 15 (width) x 15 (height),
or 3375.
To determine the amount of plywood needed to make the storage boxes, students need to
calculate the surface area of each of their arrangements. The surface areas can be determined
by finding the total of the areas of the six faces (front, back, left, right, top, and bottom) of

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their arrangements. The surface areas of the different-shaped storage boxes are given in this
table.

Part 1
Kathryne takes care of her shoes by keeping them in their original shoe boxes. She wants to find
one large storage box that will hold 8 of her shoe boxes. Can you help Kathryne determine the
dimensions of the storage boxes that would work?
• Work with a partner. Use red Cuisenaire Rods to represent the shoe boxes.
• Arrange 8 shoe boxes so that they could fit into a rectangular prism-shaped storage box. The
box should be exactly the right size to hold the 8 shoe boxes with no extra space left over. Find
as many different arrangements as possible.
• Record your models on isometric dot paper. Measure and record the dimensions and volumes
of each model.
• Determine the actual dimensions of each of Kathryne’s shoe boxes if 1 centimeter in your
model represents 15 centimeters for the actual shoe boxes. Then calculate the actual dimensions
and volumes of the storage boxes that you modeled.
• Be ready to discuss your findings.
Part 2
What if... Kathryne decides to make her own storage box from sheets of plywood? What is the
least amount of plywood she would need to create the box? What is the most?
• Using your models from Part 1, determine the amount of plywood needed to construct each
possible storage box. Record your measurements (in square centimeters) near your drawings.
• Determine which arrangement would need the least amount of plywood and which would need
the most.
• Now use your observations to determine the least and greatest amounts of plywood needed to
construct a storage box that would hold 12 shoe boxes.
• Try to come up with a general rule that could be used to predict what kinds of box
arrangements will use the least amount of plywood.
• Be ready to explain your methods and discuss your findings.

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DIFFERENTIATION

Extension
Imagine that the storage container is to be made of cardboard instead of plywood. Using your
results from Part 2, make a scale drawing of a one-piece pattern that can be cut out and folded to
form the storage box needing the least amount of cardboard. Use the same scale as you used for
your models. Label your pattern with the actual measurements that would be needed to construct
the storage box.

Intervention
Require students to use the chart to organize information.

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Building Task: Storage Boxes

Name:___________________________ Date:____________________

Part 1
Kathryne takes care of her shoes by keeping them in their original shoe boxes. She wants to find
one large storage box that will hold 8 of her shoe boxes. Can you help Kathryne determine the
dimensions of the storage boxes that would work?
• Work with a partner. Use red Cuisenaire Rods to represent the shoe boxes.
• Arrange 8 shoe boxes so that they could fit into a rectangular prism-shaped storage box. The
box should be exactly the right size to hold the 8 shoe boxes with no extra space left over. Find
as many different arrangements as possible.
• Record your models on isometric dot paper. Measure and record the dimensions and volumes
of each model.
• Determine the actual dimensions of each of Kathryne’s shoe boxes if 1 centimeter in your
model represents 15 centimeters for the actual shoe boxes. Then calculate the actual dimensions
and volumes of the storage boxes that you modeled.
• Be ready to discuss your findings.

Part 2
What if... Kathryne decides to make her own storage box from sheets of plywood? What is the
least amount of plywood she would need to create the box? What is the most?
• Using your models from Part 1, determine the amount of plywood needed to construct each
possible storage box. Record your measurements (in square centimeters) near your drawings.
• Determine which arrangement would need the least amount of plywood and which would need
the most.
• Now use your observations to determine the least and greatest amounts of plywood needed to
construct a storage box that would hold 12 shoe boxes.
• Try to come up with a general rule that could be used to predict what kinds of box
arrangements will use the least amount of plywood.
• Be ready to explain your methods and discuss your findings.

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GSE Grade 7 • Unit 4

Filling Boxes Back to task table

Adapted from ETA/Cuisenaire Super Source task Filling Boxes
STANDARDS FOR MATHEMATICAL CONTENT
MGSE7.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.
STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sure of structure.
ESSENTIAL QUESTIONS

• How do you determine volume and surface area of a cube?

MATERIALS

• Base Ten Blocks, units only

• Student Recording Sheet
• Filling Boxes sheets A-D, 1 for each group
• Tape
• Scissors

GROUPING
• Partner/Small Group
BACKGROUND KNOWLEDGE
7.G.6 Students continue work from 5th and 6th grade to work with area, volume and surface area
of two-dimensional and three-dimensional objects (composite shapes). At this level, students
determine the dimensions of the figures given the area or volume.
“Know the formula” does not mean memorization of the formula. To “know” means to have an
understanding of why the formula works and how the formula relates to the measure (area and
volume) and the figure. This understanding should be for all students.
Surface area formulas are not the expectation with this standard. Building on work with nets in
the 6th grade, students should recognize that finding the area of each face of a three-dimensional
figure and adding the areas will give the surface area. No nets will be given at this level;
however, students could create nets to aid in surface area calculations.

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TASK DESCRIPTION

Task comment
This activity helps children explore volume and surface area in a hands-on environment.
Cutting out the shapes, then folding and taping them to form open-top boxes helps children to
understand the relationships between two-dimensional and three-dimensional shapes. Seeing
the boxes flattened, as they appear at first, may help them to understand the concept of surface
area.

When children predict how many white rods each box can hold, they may arrive at an answer
through a variety of techniques. Some may simply guess. Others may think that the tallest box
(C) must have the greatest volume because it is the deepest. Still others may feel that box D
has the greatest volume because the area of the opening is the greatest. Some children may be
stumped by boxes A and B because they are the same height and because it is hard to tell
which of their bases has the greater area. When children actually measure, they see that trying
to guess the volumes just by looking at the boxes can be tricky because three factors—height,
width, and length must be considered. Children will eventually find that boxes A and D both
have volumes of 54 cubic centimeters, box B has a volume of 60 cubic centimeters, and box C
has a volume of 64 cubic centimeters.

Children are apt to use a variety of techniques for finding the actual volume of the boxes with
Cuisenaire Rods. Some may try to fill each box completely with white rods and, when they run
out of white rods, select other rods and translate their volume into numbers of white rods.
Children who use this method may keep a tally of the rods as they place them into the box
while
other children will first fill the box, dump out its contents, and then count the rods.

How can you use Cuisenaire Rods to order a set of boxes according to volume?
• Work with a group to create a set of 4 open boxes. Cut out nets like these along the dotted lines.
Fold them along the solid lines. Use tape to hold each box together.
• Once you have built the boxes, decide how they should be arranged, from the one with the least
volume to the one with the greatest. Record the group’s decision.
• Estimate how many unit cubes (cubic centimeters) each box can hold. Record the estimates.
• Use the unit cubes to find out how many cubic centimeters each box actually holds. Compare
the actual volumes to your estimates.
• Use the rods to figure out the surface area of each box. Remember not to count the open side.
Record the surface areas.

DIFFERENTIATION

Extension
Ask children to imagine that they own a toy factory and want to design a box that will hold 100
blocks, each the size of a unit cube. Have them try to design the box so that it uses as little
cardboard as possible.
Intervention
Require students to use the chart to organize information.

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GSE Grade 7 • Unit 4

Filling Boxes
How can you use Cuisenaire Rods to order a set of boxes according to volume?

• Work with a group to create a set of 4 open boxes. Cut out nets like these along the dotted lines.
Fold them along the solid lines. Use tape to hold each box together.

• Once you have built the boxes, decide how they should be arranged, from the one with the least
volume to the one with the greatest. Record the group’s decision.

• Estimate how many unit cubes (cubic centimeters) each box can hold. Record the estimates.

• Use the unit cubes to find out how many cubic centimeters each box actually holds. Compare
the actual volumes to your estimates.

• Use the rods to figure out the surface area of each box. Remember not to count the open side.
Record the surface areas.

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Discovering the Surface Area of a Cylinder (Extension Task)

Back to task table
Adapted from Teaching Channel lesson Discovering the Surface Area of a Cylinder
This task serves as an extension to the standard 7.G.6.

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.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

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make sure of structure

ESSENTIAL QUESTIONS

• How do you determine surface area of a cylinder?

MATERIALS

• 6 canned good products (two different sizes of cans, 3 of one size, 3 of another size)
• Ruler
• string

GROUPING

• Partner/Small Group

BACKGROUND KNOWLEDGE

7.G.6 Students continue work from 5th and 6th grade to work with area, volume and surface area
of two-dimensional and three-dimensional objects (composite shapes). At this level, students
determine the dimensions of the figures given the area or volume.

“Know the formula” does not mean memorization of the formula. To “know” means to have an
understanding of why the formula works and how the formula relates to the measure (area and
volume) and the figure. This understanding should be for all students.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Surface area formulas are not the expectation with this standard. Building on work with nets in
the 6th grade, students should recognize that finding the area of each face of a three-dimensional
figure and adding the areas will give the surface area. No nets will be given at this level;
however, students could create nets to aid in surface area calculations.

TASK DESCRIPTION

This lesson can be viewed at [Link] on the

Teaching Channel.

Introduce this task by review concepts about a circle. Record the following expressions on the
board and ask students, “Which two expressions measure the exact same thing? Explain how
you know.”

𝝅𝒅 𝝅𝒓2 2𝝅r

Students should conclude that the length of the diameter is equivalent to 2 of the radii, therefore
𝜋𝑑 and 2𝜋r are equivalent expressions.

Now discuss the next problem: The “Ring of Fire” rollercoaster has a diameter of 60 ft. Allow
students time to calculate the circumference and the area using 3.14 for 𝝅.
Circumference: Area:
C= 𝜋d A= 𝜋𝑟2
x 60 3.14 x (60)2
C= 188.4ft 3.14 x 3,600
A= 11,304ft

Part 1

Work together to find surface area of 1 of 2 canned goods.

How would you define surface area?
The sum of all the two dimensional shapes decomposed from the three dimensional shape.
Can this figure be decomposed? If so how, into what shape or shapes?
Yes, the figure can be decomposed into two circles and one rectangle.
Determine the surface area of your can. Explain your answer.
Answers may vary. Students should determine the area of the circle and rectangle and add the
areas.
Discuss with students the need for decomposition of the cylinder to find surface area.

Part 2
Students should be instructed to take the label off the can they just calculated the Surface Area
for and hold on to it. All 6 cylinders in the room will now have no label. Each table group will
now trade cans with another group that has the other can they have yet to calculate surface area
for. The task is the same:
Calculate the surface area of the can.

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With no label to peel off, students will struggle to calculate the area of the rectangular face of
the cylinder (they cannot flatten it out). The only way to calculate the area of this section is to
realize that the length of the rectangular face is equal to the circumference of the circular
bases. This is why the formula used to calculate the surface area of a cylinder is 2πrh + 2πr2.
Students do not need to know the formula for finding the surface area of a cylinder.
Part 3
The supermarket around the corner used to sell Grandma’s favorite Mandarin oranges. For
reasons unknown, they no longer do and it really upsets Grandma.
Jackson, a thoughtful young seventh grader, remembers this fact as he’s thinking of what to get
his Grandmother for her 80th birthday party. Cans of Geisha Mandarin Oranges, of course!
There’s one potential problem, however: Jackson has two cans to wrap but only has 550 cm2 of
wrapping paper. Does he have enough paper to wrap the two cans?
Use the surface area of each can to complete the problem.
DIFFERENTIATION

Extension
Allow students to work on the following problem:
In an effort to fight back against pesky graffiti artists and corrosive weather, the Parks and
Recreation Department of Pawnee, Indiana is spending money to paint a vandalized water tower
and 15 local trash barrels. Since they are working within a budget, they need to estimate the cost
of the paint job.

Information:
o 1 water tower (just cylinder) and 15 trash barrels (only parts that make sense) need painting.
o The hardware store estimates that paint will cost $0.75 per square foot.
o Two painters will be paid $500 each to do the job.

In total, how much will it cost the town of Pawnee for the renovations? Show all work.

Intervention
Discuss the relationship between the length of the label and the circumference of the base.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Discovering the Surface Area of a Cylinder (Extension Task)

Name:______________________

Part 1
Work together to find surface area of 1 of 2 canned goods.
How would you define surface area?

Can this figure be decomposed? If so how, into what shape or shapes?

Determine the surface area of your can. Explain your answer.

Part 2
Calculate the surface area of the can of the can without the label.

Part 3
The supermarket around the corner used to sell Grandma’s favorite Mandarin oranges. For
reasons unknown, they no longer do and it really upsets Grandma.
Jackson, a thoughtful young seventh grader, remembers this fact as he’s thinking of what to get
his Grandmother for her 80th birthday party. Cans of Geisha Mandarin Oranges, of course!

There’s one potential problem, however: Jackson has two cans to wrap but only has 550 cm2 of
wrapping paper. Does he have enough paper to wrap the two cans?

Use the surface area of each can to complete the problem.

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GSE Grade 7 • Unit 4

Culminating Task: Three Little Pig Builders – House B or D

Back to task table

STANDARDS FOR MATHEMATICAL CONTENT

MGSE7.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.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
4. Model with mathematics.
6. Attend to precision.
7. Look for and make use of structure.

COMMON MISCONCEPTIONS

Real-world and mathematical multi-step problems that require finding area, perimeter, volume,
surface area of figures composed of triangles, quadrilaterals, polygons, cubes and right prisms
should reflect situations relevant to seventh graders. The computations should make use of
formulas and involve whole numbers, fractions, decimals, ratios and various units of measure
with same system conversions.

ESSENTIAL QUESTIONS

• How can I use formulas to determine the volumes of fundamental solid figures?
• How can I estimate the surface area of simple geometric solids?
• How can I use surface areas of plane figures to derive formulas for the surface areas of
solid figures?

GROUPING

• Students may work as an individuals or small groups of two or three.

TASK COMMENTS

In this task, students will determine the sale price of four houses and the cost to paint the interior
of two of the houses.

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TASK DESCRIPTION

Task Directions:

Three Little Pig Builders have gone into business building the prefabricated homes shown below.

Give the geometric name for each house.

House B is a rectangular prism and House D is a square pyramid.
Estimate the surface area of House B and House D.

The inside of House B and House D are in need of painting before they can be sold. Each home
has a 3 ft. by 5 ft. door and two 2 ft. by 2 ft. windows that do not need painting. All of the walls
need painting including the floors and ceilings. A gallon of paint costs $25 and covers 300 ft2.
Three Little Pig Builders require that a work order be submitted for approval before making any
purchases. Write a work order that explains how much paint needs to be purchased and the cost
of the purchase. Be sure that your work order explains in detail how you know the amount of
paint and money needed for the purchase.
House B has a surface area of (2)(lw) + (2)(wh) + (2)(lh) – (area of door and windows)
(2)(15)(15) + (2)(15)(10)+ (15)(10) – (23)
450 + 300 + 300 - 23
House B has a total surface area of 1027 ft . 2

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𝟏
House D has a surface area of 4( 𝟐bh)+lw- (area of door and windows)
𝟏
4( 𝟐 𝟐𝟎𝒙𝟏𝟎)+20 x 20 - (23)
400 + 400 – 23

House D has a total surface area of 777ft2.

The total amount of surface are in the two houses is 1804 ft2.

The number of gallons needed to paint both houses would be 6.01 which is about 6.
Therefore, it would take more than 6 gallons of paint. We need to purchase 7 gallons of paint.
At $25 per gallon, this means that the cost would be (7)(25) = $175.00.
The work order amount that is being requested to paint both House B and House D is $175.00
which does not include sales tax.

EXTENSION – Estimate the volume of House B and House D.

Three Little Pig Builders have decided to charge $30,000 for House B. What is the fair market
value of each of the other homes assuming that the cost of each home is proportional to its
volume?

Make a table to organize your data. Use words and symbols (including proportions and
formulas) to explain your reasoning. You may want to include a formula sheet for students who
need additional reinforcement.

House B an approximate volume of (200)(10) = 2000ft3.

House D has an approximate volume of 4000339003=1300ft3.

Three Little Pig Builders have decided to charge $30,000 for House A, a cylinder shaped home
not pictured. What is the fair market value of each of the other homes if they are based
proportionately to the value of House A? Make a table to organize your data. Use words and
symbols (including proportions and formulas) to explain your reasoning.

House Volume Proportion Fair Market Value

x 16.99
=
V = lwh 2250 1
B $38,227.50
V = (15)(15)(10) x = (2250)(16.99)
V = 2250ft3 x = 38227.5
1 x 16.99
V = lwh =
3 1333.3333 1
D 1 $22,653.33
V = ( 20)( 20)(10)
3 x = (1333.3333)(16.99)
V = 1333.3333 x = 22653.332

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

Three Little Pig Builders – House B or D

Three Little Pig Builders have gone into business building the prefabricated homes shown below.

14 ft

Give the geometric name for each house.

Estimate the surface area of House B and House D.

The inside of House B and House D are in need of painting before they can be sold.
Each home has a 3 ft. by 5 ft. door and two 2 ft. by 2 ft. windows that do not need painting. All
of the walls need painting including the floors and ceilings. A gallon of paint costs $25 and
covers 300 ft2. Three Little Pig Builders require that a work order be submitted for approval
before making any purchases. Write a work order that explains how much paint needs to be
purchased and the cost of the purchase. Be sure that your work order explains in detail how you
know the amount of paint and money needed for the purchase.

EXTENSION – Estimate the volume of House B and House D.

Three Little Pig Builders have decided to charge $30,000 for House B. What is the fair market
value of each of the other homes assuming that the cost of each home is proportional to its
volume?

Fill in the following table to organize your data. Use words and symbols (including proportions
and formulas) to explain your reasoning.

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Georgia Standards of Excellence Framework
GSE Grade 7 • Unit 4

House Volume Proportion Fair Market Value

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GSE Grade 7 • Unit 4

TECHNOLOGY RESOURCES

MGSE7.G.2 Explore various geometric shapes with given conditions. Focus on creating triangles
from three measures of angles and/or sides, noticing when the conditions determine a unique
triangle, more than one triangle, or no triangle.
[Link]
[Link]
[Link]
[Link]
[Link]
MGSE7.G.3 Describe the two-dimensional figures (cross sections) that result from slicing three-
dimensional figures, as in plane sections of right rectangular prisms, right rectangular pyramids,
cones, cylinders, and spheres.
[Link]

MGSE7.G.4 Given the formulas for the area and circumference of a circle, use them to solve
problems; give an informal derivation of the relationship between the circumference and area of a
circle.
[Link] A link to the activity on which this
task was based.
[Link] The Pi entry provides a graphic for pi, a circle’s circumference is
measured on a ruler created using increments equal to the diameter of the circle.

[Link]
This site provides background information on circles and allows students to practice finding the
circumference of circles.
[Link] A comprehensive list of sites about pi.
[Link] The First 10,000 digits of pi.
[Link] Uses animation to derive the formula for the area
of a circle based on the area of a parallelogram.
[Link] Uses animation
to derive the formula for the area of a circle based on the area of a parallelogram.
[Link] Uses animation to derive the formula for the
area of a circle based on the area of a triangle.
[Link] Uses graphics to derive the formula
for the area of a circle.
[Link]

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GSE Grade 7 • Unit 4

MGSE7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a
multi-step problem to write and solve simple equations for an unknown angle in a figure.
[Link]
[Link]
MGSE7.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.
[Link]
[Link]
[Link]
[Link]

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