For this project, students create a station.. They are assigned a 3D figure (cylinder, cone, prisms, pyramids, sphere, etc). They must create a station that teaches the parts of the figure and how to find the surface area, lateral area, and volume of the figure. Then students visit each station created and have a quiz on all the stations.

For this project, students create a station.. They are assigned a 3D figure (cylinder, cone, prisms, pyramids, sphere, etc). They must create a station that teaches the parts of the figure and how to find the surface area, lateral area, and volume of the figure. Then students visit each station created and have a quiz on all the stations.

This resource will show how to teach your students to make their own "formula calculator" using Java programming, and it has handouts for your students or your own use. It is ideal for Grade 7 and Grade 8 Math.The video in this resource walks you through the steps to teach your students to program their "formula calculator" using Java programming after they have been taught about geometric formulas. They can then use their calculator to help them solve their math problems. It will reinforce critical thinking skills and create a deeper understanding of how the formulas work.Students can use any Java IDE or even an online IDE. The lesson can be customized based on your familiarity with Java and your students' computer skills.The handouts show how to use arithmetic operators in Java as well as some Math class methods that will be helpful. The attached program can be used as a starting point for their programs. 

In Grade 6, students interpreted expressions and equations as they reasoned about one-variable equations. This module consolidates and expands upon student's understanding of equivalent expressions as they apply the properties of operations (associative, commutative, and distributive) to write expressions in both standard form (by expanding products into sums) and in factored form (by expanding sums into products). They use linear equations to solve unknown angle problems and other problems presented within context to understand that solving algebraic equations is all about the numbers. It is assumed that a number already exists to satisfy the equation and context; we just need to discover it. A number sentence is an equation that is said to be true if both numerical expressions evaluate to the same number; it is said to be false otherwise. Students use the number line to understand the properties of inequality and recognize when to preserve the inequality and when to reverse the inequality when solving problems leading to inequalities. They interpret solutions within the context of problems. Students extend their sixth-grade study of geometric figures and the relationships between them as they apply their work with expressions and equations to solve problems involving area of a circle and composite area in the plane, as well as volume and surface area of right prisms.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

In Module 6, students delve further into several geometry topics they have been developing over the years. Grade 7 presents some of these topics (e.g., angles, area, surface area, and volume) in the most challenging form students have experienced yet. Module 6 assumes students understand the basics; the goal is to build fluency in these difficult problems. The remaining topics (i.e., working on constructing triangles and taking slices, or cross sections, of three-dimensional figures) are new to students.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

In Module 5, Topic A, students learn the concept of a function and why functions are necessary for describing geometric concepts and occurrences in everyday life. The module begins by explaining the important role functions play in making predictions. For example, if an object is dropped, a function allows us to determine its height at a specific time. To this point, student work has relied on assumptions of constant rates; here, students are given data that show that objects do not always travel at a constant speed. Once the concept of a function is explained, a formal definition of function is provided. A function is defined as an assignment to each input, exactly one output. Students learn that the assignment of some functions can be described by a mathematical rule or formula. With the concept and definition firmly in place, students begin to work with functions in real-world contexts. For example, students relate constant speed and other proportional relationships to linear functions. Next, students consider functions of discrete and continuous rates and understand the difference between the two.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

The module begins with work related to the Pythagorean theorem and right triangles. Before the lessons of this module are presented to students, it is important that the lessons in Modules 2 and 3 related to the Pythagorean theorem are taught (i.e., Module 2 Lessons 15 and 16 and Module 3 Lessons 13 and 14). In Modules 2 and 3, students used the Pythagorean theorem to determine the unknown side length of a right triangle. The solutions from those modules are revisited and are the motivation for learning about square roots and irrational numbers in general.
To access this resource, you will need to create a free account for the system on which it resides. The partner provides personalized features on their site such as bookmarking and highlighting which requires a user account.

Using the Virginia Museum of Fine Arts website, students explore the sculptural work of 20th Century Conceptual artist Sol LeWitt to expand their understanding of geometric concepts, creatively play with mathematical ideas, and be inspired to make art of their own.

The website page provides a scaffolded approach to exploring Sol LeWitt's sculpture titled "1, 2, 3, 4, 5, 6." culminating in a challenge for students to build a 3-D Tinkercad model of a geometry concept of their own choosing.

Solve problems involving volume and surface area of cones and pyramids.Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.