In the next lesson, many of your students will rewire their entire brain in order to see that these two shapes are both prisms, and that prisms don’t always “sit” on their base. That’s tough!
Double tough? We ask them for a general strategy for determining the volume of a prism! Watch ‘em come through:
Break it up into separate parts then add them up in the end.
You can find the volume of the other rectangular prisms in the shape and the volume of the triangular prism and add them together.
You always need to find the height and base for each and the bases are always across from each other, and never touch while the height just needs to be the distance from each base on some while others are the literal height.
As you see your students’ responses, recall that all of us are smarter than any one of us. I encourage you to highlight responses that offer different and useful takes on a general strategy, like the three above.
When students see lots of students contributing to the class’s learning, they may understand more math, and they’re also likely to understand their own value to the class as well.
Dan & the Desmos Classroom Team
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Great advice from other teachers.
Lincoln, MA.
Struggling students needed to do this with me and we only got to about slide 5. They needed to move the prisms around to visualize. 9-11 were better suited as an extension option for my students.
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