need to make sense and persevere. For example: 8.0 Anchor Problem; The city is looking to build a new swimming pool in city park. In their city council meeting, they have determined that they want the pool to hold no more than 2500 m3of water, or it will cost too much to keep it filled. Help the city council to choose a design for the swimming pool. Design 3 different swimming pools that will each hold at least 2000 m3but no more than 2500 m3of water. Reason abstractly and quantitatively. Students will use their understanding of area and volume to reason in a variety of contexts: 8.1e Class Activity; Write an expression to find the area. If possible, find the exact area.Construct viable arguments and critique the reasoning of others. Students will apply their understanding of perimeter and area to construct and critique arguments: 8.1g Class Activity; Mike, Juliana and Joe were working together to make a garden larger. Mike said, “We have to buy more fencing because if we increase the area of the garden we will need more fencing to go around.” Juliana had a different opinion. “That’s not true,” she said, “We can use the same amount of fencing and move it to make the area of the garden larger.” Joe disagreed with both Mike and Juliana. He said, “I know a way that we can make the garden larger and use less fencing. Who is right? Model with Mathematics. Students will use models to explore concepts in geometry such are using play-doe and string to create cross sections of prisms. Throughout the chapter they will connect models to algorithms. Attend to Precision Careful attentions should be paid to explanations and units throughout this chapter. Students will be expected to attend to several ideas at the same time. Students should attend to precision as they explain ideas throughout this chapter. For example, when discussing cross sections, students should use precise language in describing the angle of cuts to the base, faces and/or edges. Look for and make use of structure Students will connect ideas of one-, two-, and three-dimensional measures to simplifying numeric and algebraic expressions, for example: 8.2 d Homework, Determine which expression(s) will give the surface area or volume for a 3-D object. a. c. b. d. 2(6+2+3)(2⋅6+2⋅3+3⋅6)23⋅2⋅62⋅3⋅2+2⋅3⋅6+2⋅6

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35 Use appropriate tools strategically. Students will use a variety of tools in this chapter including play dough, rulers, graph paper, and calculators. Encourage students to make sense of ideas with tools. Look for and express regularity in repeated reasoning Students will note in this chapter that length is one-dimensional, area is two-dimensional and requires 2 length (2 one-dimensional measures) that are perpendicular, and volume is three dimensional and requires 3 lengths that are each perpendicular to each other.

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