I don’t have a very long drive home every day, but even in my 10-15 minute ride, I’m always thinking about something. This change is weather is causing quite the migraine for me tonight, and while some of my thinking this evening was along the lines of, “Please don’t throw up!,” I was also thinking about math. Why?
Today, my student teacher, Ashley, introduced the students to our Teapot Box Challenge (evaluation here). When she asked the students about calculating the perimeter of the net – one of the expectations — she noticed that some students had questions. She said that she’d do a mini-lesson tomorrow on this as the class was off to music.
During our prep time today, we spoke about this perimeter expectation. We thought that students need to realize that the perimeter is found by adding up the lengths of the sides along the unfolded net. Easy, right? This option definitely makes sense if we think of the net in the “unfolded” sense, with the prism or pyramid being the “folded” option.
Could the “net” also be referring to the prism or pyramid? If so, I have more questions:
- Would the perimeter refer to just the perimeter of the base as the “area around the outside” is really just impacted by the size of the base?
- Would the perimeter change depending on how the prism or pyramid is placed (e.g., in a rectangular prism, would the perimeter change if the prism is laid flat versus standing tall)?
I really don’t know the answers to these questions, and I’m hoping that one of my blog readers might be able to help me out. What do you think? How would you get students to uncover this learning? Is there just one right answer here or could there be many? Inquiry doesn’t just get my students thinking more, but it has me thinking more as well! Thanks, in advance, for sharing any thoughts (and maybe helping lessen at least some of my migraine).