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Classroom\n\nBonnie Goonen-bv73008@aol.com  \nSusan Pittman-skptvs@aol.com  \nWebinar Guide November 18,2015Institute for the Professional Development of Adult Educators  \n## GED®Mathematical Reasoning HighImpact Indicators\n\nRod Duckworth,ChancellorCareer and Adult Education,Department of Education  \nZelda Rogers,Senior Educational Program DirectorAdult Education,Career and Adult Education  \nlla Waite-Burns,Program SpecialistAdult Education,Career and Adult Education  \nJune Rall,Director of IPDAETamara Serrano,Project Support Specialist for IPDAE  \nResources Developed and Designed By  \nBonnie Goonen  \nSusan Pittman  \nBY EDUCATORS FOR EDUCATORS  \nThe IPDAE project is supported withfunds provided through the FloridaDepartment of Education and Division ofCareer Adult Education.  \nInstitute for the Professional Development of Adult Educators3209 Virginia Avenue-Fort Pierce,FL 34981Phone 772-462-7409·E-mail info@floridaipdae.org  \nTable of Contents  \nHigh Impact Indicators…………………………………………………………………………………………………………………………………3  \nTime to Explore and Reflec………………………………………………………………………………………………………………4  \nLesson Title: Using Nets for Finding Surface Area………………………………………………………5  \nGED Testing Service®Hll……………………………………………………………………………………………………25  \nHigh Impact Indicators  \nTime to Explore and Reflect  \n\n| Assessment Target  \u003Cbr>of HIl*   | Covered Well   | Gaps in Coverage   | How to Strengthen  \u003Cbr>Coverage   |\n| --- | --- | --- | --- |\n| Q.1 Apply number  \u003Cbr>sense concepts,  \u003Cbr>including ordering  \u003Cbr>rational numbers,  \u003Cbr>absolute value,  \u003Cbr>multiples,factors,  \u003Cbr>and exponents   |  |  |  |\n| Q.3 Calculate and  \u003Cbr>use ratios,  \u003Cbr>percents and scale  \u003Cbr>factors   |  |  |  |\n| Q.4 Calculate  \u003Cbr>dimensions,  \u003Cbr>perimeter,  \u003Cbr>circumference,  \u003Cbr>and area of two-  \u003Cbr>dimensional  \u003Cbr>figures   |  |  |  |\n| Q.5 Calculate  \u003Cbr>dimensions,  \u003Cbr>surface area,and  \u003Cbr>volume of three-  \u003Cbr>dimensional  \u003Cbr>figures   |  |  |  |\n| A.3 Write,  \u003Cbr>manipulate,solve,  \u003Cbr>and graph linear  \u003Cbr>inequalities   |  |  |  |\n| A.7 Compare,  \u003Cbr>represent,and  \u003Cbr>evaluate functions   |  |  |  |\n\nModule:Mathematical Reasoning  \nLesson Title:Using Nets for Finding Surface Area  \n### Objectives and Standards\n\nStudents will:  \n·  Draw and construct nets for 3-D objects.  \n·  Determine the surface area of rectangular prisms,triangular prisms,and rightcylinders to solve problems  \n\n| Prerequisite Skills  \u003Cbr>Common Core State Standards   | Mathematical  \u003Cbr>Reasoning  \u003Cbr>2014 GED®  \u003Cbr>Assessment Targets   | Mathematical Practices  \u003Cbr>Common Core State  \u003Cbr>Standards   |\n| --- | --- | --- |\n| Classify two-dimensional  \u003Cbr>figures in a hierarchy based on  \u003Cbr>properties.  \u003Cbr>(CCSS.Math.Content.5.G.B.4)  \u003Cbr>Relate area to the operations  \u003Cbr>of multiplication and addition.  \u003Cbr>(CCSS.Math.Content.3.MD.7)   | Compute the area and  \u003Cbr>perimeter of triangles  \u003Cbr>and rectangles.  \u003Cbr>Determine side lengths  \u003Cbr>of triangles and  \u003Cbr>rectangles(Q.4.a)  \u003Cbr>Compute the area and  \u003Cbr>circumference of  \u003Cbr>circles.Determine the  \u003Cbr>radius or diameter  \u003Cbr>when given area or  \u003Cbr>circumference.(Q.4.b)  \u003Cbr>Compute volume and  \u003Cbr>surface area of right  \u003Cbr>prisms and pyramids,  \u003Cbr>cylinders,spheres,  \u003Cbr>cones,and composite  \u003Cbr>figures.(Q.5.a,Q.5.b,  \u003Cbr>Q.5.c)   | Make sense of problems and  \u003Cbr>persevere in solving them.  \u003Cbr>(CCSS.Math.Practice.MP1)  \u003Cbr>Model with mathematics.  \u003Cbr>(CCSS.Math.Practice.MP4)  \u003Cbr>Use appropriate tools  \u003Cbr>strategically.  \u003Cbr>(CCSS.Math.Practice.MP5)  \u003Cbr>Look for and make use of  \u003Cbr>structure.  \u003Cbr>(CCSS.Math.Practice.MP7)   |\n\nMaterials  \n● Cereal boxes  \n·  Measurement tools(rulers)  \n·Paper towel cardboard rolls  \n·Set of plastic nets or templates for various geometric nets  \n·  Scissors  \n·  Handout 1:Sample 3D Nets  \n·Handout 2:Creating a Net  \n·Handout 3:Using Nets to Find Surface Area-Step-by-Step  \n·Handout 4:Calculating Surface Area Using Nets  \n·Hand","cbCaig6qAlAvUf8A","https://ap.wps.com/l/cbCaig6qAlAvUf8A","pdf",1162370,28,"English","# High Impact Indicators\n## Time to Explore and Reflect\n## Lesson Title: Using Nets for Finding Surface Area\n## Objectives and Standards\n## Materials\n## Instructional Plan\n## Process","[{\"question\":\"What is the main goal of the lesson on nets and surface area?\",\"answer\":\"Students learn to recognize nets of 3-D figures and use nets to calculate surface area to solve problems.\"},{\"question\":\"What types of 3-D figures does the lesson focus on for surface area?\",\"answer\":\"The lesson targets surface area for rectangular prisms, triangular prisms, and right cylinders.\"},{\"question\":\"What materials are used for constructing and working with nets?\",\"answer\":\"Materials include cereal boxes, measurement tools, paper towel cardboard rolls, plastic nets/templates, scissors, multiple handouts, graph paper, and the GED® formula page.\"}]","GED® Mathematical Reasoning - High Impact Indicators - Classroom Tools - Nets for Finding Surface Area | PDF",71]