[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-297558-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-297558-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","surface-area-of-rectangular-prismsand-pyramids-lesson-2-breaking-the-fourth-wall","Surface Area of Rectangular Prismsand Pyramids - Lesson 2 - Breaking the Fourth Wall","","Lesson 2 focuses on determining lateral and total surface areas of rectangular prisms, rectangular pyramids, triangular prisms, and triangular pyramids using nets, drawings, and measurements. Students interpret two-dimensional nets as representations of three-dimensional solids, calculate areas of each face, and distinguish surface area from volume. Activities guide students to build and identify solids from nets, count faces/edges/vertices, solve real-world surface area problems, and demonstrate understanding by labeling and applying the net method.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/surface-area-of-rectangular-prismsand-pyramids-lesson-2-breaking-the-fourth-wall/297558/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/surface-area-of-rectangular-prismsand-pyramids-lesson-2-breaking-the-fourth-wall/297558.png","ImageObject",300,407,{"name":42,"@type":43},"Jordan Avery","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-09-18",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do students use nets to find the surface area of prisms and pyramids?","Question",{"text":63,"@type":64},"Students draw or build nets and determine surface area by calculating the area of each face represented in the net, then combining those face areas for total (and lateral when applicable) surface area.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the key relationship between area and surface area, compared with volume?",{"text":68,"@type":64},"Area is measured using square units, while volume uses cubic units. Surface area relates to the outside faces of a solid, not its capacity.",{"name":70,"@type":61,"acceptedAnswer":71},"What happens in Day 1 of Lesson 2?",{"text":72,"@type":64},"Students decide whether a net can be folded into a cube, then use rectangular prism nets to find one face area and total surface area, using decimal and fraction multiplication as needed.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},297558,1790188079,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Breaking the Fourth Wall  \nSurface Area of Rectangular Prismsand Pyramids  \n2  \nMATERIALS  \nScissors Tape  \nLesson Overview  \nStudents apply mathematical and spatial reasoning to determine the surface areas of prismsand pyramids using nets, drawings, and measurements. Students solve a variety of surface area problems and distinguish between volume and surface area measurements.  \nGrade 7  \nExpressions, Equations, and Relationships  \n(9) The student applies mathematical process standards to solve geometric problems. The student is expected to:  \n(D) solve problems involving the lateral and total surface areas of a rectangular prism, rectangular pyramid, triangular prism, and triangular pyramid by determining the area of the shape’s net.  \nELPS  \n1.A, 1.C, 1. D, 1. E, 1.G, 2.C, 2. D, 2.G, 2. H, 2. I, 3.A, 3. B, 3.C, 3. D, 3. F, 4.A, 4. B, 4.C, 4. D, 4.G,  \n4. K, 5. E  \nEssential Ideas  \n• A net is a two-dimensional representation of a three-dimensional geometric figure.  \n• The surface area of a three-dimensional figure can be calculated by determining the areas of each face of the figure.  \nLESSON 2: Breaking the Fourth Wall • 763A  \nLesson Structure and Pacing: 3 Days  \nDay 1  \nEngage  \nGetting Started: Breaking Down a Cube  \nStudents decide whether a net can be folded into a cube. This activity engages students in visuospatial thinking about the two-dimensional faces of cubes, given what they have learned about rectangular prisms.  \nDevelop  \nActivity 2.1: Nets of Rectangular Prisms  \nStudents use the cube they built in the Getting Started to find the area of one face, as well as the total surface area. Students calculate the total surface area from given nets, and they draw nets from given rectangular prisms to calculate the total surface area. Students use decimal and fraction multiplication to determine the surface areas of these figures.  \nDay 2  \nActivity 2.2: Prisms and Pyramids  \nStudents complete a table to identify and compare the numbers of faces, edges, and vertices of prisms and pyramids. They identify various prisms and pyramids by their nets.  \nActivity 2.3: Nets of Other Solids  \nStudents cut out and build three-dimensional models of a triangular prism and a triangular pyramid from their nets and determine their surface areas. Students calculate the total surface area from given nets, and they draw nets from given solid figures to calculate the total surface area.  \nDay 3  \nActivity 2.4: Surface Area Problems  \nStudents solve real-world problems involving the surface areas of various candle molds.  \nDemonstrate  \nTalk the Talk: Nothing but Net  \nStudents solve various surface area problems. They draw a net to calculate the total surface area of a prism, and they label a given net to calculate the total surface area of a pyramid.  \n763B • TOPIC 1: Area and Surface Area  \nGetting Started: Breaking Down a Cube  \nFacilitation Notes  \nIn this activity, students decide whether a net can be folded into a cube. This activity engages students in visuospatial thinking about the two-dimensional faces of cubes, given what they have learned about rectangular prisms.  \nAsk a student to read the definition aloud and discuss as a class. Have students complete Question 1 to assemble the net of a cube. Allow students to work with a partner or in a group to answer Questions 2 through 4. Share responses as a class.  \nQuestions to ask  \n• Do you have to cut out the net to determine whether it folds into a cube?  \n• What characteristic is important to look for?  \n• Which net is obviously not the net of a cube? Why?  \n• How many faces are on the net of a cube?  \n• How many sides are on a cube?  \n• How many edges are on a cube?  \n• Is a cube a right rectangular prism?  \nDifferentiation strategies  \n• To scaffold support for students, have them concentrate on one row of Question 2.  \n• To extend the activity, challenge students to draw a different net for a cube.  \nSummary  \nA net is a two-dimensional representation of a three-dimensio","cbCaidvGNuCma3bJ","https://ap.wps.com/l/cbCaidvGNuCma3bJ","pdf",896638,26,"English","# Lesson Overview\n## Essential Ideas\n## Lesson Structure and Pacing\n## Day 1: Engage and Develop\n## Day 2: Activity 2.2 and Activity 2.3\n## Day 3: Activity 2.4\n## Demonstrate: Talk the Talk","[{\"question\":\"How do students use nets to find the surface area of prisms and pyramids?\",\"answer\":\"Students draw or build nets and determine surface area by calculating the area of each face represented in the net, then combining those face areas for total (and lateral when applicable) surface area.\"},{\"question\":\"What is the key relationship between area and surface area, compared with volume?\",\"answer\":\"Area is measured using square units, while volume uses cubic units. Surface area relates to the outside faces of a solid, not its capacity.\"},{\"question\":\"What happens in Day 1 of Lesson 2?\",\"answer\":\"Students decide whether a net can be folded into a cube, then use rectangular prism nets to find one face area and total surface area, using decimal and fraction multiplication as needed.\"}]","Surface Area of Rectangular Prismsand Pyramids - Lesson 2 - Breaking the Fourth Wall | PDF",1789745754,66]