Students can watch this video as many times as they would like.
Part I: Entry
You can optionally ask students what they want, and come up with a shared question. Alternatively, you can use the question I already asked in the exit ticket. To modify the question, download the Word file. I am actually going to modify the question based on the responses I get from students. I feel like a better question would be, "What is the area of the table (in cm^2)?" or "If I take out one section of this table, how much surface area will be left (in cm^2)?"
Download the exit ticket for Word (modifiable): 2016-11-27-the-round-table-exit-ticket
Download the exit ticket for PDF (printable): 2016-11-27-the-round-table-exit-ticket
Part II: Attack
Ask students, "What resources do you need?". Click the first three links to the resources I have, or download the Word or PDF files to print them out in advance for students.
Download resources for Word (modifiable): 2016-11-27-the-round-table-resources
Download resources as PDF (printable): 2016-11-27-the-round-table-resources
Part III: Check, Reflect, Review, Extend
Students can check, reflect, and review in different ways. Ultimately, they need to conclude with something along the lines of, "My hypothesis was reasonably accurate, because ... However, I learned that ..." or "My hypothesis was inaccurate, because ... And I learned that ...". I don't usually deduct marks for an inaccurate hypothesis, so long as the student corrected their mistake along the way.
There are a couple possible extensions to this problem. At this point in the year, I expect students to be able to start generating these extensions themselves. However, in this case, I am going to get students to solve the following extension.
- Can I make a square table, with length and width 196 in. and with a square hole in the middle, that has the same surface area?