Essential Question for students (objective): How can we solve real-world problems involving area, perimeter, and volume as well as considering unnamed variables?

Supplies: video (length 1:59), note-maker

CCSS: 5.NBT5-6, 5.MD.3-5, 6.G.1-4, 7.G.6 MP #1 – Persevere in solving problems, make sense of problems, MP#2 – Reason Abstractly and Quantitatively, MP#4 – Create a Model

Instructional Format: Video, student problem-solving, group or individual work

Lesson Description: There are many ways to use this video in your math class. You can use it for many grade levels – including high school Geometry. You can stay with the problem as long or as far as your students have knowledge to complete the problem (maybe 5th grade just defines the variables and starts some basic calculations to get a sense of how involved this problem truly is) I filmed this video as a way to have students see that many real-world problems and questions don’t have clearly defined variables or one right answer. If you can create a model and justify your findings, then you are correct.
1) You can show this video (1:59) at the beginning of any unit on area or volume. You can have them work on the problem at the end of daily lessons (or once a week) armed with new knowledge that they are exploring in class. Students use the note-maker to help record their problem-solving work. Or you could revisit the video at the end of the unit as a formative check to see what the students have learned about geometry and problem-solving and whether they can apply that knowledge.