OPERATION Composite Figures Room Transformation Task Cards

Rated 4.83 out of 5, based on 18 reviews

4.8 (18 ratings)

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Smith Curriculum and Consulting

18.9k Followers

Grade Levels

7th, Homeschool

Subjects

Math, Basic Operations, Word Problems

Resource Type

Activities, Task Cards, Centers

Standards

CCSS7.G.B.6

CCSSMP1

CCSSMP7

Formats Included

Pages

8 Operating Rooms, Recording Sheet, Answer Key, Room Decor

$4.00

Wish List

$4.00

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What educators are saying

Great base for a classroom transformation. Really puts forth the idea of how to break down composite figures to solve.

— Cheyanne F.

Rated 5 out of 5

I used this resource to review finding area with one of the students I tutor. My student found it helpful.

— Shelly M.

Rated 5 out of 5

Description

Standards

Reviews

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Q&A

Description

As students become familiar with finding area of geometric figures it becomes natural to move on to finding thearea of composite figures. OPERATION: COMPOSITE FIGURES is an interactive learning activity where students are posted with eight different composite figures that they must slice apart to find the area of the individual shape before combining to find the total area.

Students are posed with composite figures including rectangles, parallelograms, and triangles to match their understanding of solving formulas for area.

Included in the OPERATION: Composite Figures are:

Notes For the Teacher
Additional Info for Room Transformation
8 OR Table Task Cards with different Composite Figures (Color and Black & White)
Operation: Composite Figures Findings Sheet (Recording Sheet)
Answer Key
Puzzle Pieces (interactive component for answering the question correctly- Color and Black & White)
Room Transformation Decor Components (Posters, Table Signs, and Surgeon Badges)

How Can I Use This?

Through the use of using these as task cards, you can easily set up a room transformation at the culmination of your learning of area of shapes and composite figures. All of the details from using it in my classroom are included as well as links to help make it a real-life operation room!

Task Cards are also great for the problem of the day as well as review, early finisher activities, enrichment, a worksheet alternative, partner activity, or as a take-home activity to encourage families to work together.

What is This Aligned to?

All activities are aligned to Common Core (CCSS), Texas Essential Knowledge and Skills (TEKS), and Oklahoma Academic Standards (OAS) and are meant to be able to be used in any classroom.

CCSS: 7.G.6
TEKS: 7.9c
OAS: 7.GM.2.2

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Personal Copyright: The purchase of this product allows you to use these activities in your personal classroom for your students. You may continue to use them each year but you may not share the activities with other teachers unless additional licenses are purchased. Site and District Licenses are also available.

Flippables® and Interactivities® are trademarks of FormulaFun, Inc., and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are the property of their respective owners. Copyright © Smith Curriculum and Consulting, Inc. All rights reserved.

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DISCLAIMER: With the purchase of this file you understand that this file is not editable in any way. You will not be able to manipulate the lessons and/or activities inside to change numbers and/or words.

Total Pages

8 Operating Rooms, Recording Sheet, Answer Key, Room Decor

Answer Key

Included

Teaching Duration

90 minutes

Last updated Feb 20th, 2022

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Standards

to see state-specific standards (only available in the US).

CCSS7.G.B.6

Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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