Pattern Block

MATHEMATICS Angles

Angles, Triangles,
and Prisms
Student Workbook

Foam Play
Structure

Estimating Angle Measures

Finding
Volume with
Cubes

Measuring angle
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Angles, Triangles, and
Prisms
Table of Contents
Lesson 1 Relationship of Angles . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 2 Adjacent Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Lesson 3 Nonadjacent Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Lesson 4 Solving for Unknown Angles . . . . . . . . . . . . . . . . . .20
Lesson 5 Using Equations to Solve for Unknown
Angles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Lesson 6 Building Polygons (Part 1) . . . . . . . . . . . . . . . . . . . . . .33
Lesson 7 Building Polygons (Part 2) . . . . . . . . . . . . . . . . . . . . . .38
Lesson 8 Triangles with 3 Common Measures . . . . . . . . . .44
Lesson 9 Drawing Triangles (Part 1) . . . . . . . . . . . . . . . . . . . . . .50
Lesson 10 Drawing Triangles (Part 2) . . . . . . . . . . . . . . . . . . . . . .56
Lesson 11 Slicing Solids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Lesson 12 Volume of Right Prisms . . . . . . . . . . . . . . . . . . . . . . . . .71
Lesson 13 Decomposing Bases for Area . . . . . . . . . . . . . . . . . .77
Lesson 14 Surface Area of Right Prisms . . . . . . . . . . . . . . . . . . .85
Lesson 15 Distinguishing Volume and Surface Area . . .91
Lesson 16 Applying Volume and Surface Area . . . . . . . . . .96
Lesson 17 Building Prisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Angles, Triangles, and Prisms
Student Workbook
Core Knowledge Mathematics™
 Lesson 1: Relationships of Angles
Let’s examine some special angles.

1.1: Visualizing Angles

1. Which angle is bigger?

2. Identify an obtuse angle in

the diagram.

1.2: Pattern Block Angles

1. Trace one copy of every different pattern block. Each block contains either 1 or 2
angles with different degree measures. Which blocks have only 1 unique angle?
Which have 2?

Grade 7 Unit 7
Lesson 1 1
 2. If you trace three copies of the hexagon so
that one vertex from each hexagon
touches the same point as shown they t
together without any gaps or overlaps.
se this to gure out the degree measure
of the angle inside the hexagon pattern
block.

. igure out the degree measure of all of the other angles inside the pattern blocks
that you traced in the rst question. e prepared to explain your reasoning.

Are ou rea for ore

We saw that it is possible to t three copies of a regular hexagon snugly around a point.

Each interior angle of a regular pentagon measures . Is

it possible to t copies of a regular pentagon snugly around
a point? If yes how many copies does it take? If not why
not?

Grade 7 Unit 7
Lesson 1 2
 1. : ore Pattern Block Angles
1. se pattern blocks to determine the measure of each of these angles.

2. If an angle has a measure of then its sides form a straight line. n angle that
forms a straight line is called a straight angle. ind as many different combinations of
pattern blocks as you can that make a straight angle.

1. : easuring Like his or hat

Tyler and riya were both measuring angle .

riya thinks the angle measures degrees. Tyler thinks the angle measures 1 degrees.
o you agree with either of them? Explain your reasoning.

Grade 7 Unit 7
Lesson 1 3
 Lesson 1 u ar
When two lines intersect and form four equal angles
we call each one a ri t an e. right angle
measures . ou can think of a right angle as a
quarter turn in one direction or the other.

n angle in which the two sides form a straight line

is called a trai t an e. straight angle measures
. straight angle can be made by putting right
angles together. ou can think of a straight angle as
a half turn so that you are facing in the opposite
direction after you are done.

If you put two straight angles together you get an

angle that is . ou can think of this angle as
turning all the way around so that you are facing the
same direction as when you started the turn.

When two angles share a side and a vertex and they don t overlap we call them ad a ent
an e .

Grade 7 Unit 7
Lesson 1 4
 Lesson
Unit 1 Practice
7 Lesson Problems Practice Problems
1 Cumulative
1. Here are questions about two types of angles.

a. Draw a right angle. How do you know it's a right angle? What is its measure in
degrees?

b. Draw a straight angle. How do you know it’s a straight angle? What is its
measure in degrees?

2. An equilateral triangle’s angles each have a measure of 60 degrees.

a. Can you put copies of an equilateral triangle together to form a straight angle?
Explain or show your reasoning.

b. Can you put copies of an equilateral triangle together to form a right angle?
Explain or show your reasoning.

3. Here is a square and some regular octagons.

In this pattern, all of the angles inside the

octagons have the same measure. The
shape in the center is a square. Find the
measure of one of the angles inside one of
the octagons.

Grade 7 Unit 7
Lesson 1 5
 . The height of the water in a tank decreases by 3. cm each day. When the tank is full,
the water is 10 m deep. The water tank needs to be re lled when the water height
drops below m.

a. Write a question that could be answered by solving the equation

.

b. Is 100 a solution of ? Write a question that solving this problem

could answer.

From nit 6, Lesson 1 .

. se the distributive property to write an expression that is equivalent to each given

expression.

a.

b.

c.

d.

From nit 6, Lesson 1 .

6. Lin’s puppy is gaining weight at a rate of 0.12 pounds per day. Describe the weight
gain in days per pound.

From nit 2, Lesson 3.

Grade 7 Unit 7
Lesson 1 6
 Lesson 2: Adjacent Angles
Let’s look at some special pairs of angles.

2.1: Estimating Angle Measures

Estimate the degree measure of each indicated angle.

Grade 7 Unit 7
Lesson 2 7
 2.2: utting ectangles
our teacher ill gi e ou t o small rectangular papers.

. n one of the papers dra a small

half circle in the middle of one side.

2. ut a straight line starting from the center of the half circle all the a across the
paper to make 2 separate pieces. our cut does not need to e perpendicular to the
side of the paper.

. n each of these t o pieces measure the angle that is marked part of a circle.
La el the angle measure on the piece.

. hat do ou notice a out these angle measures

. lare measured degrees on one of her pieces. redict the angle measure of her
other piece.

. n the other rectangular paper dra a

small uarter circle in one of the corners.

. epeat the pre ious steps to cut measure and la el the t o angles marked part
of a circle.

. hat do ou notice a out these angle measures

. ri a measured degrees on one of her pieces. redict the angle measure of her
other piece.

Grade 7 Unit 7
Lesson 2 8
 2. : s t a om lement or u lement
. se the protractor in the picture to nd the measure of angles and .

2. E plain ho to nd the measure of angle ithout repositioning the protractor.

. se the protractor in the picture to nd the measure of angles and .

. E plain ho to nd the measure of angle ithout repositioning the protractor.

Grade 7 Unit 7
Lesson 2 9
 . ngle is a right angle. ind
the measure of angle .

. oint is on line . ind the measure of

angle .

Are ou read or more

lare started ith a rectangular piece of paper. he folded up one corner and then folded
up the other corner as sho n in the photos.

. r this ourself ith an rectangular paper. old the left corner up at an angle and
then fold the right corner up so that the edges of the paper meet.

2. lare thought that the angle at the ottom looked like a degree angle. oes ours
also look like it is degrees

Grade 7 Unit 7
Lesson 2 10
 . an ou e plain h the ottom angle always has to be degrees int the third
photo sho s lare’s paper unfolded. he crease marks ha e dashed lines and the
line here the t o paper edges met ha e a solid line. ark these on our o n paper
as ell.

Lesson 2 ummar
f t o angle measures add up to then e sa the angles are e entar . ere are
three e amples of pairs of complementar angles.

f t o angle measures add up to then e sa the angles are e entar . ere

are three e amples of pairs of supplementar angles.

Grade 7 Unit 7
Lesson 2 11
 Lesson 2 Practice
Unit 7 Lesson Problems Practice Problems
2 Cumulative
1. Angles and are supplementary. Find the measure of angle .

2. a. List two pairs of angles in square

that are complementary.

b. Name three angles that sum to .

3. Complete the equation with a number that makes the expression on the right side of
the equal sign equivalent to the expression on the left side.

(From Unit 6, Lesson 22.)

Grade 7 Unit 7
Lesson 2 12
 . atch each table with the equation that represents the same proportional
relationship.

1.

A. 2.
2
3.
3 12

16

.
3 .

1 .

1 1

C.
2

12 1

(From Unit 2, Lesson .)

Grade 7 Unit 7
Lesson 2 13
 Lesson 3: Nonadjacent Angles
Let’s look at angles that are not right next to one another.

3.1: Finding Related Statements

Given and are numbers, and , which statements also must be true?

and

3.2: Polygon Angles

Use any useful tools in the geometry toolkit to identify any pairs of angles in these figures
that are complementary or supplementary.

3.3: Vertical Angles

Use a straightedge to draw
two intersecting lines. Use a
protractor to measure all four
angles whose vertex is
located at the intersection.

Compare your drawing and measurements to the people in your group. Make a conjecture
about the relationships between angle measures at an intersection.

Grade 7 Unit 7
Lesson 3 14
 3. : Ro ame: Angles
ind the measure of the angles in one column. our partner will work on the other column.
Check in with your partner after you finish each row. our answers in each row should be
the same. f your answers aren’t the same, work together to find the error and correct it.

column column

is on line . ind the value of . ind the value of .

ind the value of . n right triangle , angles

and are complementary.
ind the measure of angle .

Grade 7 Unit 7
Lesson 3 15
 column column

ngle and angle are supplementary. is on line . ind the value of .

ind the measure of angle .

ind the value of . is on line . ind the measure of angle

.

wo angles are complementary. ne angle wo angles are supplementary. ne angle

measures 3 degrees. ind the measure of measures degrees. ind the measure of
the other angle. the other angle.

Grade 7 Unit 7
Lesson 3 16
 Lesson 3 S mmary
hen two lines cross, they form two pairs of erti a an e . ertical angles are across the
intersection point from each other.

ertical angles always have e ual measure. e can see this because they are always
supplementary with the same angle. or example

his is always true

so .

so .

hat means .

Grade 7 Unit 7
Lesson 3 17
 Lesson 3 Practice
Unit 7 Lesson Problems Practice Problems
3 Cumulative
1. Two lines intersect. Find the value of and .

2. In this figure, angles and are complementary. Find the measure of angle .

3. If two angles are both vertical and supplementary, can we determine the angles? Is it
possible to be both vertical and complementary? If so, can you determine the angles?
Explain how you know.

4. Match each expression in the first list with an equivalent expression from the second
list.

A. 1.

B. 2.

C. 3.

D. 4.

E. 5.

(From Unit 6, Lesson 22.)

Grade 7 Unit 7
Lesson 3 18
 5. Factor each expression.

a.

b.

c.

(From Unit 6, Lesson 1 .)

6. The directors of a dance show expect many students to participate but don t yet
know how many students will come. The directors need students to work on the
technical crew. The rest of the students work on dance routines in groups of . For
the show to work, they need at least 6 full groups working on dance routines.

a. rite and solve an inequality to represent this situation, and graph the solution
on a number line.

b. rite a sentence to the directors about the number of students they need.

(From Unit 6, Lesson 1 .)

. A small dog gets fed cup of dog food twice a day. Using for the number of days
and for the amount of food in cups, write an equation relating the variables. Use
the equation to find how many days a large bag of dog food will last if it contains 21
cups of food.

(From Unit 2, Lesson 5.)

Grade 7 Unit 7
Lesson 3 19
 Lesson 4: Solving for Unknown Angles
Let’s figure out some missing angles.

4.1: True or False: Length Relationships

Here are some line segments.

Decide if each of these equations is true or false. Be prepared to explain your reasoning.

Grade 7 Unit 7
Lesson 4 20
 4. : nfo ap: Angle Fin ing
our teacher ill gi e you either a problem card or a data card. Do not sho or read your
card to your partner.

f your teacher gi es you the problem card f your teacher gi es you the data card

. ilently read your card and thin a out . ilently read your card.
hat information you need to e a le
to ans er the question. . s your partner “What specific
information do you need?” and ait for
. s your partner for the specific them to ask for information.
information that you need.
f your partner as s for information that
. xplain ho you are using the is not on the card do not do the
information to sol e the pro lem. calculations for them. ell them you
don’t ha e that information.
ontinue to as questions until you
ha e enough information to sol e the . Before sharing the information as
pro lem. Why do you need that information?
Listen to your partner’s reasoning and
4. hare the problem card and sol e the as clarifying questions.
pro lem independently.
4. ead the problem card and sol e the
. ead the data card and discuss your pro lem independently.
reasoning.
. hare the data card and discuss your
reasoning.

ause here so your teacher can re ie your or . s your teacher for a ne set of cards
and repeat the acti ity trading roles ith your partner.

Grade 7 Unit 7
Lesson 4 21
 4. : hat s the at h
atch each figure to an equation that represents hat is seen in the figure. or each
match explain ho you no they are a match.

4.

Grade 7 Unit 7
Lesson 4 22
 Are ou rea for ore
. hat is the angle et een the hour and minute hands of a cloc at

. ou might thin that the angle et een the hour and minute hands at is
degrees ut it is not he hour hand has mo ed eyond the . alculate the angle
et een the cloc hands at .

. ind a time here the hour and minute hand are 4 degrees apart. ssume that the
time has a hole num er of minutes. s there ust one ans er

Lesson 4 Su ar
e can rite equations that represent relationships et een angles.

• he first pair of angles are supplementary so .

• he second pair of angles are ertical angles so .

• ssuming the third pair of angles form a right angle they are complementary so
.

Grade 7 Unit 7
Lesson 4 23
 Lesson 4 Practice
Unit 7 Lesson Problems Practice Problems
4 Cumulative
1. is a point on line segment . is a line segment. Select all the equations that
represent the relationship between the measures of the angles in the figure.

A.

B.

C.

D.

E.

F.

2. Which equation represents the relationship between the angles in the figure?

A.

B.

C.

D.

Grade 7 Unit 7
Lesson 4 24
 . Segments an intersect at point an angle is a right angle. Fin
the alue of .

4. Select all the e pressions that are the result of ecreasing b .

A.

B.

C.

D.

E.

From nit Lesson 12.

. An re is sol ing the equation . e sa s can subtract from each si e

to get an then i i e b 4 to get . iran sa s thin ou ma e a
mista e.

a. ow can iran now for sure that An re s solution is incorrect?

b. Describe An re s error an e plain how to correct his wor .

From nit Lesson .

Grade 7 Unit 7
Lesson 4 25
 . Sol e each equation.

From nit Lesson .

. A train tra els at a constant spee for a long istance. Write the two constants of
proportionalit for the relationship between istance tra ele an elapse time.
E plain what each of them means.

ti e ela ed r di tan e i

1.2 4

4 1

From nit 2 Lesson .

Grade 7 Unit 7
Lesson 4 26
 Lesson 5: Using Equations to Solve for
Unknown Angles
Let’s figure out missing angles using equations.

5.1: Is This Enough?

Tyler thinks that this figure has enough information to figure out the values of and .

Do you agree? Explain your reasoning.

5.2: What Does It Look Like?

Elena and Diego each wrote equations to represent these diagrams. For each diagram,
decide which equation you agree with, and solve it. You can assume that angles that look
like right angles are indeed right angles.

1. Elena:

Diego:

Grade 7 Unit 7
Lesson 5 27
 . Elena:

Diego:

. Elena:

Diego:

. Elena:

Diego:

5. Elena:

Diego:

Grade 7 Unit 7
Lesson 5 28
 5. : al ulate the easure
Find the unknown angle measures. how your thinking. rgani e it so it can e followed y
others.

Lines an are er en i ular.

Grade 7 Unit 7
Lesson 5 29
 Are ou rea for ore?
The diagram contains three squares. Three additional segments have een drawn that
connect corners of the squares. e want to find the exact value of .

1. se a protractor to measure the three angles. se your measurements to con ecture

a out the value of .

. Find the exact value of y reasoning a out the diagram.

Lesson 5 Su ar
To find an unknown angle measure, sometimes it is helpful to write and solve an equation
that represents the situation. For example, suppose we want to know the value of in this
diagram.

sing what we know a out vertical angles,

we can write the equation to
represent this situation. Then we can solve
the equation.

Grade 7 Unit 7
Lesson 5 30
 Lesson
Unit 5 Practice
7 Lesson Problems Practice Problems
5 Cumulative
1. Segments , , and intersect at point . Angle measures . Find the
value of .

2. Line is perpendicular to line . Find the value of and .

3. If you knew that two angles were complementary and were given the measure of one
of those angles, would you be able to find the measure of the other angle? Explain
your reasoning.

4. For each inequality, decide whether the solution is represented by or

.

a.

b.

c.

(From Unit 6, Lesson 15.)

Grade 7 Unit 7
Lesson 5 31
 5. A runner ran of a 5 kilometer race in 21 minutes. hey ran the entire race at a
constant speed.

a. ow long did it take to run the entire race?

b. ow many minutes did it take to run 1 kilometer?

(From Unit 4, Lesson 2.)

6. ada, Elena, and Lin walked a total of 3 miles last week. ada walked 4 more miles than
Elena, and Lin walked 2 more miles than ada. he diagram represents this situation

Find the number of miles that they each walked. Explain or show your reasoning.

(From Unit 6, Lesson 12.)

. Select a the expressions that are equivalent to .

A.

E.

F.

(From Unit 6, Lesson 1 .)

Grade 7 Unit 7
Lesson 5 32
 Lesson 6: Building Polygons (Part 1)
Let’s build shapes.

6.1: True or False: Signed Numbers

Decide whether each equation is true or false. Be prepared to explain your reasoning.

6.2: What Can You Build?

Your teacher will give you some strips of different lengths and fasteners you can use to
attach the corners.

1. Use the pieces to build several polygons, including at least one triangle and one
quadrilateral.

2. After you finish building several polygons, select one triangle and one quadrilateral
that you have made.

a. Measure all the angles in the two shapes you selected.

b. Using these measurements along with the side lengths as marked, draw your
triangle and quadrilateral as accurately as possible.

Grade 7 Unit 7
Lesson 6 33
 6. : Building iego s and ada s Sha es
1. Diego built a quadrilateral using side lengths of in, in, 6 in, and in.

a. Build such a shape.

b. s your shape an identical copy of Diego’s shape xplain your reasoning.

2. ada built a triangle using side lengths of in, in, and in.

a. Build such a shape.

b. s your shape an identical copy of ada’s shape xplain your reasoning.

6. : Building an s Sha e
an built a polygon using side lengths of in, in, and in.

1. Build such a shape.

2. hat do you notice

Grade 7 Unit 7
Lesson 6 34
 Lesson 6 Summary
ometimes we are given a polygon and asked to find the lengths of the sides. hat
options do you have if you need to build a polygon with some side lengths ometimes, we
can make lots of different figures. or example, if you have side lengths , , 11, and 1 ,
here are some of the many, many quadrilaterals we can make with those side lengths

ometimes, it is not possible to make a figure with certain side lengths. or example, 1 , 1,
1, 1 try it .

e will continue to investigate the figures that can be made with given measures.

Grade 7 Unit 7
Lesson 6 35
 Lesson 6 Practice
Unit 7 Lesson Problems Practice Problems
6 Cumulative
1. A rectangle has side lengths of 6 units and 3 units. Could you make a quadrilateral
that is not identical using the same four side lengths? If so, describe it.

2. Come up with an example of three side lengths that can not possibly make a triangle,
and explain how you know.

3. Find , , and .

(From Unit 7, Lesson 3.)

4. How many right angles need to be put together to make:

a. 360 degrees?

b. 180 degrees?

c. 270 degrees?

d. A straight angle?

(From Unit 7, Lesson 1.)

Grade 7 Unit 7
Lesson 6 36
 . ol e each equation.

(From Unit 6, Lesson 8.)

6. a. ou can buy 4 bottles of water from a ending machine for 7. At this rate, how
many bottles of water can you buy for 28? If you get stuck, consider creating a
table.

b. It costs 20 to buy sandwiches from a ending machine. At this rate, what is

the cost for 8 sandwiches? If you get stuck, consider creating a table.

(From Unit 4, Lesson 3.)

Grade 7 Unit 7
Lesson 6 37
 Lesson 7: Building Polygons (Part 2)
Let’s build more triangles.

7.1: Where Is Lin?

At a park, the slide is 5 meters east of the swings. Lin is standing 3 meters away from the
slide.

1. Draw a diagram of the situation including a place where Lin could be.

2. How far away from the swings is Lin in your diagram?

3. Where are some other places Lin could be?

7.2: How Long Is the Third Side?

Your teacher will give you some strips of different lengths and fasteners you can use to
attach the corners.

1. Build as many different triangles as you can that have one side length of 5 inches and
one of 4 inches. Record the side lengths of each triangle you build.

2. Are there any other lengths that could be used for the third side of the triangle but
weren’t in your set?

3. Are there any lengths that were in your set but could not be used as the third side of
the triangle?

Grade 7 Unit 7
Lesson 7 38
 re you ready or ore?
Assuming you had access to strips of any length, and you used the inch and 5 inch strips
as the rst two sides, complete the sentences

1. he third side can t be inches or longer.

2. he third side can t be inches or shorter.

7. : Swinging the Sides round

We’ll e plore a method for drawing a triangle that has three speci c side lengths. Your
teacher will give you a piece of paper showing a 4 inch segment as well as some
instructions for which strips to use and how to connect them.

1. ollow these instructions to mark the possible endpoints of one side

a. ut your 4 inch strip directly on top of the 4 inch segment on the piece of paper.
Hold it in place.

b. or now, ignore the 3 inch strip on the left side. Rotate it so that it is out of the
way.

c. n the 3 inch strip on the right side, put the tip of your pencil in the hole on the
end that is not connected to anything. se the pencil to move the strip around
its hinge, drawing all the places where a 3 inch side could end.

d. Remove the connected strips from your paper.

2. What shape have you drawn while moving the 3 inch strip around? Why? Which tool
in your geometry toolkit can do something similar?

3. se your drawing to create two uni ue triangles, each with a base of length 4 inches
and a side of length 3 inches. se a different color to draw each triangle.

4. Reposition the strips on the paper so that the 4 inch strip is on top of the 4 inch
segment again. n the 3 inch strip on the left side, put the tip of your pencil in the hole
on the end that is not connected to anything. se the pencil to move the strip around
its hinge, drawing all the places where another 3 inch side could end.

5. sing a third color, draw a point where the two marks intersect. sing this third
color, draw a triangle with side lengths of 4 inches, 3 inches, and 3 inches.

Grade 7 Unit 7
Lesson 7 39
 Lesson 7 Su ary
f we want to build a polygon with two given side lengths that share a verte , we can think
of them as being connected by a hinge that can be opened or closed

All of the possible positions of the endpoint of the moving side form a circle

Grade 7 Unit 7
Lesson 7 40
 You may have noticed that sometimes it is not possible to build a polygon given a set of
lengths. or e ample, if we have one really, really long segment and a bunch of short
segments, we may not be able to connect them all up. Here s what happens if you try to
make a triangle with side lengths 21, 4, and 2

he short sides don t seem like they can meet up because they are too far away from each
other.

f we draw circles of radius 4 and 2 on the endpoints of the side of length 21 to represent
positions for the shorter sides, we can see that there are no places for the short sides that
would allow them to meet up and form a triangle.

n general, the longest side length must be less than the sum of the other two side lengths.
f not, we can’t make a triangle

f we make a triangle with three given side lengths, it turns out that the measures of
the corresponding angles will l be the same. or e ample, if two triangles have side
lengths 3, 4, and 5, they will have the same corresponding angle measures.

Grade 7 Unit 7
Lesson 7 41
 Lesson 7 Practice
Unit 7 Lesson Problems Practice Problems
7 Cumulative
1. In the diagram, the length of segment is 10 units and the radius of the circle
centered at is 4 units. Use this to create two unique triangles, each with a side of
length 10 and a side of length 4. Label the sides that have length 10 and 4.

2. Select all the sets of three side lengths that will make a triangle.

A. 3, 4, 8

B. 7, 6, 12

C. 5, 11, 13

D. 4, 6, 12

E. 4, 6, 10

3. Based on signal strength, a person knows their lost phone is exactly 47 feet from the
nearest cell tower. The person is currently standing 23 feet from the same cell tower.
What is the closest the phone could be to the person? What is the furthest their
phone could be from them?

Grade 7 Unit 7
Lesson 7 42
 4. Each row contains the degree measures of two complementary angles. Complete the
table.

ea re an an le ea re it le ent

rom Unit 7, Lesson 2.

5. ere are two patterns made using identical rhombuses. Without using a protractor,
determine the value of and . Explain or show your reasoning.

rom Unit 7, Lesson 1.

6. ai s family is traveling in a car at a constant speed of 65 miles per hour.

a. At that speed, how long will it take them to travel 200 miles?

b. ow far do they travel in 25 minutes?

rom Unit 4, Lesson 3.

Grade 7 Unit 7
Lesson 7 43
 Lesson 8: Triangles with 3 Common Measures
Let’s contrast triangles.

8.1: 3 Sides; 3 Angles

Examine each set of triangles. What do you notice? What is the same about the triangles in
the set? What is different?

Set 1:

Set 2:

Grade 7 Unit 7
Lesson 8 44
 8. : Sides and 1 Angle
Examine this set of triangles.

1. What is the same about the triangles in the set? What is different?

2. o many different triangles are there? Ex lain or sho your reasoning.

Grade 7 Unit 7
Lesson 8 45
 8.3: Angles and 1 Side
Examine this set of triangles.

1. What is the same about the triangles in the set? What is different?

2. o many different triangles are there? Ex lain or sho your reasoning.

Grade 7 Unit 7
Lesson 8 46
 Lesson 8 Summar
oth of these uadrilaterals ha e a right angle and side lengths and :

o e er in one case the right angle is between the t o gi en side lengths in the other it
is not.

f e create t o triangles ith three e ual measures but these measures are not next to
each other in the same order that usually means the triangles are different. ere is an
exam le:

Grade 7 Unit 7
Lesson 8 47
 Lesson 8 Practice
Unit 7 Lesson Problems Practice Problems
8 Cumulative
1. Are these two triangles identical? Explain how you know.

2. Are these triangles identical? Explain your reasoning.

3. Tyler claims that if two triangles each have a side length of 11 units and a side length
of 8 units, and also an angle measuring , they must be identical to each other. Do
you agree? Explain your reasoning.

Grade 7 Unit 7
Lesson 8 48
 . The markings on the number line are e ually spaced. Label the other markings on
the number line.

rom nit , Lesson 8.

. A passenger on a ship dropped his camera into the ocean. f it is descending at a rate
of .2 meters per second, how long until it hits the bottom of the ocean, which is at
1,8 meters?

rom nit , Lesson .

. Apples cost 1. per pound.

a. ow much do pounds of apples cost?

b. ow much do pounds of apples cost?

c. lare spent .1 on apples. ow many pounds of apples did lare buy?

rom nit , Lesson 3.

. Diego has a glue stick with a diameter of . inches. e sets it down 3. inches away
from the edge of the table, but it rolls onto the oor. ow many rotations did the
glue stick make before it fell o of the table?

rom nit 3, Lesson .

Grade 7 Unit 7
Lesson 8 49
 Lesson 9: Drawing Triangles (Part 1)
Let’s see how many different triangles we can draw with certain measurements.

9.1: Which One Doesn’t Belong: Triangles

Which one doesn’t belong?

Grade 7 Unit 7
Lesson 9 50
 9. : Does o r Triangle atch Theirs
hree students ha e each drawn a triangle. or each descri tion

• raw a triangle with the gi en measurements.

• easure and label the other side lengths and angle measures in your triangle.
• ecide whether the triangle you drew must be an identical co y o the triangle that
the student drew. lain your reasoning.

. ada’s triangle has one angle measuring .

. ndre’s triangle has one angle measuring and one angle measuring .

. Lin’s triangle has one angle measuring one angle measuring and one side
measuring cm.

Grade 7 Unit 7
Lesson 9 51
 9. : ow an an o Draw
. raw as many different triangles as you can with each o these sets o
measurements

a. wo angles measure and one side measures cm.

b. wo angles measure and one side measures cm.

c. ne angle measures one angle measures and one side measures cm.

. Which o these sets o measurements determine one uni ue triangle? lain or

show your reasoning.

Grade 7 Unit 7
Lesson 9 52
 re o rea or ore

n the diagram 9 tooth ic s are used to ma e three e uilateral triangles. igure out a way
to mo e only o the tooth ic s so that the diagram has e actly e uilateral triangles.

Lesson 9 ar
ometimes we are gi en two different angle
measures and a side length and it is
im ossible to draw a triangle. or e am le
there is no triangle with side length and
angle measures and

ometimes we are gi en two different angle measures and a side length between them
and we can draw a uni ue triangle. or e am le i we draw a triangle with a side length o
between angles and there is only one way they can meet u and com lete to a
triangle

ny triangle drawn with these three conditions will be identical to the one abo e with the
same side lengths and same angle measures.

Grade 7 Unit 7
Lesson 9 53
 Lesson 9 Practice
Unit 7 Lesson Problems Practice Problems
9 Cumulative
1. Use a protractor to try to draw each triangle. Which of these three triangles is
impossible to draw?

a. A triangle where one angle measures and another angle measures

b. A triangle where one angle measures and another angle measures

c. A triangle where one angle measures and another angle measures

2. A triangle has an angle measuring , an angle measuring , and a side that is 6

units long. The 6-unit side is in between the and angles.

a. Sketch this triangle and label your sketch with the given measures.

b. How many unique triangles can you draw like this?

Grade 7 Unit 7
Lesson 9 54
 . a. ind a value for that makes less than .

b. ind a value for that makes greater than .

rom Unit , Lesson 1 .

. ne of the particles in atoms is called an electron. t has a charge of -1. Another

particle in atoms is a proton. t has charge of 1.

The overall charge of an atom is the sum of the charges of the electrons and the
protons. Here is a list of common elements.

ar e r ar e r era
e e tr n r t n ar e

ar n -6 6

a in -1 1

ide -1 1

i dide -

tin -

ind the overall charge for the rest of the atoms on the list.

rom Unit , Lesson .

. A factory produces bottles of sparkling water for every bottles of plain water. f
those are the only two products they produce, what percentage of their production is
sparkling water? What percentage is plain?

rom Unit , Lesson .

Grade 7 Unit 7
Lesson 9 55
 Lesson 10: Drawing Triangles (Part 2)
Let’s draw some more triangles.

10.1: Using a Compass to Estimate Length

1. Draw a angle.

2. Use a compass to make sure both sides of your angle have a length of 5 centimeters.

3. If you connect the ends of the sides you drew to make a triangle, is the third side
longer or shorter than 5 centimeters? How can you use a compass to explain your
answer?

Grade 7 Unit 7
Lesson 10 56
 10.2: e isiting ow an Can o Draw
1. Draw as many di erent triangles as you can with each of these sets of
measurements

a. ne angle measures , one side measures cm, and one side measures 5 cm.

b. wo sides measure cm, and one angle measures .

2. Did either of these sets of measurements determine one uni ue triangle? How do
you know?

Grade 7 Unit 7
Lesson 10 57
 10. : Three ngles
1. Draw as many di erent triangles as you can with each of these sets of
measurements

a. ne angle measures , one measures , and one measures .

b. ne angle measures , one measures , and one measures .

2. Did either of these sets of measurements determine one uni ue triangle? How do
you know?

Grade 7 Unit 7
Lesson 10 58
 re o rea or more
Using only a compass and the edge of a blank index card, draw a perfectly e uilateral
triangle. ote he tools are part of the challenge ou may not use a protractor ou may
not use a ruler

Lesson 10 mmar
triangle has six measures three side lengths and three angle measures.

If we are given three measures, then sometimes, there is no triangle that can be made. or
example, there is no triangle with side lengths 1, 2, 5, and there is no triangle with all three
angles measuring .

Grade 7 Unit 7
Lesson 10 59
 ometimes, only one triangle can be made. y this we mean that any triangle we make will
be the same, having the same six measures. or example, if a triangle can be made with
three given side lengths, then the corresponding angles will have the same measures.
nother example is shown here an angle measuring between two side lengths of
and units. ith this information, one uni ue triangle can be made.

ometimes, two or more di erent triangles can be made with three given measures. or
example, here are two di erent triangles that can be made with an angle measuring
and side lengths and . otice the angle is not between the given sides.

hree pieces of information about a triangle’s side lengths and angle measures may
determine no triangles, one uni ue triangle, or more than one triangle. It depends on the
information.

Grade 7 Unit 7
Lesson 10 60
 Lesson
Unit 10 Practice
7 Lesson Problems Practice Problems
10 Cumulative
1. A triangle has sides of length 7 cm, 4 cm, and 5 cm. How many unique triangles can
be drawn that fit that description? Explain or show your reasoning.

2. A triangle has one side that is 5 units long and an adjacent angle that measures .
The two other angles in the triangle measure and . Complete the two
diagrams to create two different triangles with these measurements.

3. Is it possible to make a triangle that has angles measuring 90 degrees, 30 degrees,

and 100 degrees? If so, draw an example. If not, explain your reasoning.

Grade 7 Unit 7
Lesson 10 61
 4. egments , , and intersect at point . Angle is a right angle. Identify
any pairs of angles that are complementary.

rom nit 7, Lesson 2.

5. atch each equation to a step that will help sol e the equation for .

A. 1. Add to each side.

. 2. Add to each side.

C.
3. Add to each side.

. 4. Add to each side.

E. 5. ultiply each side by 3..

. . ultiply each side by .

. 7. ultiply each side by .

H. . ultiply each side by

rom nit 5, Lesson 15.

. a. If you deposit 300 in an account with a interest rate, how much will be in
your account after 1 year?

b. If you lea e this money in the account, how much will be in your account after 2
years?

rom nit 4, Lesson .

Grade 7 Unit 7
Lesson 10 62
 Lesson 11: Slicing Solids
Let's see what shapes you get when you slice a three-dimensional object.

11.1: Prisms, Pyramids, and Polyhedra

Describe each shape as precisely as you can.

Grade 7 Unit 7
Lesson 11 63
 11. : ha s he ross Sec ion
ere is a rectangular ri and a ra id with the same base and same height.

1. hin about slicing each solid parallel to its a e hal way up. hat shape would each
r e ti n be hat is the same about the two cross sections hat is di erent

. hin about slicing each solid parallel to its base near the top. hat shape would
each cross section be hat is the same about the two cross sections hat is
di erent

re yo ready or more
Describe the cross sections that would result rom slicing each solid perpendicular to its
base.

11. : ard Sor : ross Sec ions

our teacher will gi e you a set o cards. ort the images into groups that ma e sense to
you. e prepared to e plain your reasoning.

Grade 7 Unit 7
Lesson 11 64
 11. : ra ing ross Sec ions
Draw and describe each cross section.

1. ere is a picture o a rectangular prism units by units by units.

a. plane cuts the prism parallel to the bottom and top aces.

b. he plane mo es up and cuts the prism at a di erent height.

Grade 7 Unit 7
Lesson 11 65
 c. ertical plane cuts the prism diagonally.

. s uare pyramid has a base that is units by units. ts height is also units.

a. plane cuts the pyramid parallel to the base.

b. ertical plane cuts the prism.

Grade 7 Unit 7
Lesson 11 66
 . cube has an edge o length .

a. plane cuts o the corner o the cube.

b. he plane mo es arther rom the corner and ma es a cut through the middle
o the cube.

Grade 7 Unit 7
Lesson 11 67
 Lesson 11 S mmary
hen we slice a three-dimensional object we e pose new aces that are two dimensional.
he two-dimensional ace is a r e ti n. any di erent cross sections are possible
when slicing the same three-dimensional object.

ere are two peppers. ne is sliced hori ontally and the other is sliced ertically
producing di erent cross sections.

he imprints o the slices represent the two-dimensional aces created by each slice.

t ta es practice imagining what the cross section o a three-dimensional object will be or

di erent slices. t helps to e periment and see or yoursel what happens

Grade 7 Unit 7
Lesson 11 68
 Lesson
Unit 11 Practice
7 Lesson Problems Practice Problems
11 Cumulative
1. A cube is cut into two pieces by a single slice that passes through points , , and .
What shape is the cross section?

2. Describe how to slice the three-dimensional figure to result in each cross section.

Three-dimensional figure: Cross sections:

3. Here are two three-dimensional figures.

Describe a way to slice one of the figures so that the cross section is a rectangle.

Grade 7 Unit 7
Lesson 11 69
 . ach row contains the degree measures of two supplementary angles. Complete the
table.

ea re an an e ea re it e ent

rom nit , Lesson 2.

. Two months ago, the price, in dollars, of a cell phone was .

a. Last month, the price of the phone increased by 1 . Write an e pression for
the price of the phone last month.

b. This month, the price of the phone decreased by 1 . Write an e pression for
the price of the phone this month.

c. s the price of the phone this month the same as it was two months ago? plain
your reasoning.

rom nit , Lesson .

Grade 7 Unit 7
Lesson 11 70
 Lesson 12: Volume of Right Prisms
Let’s look at volumes of prisms.

12.1: Three Prisms with the Same Volume

Rectangles A, B, and C represent
bases of three prisms.

1. If each prism has the same height, which one will have the greatest volume, and
which will have the least? Explain your reasoning.

2. If each prism has the same volume, which one will have the tallest height, and which
will have the shortest? Explain your reasoning.

12.2: Finding Volume with Cubes

Your teacher will give you a paper with a shape on it and some snap cubes.

1. Using the face of a snap cube as your area unit, what is the area of the shape?
Explain or show your reasoning.

2. Use snap cubes to build the shape from the paper. Add another layer of cubes on top
of the shape you have built. Describe this three-dimensional object.

Grade 7 Unit 7
Lesson 12 71
 . hat is the volume of your object? Explain your reasoning.

. Right now, your object has a height of 2. hat would the volume be

a. if it had a height of ?

b. if it had a height of . ?

12. : Can ou Find the Volume

Your teacher will give you a set of three-dimensional gures.

1. or each gure, determine whether the shape is a prism.

2. or each prism
a. ind the area of the base of the prism.
b. ind the height of the prism.
c. Calculate the volume of the prism.

it a ri m area o ri m a e m ei t m volume m

ure

ure

ure

ure

ure

ure

Grade 7 Unit 7
Lesson 12 72
 re ou read for more
Imagine a large, solid cube made out of white snap cubes. omeone spray paints all
faces of the large cube blue. After the paint dries, they disassemble the large cube into a
pile of snap cubes.

1. ow many of those snap cubes have exactly 2 faces that are blue?

2. hat are the other possible numbers of blue faces the cubes can have? ow many of
each are there?

. ry this problem again with some larger-si ed cubes that use more than snap
cubes to build. hat patterns do you notice?

12. : hat s the Prism s eight

here are di erent prisms that all have the same volume. ere is what the base of each
prism looks like.

1. rder the prisms from shortest to tallest. Explain your reasoning.

2. If the volume of each prism is units , what would be the height of each prism?

Grade 7 Unit 7
Lesson 12 73
 . or a volume other than units , what could be the height of each prism?

. Discuss your thinking with your partner. If you disagree, work to reach an agreement.

Lesson 12 Summar
Any cross section of a prism that is parallel to the base will be identical to the base. his
means we can slice prisms up to help nd their volume. or example, if we have a
rectangular prism that is units tall and has a base that is units by units, we can think
of this as layers, where each layer has cubic units.

hat means the volume of the original rectangular prism is cubic units.

his works with any prism If we have a prism with height cm that has a base of area 2
2
cm , then the volume is cm regardless of the shape of the base. In general, the
volume of a prism with height and area is

or example, these two prisms both have a volume of 1 cm .

Grade 7 Unit 7
Lesson 12 74
 Lesson
Unit 12 Practice
7 Lesson Problems Practice Problems
12 Cumulative
1. a. Select a the prisms.

b. For each prism, shade one of its bases.

2. The volume of both of these trapezoidal prisms is 24 cubic units. Their heights are 6
and 8 units, as labeled. What is the area of a trapezoidal base of each prism?

Grade 7 Unit 7
Lesson 12 75
 . T o angles are complementar . ne has a measure of 1 degrees. What is the
measure of the other?

From nit , Lesson 2.

4. T o angles are supplementar . ne has a measure that is t ice as large as the other.
Find the t o angle measures.

From nit , Lesson 2.

. atch each e pression in the rst list ith an e uivalent e pression from the second
list.

. 1.

. 2.

. .

. 4.

. .

From nit 6, Lesson 22.

6. lare paid more for her noteboo than ri a paid for hers. ri a paid for her
noteboo and lare paid dollars for hers. Write an e uation that represents the
relationship bet een and .

From nit 4, Lesson 8.

Grade 7 Unit 7
Lesson 12 76
 Lesson 13: Decomposing Bases for Area
Let’s look at how some people use volume.

13.1: Are These Prisms?

1. Which of these solids are prisms? Explain how you know.

2. For each of the prisms, what does the base look like?

a. Shade one base in the picture.

b. Draw a cross section of the prism parallel to the base.

Grade 7 Unit 7
Lesson 13 77
 13. : A Bo of hoco a es
box of chocolates is a prism
with a base in the shape of a
heart and a hei ht of
2 inches. ere are the
measurements of the base.

o calculate the volume of the box, three di erent students have each drawn line
se ments showin how they plan on ndin the area of the heart shaped base.

1. For each student’s plan, describe the shapes the student must nd the area of and
the operations they must use to calculate the total area.

Grade 7 Unit 7
Lesson 13 78
 2. lthou h all three methods could work, one of them re uires measurements that are
not provided. Which one is it?

3. etween you and your partner, decide which of you will use which of the remainin
two methods.

. sin the uadrilaterals and trian les drawn in your selected plan, nd the area of
the base.

. rade with a partner and check each other’s work. f you disa ree, work to reach an
a reement.

. eturn their work. alculate the volume of the box of chocolates.

Are o rea for more?

3
he box has 3 pieces of chocolate in it, each with a volume of 1 in . f all the chocolates
melt into a solid layer across the bottom of the box, what will be the hei ht of the layer?

Grade 7 Unit 7
Lesson 13 79
 13.3: Ano her Prism
house shaped prism is created by attachin a trian ular prism on top of a rectan ular
prism.

1. Draw the base of this prism and label its dimensions.

2. What is the area of the base? Explain or show your reasonin .

3. What is the volume of the prism?

Grade 7 Unit 7
Lesson 13 80
 Lesson 13 mmar
o nd the area of any poly on, you can decompose it into rectan les and trian les. here
are always many ways to decompose a poly on.

Sometimes it is easier to enclose a poly on in a rectan le and subtract the area of the
extra pieces.

o nd the volume of a prism with a poly on for a base, you nd the area of the base, ,
and multiply by the hei ht, .

Grade 7 Unit 7
Lesson 13 81
 Lesson 13 Practice
Unit 7 Lesson Problems Practice Problems
13 Cumulative
1. You find a crystal in the shape of a prism. Find the volume of the crystal.

The point is directly underneath point , and the following lengths are known:

◦ From to : 2 mm
◦ From to : 3 mm
◦ From to : 6 mm
◦ From to : 10 mm
◦ From to : 7 mm
◦ From to : 4 mm

2. A rectangular prism with dimensions 5 inches by 13 inches by 10 inches was cut to

leave a piece as shown in the image. What is the volume of this piece? What is the
volume of the other piece not pictured?

Grade 7 Unit 7
Lesson 13 82
 3. A triangle has one side that is 7 cm long and another side that is 3 cm long.

a. ketch this triangle and label your sketch with the given measures. f you are
stuck, try using a compass or cutting some straws to these two lengths.

b. raw one more triangle with these measures that is not identical to your first
triangle.

c. plain how you can tell they are not identical.

From nit 7, Lesson .

Grade 7 Unit 7
Lesson 13 83
 4. elect a e uations that represent a relationship between angles in the figure.

A.

F.

From nit 7, Lesson 4.

5. A mi ture of punch contains 1 uart of lemonade, 2 cups of grape uice, 4

tablespoons of honey, and gallon of sparkling water. Find the percentage of the
punch mi ture that comes from each ingredient. ound your answers to the nearest
tenth of a percent. int: 1 cup 16 tablespoons

From nit 4, Lesson .

Grade 7 Unit 7
Lesson 13 84
 Lesson 14: Surface Area of Right Prisms
Let’s look at the surface area of prisms.

14.1: Multifaceted
Your teacher will show you a prism.

1. What are some things you could measure about the object?

2. What units would you use for these measurements?

Grade 7 Unit 7
Lesson 14 85
 14. : So Man aces
ere is a picture of your teacher s prism

hree students are trying to calculate the

r a e area of this prism.

• oah says his is going to be a lot of

work. We ha e to nd the areas of 14
di erent faces and add them up.

• lena says t’s not so bad. ll 12

rectangles are identical copies so we
can nd the area for one of them
multiply that by 12 and then add on the
areas of the 2 bases.

• ndre says Wait see another way

magine unfolding the prism into a net.
We can use 1 large rectangle instead of
12 smaller ones.

1. o you agree with any of them? plain your reasoning.

2. ow big is the 1 large rectangle ndre is talking about? plain or show your
reasoning. f you get stuck consider drawing a net for the prism.

Grade 7 Unit 7
Lesson 14 86
 . Will oah’s method always work for nding the surface area of any prism? lena’s
method? ndre’s method? e prepared to e plain your reasoning.

4. Which method do you prefer? Why?

14. : Re isiting a Pentagonal Prism

1. etween you and your partner choose who will use each of these two methods to
nd the surface area of the prism.

dding the areas of all the faces

sing the perimeter of the base.

2. se your chosen method to calculate the surface area of the prism. how your
thinking. rgani e it so it can be followed by others.

. rade papers with your partner and check their work. iscuss your thinking. f you
disagree work to reach an agreement.

Grade 7 Unit 7
Lesson 14 87
 Are ou read for more

n a deck of cards each card measures cm by cm.

1. When stacked the deck is 2 cm tall as shown in the rst photo. ind the olume of
this deck of cards.

2. hen the cards are fanned out as shown in the second picture. he distance from the
rightmost point on the bottom card to the rightmost point on the top card is now
cm instead of 2 cm. ind the olume of the new stack.

Lesson 14 Summar
o nd the surface area of a three dimensional gure whose faces are made up of
polygons we can nd the area of each face and add them up

ometimes there are ways to simplify our work. or e ample all of the faces of a cube with
side length are the same. We can nd the area of one face and multiply by . ince the
area of one face of a cube is the surface area of a cube is .

We can use this techni ue to make it faster to nd the surface area of any gure that has
faces that are the same.

or prisms there is another way. We can treat the prism as ha ing three parts two
identical bases and one long rectangle that has been taped along the edges of the bases.
he rectangle has the same height as the prism and its width is the perimeter of the base.
o nd the surface area add the area of this rectangle to the areas of the two bases.

Grade 7 Unit 7
Lesson 14 88
 Lesson
Unit 14 Practice
7 Lesson Problems Practice Problems
14 Cumulative
1. Edge lengths are given in units. Find the surface area of each prism in square units.

Grade 7 Unit 7
Lesson 14 89
 . ri a sa s o matter hich a ou slice this rectangular
prism the cross section ill e a rectangle. ai sa s m not
so sure. escri e a slice that ai might e thin ing of.

From nit Lesson 11.

. is the intersection of line and

line . Find the measure of each of the
angles.

a. ngle

. ngle

c. ngle

d. ngle

e. ngle

From nit Lesson .

4. rite each e pression ith fe er terms.

a.

c.

From nit Lesson .

. a. Find 44 of using the facts that 4 of is and 4 of is .

. hat is 4.4 of

c. hat is .44 of

From nit 4 Lesson .

Grade 7 Unit 7
Lesson 14 90
 Lesson 15: Distinguishing Volume and Surface
Area
Let’s work with surface area and volume in context.

15.1: The Science Fair

Mai’s science teacher told her that when there is more ice touching the water in a glass,
the ice melts faster. She wants to test this statement so she designs her science fair
project to determine if crushed ice or ice cubes will melt faster in a drink.

She begins with two cups of warm water. In one cup, she puts a cube of ice. In a second
cup, she puts crushed ice with the same volume as the cube. What is your hypothesis? Will
the ice cube or crushed ice melt faster, or will they melt at the same rate? Explain your
reasoning.

15.2: Revisiting the Box of Chocolates

The other day, you calculated the volume of this heart-shaped box of chocolates.

The depth of the box is 2 inches. How

much cardboard is needed to create
the box?

Grade 7 Unit 7
Lesson 15 91
 15. : Card Sort: Surface Area or Volume
our teacher will give you cards with di erent gures and uestions on them.

1. Sort the cards into two groups based on whether it would make more sense to think
about the surface area or the volume of the gure when answering the uestion.
ause here so your teacher can review your work.

2. our teacher will assign you a card to examine more closely. What additional
information would you need to be able to answer the uestion on your card?

. Estimate reasonable measurements for the gure on your card.

. se your estimated measurements to calculate the answer to the uestion.

Are ou read for more

cake is shaped like a s uare prism. The top is 2 centimeters on each side, and the cake
is 1 centimeters tall. It has frosting on the sides and on the top, and a single candle on the
top at the exact center of the s uare. ou have a knife and a 2 -centimeter ruler.

1. ind a way to cut the cake into fair portions, so that all portions have the same
amount of cake and frosting.

2. ind another way to cut the cake into fair portions.

. ind a way to cut the cake into 5 fair portions.

Grade 7 Unit 7
Lesson 15 92
 15. : A heel arro of Concrete
wheelbarrow is being used to carry wet concrete. Here are its dimensions.

1. What volume of concrete would it take to ll the tray?

2. fter dumping the wet concrete, you notice that a thin lm is left on the inside of the
tray. What is the area of the concrete coating the tray? emember, there is no top.

Lesson 15 Summar
Sometimes we need to nd the volume of a prism, and sometimes we need to nd the
surface area.

Here are some examples of uantities Here are some examples of uantities
related to volume related to surface area

• How much water a container can hold • How much fabric is needed to cover a
• How much material it took to build a surface
solid object • How much of an object needs to be
painted
olume is measured in cubic units, like in
Surface area is measured in s uare units, like
or m .
2 2
in or m .

Grade 7 Unit 7
Lesson 15 93
 Lesson 15 Practice
Unit 7 Lesson Problems Practice Problems
15 Cumulative
1. Here is the base of a prism.

a. If the height of the prism is 5 cm, what is its surface area? What is its volume?

b. If the height of the prism is 10 cm, what is its surface area? What is its volume?

c. When the height doubled, what was the percent increase for the surface area?
For the volume?

2. Select a the situations where knowing the volume of an object would be more useful
than knowing its surface area.

A. Determining the amount of paint needed to paint a barn.

B. Determining the monetary value of a piece of gold jewelry.

C. Filling an aquarium with buckets of water.

D. Deciding how much wrapping paper a gift will need.

E. Packing a box with watermelons for shipping.

F. Charging a company for ad space on your race car.

G. Measuring the amount of gasoline left in the tank of a tractor.

Grade 7 Unit 7
Lesson 15 94
 . Han draws a triangle with a angle, a angle, and a side of length cm as
shown. Can you draw a di erent triangle with the same conditions?

From nit , Lesson .

. Angle is half as large as angle . Angle is one fourth as large as angle . Angle
has measure 2 0 degrees. What is the measure of angle ?

From nit , Lesson .

5. he Colorado state ag consists of three hori ontal stripes of equal height. he

side lengths of the ag are in the ratio . he diameter of the gold colored disk is
equal to the height of the center stripe. What percentage of the ag is gold?

From nit , Lesson .

Grade 7 Unit 7
Lesson 15 95
 Lesson 16: Applying Volume and Surface Area
Let's explore things that are proportional to volume or surface area.

16.1: You Decide

For each situation, decide if it requires Noah to calculate surface area or volume. Explain
your reasoning.

1. Noah is planning to paint the bird house he built. He is unsure if he has enough paint.

2. Noah is planning to use a box with a trapezoid base to hold modeling clay. He is
unsure if the clay will all fit in the box.

Grade 7 Unit 7
Lesson 16 96
 16. : oam lay S ruc ure
t a daycare, iran sees children climbing on this foam play structure.

iran is thin ing about building a structure li e this for his younger cousins to play on.

1. he entire structure is made out of soft foam so the children don t hurt themselves.
How much foam would iran need to build this play structure

2. he entire structure is covered with vinyl so it is easy to wipe clean. How much vinyl
would iran need to build this play structure

Grade 7 Unit 7
Lesson 16 97
 . he foam costs . per in . Here is a table that lists the
costs for di erent amounts of vinyl. hat is the total in in t
cost for all the foam and vinyl needed to build this play
structure .

12 .

Are you ready for more

hen he examines the play structure more closely, iran realizes it is really two separate
pieces that are next to each other.

1. How does this a ect the amount of foam in the play structure

2. How does this a ect the amount of vinyl covering the play structure

Grade 7 Unit 7
Lesson 16 98
 16. : illing e Sand o
he daycare has two sandboxes that are
both prisms with regular hexagons as their
bases. he smaller sandbox has a base area
2
of 1,1 6 in and is filled 1 inches deep with
sand.

1. t too 1 bags of sand to fill the small sandbox to this depth. hat volume of sand
comes in one bag ound to the nearest whole cubic inch.

2. he daycare manager wants to add more inches to the depth of the sand in the
small sandbox. How many bags of sand will they need to buy

. he daycare manager also wants to add more inches to the depth of the sand in
the large sandbox. he base of the large sandbox is a scaled copy of the base of the
small sandbox, with a scale factor of 1. . How many bags of sand will they need to
buy for the large sandbox

. lawn and garden store is selling 6 bags of sand for 1 . . How much will they
spend to buy all the new sand for both sandboxes

Grade 7 Unit 7
Lesson 16 99
 Lesson 16 Summary
uppose we wanted to ma e
a concrete bench li e the one
shown in this picture. f we
now that the finished bench
has a volume of 1 ft and a
2
surface area of ft we can
use this information to solve
problems about the bench.

For example,

• How much does the bench weigh

• How long does it ta e to wipe the whole bench clean

• How much will the materials cost to build the bench and to paint it
o figure out how much the bench weighs, we can use its volume, 1 ft . oncrete weighs
about 1 pounds per cubic foot, so this bench weighs about 1, pounds, because
.

2
o figure out how long it ta es to wipe the bench clean, we can use its surface area, ft .
f it ta es a person about 2 seconds per square foot to wipe a surface clean, then it would
ta e about seconds to clean this bench, because . t may ta e a little less
than seconds, since the surfaces where the bench is touching the ground do not need
to be wiped.

ould you use the volume or the surface area of the bench to calculate the cost of the
concrete needed to build this bench nd for the cost of the paint

Grade 7 Unit 7
Lesson 16 100
 Lesson
Unit 16 Practice
7 Lesson Problems Practice Problems
16 Cumulative
1. A landscape architect is designing a pool that has this top view:

a. How much water will be needed to fill this pool 4 feet deep?

b. Before filling up the pool, it gets lined with a plastic liner. How much liner is
needed for this pool?

c. Here are the prices for different amounts of plastic liner. How much will all the
plastic liner for the pool cost?

2 cost ($)
plastic liner (ft )

25 3.75

50 7.50

75 11.25

Grade 7 Unit 7
Lesson 16 101
 2. hade in a base of the trape oidal prism. he base is not the same as the bottom.

a. ind the area of the base ou

shaded.

b. ind the volume of this trape oidal

prism.

rom nit 7, Lesson 13.

3. or each diagram, decide if is an increase or a decrease of . hen determine the

percentage that increased or decreased to result in .

rom nit 4, Lesson .

4. oah is visiting his aunt in e as. He wants to bu a belt buc le whose price is 25.
He nows that the sales ta in e as is 6.25 .

a. How much will the ta be on the belt buc le?

b. How much will oah spend for the belt buc le including the ta ?

c. rite an e uation that represents the total cost, , of an item whose price is .

rom nit 4, Lesson 10.

Grade 7 Unit 7
Lesson 16 102
 Lesson 17: Building Prisms
Let’s build a triangular prism from scratch.

17.1: Nets
Here are some nets for various prisms.

1. What would each net look like when folded?

2. What do you notice about the nets?

Grade 7 Unit 7
Lesson 17 103
 17. : ing t e B se
he base of a triangular prism has one side that is 7 cm long one side that is . cm long
and one angle that measures .

1. raw as many di erent triangles as you can with these given measurements.

2. elect one of the triangles you have drawn. easure and calculate to appro imate its
area. plain or show your reasoning.

Grade 7 Unit 7
Lesson 17 104
 17. : ing t e Prism
our teacher will give you an incomplete net. ollow these instructions to complete the net
and assemble the triangular prism

1. raw an identical copy of the triangle you selected in the previous activity along the
top of the rectangle with one verte on point .

2. raw another copy of your triangle ipped upside down along the bottom of the
rectangle with one verte on point .

. etermine how long the rectangle needs to be to wrap all the way around your
triangular bases. ause here so your teacher can review your work.

. ut out and assemble your net.

fter you nish assembling your triangular prism answer these uestions. plain or show
your reasoning.

1. What is the volume of your prism?

2. What is the surface area of your prism?

. tand your prism up so it is sitting on its triangular base.

a. f you were to cut your prism in half hori ontally what shape would the cross
section be?

b. f you were to cut your prism in half vertically what shape would the cross
section be?

Grade 7 Unit 7
Lesson 17 105
 17. : om ining Prisms
1. ompare your prism with your partner’s prism. What is the same? What is di erent?

2. ind a way you can put your prism and your partner’s prism together to make one
new larger prism. escribe your new prism.

. raw the base of your new prism and label the lengths of the sides.

. s you answer these uestions about your new prism look for ways you can use your
calculations from the previous activity to help you. plain or show your reasoning.

a. What is the area of its base?

b. What is its height?

c. What is its volume?

d. What is its surface area?

re ou re d or more
How many identical copies of your prism would it take you to put together a new larger
prism in which every dimension was twice as long?

Grade 7 Unit 7
Lesson 17 106
Credits
CKMath K–8 was originally developed by Open Up
Resources and authored by Illustrative Mathematics,
https://www.illustrativemathematics.org,
and is copyrighted as 2017–2019 by Open Up Resources. It
is licensed under the Creative Commons Attribution 4.0
International License (CC BY 4.0). The Open Up Resources
K–8 Math Curriculum is available at: https://
www.openupresources.org/math-curriculum/.

Adaptations and updates to the IM K–8 Math English

language learner supports are copyright 2019 by Open Up
Resources and licensed under the Creative Commons
Attribution 4.0 International License (CC BY 4.0),

Adaptations and updates to IM K–8 Math are copyright

2019 by Illustrative Mathematics, including the additional
English assessments marked as "B", and the Spanish
translation of assessments marked as "B". These adaptions
and updates are licensed under the Creative Commons
Attribution 4.0 International License (CC BY 4.0).

This particular work is based on additional work of the

Core Knowledge® Foundation
(www.coreknowledge.org) made available through
licensing under a Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License.

Illustration and Photo Credits

Ivan Pesic / Cover Illustrations

Illustrative Math K–8 / Cover Image, all interior illustrations,

diagrams, and pictures / Copyright 2019 / Licensed under
the Creative Commons Attribution 4.0 International
License (CC BY 4.0).

These materials include public domain images or openly

licensed images that are copyrighted by their respective
owners, unless otherwise noted/credited. Openly licensed
images remain under the terms of their respective licenses.
 CK Math™
Core Knowledge MATHEMATICS™
 CK Math™
Core Knowledge MATHEMATICS™
A comprehensive program for mathematical skills and concepts
as specified in the Core Knowledge Sequence
(content and skill guidelines for Grades K–8).

Core Knowledge MATHEMATICS™

units at this level include:

Scale Drawings
Introducing Proportional Relationships
Measuring Circles
Proportional Relationships and Percentges
Rational Number Arithmetic
Expressions, Equations, and Inequalities
Angles, Triangles, and Prisms
Probability and Sampling
Putting It All Together

www.coreknowledge.org
ISBN: 979-8-88970-866-7

Core Knowledge Curriculum Series™