Notice that this lesson is the first of several that familiarize students with the idea of surface area. Over the next several lessons, there are more opportunities to reason about surface area in different ways. When launching these activities, pause to assist students in interpreting correctly what the question is asking. Highlight the strategies of any students who use a discrete diagram or other representation to correctly represent multiple batches.
Select the work of one student who answered correctly and one student whose work had the common error. In the next class, display these together for all to see anonymously. Ask each student to decide which interpretation is correct, and defend their choice to their partner. Select students to share their reasoning with the class who have different ways of thinking about the surface area of the prism.
Write feedback for each student to promote further thinking, such as, "What would this prism look like if you turned it around?" Allow students to revise and resubmit their work.
Look for practice problems in upcoming lessons that require students to identify the surface area when they can only see one view of the shape and be sure to assign those problems.

Cool-Downs