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Unwrapping Surface Area: Student Discovery Through Guided Inquiry-MYP 3 Math- Moksha Sharma

Objective of the Learning Engagement:

Developing students' understanding of surface area through real-life applications, hands-on measurements, and mathematical reasoning.

Details of the Learning Engagement:

In this engaging activity, students were divided into three groups and given real-life objects in the shape of rectangular and triangular prisms. To begin, they were presented with riddles that required them to identify different 3D shapes and guess the areas of rectangle and triangle. This warm-up helped them recall prior knowledge before diving into the main task.

Each group was then assigned two real-life scenarios: one involving painting a rectangular prism-shaped storage box and the other wrapping a Toblerone-shaped gift box, which is a triangular prism. Connecting to their previous unit on scale models, students were encouraged to select similar-looking objects from the provided collection. Some chose rectangular prisms, while others opted for triangular prisms.

As they explored how to determine the amount of paint or wrapping paper needed, they realized that surface area must be calculated by finding the area of each face. Students measured the dimensions of their chosen objects and calculated the total surface area. Through guided inquiry, they reflected on their approach and symbolized the dimensions using variables. This led them to derive general rule for the surface area of both rectangular and triangular prisms.


This hands-on activity not only strengthened their understanding of surface area but also encouraged problem-solving and mathematical reasoning in real-world contexts.

Impact of the engagement on students and reflection as a teacher:

This activity had a profound impact on student learning. By working with real-life objects, students developed a tangible understanding of surface area beyond abstract formulas, strengthening their conceptual grasp. The open-ended nature of the task encouraged critical thinking as they analyzed measurements, shapes, and real-world applications. Through group discussions and guided inquiry, students collaborated effectively, enhancing their mathematical reasoning and engagement with the concept. Moreover, allowing them to make choices in selecting objects and problem-solving strategies fostered confidence and a sense of ownership over their learning.

As an educator, this experience reinforced the power of hands-on, inquiry-driven learning. Observing students actively collaborate, explore, and construct their understanding highlighted the importance of connecting mathematical concepts to real-world applications. The use of riddles as an entry point proved highly effective in sparking curiosity and activating prior knowledge. Additionally, the progression from practical measurement to deriving general formulas strengthened their ability to think mathematically. Moving forward, I aim to integrate more problem-solving tasks that bridge theoretical mathematics with everyday experiences. Seeing students’ excitement and engagement reaffirmed that learning is most effective when they are actively involved in constructing their own understanding.

-Moksha Sharma

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