A teacher is starting a unit in geometry for a small group of students with math IEP goals. They will be working on surface area and volume. On the first day, the teacher notices that students can find the length of sides and the number of sides of geometric shapes or objects but the students cannot use these numbers to calculate the area/volume because they have not mastered multiplication. What should the teacher do moving forward? A. Teach the students to use a calculator to multiply so they can keep going in the unit. B. Set aside 10 minutes at the beginning of math instruction to review multiplication facts, processes, and engage in multiplication practice. Spend the rest of the math lesson progressing through the geometry unit. C. Keep teaching the geometry unit as planned and assume the students will learn the multiplication skills as they go through the unit. D. Stop teaching geometry. Start the multiplication unit over