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Unit: 3-D Solids Lesson: CYLINDERS Real World Problem Solving & Problem Finding Using Pop Cans! Unit Essential Question: How can we find the surface area and volume of cylinders? Lesson Objectives: 1. Find the Volume of the Pop Cans 2. Convert Cubic Inches to Fluid Ounces 3. Understand which can has more pop and what it means for consumers 4. Find the Surface Area of the Pop Cans (Maybe) 5. Find the How Much More Pop do You get in an 8-Pack of Pepsi (maybe)
Connection to Common Core: 8.G.9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. Mathematical Process Standards Lesson Essential Questions: Which can has more pop? Which can is bigger? Which can gives you a bigger bang for your buck? Learned (formulas & vocab): Surface Area and Volume of 3-D Solids focusing on Prisms (cube, rectangular, and triangular), Cylinders (right), Cones (right), Pyramids (square), and Spheres. Differentiation: Videos: Conveying Data & Problem Finding Photos: Indirect Measurement- using photos to compare smaller cans to 12 oz can & Direct Measurement- using photos with actual measurements Will Learn: How to maximize volume and minimize surface area while exploring different methods of packaging.
Learning: (Focus on Cylinder) How does volume affect consumer choices? Using surface area, what is the cost of producing product packages?
Accommodations: Assistance from an ELL paraprofessional, and the use of photos and words to convey message. Also, allowing students to interpret the lesson as it makes sense to them and having them diagnose the problem as they understand it rather than me telling them what to do.
Geometry Support
Lesson Plan Overview (50 minute class period): Bell Ringer (5 minutes): What is Changing? Inquiry Activity Act 1- The Hook (5 minutes): After watching the video students explain what they are wondering. I am anticipating that students will either inquire about volume (which has more pop) or surface area (which can is bigger), both tracks I am willing to head down. I have found that when students ask, which can is bigger? they are really wondering which can has more pop, so the lesson plan unfolds using volume and then addresses the surface area as an extension. We also have the possibility to explore unit cost (how much does one can cost) or unit rate (which 8 pack has more pop and how much more does it have?) as an extension at the end of the lesson. Act 2- What do we have? What do we need? (20 minutes): Once the learners identify the problem, they will consider what information they know and what information they need. They will identify the formulas they need to use. They know the formula for volume of a cylinder and surface area of a cylinder and can use them to identify which can is bigger and which can has more pop. They will need to convert cubic inches to fluid ounces (I will provide the conversion). Finding the volume and/or surface area should be a review since they have been learning these topics for the past week; however, we are applying it to a product so it will require some critical thinking and skill application (practicing skills, making connections & problem solving). Act 3- Resolve & Setup of The Sequel (5 minutes): After watching the video the learners will reflect on whether we were we right? They can also reflect on the margin of error (space for air in the can, etc.). Extension (5 minutes): As a class we will calculate the surface area of each can and identify what this means in terms of the problem scenario. If time, we will look at unit rates and unit costs. The Sequel-New Learning/Practice (8 minutes): We will consider what comes next by relating the lesson to consumer packaging & marketing. The learners will be asked to think about packages in their home and consider how they could redesign the package for a company? I am hoping the learners will discuss whether companies want more or less surface area for packaging and whether they want more or less volume in their packages. Exit Slip (2 minutes): Write down a product or package you would like to redesign & explain why you think you could come up with a better packaging design for this particular product. Homework: Bring in the product or package you wrote about in your exit slip.
Geometry Support
Bell Ringer: Act 1: Act 2: Act 3: Extension: Product: How could Miss D do the lesson better next time?
Geometry Support
Instructional
Plan
The
Introduction
(Bell
Ringer):
Students
will
grab
3-Acts
paper
as
they
walk
in
to
use
throughout
the
lesson.
With
the
image
projected
on
the
board,
have
the
students
complete
the
bell
ringer
(2
minutes).
Then,
begin
the
lesson
and
promote
discussion
by
asking
one
or
more
of
the
following
questions
(3
minutes):
v What
is
changing?
Why?
Students
may
answer
the
size,
shape,
design,
or
other
various
answers
v
Why
do
soups
and
pops
and
other
food
containers
come
in
cylindrical
containers?
I
like
to
get
excited
and
say:
I
have
had
just
a
stressful
morning!
All
I
can
think
about
is
why
my
oatmeal
comes
in
a
cylindrical
container
while
my
cereal
comes
in
a
rectangular
box!
I
just
dont
understand!!
Students
may
answer
that
the
containers
are
easier
to
open,
easier
to
make,
cheaper,
you
can
fit
more
food
in
a
cylinder,
or
other
various
answers.
v What
kinds
of
containers
do
pop
cans
come
in?
Students
will
probably
suggest
cardboard
boxes?
v Why
are
we
putting
cylindrical
cans
in
a
prism
container?
Doesnt
that
leave
extra,
unused
space?
This
question
is
really
to
get
students
ready
for
Act
1.
It
should
prep
them
to
think
about
product
design
and
efficiency.
The
Lesson
(3
Acts):
o ACT
1-
Identifying
the
Problem:
During
and
after
the
clip
have
them
write
down
what
theyre
wondering.
Once
the
clip
is
done
have
them
share
with
the
person
next
to
them
and
explain
why
they
are
curious
about
what
they
wrote
down.
After
partner
discussions,
we
will
share
out
as
a
class
and
come
to
a
consensus
about
what
the
problem
actually
is.
v I
am
anticipating
that
students
will
either
inquire
about
volume
or
surface
area,
both
tracks
I
am
willing
to
head
down.
Most
students
will
ask,
which
is
bigger?
or
which
has
more?
I
have
found
both
questions
are
referring
to
which
can
has
more
pop.
o ACT
2-
Identify
the
Process:
Now
students
need
to
figure
out
how
to
attack
the
problem.
Start
by
having
them
make
predictions,
then
ask
them
what
information
we
need
to
figure
out
which
can
has
more
pop.
v Make
Predictions:
Show
the
picture
of
the
three
different
can
sizes
lined
up
next
to
each
other.
Have
them
use
indirect
measurement
to
predict
which
can
contains
the
most
pop
compared
to
the
regular
12
oz
can.
Put
tally
marks
next
to
each
prediction
on
the
whiteboard.
Geometry Support
v The
Shape:
On
the
same
slide,
ask
them
to
consider
the
shape
and
how
we
can
use
it
to
find
out
the
actual
amount
of
liquid
in
each
can.
Students
should
conclude
that
the
cans
are
cylinders
and
that
they
can
use
the
formula
for
the
volume
of
a
cylinder
to
figure
out
how
much
pop
can
fit
in
each
can.
For
struggling
students:
ask
them
what
pieces
of
information
we
will
need
from
this
cylinder
to
calculate
the
volume.
They
should
recall
that
a
cylinder has parallel and equal sized circles as bases.
This is how students will calculate the volume of a cylinder: multiple the area of a base by the height of the cylinder:
o V = Bh V = volume B = area of a base = ( r) h = height of cylinder
Finding
the
Volume:
Provide
them
with
the
measurements
needed.
Information
is
given
to
ensure
consistency
in
numbers.
We
are
not
testing
whether
they
know
how
to
measure,
but
rather
if
they
can
apply
the
measurements
to
find
the
volume.
Have the students use a calculator to determine the base area for diet coke (diameter =2 radius =1) and Dr. Pepper (diameter=2.5 radius=1.25)
o DC area of basee: r = (1). Remind students to square the radius before multiplying by . (1) = 3.14159265 * 1 = 3.14159265 in. o DP area of base: r = (1.25). Remind students to square the radius before multiplying by . (1.25) = 1.5625 = 4.90873852 in. o Since the base of a cylinder is always a circle, substitute the formula for the area of a circle into the formula for the volume o DC volume: 3.14 in. * h = 3.14 in. * 4.125 in = 12.9590697 in3 o DP volume: 4.90873852 in. * h = 4.90873852 3 in = 14.7262156 in3
r
V= h V= rh V= x r x h V= rh V= (r)(h)
Once
students
have
found
the
volume
of
each
can,
have
them
think-pair-share
with
the
person
next
to
them.
Did
they
both
get
the
same
answer?
h
base
Geometry Support
v Measurement:
Discuss
which
measurement
they
look
for
when
theyre
buying
a
fountain
pop,
pop
bottle,
or
energy
drink
at
the
gas
station.
Answers
will
vary:
2
liter,
32oz,
20oz,
etc.
&
have
them
compare
the
units
they
use
in
a
gas
station
to
the
units
we
found
using
our
formula.
(Ounces
and
cubic
inches)
Ask
students
if
they
dont
mention
it
Do
we
measure
cans
in
in3?
Give
them
the
conversion
and
briefly
discuss
proportions
and
ratios.
(Conversion
given
because
I
am
not
testing
whether
they
know
the
conversion
by
heart
&
the
information
is
widely
available
on
the
web)
o DC:
0.554112554
in3
*
12.9590697
=
7.18078321
fl
oz
o DP:
14.7262156
in3
*
0.554112554
=
8.15998094
fl
oz
Talk
about
margin
of
error
and
shape/fullness
of
can
o ACT
3
-The
Reveal:
Were
we
right?
Compare
to
predictions
and
actually
computations.
Reflect
in
journal.
Discuss
the
margin
of
error
(i.e.
rounding,
air
in
the
can,
the
curve
on
the
bottom
and
side
of
the
can,
etc)
o Extension-
What
can
we
do
with
this
information?:
We
will
briefly
explore
if
the
two
containers
have
the
same
surface
area.
Ask
students
why
we
would
want
to
know
this
information:
objects
with
less
surface
area
require
less
material
and
can
save
companies
money
in
the
long
run.
Have
students
calculate
the
surface
area
of
both
cans
v Remind
students:
Surface
area
of
a
cylinder
=
2r2
+
2rh
v DC:
212
+
214.125=
25.9181394
+
6.2831853
=
32.2013247in2
v DP:
21.252
+
213=
9.81747703
+
18.8495559
=
28.6670329
in2
v CONCLUSION:
Dr
Pepper
has
smaller
S.A.
and
more
pop,
so
it
uses
less
materials
&
costs
less
money
to
make
the
can
but
they
spend
more
on
product
inside
the
can.
Coke
has
larger
surface
area
and
less
pop,
so
it
costs
more
&
and
uses
more
materials
to
make
the
can
but
they
spend
less
money
on
the
product
inside
the
can.
v Consider:
What
does
this
mean
about
the
package
the
cans
fit
into?
If
time:
find
and
discuss
unit
rate
and
unit
cost.
The
Sequel-
What
next?:
o Discussion
on
whether
consumers
are
being
tricked
using
photos
on
slide.
o Do
we
spend
more
money
based
on
the
shape
being
appealing?
Or
whether
the
shape
looks
like
it
contains
more?
o Discuss
products
using
pictures
&
have
students
identify
a
product
they
could
redesign
as
their
exit
ticket.
Homework:
Bring
in
an
item
that
you
would
like
to
redesign
to
save
your
company
money
**Next class it would be interesting to have a packaging engineer come speak with them. After that they could begin designing their new product.