Critical Inquiry Unit Plan

Subject: Mathematics 10C

Topic: Measurement
Unit Duration: 3 weeks

Unit Rationale
This critical inquiry unit plan for grade 10 mathematics focuses around the critical
inquiry question: What is the most practical shape to hold the largest amount of grain, while using
the least amount of building supplies? Students will spend three weeks participating in activities
that will allow them to address the overarching critical inquiry question. The critical inquiry
question is a real world problem that requires the students to make a reasoned judgment based off
of evidence they will acquire. A key part to this unit is beginning with the end in mind. Students will
know that the goal of the unit is to answer the critical inquiry question, and each lesson will get
them one step closer to doing so. The students are encouraged to be active learners and the unit
tailors to individual needs so that the end goal is attainable by all students.
Measurement is an important life skill. Students will learn various methods to estimate and
learn how to convert units. They will also look at different shapes to calculate the surface area and
volume of each. Each lesson is built so that students can learn through a variety of sensory systems.
In every lesson students are required to get out of their desk for kinesthetic learning. They will also
have visual aids available to them at all times. The goal of each lesson will be to reach the objectives
given to them by thinking critically. Each lesson has at least one activity (if not all) that requires
thinking critically. Critical thinking is an important life skill that requires students to make a
reasoned judgment from the information available. Each lesson addresses a particular question that
will allow the student to answer the critical inquiry question by the end of the unit.
The performance task at the end requires the students to answer the critical inquiry
question in a real world situation. By the final performance task, the students will have all of the
knowledge required to answer the question. They will make connections between measurement
and its practicality in the real world. The performance task meets all of the objectives for the unit,
while answering the critical inquiry question. Students will solve problems, communicate their
ideas, make connections between mathematics and its applications, appreciate and value
mathematics, and make an informed decision throughout the critical inquiry unit plan.

1. Critical Inquiry Question

What is the most practical shape to hold the largest amount of grain, while using the
least amount of building supplies?
2. Focusing Questions for Unit (from easiest to hardest)
How do you determine what a practical grain bin would look like and how will you
measure it?
How do you calculate the surface area of cones, cylinders, prisms, pyramids and
spheres?
How do the surface areas of each 3D shape compare?
How do you calculate the volume of cones, cylinders, prisms, pyramids and spheres?
How does volume relate to surface area?
3. General Learning Outcomes
Develop spatial sense and proportional reasoning.

4. Key Concepts for Unit

volume
surface area
estimation
measurement
conversion
5. Learning Outcomes for Unit:
It is expected students will:
1. Solve problems that involve linear measurement, using:
SI and imperial units of measure
estimation strategies
measurement strategies
2. Apply proportional reasoning to problems that involve conversions between SI
and imperial units of measure.
3. Solve problems using SI and imperial units, that involve the surface area and
volume of 3-D objects:
right cones
right cylinders
right prisms
right pyramids
spheres

Lesson 1:
How do you determine what a practical grain bin would look like and how will you measure it?
Grade/Subject: Mathematics 10C
Topic: Measurement
Length of Lesson: Approximately 80 minutes
Solve problems that involve linear measurement, using:
Specific
Learning
Outcomes
(P.O.S.)
Learning
Objectives

Materials

SI and imperial units of measure

estimation strategies
measurement strategies

Students will:
calculate area and perimeter of rectangles, triangles
and circles.
solve problems using estimation strategies.
predict which 3D shape will be the most practical to
store grain.
compare SI and imperial units.
SMART Board
Area Worksheet
Square and cube with sides that have the same area
as the cube
paper for exit slip

Procedure

Assessment
Methods

Introduction

Hand out brain teaser sheet. Encourage the

students to think critically. Give students 15 minutes
to complete it. Go over the answers on the SMART
Board. Ask students How did you come up with
that answer?

Observe as
students work
through the brain
teasers and as we
go through the
answers. Make
sure everyone is
on task.

Body of
Lesson

Introduce the new unit by writing the critical inquiry

question on the board. Brainstorm what comes to
mind when this question is asked. Ask, What type
of information do we need to know to answer this
question.
Ask What makes a practical grain bin? Is a sphere
a practical shape? If not, why? (Spheres will roll

Observe to make
sure everyone is
involved and
paying attention.
If someone seems
to be off task ask
them a question

Closure

around on the ground, but is there any way to get

around this?)
As a review from grade 9, we will practice
measuring area and perimeter of rectangles, circles
and triangles on a worksheet.
Have a cube and a square to show the students. Ask
how the area of the square will compare to the
sides of the cube.
Ask what are techniques that one could use to
measure a grain bin? Go over the different types of
estimation strategies after each is suggested by the
students.
Discuss with students different systems of
measurement. What are measurements useful for?
What jobs need measurement skills? What are
some different units of measurement? What system
of measurement do we typically use in Canada?
What system of measurement do they use in
America?

to bring them
back in.

As a formative assessment, have students complete

an exit slip as they leave. Ask them to make a
prediction of what shape will hold the most grain.
They also have to give at least three reasons why
they think that is the case. This will be good
foreshadowing into the rest of the unit.

Exit Slip

Exit Slip:
Which shape will hold the most grain?
Why?
Reason 1:
Reason 2:
Reason 3:
Other Questions/ Comment/ Concerns:

Name:

Area and
perimeter
worksheet

Lesson 2:
How do you calculate the surface area of cones, cylinders, prisms, pyramids and spheres?
Grade/Subject: Mathematics 10C
Topic: Measurement
Length of Lesson: Approximately 240 minutes

Specific
Learning
Outcomes
(P.O.S.)

Solve problems using SI and imperial units, that involve the

surface area and volume of 3-D objects:

right cones
right cylinders
right prisms
right pyramids
spheres

Solve problems that involve linear measurement, using:

Learning
Objectives

Materials

SI and imperial units of measure

estimation strategies
measurement strategies

Students will:
solve problems involving the surface area of cones,
cylinders, prisms, pyramids and spheres.
solve problems that involve the conversion of units
between SI and imperial systems.
sketch diagrams to help solve problems involving
surface area.
determine an unknown dimension of a 3D shape.
SEE-I chart with volume and surface area.
Formula sheet for students
3D shapes
Scavenger Hunt Handout
Surface Area worksheet

Procedure

Introduction

Assessment
Methods

As we begin learning about surface area, have

students complete a SEE-I. They will be provided with
a chart that includes surface area and volume,
however only the portion for surface area is to be filled
in for this lesson. The students will state what surface
area is, elaborate on the important concept, give an
example of surface area and draw an image.

SEE- I Chart

Body of Lesson

Closure

Next we will develop the formulas for calculating

surface area together as a class. If students are
beginning to get the hang of it, I will give them extra
time to do it themselves. For example, while finding
the surface area of a right prism, I would draw a
picture on the board and hold up a right prism. The
students will be able to see that surface area is the
outside area of the figure which includes 3 rectangles
which area is length X width and two triangles
(area=base X height/2).
After the students are clear on the formulas for
surface area, they will calculate the surface area of
many objects around the classroom in a scavenger
hunt.
As a final assessment for the lesson, students will be
given a surface area problem solving worksheet that
requires the students to think critically. This will allow
them to practice so that the final performance task is
easier for them.
As a fun closing activity, have students compare pencil
cases. They can estimate which one has the largest
surface area and which one has the smallest. Ask why
a small surface area would be practical for
manufacturers? Ask what shape is the smallest surface
area as a transition into next class.

Observe to
make sure
everyone is
engaged.

Scavenger hunt
as formative
assessment

Surface Area
problem solving
worksheet

Observation

SEE-I Chart
Surface Area

State: What is
the definition?

Elaborate: Give
two more
sentences
expanding on the
definition.

Example:
Provide an
example

Illustrate: Draw
a picture or give
an analogy.

Volume

Lesson 3:
How do the surface areas of each 3D shape compare?
Grade/Subject: Mathematics 10C
Topic: Measurement
Length of Lesson: Approximately 80 minutes
Solve problems using SI and imperial units, that involve
the surface area and volume of 3-D objects:

Specific
Learning
Outcomes
(P.O.S.)

right cones
right cylinders
right prisms
right pyramids
spheres

Solve problems that involve linear measurement, using:

SI and imperial units of measure

estimation strategies
measurement strategies

Students will:
Learning
Objectives

Materials

compare the surface area of different 3D shapes.

solve problems involving more than one 3D shape
describe the relationship between different 3D
shapes
estimate the surface area of an object.

SMART Board

Shape worksheet with elements of reasoning

Assessment
Methods

Procedure
Introduction

First, we will do a quick review from last class of the

different formulas for each shape to calculate
surface area.
Next, we will review converting units in the metric

Observation

system using the staircase.

Body of Lesson

Closure

Students will then figure out which shape is the

biggest using a standardized surface area. Each
shape can have a surface area of 50 m^2.
Students will then figure out what a practical
surface area of a grain bin would be. First, they will
estimate how much they think would be a good
amount. The will do this by using the elements of
reasoning. They need to find the purpose, question
at issue, information, assumptions, concepts,
conclusion and implications. Next, they can look it
up on the internet to see what the average amount
is and compare it to their estimation.

Have them fill out an exit slip of what they have learned.
Do they feel as though they understand surface area and
have reached all of the objectives?

Shape
worksheet with
elements of
reasoning

Exit slip

Lesson 4:
How do you calculate the volume of cones, cylinders, prisms, pyramids and spheres?
Grade/Subject: Mathematics 10C
Topic: Measurement
Length of Lesson: Approximately 240 minutes

Specific
Learning
Outcomes
(P.O.S.)

Solve problems using SI and imperial units, that involve

the surface area and volume of 3-D objects:

right cones
right cylinders
right prisms
right pyramids
spheres

Solve problems that involve linear measurement, using:

Learning
Objectives

SI and imperial units of measure

estimation strategies
measurement strategies

Students will:

Materials

solve problems involving the volume of

cones, cylinders, prisms, pyramids and
spheres
determine the volume of a cone, cylinder,
prism, pyramid, and sphere.
sketch a diagram to represent the volume of
a 3D shape.
determine an unknown dimension of a 3D
shape, given the objects volume.
SMART Board
Name Things That worksheet
Volume worksheet

Procedure
Introduction

Assessment Methods

We will do a review of what we have learned so

far in the unit by watching a youtube video on

SEE-I Chart

surface area.
https://www.youtube.com/watch?v=IIe4axBK72
w

Body of Lesson

As we begin learning about volume, have

students complete a SEE-I. They should already
have the SEE-I with half of it filled out for
volume. The students will state what volume is,
elaborate on the important concept, give an
example of surface area and draw an image.
When they are done, have them hand it in for
formative assessment

As we start looking at the volume of 3D shapes

we will watch the video on finding the volume of
a cube by using a rubix cube
https://www.youtube.com/watch?v=9PhE4mi104.

Next, students will use critical thinking skills to

complete the name things that... worksheet.
Each 3D shape will be represented and students
need to name a shape with a large volume and a
small volume for each shape.

Closure

Next we will develop the rest of the formulas for

the volume of 3D shapes.

We will do some examples on the board and

then students will do problems involving volume
from the textbook.

Next, students will complete a worksheet

involving problem solving and volume.

Students will then calculate the volume of

shapes around the classroom. I want them to
explain volume in practical terms so that I know
they have developed a deep understanding.

Name Things That

Worksheet

Volume Worksheet

Observation

Observation

NAME THINGS THAT

Draw a picture and list an object that has a large or small volume with the corresponding shape.
Have a large volume
right cones

right cylinders

right prisms

right pyramids

Spheres

Have a small volume

Lesson 5:
How does volume relate to surface area?
Grade/Subject: Mathematics 10C
Topic: Measurement
Length of Lesson: Approximately 240 minutes

Specific
Learning
Outcomes
(P.O.S.)

Solve problems using SI and imperial units, that involve the

surface area and volume of 3-D objects:

right cones
right cylinders
right prisms
right pyramids
spheres

Solve problems that involve linear measurement, using:

Learning
Objectives

SI and imperial units of measure

estimation strategies
measurement strategies

Students will:

Materials

Procedure

solve problems involving the volume of cones,

cylinders, prisms, pyramids and spheres
Describe the relationship between the volumes
of right cones and right cylinders with the same
base and height.
describe the relationship between volumes of
right pyramids and right prisms with the same
base and height.
estimate the volume of an object.

Comparison Chart
Chart paper
Surface area and volume Problem solving
Worksheet
Student Task Description and Rubric
Final Exam
Assessment
Methods

Introduction

Body of Lesson

Students will use critical thinking skills to compare surface

Compare and
area and volume. They are to find similarities and
differences between the two and record them on a chart. Contrast
formative
After, we will go through it as a whole class and I will
make a chart on chart paper based off of the answers that assessment
students vocalize.
On the board as a class, we will go through the
Observation
relationships between volumes of right cones and
right cylinders as well as right pyramids and right
prisms with the same base and height.
Next, students will work on the worksheet Surface Surface area
area and volume problem solving. As they are
and volume
working, I will walk around and help anyone having
Problem
issues. Emphasize that they need to provide
solving
detailed solutions in order to receive full marks.
Next, students will receive the Student description
for their final performance task. Talk about the
Performance
requirements that need to be fulfilled during the
task
task. Students will spend the remainder of the
time preparing their task. When they are finished,
they will do a peer evaluation, make final changes,
and then hand it in.

Closure

Summary: What have we learned? Ask the

students the question and record their answers.
Final Exam

Cumulative
Unit Final

Name: __________________
Surface Area and Volume
Problem Solving
Problem 1: A rectangular prism of volume 3200 mm3 has a rectangular base of length 10 mm and width 8
mm. Find the height h of the prism.

Problem 2: The area of one square face of a cube is equal to 64 cm2. Find the volume of the cube.

Problem 3: The triangular base of a prism is a right triangle of sides a and b = 2a. The height h of the prism is
equal to 10 mm and its volume is equal to 40 mm3, find the lengths of the sides a and b of the triangle.

Problem 4: Find the volume of the given L-shaped rectangular structure.

Problem 5: Find the thickness x of the hollow cylinder of height 100 cm if the volume between the inner and
outer cylinders is equal to 11000 Pi mm3 and the outer diameter is 12 mm.

Problem 6: Find x so that the volume of the U-shaped rectangular structure is equal to 165 cm3.

Problem 7: Safety notices in a hostel state that, where young people are sleeping, there should be at least
18 m3 for each person in the room. A dormitory in this hostel is 15 metres long, 12 metres wide and 3.5
metres high. What is the largest number of young people who can safely sleep in this dormitory?

Problem 8: What is the smallest surface area of a cuboid that has a volume of 512 cm?

Problem 9: A girl builds 27 cubes, each of edge 2 cm, into a single large cube. How many more 2-cm cubes
would she need to build a larger cube with edge 2 cm longer than the first one?

Problem 10: A tunnel is cut through a hillside in the shape of a semicircle. The diameter of the semicircle is
15 m and the length of the tunnel is 250 m. One lorry can take away 8 m3 of waste. How many lorry loads
are needed to move all the waste that is produced from cutting through the hillside?

PERFORMANCE TASK
Performance Task Overview: Students will answer the critical inquiry question What is the
best and most practical shape to hold the largest amount of grain, while using the least amount
of building supplies? In their task, they need to include their predictions about which shape will
hold the most grain, and their calculations in two different units of measurement.
Student Task Description:
A company that manufacturers grain bin has hired you to find best shape to hold grain. That is,
maximize the volume while minimizing the surface area so they can reduce the building supply cost.
They are concerned that the current shape as depicted on the side is not as efficient as it could be.
The grain bin needs to hold a minimum of 284 m3. In order to solve this task you will need to
1. Make a prediction: Will the current shape of grain bin be the best shape or is there a
different shape that will be better suitable?
2. Calculate: Calculate the dimensions of each shape to have a volume of 284 m3, then use the
dimensions to find the surface area of the shape.
3. Arrive at a conclusion: What is the best and most practical shape to hold the largest
amount of grain, while using the least amount of building supplies?
Options to present your findings:
1. Write a letter to the company.
2. Give a presentation.
3. Make a report.
4. If you come up with another way to present your finding, please consult with me to make
sure it meets all of the criteria.

Mathematics 10C
Peer Coaching Tool Grain Bins

Student_____________________ Coach___________________

Student

Coach

Did I:

Not
Yes

make a
prediction about
which shape
would make the
best grain bin?

determine the
volume of each
bin using the
correct formulae
to calculate the
volume of each
component?

determine
appropriate
volume of each
bin by applying
the correct
formulae?
convert
between SI and
Imperial units
of measure??

arrive at a
reasoned
judgment based
on the evidence
I provided?

Yet

Here are my suggestions to help you make your work

stronger:

General Outcomes

Specific Outcomes

Assessment Criteria

Develop spatial sense Solve problems that involve linear

and proportional
measurement, using:
reasoning.
SI and imperial units of measure
estimation strategies
measurement strategies

Predictions: Are their predictions

reasonable?

Develop spatial sense

and proportional
reasoning.

Apply proportional reasoning to

problems that involve conversions
between SI and imperial units of
measure.

Convert between SI units and imperial

units: Did the student accurately convert
between SI and imperial units of
measure?

Develop spatial sense

and proportional
reasoning.
right cones
right cylinders
right prisms
right pyramids
spheres

Solve problems using SI and imperial

units, that involve the surface area
and volume of 3-D objects:

Determine volume of 3-D objects: Did

the student accurately calculate
equations of volume?
Determine surface area of 3-D objects:
Did the student accurately calculate
equations of surface area?
Problem solving: Was the student able
to identify the best shape for grain bins
and provide insightful reasons?

Throughout this task, the following mathematical processes are specifically addressed:
Communication: communicate in order to clarify, reinforce and modify ideas.
Connections: connect mathematical ideas to each other or to the real world.
Problem Solving: develop and apply new mathematical knowledge through problem solving.
Reasoning: use reasoning skills to analyze a problem, reach a conclusion and justify or defend that
conclusion.
Technology: utilize technology as a tool for learning, problem solving and presenting solutions.
Visualization: understand mathematical concepts and make connections among them.

RUBRIC for PERFORMANCE TASK

Level
Criteria

Determine
volume of 3D objects
[CN, PS, R, V]

Determine
surface area
of 3-D objects
[CN, PS, R, V]

Problem
Solving
[CM, CN, PS,
R]

Excellent

Proficient

Adequate

Limited *

Insufficient/ Blank
*

Selects
appropriate
formulae and
applies them
correctly to
determine the
volume of the
given composite
object.

Selects
appropriate
formulae and
applies them in a
substantially
correct manner to
determine the
volume of the
given composite
object.

Selects
appropriate
formulae and
applies them in a
partially correct
manner to
determine the
volume of the
given composite
object.

Unable to
select correct
formulae and/or
unable to apply
them to solve
the problem.

No score is
awarded because
there is insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Selects
appropriate
formulae and
applies them
correctly to
determine the
surface area of
the given
composite object.

Selects
appropriate
formulae and
applies them in a
substantially
correct manner to
determine the
volume of the
given composite
object.

Selects
appropriate
formulae and
applies them in a
partially correct
manner to
determine the
volume of the
given composite
object.

Unable to
select correct
formulae and/or
unable to apply
them to solve
the problem.

No score is
awarded because
there is insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Arrives at a
reasoned
judgment with
strong evidence
from calculations
of surface area
and volume.

Arrives at a
reasoned
judgment with
weak evidence
from calculations
of surface area
and volume.

Arrives at a
judgment with
no evidence
from calculations
of surface area
and volume.

Unable to make
a reasoned
judgment based
off their
evidence from
calculations of
surface area
and volume.

No score is
awarded because
there is insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help
the student improve.

Criteria

Predictions
[C, CN, R]
Convert between SI
units and imperial
units
[C, CN, ME, PS, V]

Specific Requirements
the student has made reasonable
predictions based on previous
knowledge
the student has correctly converted
from Imperial to metric.

Yes

Not
Yet

Teacher
Comment