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Surface Area/Volume of a Cylinder Math
Grade Level Time Frame
Stage 1 Identify Desired Results
Students will understand how to determine the volume and surface area of solid figures. They will understand and use the customary and metric systems of measurement to measure quantities efficiently and to represent volume and surface area appropriately. M6M3. Students will determine the volume of fundamental solid figures (right rectangular prisms, cylinders, pyramids and cones). a. Determine the formula for finding the volume of fundamental solid figures. b. Compute the volumes of fundamental solid figures, using appropriate units of measure. c. Estimate the volumes of simple geometric solids. d. Solve application problems involving the volume of fundamental solid figures. M6M4. Students will determine the surface area of solid figures (right rectangular prisms and cylinders). a. Find the surface area of cylinders using manipulatives. b. Compute the surface area of cylinders using formulas. c. Estimate the surface areas of simple geometric solids. d. Solve application problems involving surface area of cylinders.
Students will understand that:
Approximate volumes of simple geometric solids may be found using estimation. Formulas may be used to determine the volume of fundamental solid figures. Approximate units of measure should be used when computing the volumes of fundamental solid figures. Approximate surface area of simple geometric solids may be found using estimation. Formulas may be used to compute the surface area of right rectangular prisms and cylinders.
Related Misconceptions: y
When determining B , the area of the base must be calculated. It will not be a number that you simply just plug in. Surface area and volume are the same thing.
y Can you describe the difference between volume and surface area? y What kinds of problems can be solved using volume and surface area? y How can you find the surface area and volume of a cylinder?
y What is the formula used
for finding the volume of a cylinder?
y What is the formula for
calculating the surface area of a cylinder? y What does B represent in the volume formula? y What number is ? y What is the difference between the radius and diameter?
What units are appropriate for measuring volume?
y What is base?
Knowledge and Skills Knowledge
y Students will know: y Formulas used to determine volume of y Cylinders. y Formulas used to compute surface area of y Cylinders. y How to find the surface area of a cylinder y How to find the area of a cylinder.
y Students will be able to: y Select and use units of appropriate size and y type to surface area and volume. y Compare and contrast units of measure for y surface area and volume y Use appropriate formulas to find the surface area and volume of a cylinder y Estimate the volume and surface area of a cylinder.
Stage 2 - Evidence Performance Task(s)
Goal: To buy the most cost efficient home and paint it in the most cost efficient way. Role: Homebuyer Audience: Spouse Situation: Given the dimension of two cylindrical homes, the students will be required to determine which is the most cost efficient. Calculate the volume per cubic foot for each house. Next determine the most cost efficient paint to use to cover the walls of the home. Product Performance and Purpose: Create a proposal for your spouse discussing which house you would like to purchase. The proposal must include a discussion of the volume and cost of the home. You must also decide which type of paint you will use to cover the walls. Give an explanation of your reasoning. Standards and Criteria for Success: See attached Rubric
Teacher Name: Marti Smith Student Name: ________________________________________
CATEGORY Mathematical Concepts
Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Uses complex and refined mathematical reasoning.
Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Uses effective mathematical reasoning
Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Some evidence of mathematical reasoning.
Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Little evidence of mathematical reasoning.
Mathematical Errors 90-100% of the
steps and solutions have no mathematical errors.
Almost all (85-89%) of the steps and solutions have no mathematical errors.
Most (75-84%) of the steps and solutions have no mathematical errors.
More than 75% of the steps and solutions have mathematical errors.
Explanation is detailed and clear.
Explanation is clear.
Explanation is a little difficult to understand, but includes critical components.
Explanation is difficult to understand and is missing several components OR was not included. There is little use, or a lot of inappropriate use, of terminology and notation.
Mathematical Terminology and Notation
Correct terminology and notation are always used, making it easy to understand what was done.
Correct terminology and notation are usually used, making it fairly easy to understand what was done.
Correct terminology and notation are used, but it is sometimes not easy to understand what was done.
Strategy/Procedures Typically, uses an
Typically, uses an efficient and effective strategy to effective strategy to solve the solve the problem(s). problem(s).
Sometimes uses an Rarely uses an effective strategy to effective strategy to solve problems, but solve problems does not do it consistently.
Other Evidence (e.g. tests, quizzes, work samples, observations, group work)
Practice sheet over volume of a cylinder
Practice sheet over surface area of a cylinder y y Online volume game
³Effects of Volume´ group assignment
y y y
³Will You be Wet of Dry?´ Group Assignment ³Surface Area Patterns´ Group Assignment Surface Area or Volume Poster (homework) y y y y Volume Podcast
Surface Area Podcast
³Pump Up the Volume´ Rap ³It¶s All in the Surface´ Rap
Double bubble map and writing activity on comparing and contrasting volume and surface area of a cylinder y Create five cylinder problems for a classmate to solve (and create a key) y Teacher Observation
Student Self-Assessment and Reflection
Self-Assess your Double Bubble Map and Writing: Do you feel you accurately showed how volume and surface area of a cylinder are similar and different? Self-Assess your findings of the house: Do you believe you picked the right house. Were you surprised by your findings? Would you have chosen what you did if you had not done the math? Self-Assess your poster: Do you feel that your poster would help a new sixth grade student understand the concept you choose to illustrate? How would you change it to make it more clear? What would you have done differently?
Stage 3: Plan Learning Experiences
Day 1 Entry Question: Do you know what it means when someone asks you the surface area of a can of Coke? Do you know the volume of a can of Coke? W, H Listen to the surface area rap, It s All in the Surface. (http://educationalrap.com/song/its-allin-the-surface.html) H Watch the podcast, Finding the Surface Area of a Cylinder. R Complete the Surface Area of a Cylinder worksheet. We will review the answers at the end of class(Estimate on the first four problem and Use 3.14 for on the last four ). E
Day 2 Listen to the Pump up the Volume rap. (http://educationalrap.com/song/pump-up-thevolume.html)H Review the podcast of finding the surface area of a cylinder. R Complete the practice sheet, Volume of a Cylinder. We will review the answers at the end of class(Estimate on the first four problem and Use 3.14 for on the last four ). E If students finish before time is called, they may get of the computer to play the volume game located at http://www.aaastudy.com/geo79_x5.htm R Homework (Due on Day 5) Create a colorful, neat, and artistic poster finding the surface area or volume of a cylinder (your choice). You will design a cylinder with dimensions of your choosing. Color and label the cylinder correctly. Using the formula, neatly write the formula and your work underneath the picture of your cylinder. The cylinder , the work, and the answer should be large enough to cover the paper nicely. E2,T Day 3
Find a partner to work with. Review the podcasts if needed. R Complete the worksheets, Surface Area Patterns and Effects on Volume, together (show your work). Turn in one pack of worksheets with work and both names at the top. E Go the teacher worktable at the back of the room, pick at cylindrical container of your choice. Complete the Wet or Dry activity together. Write your findings on the worksheet and turn in with both names at the top. Also, using a piece of copy paper, create a poster illustrating your work and results (you should have a pretty accurate picture of your cylinder, complete with proper labeling, on the poster). E2
Find a different partner from the day before. Work together to create a double bubble map comparing and contrasting the volume and surface area of a cylinder. Then take the information from your bubbles and write at least a one paragraph explanation of your findings. E,E2,R Each student will create five surface area and volume of cylinder problems with an answer key. Each student will give the problems to their partner to complete. When each is done, you will work together to discuss answers and figure out correct solution when there is a conflict. E,T,
Complete the Performance Assessment, The Three Little Pigs. The assignment has been modified from its original version. Students will design two cylindrical homes of different dimensions. Students will estimate the volume and surface area of each home. Students will then use a formula to determine the actual surface area and volume of each home. E,O,R After each above step has been figured: y Determine the cost of each home per cubic foot.
Create a proposal for your spouse to read discussing which house you d like to purchase and why. You must include a discussion about the volume, surface area, and price of each home. Using the house you plan to purchase and assuming that it has two 3ft. by 5ft. doors and three 2ft by 2ft windows, how many can of paint would be needed to cover the remaining areas if one can of paint covers 300 ft²?
Next, determine the most cost efficient paint (each will cover 300ft²). Your options include the following: 1) A one coat paint with a cost of $13.44 per gallon ( to cover completely two coats must be used with a primer) AND Primer, which is 8.44 per gallon. 2) A gallon of paint + primer (which will cover the walls nicely with one coat) at a cost of $32.36. **Show the calculation for each option. Determine which paint would be more cost efficient and explain your reasoning. Other Helpful Areas
Websites: http://www.aaastudy.com/geo79_x5.htm www.mathopenref.com/cylindervolume.html www.mathopenref.com/cylinderarea.html Fill and Pour activity: http://nlvm.usu.edu/en/nav/frames_asid_273__g_3_t_4.html?from=category_g_3_t_4.html How High? Activity: http://nlvm.usu.edu/en/nav/frames_asid_275__g_3_t_4.html?from=category_g_3_t_4.html Volume Rap: http://educationalrap.com/song/pump-up-the-volume.html Surface Area Rap:
http://educationalrap.com/song/its-all-in-the-surface.html Extra help with word problems: http://algebralab.org/Word/Word.aspx?file=Geometry_SurfaceAreaVolumeCylinders.xml Interactive 3D Geometric Shapes(surface area of a cylinder): http://www.learner.org/interactives/geometry/area_surface2.html Interactive 3D Geometric Shapes(volume of a cylinder): http://www.learner.org/interactives/geometry/area_volume2.html Review: http://math.about.com/od/formulas/ss/surfaceareavol_3.htm
After the remainder of the geometry unit is complete, have students create a handout for future students who will be learning about the volume and surface area of geometric shapes. E2,T,O
McTighe, J. and Wiggins, G. (2004).Understand by Design: Professional Development Workbook. Alexandria, VA. Association for Supervision and Curriculum Development Georgia Department of Edcation. (2006, September 20). Unit eight: "three little pigs builder". Retrieved from https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/6% 20Math%20Unit%208%20Solids.pdf ALTEC at University of Kansas. (2000-2008). Rubistar..http://rubistar.4teachers.org/ Web. April 13, 2011 Utah State University.(1999-2010). Fill and pour. Retrieved from http://nlvm.usu.edu/en/nav/frames_asid_273__g_3_t_4.html?from=cat egory_g_3_t_4.html Utah State University. (1999-2010).How high?. Retrieved from http://nlvm.usu.edu/en/nav/frames_asid_275__g_3_t_4.html?from=cat egory_g_3_t_4.html AlgebraLab. (2003-2011). Word problems: volume and surface area of cylinders. Retrieved from http://algebralab.org/Word/Word.aspx?file=Geometry_SurfaceAreaVolu meCyl inders.xml Annenberg Foundation. (2011). Interactive : geometry 3d shapes:Volume. Retrieved from http://www.learner.org/interactives/geometry/area_volume2.html Russell, D. (2011). Surface area and volume: cylinder, cone, pyramid, sphere, prisms. Retrieved from http://math.about.com/od/formulas/ss/surfaceareavol_3.htm Rhythm, Rhyme, Results, LL C. (ND). It's all in the surface. Retrieved from http://educationalrap.com/song/its-all-in-the-surface.html Rhythm, Rhyme, Results, LL C, . (ND).Pump up the volume. Retrieved from http://educationalrap.com/song/pump-up-the-volume.html Page, John. (2009). Surface area of a cylinder. Retrieved from www.mathopenref.com/cylinderarea.html Page, John. (2009). Volume of a cylinder. Retrieved from www.mathopenref.com/cylindervolume.html
Banfill, J. (2009). Volume of a cylinder. Retrieved from http://www.aaastudy.com/geo79_x5.htm Utah State Office of Education/Utah State University . (ND). Effects on volume (pdf). Retrieved from http://188.8.131.52/search/srpcache?ei=UTF8&p=effects+on+volume+Utah+State+Office+of+Education&fr=yfp-t382&u=http://cc.bingj.com/cache.aspx?q=effects+on+volume+Utah+Stat e+Off ice+of+Education&d=4981827244460146&mkt=en-US&setlang=enUS&w=fe82b6c9,87a29d28&icp=1&.intl=us&sig=W_heh2.eowgHE3rAw47l ww--
Utah State Office of Education/Utah State University , . (ND). Surface area patterns (pdf). Retrieved from http://184.108.40.206/search/srpcache?ei=UTF8&p=Surface+Area+Patterns+Utah+State+Office+of+Education&fr=yfp-t382&u=http://cc.bingj.com/cache.aspx?q=Surface+Area+Patterns+Utah+ State +Office+of+Education&d=4965235779699689&mkt=enUS&setlang=enUS&w=8cd90861,f4164f10&icp=1&.intl=us&sig=8vHO2ulLhRSwKy46XDdy YQ-Elementary Core Academy. (2008). Will you be wet or dry? (pdf). Retrieved from http://220.127.116.11/search/srpcache?ei=UTF8&p=Will+you+be+wet+or+dry%3F+Elementary+Core+academy&fr=yfp-t382&u=http://cc.bingj.com/cache.aspx?q=Will+you+be+wet+or+dry%3f+ Elementary+Core+academy&d=4572053003375515&mkt=enUS&setlang=enUS&w=87c4f713,85d12ce0&icp=1&.intl=us&sig=ofvEberLZvN2pKXi7L FESg
Mathworksheets4kids. (ND). Volume of a cylinder. Retrieved from http://www.mathworksheets4kids.com/volume/cylinder-exact.pdf Mathworksheets4kids. (ND). Surfuce area of a cylinder. Retrieved from http://www.mathworksheets4kids.com/surface-area/cylinder-exact.pdf
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