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Lesson plan for calculating the volume of a prism from mr-mathematics.com.

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be able to calculate the volume of a cuboid using the cross sectional area and depth Most students should be able to calculate the volume of a cylinder and triangular prism using the cross sectional area and depth. Some students should be able to calculate the volume of any prism by identifying the area of the cross section. Keywords: Prism, Cross Sectional Area, Depth, Volume, units cubed. Learning Activities Starter/Introduction Students measure the volume of cuboids through counting the number of cubes on the cross section and identifying the depth. Encourage students to use a method of short multiplication rather than long addition to calculate the volume. Use this activity to identify the cross section and define what makes a prism. If students are confused about defining a prism have the class work in pairs to categorise different solid shapes into those which have parallel edges and those which converge to a point. Development Use the knowledge gained from the starter to enable the students to derive the formula for the volume of a cuboid. Too often students simply use without any real understanding. Emphasise the need to identify the cross sectional area and multiply it by the depth since this determines how many times the cross sectional is repeated throughout the shape. Students should therefore be able to not only use formulae but also derive them from a prism in general form. To extend the work on cuboids students could be given the volume and cross sectional area and asked to calculate the depth by rearranging formulae. The third slide is intended to extend on from cuboids since the cross sectional is no longer rectangular. Students should have a good understanding of the area of circle, triangle and trapezium before attempting this. Students could work through the Tarsia activity to match up the volumes with the prisms in pairs or small groups. Plenary This plenary is intended to consolidate the idea of volume since calculating the cross sectional area is more complex than those previously. Students could attempt the problem in pairs so the different approaches can be discussed and refined. It maybe beneficial to discuss alternative approaches to calculating the area of the cross section, whether they should use to triangle and rectangle or two trapezia. Students should be encouraged to use a calculator so that their focus is on the problem solving aspect rather than the mental arithmetic. Resources: Mini-Whiteboards, Calculators, Solid shapes Tarsia Activity

Differentiation More able: Students could look at calculating the volume of more complex prisms such as hexagonal prisms. Problems such as the one below will encourage students to develop their ability to rearrange formulae

Less Able Students may need to stick with calculating the volume of cuboids or cubes by counting.

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