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CLASSROOM CHALLENGES
A Formative Assessment Lesson
Calculating Volumes
of Compound Objects
STANDARDS ADDRESSED
This lesson relates to the following Standards for Mathematical Content in the Common Core State
Standards for Mathematics:
G-SRT:
Define trigonometric ratios and solve problems involving right triangles.
N-Q:
Reason quantitatively and use units to solve problems.
G-GMD:
Explain volume formulas and use them to solve problems.
Visualize relationships between two-dimensional and three-dimensional objects.
This lesson also relates to the following Standards for Mathematical Practice in the Common Core
State Standards for Mathematics, with a particular emphasis on Practice 3:
1.
2.
3.
4.
5.
6.
7.
INTRODUCTION
The unit is structured in the following way:
Before the lesson, students attempt the task individually. You then review their work and
formulate questions for them to answer, in order to improve their work.
At the start of the lesson, students work individually to answer your questions. Next, they work in
small groups on the same task, to produce better collective solutions than those they produced
individually. Throughout their work they justify and explain their decisions to each other.
In the same small groups, students critique some student responses to the Glasses task, provided
in the Sample Responses to Discuss. They correct errors in those responses.
In a whole-class discussion, students discuss their own solutions and explain how to correct the
common misconceptions seen in the Sample Responses to Discuss.
Finally, students work on their own again to improve their individual solutions.
MATERIALS REQUIRED
Each student will need two copies of the Glasses task, the Formula Sheet, a mini-whiteboard,
pen, and eraser.
Each small group of students will need a new copy of the Glasses task and the Sample Responses
to Discuss.
Some students may require the Glasses: Extension Questions. Have copies of the Hint Sheet
ready in case any students need it.
TIME NEEDED
15 minutes before the lesson, a 1-hour lesson, and 15 minutes in a follow-up lesson. All timings are
approximate and will depend on the needs of the students.
Teacher guide
T-1
Glasses
Glass 1
Glass 2
Glass 3
b. Glass 2
c. Glass 3
Student materials
S-1
1 2
"d h
6
1
"dh
6
1
"dh2
6
1 2 2
"d h
6
Glass 4
We suggest that you do not score students work. The research shows that this will be
counterproductive, as it will encourage students to compare their scores and distract their attention
from what they can do to improve their mathematics.
Student materials
Teacher guide
S-2
T-2
Instead, help students to make further progress by summarizing their difficulties as a list of questions.
Some suggestions for these are given in the Common issues table on page T-4. These have been
drawn from common difficulties observed in trials of this unit.
We suggest that you make a list of your own questions, based on your students work, using the ideas
on the following page. We recommend you either:
give each student a printed version of your list of questions and highlight the questions relevant to
each student.
If you do not have time to do this, you could select a few questions that will be of help to the majority
of students and write these on the board when you return the work at the beginning of the lesson.
Teacher guide
T-3
Common issues
Teacher guide
T-4
Teacher guide
T-5
the volume
of a cone but uses an
incorrect measure. He uses the
slant height rather than the
perpendicular height. He should
first calculate the perpendicular
height of the cone using the
Pythagorean Theorem and then
substitute that value into the
formula.
Yasmin has assumed that halving
the volume halves the height of
the liquid in the glass. This is a
false assumption. To figure out the
correct solution, Yasmin should
first halve the total volume of the
glass and then subtract the volume
of the hemisphere from the half
volume. She will then know the
volume of liquid in the cylinder.
She can calculate the height of the
liquid and add that to the height of
liquid in the hemisphere.
Teacher guide
T-6
Teacher guide
T-7
SOLUTIONS
Assessment task: Glasses
1a) The volume of Glass 1 = 3 3 6 = 54 = 170 cm3.
1b) The volume of the hemisphere = (4 33) 6 = 18 = 56.5.
The volume of the cylinder = 32 3 = 27 = 84.8.
Total volume of Glass 2 = 45 = 141 cm3.
1c) Using the Pythagorean Theorem, the height of the cone is
72 32 = 40 = 2 10 .
3.
Glass 4 is composed from a cylinder and cone. While we do not yet have enough information to
deduce the formula, it is possible to rule out three of the formulas on grounds that the
dimensions of the formulas are incorrect:
1
dh
6
Only two lengths are multiplied so this has the dimension of an area.
1 2 2
d h
6
1
1
1 2
d h and dh 2 involve multiplying together three lengths but dh 2 involves the
6
6
6
square of the height and so cannot be correct.
Both
1 2
The correct formula is therefore 6 d h .
Glasses: Extension Questions
1.
2.
2
4 #d & #h&
= % ( % (
3 $2 ' $2'
Teacher
guide
T-8
1
= d 2 h .
6
3.
1 2
r h = 30 .
3
(1)
By similar triangles:
(2)
Teacher guide
T-9
Glasses
Glass 1
Glass 2
Glass 3
b. Glass 2
c. Glass 3
Student materials
S-1
1 2
pd h
6
1
pdh
6
1
pdh2
6
1 2 2
pd h
6
Glass 4
Explain how you can tell by just looking at the form of these expressions.
Student materials
S-2
2. Show step by step how a formula for the volume of Glass 4 may be
derived.
Glass 4
3. Find the height of liquid in Glass 3 when it is half full.
Explain your answer.
Glass 3
4. On a separate sheet of paper, make up your own Glass question and solve it.
Try to make your problem challenging, but solvable!
Now give it to someone else in your class to solve.
Student materials
S-3
Formula Sheet
Area of a circle: pr
Area of a parallelogram: bh
4 3
Volume of a sphere: pr
3
Area of a triangle:
Area of a trapezoid:
Volume of a pyramid:
bh
2
1
(a + b)h
2
1
base area h
3
Volume of a cone:
1 2
pr h
3
Volume of a cylinder: pr 2 h
Curved surface area of cylinder: 2p rh
Student materials
S-4
Hint Sheet
Student materials
S-5
Isaacs solution
Student materials
S-6
Yasmins solution
Briannas solution
Student materials
S-7
Glass 1
Calculate the volume of liquid
that would fill the bowl of the
glass.
Projector Resources
P-1
Glass 2
Calculate the volume of liquid
that would fill the bowl of the
glass.
Projector Resources
P-2
Glass 3
Calculate the volume of liquid
that would fill the bowl of the
glass.
Projector Resources
P-3
Projector Resources
P-4
Projector Resources
P-5
Projector Resources
P-6
Projector Resources
P-7
Projector Resources
P-8
Classroom Challenges
These materials were designed and developed by the
Shell Center Team at the Center for Research in Mathematical Education
University of Nottingham, England:
Malcolm Swan,
Nichola Clarke, Clare Dawson, Sheila Evans, Colin Foster, and Marie Joubert
with
Hugh Burkhardt, Rita Crust, Andy Noyes, and Daniel Pead
We are grateful to the many teachers and students, in the UK and the US,
who took part in the classroom trials that played a critical role in developing these materials
The classroom observation teams in the US were led by
David Foster, Mary Bouck, and Diane Schaefer
Thanks also to Mat Crosier, Anne Floyde, Michael Galan, Judith Mills, Nick Orchard, and Alvaro
Villanueva who contributed to the design and production of these materials
This development would not have been possible without the support of
Bill & Melinda Gates Foundation
We are particularly grateful to
Carina Wong, Melissa Chabran, and Jamie McKee
http://map.mathshell.org