MS.

DENT
PRE-ALGEBRA
8th GRADE
02/22/2019

8-3: VOLUME OF SPHERES

OBJECTIVE/STANDARDS/PRIOR KNOWLEDGE

Find the volume of spheres

8.G.9: Know the formulas for the volume of cones, cylinders, and spheres and use them to solve real-
world and mathematical problems

Know what shape a sphere is, and be able to identify one next to other objects

INTRODUCTION/TERMS

Discuss for the formulas already covered, (area for circles, rectangles/squares, triangles, volume for
cylinders, cones, rectangular prisms, and pyramids)

Vocabulary Words:

Circle: the set of all points in a plane that are the same distance from a given point called the center

Cylinder: a three dimensional figure with two parallel congruent circular bases connected by a curved
surface

Cone: a three dimensional figure with one circular base connected by a curved surface to a single vertex

Radius: the distance from the center of a circle to any point on the circle

Diameter: the distance across a circle through its center

Circumference: the distance around a circle

Pi: the ratio of the circumference of a circle to its diameter

ENSURE that the students know what all of these are before beginning the lesson

BODY/DEVELOPMENT

Begin by reminding the students about how cylinders and cones are related, and the fraction of 1/3 that is
used for the formula of a cone. We use 1/3 because we could fit three cones inside of a cylinder if they
had the same size of circle as the base of the shape. We then turn to think about how a cone is “part” of a
cylinder, and that is why we use the fraction 1/3. Now if we discuss the shape of a sphere, we can refer to
it as a “whole” object, there are no edges or bases or other shapes that make up a sphere. Because of
this, a “whole” object is always larger than a “partial” object, therefore helping us remember to use a
larger fraction, which we introduce as 4/3. After asking what units we use for volume, we remind them to
cube our radius, which is the distance from the center of the circle to the outer edge. Then of course, we
multiply by pi as well.

QUESTIONING/MODELING

These can all be either general questions or student specified.

How can we remember to use the fraction 1/3 for the volume of a cone?

How can we remember to use the fraction 4/3 for the volume of a sphere?

What units are we discussing when we talk about volume? Is it units squared? Cubed? Is it one
dimensional?

These questions will be asked multiple times throughout the lesson, and after the lesson is finished to help
students ensure and decipher what is what when using the formula.

PRACTICE: GUIDED/INDEPENDENT

Guided:

2
3
Independent:

4
CLOSING/CHECK FOR UNDERSTANDING

Continue to follow up with how the lesson began, and comparing a cone to a cylinder, and how you can fit
three in the cylinder if they have the same base, so you use the formula 1/3. Compare this to the fraction
for a sphere of 4/3, because it is a whole object with no other shapes related to it.