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# Geometry

Kristen Dyksterhouse

3-D Solids: CYLINDER
Real World Problem Solving &
Problem Finding Using Pop
Cans!
Essential Question:
How can we find the surface
area and volume of cylinders?

Lesson Objectives:
1. Find the Volume of the Pop Cans
2. Convert Cubic Inches to Fluid Ounces
3. Understand which can has more pop and what it means for consumers
4. Find the Surface Area of the Pop Cans (Maybe)
5. Find the How Much More Pop do You get in an 8-Pack of Pepsi (maybe)

Connection to Common Core:
G-1.8.1: Solve multistep problems involving surface area and volume of pyramids, prisms, cones, cylinders,
hemispheres, and spheres.
Lesson Essential Question:
Which can has more pop?
Which can is bigger?
Which can gives you a bigger bang for your buck?
Differentiation:
Videos: Conveying Data
Photos: Measurement by comparing to 12 oz can &
Photos with Cans with actual measurements
Learned:
Surface Area and Volume of 3-D
Solids focusing on Prisms (cube,
rectangular, and triangular),
Cylinders (right), Cones (right),
Pyramids (square), and Spheres.
Learning: (Focus on Cylinder)
How does volume affect consumer
choices?
Using surface area, what is the
cost of producing product
packages?
Will Learn:
Students are ending the unit on
surface area and volume of 3-D
figures. Headed toward summer
vacation but will apply learning
in algebra and real-world.
Accommodations: Assistance from an ELL paraprofessional, and the use of photos and words to convey message.
Also, allowing students to interpret the lesson as it makes sense to them and having them diagnose the problem as
they understand it rather than me telling them what to do.
Geometry
Kristen Dyksterhouse

Lesson Plan:

Bell Ringer: What is Changing Inquiry Activity

Hook: Video (Act 1)- Students explain what they are wondering. I am anticipating that students will either inquire
about volume or surface area, both tracks I am willing to head down. We also have the possibility to explore unit cost
(how much does one can cost) or unit rate (which 8 pack has more pop and how much more does it have?).

Act 2: The learners will use the formula for volume of a cylinder or surface area of a cylinder to figure out which can
has more pop. They will need to convert cubic inches to fluid ounces (I will provide the conversion). Finding the
volume and/or surface area should be a review since they have been learning these topics throughout the month of
May; however, we are applying it to a product so it will require some critical thinking and skill application (practicing
skills).

Act 3- New Learning: Were we right? Relate the Lesson to Consumer Packaging & Marketing

New Learning/Practice: Think about packaging in your home. How could you redesign the package for a company? I
am hoping the learners will discuss whether companies want more or less surface area for packaging and whether
they want more or less volume in their packages.

Exit Slip: Reflect on a product. Rate the lesson.

Homework: #1-6
Geometry
Kristen Dyksterhouse

Act 1:

Act 2:

Act 3:

Product:

How could Miss D do the lesson better next time?

Geometry
Kristen Dyksterhouse

Instructional Plan
- Begin the lesson by asking the following questions:
o What is changing? Why?
Students may answer the size, shape, design, or other various answers
o Why do soups and pops and other food containers come in cylindrical containers?
Students may answer that the containers are easier to open, easier to make, cheaper, you can fit more
food in a cylinder, or other various answers
o What kind of container do pop cans come in?
Students will probably suggest cardboard boxes?
o Why are we putting cylindrical cans in a prism container? Doesnt that leave extra, unused space?
This question is really to get students ready for Act 1. It should prep them to think about product design
and efficiency.
- Give students the 3-Acts worksheet and watch the video clip together.
o ACT 1: During and after the clip have them write down what theyre wondering. Once the clip is done have them
share with the person next to them and explain why they are curious about what they wrote down.
I am anticipating that students will either inquire about volume or surface area, both tracks I am willing
to head down. We also have the possibility to explore unit cost (how much does one can cost) or unit rate
(which 8 pack has more pop and how much more does it have?).
Ask students, once they have had time to share with partners, what they are wondering.
- If they say, which can has more pop? ask other students if they were wondering the same thing.
Ask others to share what they are thinking, too.
o ACT 2: Ask them what information we need to figure out which can has more pop or which can is bigger.
Talk about what measurement they look for when theyre buying a fountain pop, pop bottle, or energy
drink at the gas station.
Once they connect the ideas to surface are and volume. Ask them to recall the formulas. Remind them
they should be writing this down on their paper.
Allow students to direct themselves in self discovery by measurements and calculations. Indirect
measurement with three different can sizes may help students make predictions.
- Ask struggling students, What pieces of information will we need from this cylinder?
Geometry
Kristen Dyksterhouse

- We will need to know the radius/diameter and the height, and how to use the formula V = Bh to
calculate the volume. The cylinder has parallel and equal sized circles as bases. To find the volume of a
cylinder, multiple the area of a base by the height of the cylinder:
o V = Bh V = volume B = area of a base = (t r) h = height of cylinder
Once they have the measurements, they will be calculating the volume.
Have students use calculator to determine the base area for diet coke (diameter =2 radius =1) and Dr.
o DC: rt = (1)t. Remind students to square the radius before multiplying by t. (1) t = 3.14159265
* 1 = 3.14159265 in.
o DP: rt = (1.25)t. Remind students to square the radius before multiplying by t. (1.25) t =
1.5625t = 4.90873852 in.
o Since the base of a cylinder is always a circle, substitute the formula for the area of a circle into the
formula for the volume
o DC: 3.14 in. * h = 3.14 * 4.125 = 12.9590697 in
3

o DP: 4.90873852 in. * h = 4.90873852 - 3 = 14.7262156 in
3

V=t rh
V=t x r x h
V=t r h
V=t (r)(h)

Once students have found the volume of each can, have them think-pair-share with the person next to
them. Did they both get the same answer?
Ask students if they dont mention it Do we measure cans in in
3
?
Give them the conversion and briefly discuss proportions and ratios.
o DC: 0.554112554 in
3
* 12.9590697 = 7.18078321 fl oz
o DP: 14.7262156 in
3
* 0.554112554 = 8.15998094 fl oz
Talk about margin of error and shape/fullness of can
h
r
base
Geometry
Kristen Dyksterhouse

o ACT 3: Were we right? Compare to predictions and actually computations.
o Extension: we are going to explore if the two containers have the same surface area. Objects with less surface area
require less material and can save companies money in the long run. Have students calculate the surface area of both
cans
o Remind students: Surface area of a cylinder = 2r
2
+ 2rh
o DC: 21
2
+ 214.125= 25.9181394 + 6.2831853 = 32.2013247in
2

o DP: 21.25
2
+ 213= 9.81747703 + 18.8495559 = 28.6670329 in
2

o CONCLUSION: Dr Pepper has smaller S.A. and more pop. Coke has larger surface area and less pop.
o Discussion on whether consumers are being tricked using photos on slide
o If extra time: unit rates & unit pricing
o HOMEWORK: Bring in an item that you would like to redesign to save your company money