Grade 8 Mathematics, Quarter 4, Unit 4.

Volume of Cylinders, Cones, and Spheres

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Overview
Number of instructional days: Content to be learned
Investigate the relationship between the volume of cylinders, cones, and spheres. Know and apply the formulas for the volume of cylinders, cones, and spheres. Apply volume to real-world situations.

12

(1 day = 4560 minutes)

Mathematical practices to be integrated

1. Make sense of problems and persevere and solving them. Explain the meaning of the problem to themselves. Monitor and evaluate progress and change course if necessary. Continually ask, Does this make sense?

5. Use appropriate tools strategically. Identify relevant mathematical resources and use them to pose or solve problems.

Essential questions
What is the relationship between the volume of a cylinder and a cone? Why is the area of a circle needed to find the volume of a cylinder, sphere, and cone? When would you need to find the volume of a cylinder in the real world? When would you need to find the volume of a sphere in the real world? When would you need to find the volume of a cone in the real world?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Geometry
Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. 8.G.9 Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.

8.G

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make soun d decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Clarifying the Standards

Prior Learning In grade 6, students found the area of triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes. They applied techniques in the context of solving real-world and mathematical problems. Students used nets to find surface area. They used cubes to find volume and compared results using formulas. In grade 7, students worked with angle measure, area, surface area, and volume. They acquired a welldeveloped set of geometric measurement skills. Current Learning In grade 8, this is an additional cluster. Students know the formulas for the volume of cones, cylinders, and spheres. They use the formulas to work and solve mathematical and real-world problems. Future Learning In high school, students will explain volume formulas and use them to solve problems. They will give informal arguments for the volume of a cylinder, pyramid, cone, spheres, and other solid figures. Students will use volume formulas to solve problems. These skills, along with proportional reasoning and multistep numerical problem solving, can be combined and used in flexible ways as part of modeling during high school.

Additional Findings
According to PARCC Model Content Framework, When students learn to solve problems involving volume of cones, cylinders and spheres-together with their previous grade 7 work in angle measure, area, surface area and volume- they will have acquired a well-developed set of geometric measurement skills. According to the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics, By decomposing two- and three-dimensional shapes into smaller component shapes, students find surface areas and develop and justify formulas for surface areas and volumes of prisms and cylinders.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014